Dearest Cortland Community,

If you’ve been following along with us from the very start, you may recall that Cortland began as a project of wonder. We wondered if we could make a little Reggio Emila preschool in a mixed demography / SES urban, North American neighborhood. We wondered if we could teach in a way that we believed to be best practice based on experience and research. We wondered who would join in with our little preschool, what they would teach us, how they would learn with us, how we would become a community.

We wondered what the future might hold, and we wondered how we might get there.

After a two-year contemplation and intentional search process, I am very pleased to announce that Cortland Preschool has formally agreed to partner with Scuola Italiana Enrico Fermi to help move forward the following goals:

1. To grow into a progressive, preK – 8th grade school with an IB focus

2. To continue to support a diverse community

3. To continue to work with teachers and families to learn and grow in Reggio Emilia understanding and best practice

We are excited to find a simpatico school with a very strong Reggio Emilia commitment that supports a diverse community and has room and ability to grow for and with all of us.

So what will change? How does this new future impact our current present?

For this year, Cortland will stay the same lovely little preschool we have all come to know and love. August 21, 2020 will be Cortland Preschool’s official last day at the 1859 N. Talman location–this location will re-open as Cortland Consulting, a place for Reggio Emilia-focused teacher training, parent workshops, and project development.

Current Cortland families will have many opportunities this year to “bridge” into the Scuola Italiana community, if they so choose, making their final enrollment transitions the end of August and beginning of September. We will launch new amenities to Cortland parents throughout the autumn and winter of 2019 to aid in this transition, for example, Aftercare Atelier with Ms. Katie Caleca at SIEF, Monday – Friday from 3:00 – 6:00 p.m. (talk to Ms. Amy for details).

But an Italian International school?

After seriously considering other potential partner schools, having many meetings, conferring many times with trusted mentors, laboring and struggling for two years to make a sound decision, SIEF emerged as the most committed partnering school; SIEF was able to see what Cortland offers and does really well, and SIEF wants to help Cortland families and alum meet their long-term goal of a preK – 8th grade Reggio school in Chicago.

But an Italian International school?!

Si! We know through research that a child’s brain is elastic and receptive to other languages, many languages, indeed, a hundred languages, especially when languages are introduced at an early age. Italian is a Romance language and tied to Spanish, French, Portuguese, etc. It is the mother language of Loris Malaguzzi, founder of the Reggio Emilia approach, and brings us closer to understanding the intentions and ideals that govern Italian Reggio schools. I believe Sculoa Italiana Enrico Fermi is the closest school in Chicago that we will find that emulates and feels like a truly Italian Reggio school–and so hooray for us for finding a partnering agency that offers opportunity, preserves the sanctity of childhood, embraces Reggio practice, and is committed to a preK- 8th grade Chicago IB program!

What else?

Current Cortland teachers have been invited to join in at SIEF over the course of this school year; some have chosen to participate as part-time employees, some have chosen to participate as substitute teachers. I will continue as Director for both schools for this year, splitting my time between both programs; Ms. Shanel Jackson will continue to lead as Assistant Director.

As SIEF is in a growth year (their program just doubled in size), I am currently giving more time to get their programs and teachers fully settled. Cortland is fortunate to have excellent teachers and substitutes in place; as SIEF is a very short distance from Cortland, we are sharing time and resources the way sister schools and sister causes should.

Language classes, Open House Tours, and special “social mixers” and events have been planned for the rest of the school year to help Cortland families who want to learn more, try out SIEF, and show support by joining in. The SIEF community is eager to mix and mingle, to welcome and to share what they love about SIEF, what they love about Reggio Emilia teaching and learning, and especially what they love about their children. We have much in common with SIEF’s unique international community!

Success = Your Support

What Cortland + SIEF will need to be successful is your support.

Your support means talking and sharing about these changes and opportunities with Cortland teachers, myself, and our community. Your support means thinking about long-term, big-picture growth and potentially committing to joining this new and exciting school as we develop this year and add a Kindergarten for September of 2020. Your support will especially mean getting involved with the SIEF community and learning if this is a place you want to be a part of, too.

So…

More to come, this is just a first step toward a very beautiful segue for Cortland and SIEF. Cortland is ready to grow but cannot do it without more support. SIEF is growing but cannot do it without more support. We share Reggio passions, we share a global citizenship focus, we share affordable tuition and opportunities for families to learn and grow together.

