WHAT IS A COOP?
For 50 years OVCNS has been a parent-owned and operated cooperative nursery school. It is organized on the principle that strong families and parent-child relationships grow where there is opportunity for parents to participate in the school experience.

In a co-op environment children are offered a gentle separation process, because separation anxiety peaks with newfound independence and power. Expanding relationships and experiences are best when children are not worried about saying good-bye. Caregivers will share in their child's day, but increasingly become observers as each child grows more and more comfortable with independence.

Part of the fun of a co-op is that children have a rich and diverse array of parents assisting in the classroom. Through this involvement, the co-op becomes a supportive environment for parents to meet other parents. And these relationships often continue long after the children finish preschool. In this way, a co-op is much more than just a school, it is a community of families!

MONTESSORI PHILOSOPHY
What makes a Montessori School different from other schools?

Child-Centered. The Montessori preschool classroom is a child's world, geared to the size, pace and interests of boys and girls between the ages of two and a half and six years. It is designed to put the child at ease by giving her freedom in an environment prepared with attractive materials. These materials are arranged on low shelves within easy reach of even the smallest youngster. The children work at tables and use mats on the floor where they are naturally comfortable.

Variety of Enriching Activities. Hands-on activities are always a part of the classroom environment because children learn by doing as opposed to just by being told what to do. Art media and music are used both individually and in groups for dramatic play, parades, yoga, dancing, singing, and instruments. Activities in Science, Nature, and Culture are explored through experiments, books, observation, gardening, hiking, cultural celebrations, conversations, food and cooking.

Child-Directed, Teacher-Assisted. In the classroom the learning comes from the child's interests. The teacher is an observer of the individual interests of each child, and her daily work proceeds from her observations rather than from a prepared curriculum. She demonstrates the use of the materials as they are chosen by the child, with little or no talking. Since a child learns through experience the teacher does not correct the child with the materials. If there is an unsafe situation or the materials are being misused, the actions are stopped and the child is redirected in a positive way.

Progression of Learning. The Montessori materials in the classroom are progressive to allow a wide variety of choice to the children. The children can grow as their interests lead them from one level of complexity to the next. Having children ages two and a half to six offers the opportunity for the younger children to learn from the older children, and for the older children to help the younger children and even give them lessons. The younger children look up to the older children, naturally wanting to work with the materials used by the older ones.

WHAT CHILDREN LEARN AND EXPERIENCE AT OVCNS
Following are some specific areas of your child's development, and ways in which they are supported at OVCNS.

Imaginative Process. The imaginative process is encouraged through allowing the child the space for creativity in all aspects of her/his work and play in art, drama, music, movements, and stories. Maria Montessori wrote of this topic, "We often forget that imagination is a force for the discovery of truth." We must allow children to do things in their own way because what better way would they have?

Sensory Perception. The child learns about the world through the use of his/her senses. In order to develop a keenness of sense, the indoor and outdoor classroom environment provides activities to extend the use and awareness of touch, smell, feeling, seeing, and listening. Cooking projects, Montessori sensorial materials, walks, water play, art media, collage works, play-dough and sandbox play are some of these activities.

Self-Esteem. One of the most important goals throughout the school year is to give each child a positive sense of self-worth. We allow room for growth by waiting to help a child until after he or she has first tried and then asks for help. To show that we have confidence in the child, we give choices within limits and respect a child's choices. When discipline is necessary, the child is supported and positive redirection is given. Self-esteem is never ignored--it is the action we dislike, not the child who does the action.

Socialization. Socialization is the process of learning to cope in a group situation--with teachers, other adults, and peers. Children learn to socialize through role-playing, sharing, trading, listening, working out disagreements, exercises in grace and courtesy, talking to each other, comparing ideas and ALL group activities. Some ways children socialize are:
> On-looker - Observing, talking; but not participating
> Solitary - Play nearby but without reference to other children
> Parallel - Play of a companionable nature with similar materials but without personal interaction.
> Associative - Play that is loosely organized around a common activity, shared interests, and materials.
> Cooperative - Play with different roles, common goals, usually with one or two leaders, of relatively
    long duration and complexity.
> Participating in Games with Rules - Young children are just in the beginning stages of being able to
    participate in games. By the time they reach 4 - 5, they will have a true understanding of games and
    rules, and are able to enjoy them more fully.

Literature and Language. One of our goals is for children to communicate and to appreciate the beauty of language. Children develop this through listening to stories, making up stories to be written down, and singing songs. The child has a hunger for knowledge and factual information. Therefore, language should come naturally to the child as part of everyday life. Every activity is a basis for verbal expression.

Large and Small Motor Skills. Anything we do involves movement. The use of the materials inside the classroom involves many motions--walking, carrying, pouring, speaking and particularly the constant using of the hands. The whole of the Montessori classroom environment is set up to accommodate the child's will to learn through the use of his hands. Because of the explosion of physical abilities along with the emergence of independence, we provide safe and appropriate physical equipment and materials in our outside environment to challenge the children. There are open areas for running, jumping, climbing, rolling, crawling, sliding, and swinging.