top of page
cbnsback2.png

The Three Pillars of CBNS 

These three pillars are what we as a school use to make decisions on curriculum and inform our interactions with children and families. 

Summer camps 2.jpg

Pillar 1: Nature-based 

  • We engage in risky play

    • We help our children develop risk-management skills, confidence, resilience, problem solving, conflict resolution, and executive functioning abilities.

    • We conduct risk-benefit analysis and identify risk vs. hazard.

​

  • Teachers as naturalists

    • We let the phenology of our spaces guide us as we tune in to seasonal change.

    • We help build skills in botany and wildlife (i.e., identifying poisonous plants and potentially dangerous wildlife).

    • We teach environmental literacy

    • We use the environment to inspire learning and projects.

    • We are resourceful; we use what we have and we recycle/upcycle materials.

    • We use technology as a tool.

​

  • We use natural materials

    • We prefer realistic and accurate representations of materials being explored.

    • We avoid/limit the use of plastic.

​

  • We dive into meaningful work when we explore topics

    • We research topics before we present them to the children.

    • We use scientifically accurate materials, not just because they’re “cute.”

    • We observe the children’s interests.

    • We look at things through a scientific lens, not just because they’re “fun.”

​

  • We encourage exploration with respect and empathy

    • We are raising the next generation of environmental stewards.

    • We practice no-trace guidelines and etiquette.

Pillar 2: Reggio-Inspired 

  • We partner with families and the community through: â€‹

    • Weekly newsletters

    • Parent/Teacher conferences

    • Community events 

    • Guest speakers

    • Field trips 

    • Facebook/Social media 

    • Procare 

    • Service projects 

    • Documentation 

​

  • ​We follow a child-centered contextual curriculum 

    • ​We are co-learners with the children and are flexible with what the children bring to the class. 

    • Our curriculum is driven by observation, children’s questions/interest, and what is happening in nature (phenology). 

​

  • ​Our approach is open-ended & play-based 

    • ​We believe that children learn through play 

    • We offer daily provocations and invitations 

    • We make all spaces a ‘Yes Space’ 

    • We offer loose parts 

    • We engage in process art vs. product art 

    • We do not offer worksheets (with exception of science and tools) 

    • We avoid busy work and coloring books 

​

  • ​The environment is considered the ‘3rd Teacher’ 

    • ​We set up an intentional environment which inspires learning and growth - Our environment is ever-changing 

    • Our environment includes documentation of the children’s research 

    • We provide a safe environment for learning and exploring 

​

  • ​Documentation and Communication 

    • ​We make learning visible to our families. 

    • We provide opportunities for parents to partner in their child’s learning. - We provide opportunities for teachers with professional development/continuing education. 

​

  • ​Promote Independence and Empowerment of Children

    • We believe that children have rights, are capable, and are agents of their own learning. 

    • We honor children by treating them with respect.

    • We use open-ended questions and language. 

Pillar 3: Kindergarten Readiness 

  • Social-Emotional Learning 

    • We help children develop social-emotional skills, autonomy skills such as independence, conflict resolution, resilience, ability to follow developmentally appropriate instructions. 

    • We model turn-taking and self-regulation 

​

  • Learning Without Tears ™ 

    • We use LWT’s methods for letter formation, order of operation for learning the alphabet/letters per age group, start upper and lower case in Pre-K, lower case recognition, name in traditional way (i.e., Billy not BILLY), phrasing, and assessments in Feb and May (Pre-K). 

    • We have access to LWT tools and resources - wood letter pieces (long line, short line, big curve, little curve) and other tools such as the wet-dry-try boards. 

​

  • Accountability and Consistency 

    • Our curriculum and assessments align with WA Gold Standards 

    • Knowledge or broad categories? 

    • We understand what age-appropriate learning looks like, organic vs teaching to test, and what domains are highest priority to our specific families

bottom of page