Kumara School began in 1983 is located in a small residential neighborhood, surrounded by giant poplar, eucalyptus and redwood trees. We offer a play based, socially focused program where the ideas of social constructivism and Reggio Emilia inspired documentation and project work influence the daily experiences of children, teachers and parents. Teachers support children's constructing knowledge by presenting and encouraging opportunities for deep exploration of subjects, promoting questioning, teaching problem solving skills and nourishing expression, creativity and wonder. Teachers use their own and children's interests and the ideas of developmentally appropriate practice to create a play based, meaningful curriculum that involves the whole child. We have 50 children per day and work with a teacher: child ratio of 1:8. Kumara's students are organized into 3 age related core groups. Children remain in the company of the same teachers and the same core group of children throughout their time at Kumara. These core groups contribute to a sense of identity and security. Core groups meet for about an hour in the morning with the core teachers. During the rest of the day's activity periods teachers are responsible for certain areas of the school where children of all ages play with or nearby each other, choosing teacher facilitated or child initiated activities from any of the open activity areas; art room, outside, large/motor/expressive room, fine motor/quiet room, and the pre-K kindergarten room.
At Kumara we promote and value a strong connection to nature. A nearby creek provides year round possibilities for our community to observe and engage with the seasonal changes. The natural landscape inspires rich collaborative fantasy and scientific discovery. Through these experiences a strong connection to community is supported. The natural world is a place with the power to connect adults and children to a greater sense of being.
A strong emphasis on social and emotional support is a vital part of children's experience at Kumara. Learning how to express and process intense emotions is an invaluable life skill, as is learning how to listen to the feelings of others and to respond in a way that respects those involved. Children know that they have the right to be heard and listened to.
We collaborate with parents to support children's growth and development. Parents are welcomed in their right to participate in the life of the school. Family involvement includes being a part of daily happenings at the school, participation in the parent board, attending parent meetings, special celebrations and contributing as visiting experts.
Teachers work in teams collaborating with colleagues to reflect on their own and children's learning. Time is a key element that has allowed us to come to know each other and contribute meaningfully to each other's work. Through developing stronger collaborating skills, we endeavor to deepen our thinking about our work and strengthen our ability to communicate. Through our inquiry work we honor the process of wondering and coming to know for adults and children alike, we strive to be prepared for the possibilities and at the same time be open to the unknown outcomes.
We hold a strong and capable image of children, one where they can be protagonists in their own learning. By carefully watching and listening to the wonderings, observations, and hypothesis of the children, we work with them to explore what is meaningful to them as well as to stretch them to new levels of thinking and questioning. Through documenting their experiences, we provide long term memory and a reflective tool for their important work. This process encourages critical thinking and discussion, building within children a sense of power and competency.
It is our goal that children learn at Kumara that they are lovable, strong and capable people whose thoughts and ideas have significance and influence in the larger community.
