Teachers understand that educating a child integrates both social and academic learning. Both must go hand-in-hand to ensure the development of the child socially, academically and emotionally. Piaget laid the ground work in understanding child cognitive development. Vygotsky defined the important role that social interaction plays in this process. Since that time studies and research have born this fact out. Current brain research also shows that the brain works best with other brains. Students achieve better when they are given opportunities to work with others. At our core, we are social creatures that need to be able to live and work together.
In our Preschool and Lower School Divisions, our teachers frame everything they do using the Responsive Classroom approach. Based on sound educational and developmental theory, Responsive Classroom recognizes that social and academic learning are both critical, that social interaction does promote cognitive growth, and that “children need to learn cooperation, assertion, responsibility, empathy, and self-control if they are to be successful socially and academically.”
In addition, with the ongoing national concern for bullying in the schools, our Lower School teachers have used a research-based, nationally recognized and highly respected program, Quit It. This program is designed to promote civility and respect among children and addresses topics of teasing and bullying. Teachers have incorporated elements of this program into their curriculum as it complements and supports the work of Responsive Classroom.
This past summer several Lower School and Preschool teachers took the initiative to evaluate our social curriculum and find ways to broaden and enrich the work being done. What came out of their work is a wonderful curriculum that is now embedded in each grade. This program of study focuses on three major themes to be studied throughout the year: Cooperation, Courage and Compassion. Each trimester, a theme is taught, modeled and practiced every day throughout the curriculum. At the end of each trimester, the Preschool and Lower School students gather to celebrate and share their work. The goal of this work is to support our overarching efforts to create a culture of caring and learning.
This fall, we celebrated our first theme of Cooperation the morning of Thanksgiving Soup. The two divisions gathered in Furey Hall to celebrate their work and what they learned. In February, we will be celebrating Courage and in May we will celebrate Compassion. Below are highlights from our Celebration of Cooperation.
Preschool demonstrated cooperation as they worked together preparing and enjoying their Friendship Lunch. At the Cooperation Ceremony, the Preschoolers wore Native American head dresses. On the feathers of the head dresses, each student had written an example of how they had cooperated with a friend.
In Kindergarten, the students created a beautiful mural. Each student designed and painted a panel illustrating ways in which we work together. This colorful mural is on display in the Kindergarten classroom.
First grade participated in several projects throughout the term. The class created a book, The Right Things to Do. Included is a recipe card listing the ingredients for cooperation. At the Ceremony, they performed a skit depicting two students, now much older, rediscovering the wisdom of the book. The class handed out cooperation recipe cards to all in attendance.
Second Grade performed a play based on the book, Raspberries: An American Tale of Cooperation by Mary Newell DePalma. It is a story of animal friends working together to safely cross a road to reach the raspberry bushes on the other side.
Third Grade wrote and performed the song Cooperation. The audience was tapping feet, clapping and singing along with the Third Grade. Many, including myself, could be heard singing the song as they returned to their classes at the end of the ceremony. The Lower School will be adding this song to our repertoire of songs we sing together when we gather.
I admire the dedication of the faculty to create a culture where caring for each other and learning together is a natural part of every day. I am proud of our students who truly embody these values. This important work being done indeed enriches every child’s learning and their lives.
Paul W. Frantz
