I look forward to the conversations we will have in the upcoming weeks, and I appreciate all of the support we have been given to get Cortland to this point so far.

We wonder what the future holds–please continue to wonder with us? Your support means everything.

With love, gratitude, and deep respect to our Cortland community, past, present, and future,

Ms. Amy M. Ewaldt, MAT and your Cortland Teachers

director@cortlandpreschool.com

Ms. Katie Fox, MSLIS (and Cortland mom) recommends a trip to the public library

Friendly tips for younger library lovers include:
-A library card is one of the best ways to introduce a sense of ownership and responsibility
-Every branch has free story times and community events. Check out CPS events online at chipublib.org
-Children can learn and become comfortable with basic computer skills (using a mouse to click, scroll), reading directions through word/symbol recognition abcmouse.com is great for this, and free to use at all CPL locations
-Take interest and inquisitions to new heights by browsing the non-fiction section together
-Look beyond picture books and consider a simple chapter book to share at bedtime or for quiet moments. A few titles to try: Toys Go Out by Emily Jenkins, The Miraculous Journey of Edward Tulane by Kate DiCamillo, The BFG by Roald Dahl, The Magic Tree House series by Mary Pope Osborne, and The Lighthouse Family series by Cynthia Rylant
-Make it an adventure! If you have already discovered your local branch, check out one in another neighborhood around the city. There are 81 branches throughout the Chicago area. Each branch has a singular vibe and varying levels of organization and optimization of events, services, space and staff (for better or worse). There are some real gems to be found for sure!
-You can access ebooks and audiobooks as well as stream movies with your library card. Download some before your next roadtrip.
-CPL has a great summer reading program with fun events and incentives for children to keep reading during the summer months. Mark your calendar now for the upcoming summer!

In 2009 we wondered…
Could we create a Reggio Emilia inspired preschool that speaks to an urban neighborhood? Could we teach in ways that we believe to be best practice based on current research, committed reflection, and experience?
What would we create if we did?
How would it develop and change over time?
What greater good might we accomplish for children, families, communities, and the human race?
Who would wonder with us?

What are the “Bridge Years”?
Cortland Preschool was conceived in 2009 as a ten-year educational project centering around, and committing to, the Reggio Emilia approach to teaching and learning within a North American, urban context. Launched in 2010, Cortland Tutoring and Cortland Preschool have been serving happy families in Chicago’s West Bucktown / Logan Square neighborhood for nine years.
Cortland’s teachers and director, Ms. Amy Ewaldt, started discussing in earnest the preschool’s long-term goals and future in 2016. We targeted and launched the Bridge Years (September 2018 – August 2020) with the idea that more brains make for better thinking, and shared, common goals for the future of Cortland Preschool are worth planning for. With a “come and go” committee of alum, current families, mentors, colleagues, friends, and family, we work together, “bridging” Cortland Preschool into a shared future.
Who is on the committee?
The Bridge Years Committee is a “come and go” committee comprised of regular Cortland mentors like Neal Bader (Menomonee Club), Elaine Coorens (Our Urban Times), Mary Pat Garr (Columbia College Professor Emerita), Mary Artibee (SUN Microsystems), past and current Cortland teaching staff, past and current Cortland families. In addition to the core group, Cortland teachers engage regularly with colleagues from Francis W. Parker, Greenfields Academy, Willow Tree Development Center, and the University Primary School in Champaign, Urbana.

Director, teaching staff, and Bridge Years Committee members work toward a 2020 goal that supports Cortland’s current work, future goals, and past and present community.

We are open and thankful for time, energy, resources, talents that you can add. We invite you to continue to wonder and journey with us.

Timeline:
2010 — Conception based on best-practices, research, and previous teaching experiences. Following licensing and construction, Cortland Tutoring opens at 1859 N. Talman Ave.
2011 — Formation of play groups and growth through word-of-mouth advertising. Ms. Ewaldt is elected to the Maplewood and Lucy Flower Park Advisory Council (MLFPAC) and the West Bucktown Neighborhood Association (WBNA).
2012 — Formal open Cortland Preschool
2013 – 2015 — Cortland Preschool fills to capacity and launches a successful p.m. program, which also fills to capacity. Cortland Preschool begins building an alumni database and annual alumni survey. Annual scholarship fundraising is launched to support half and full-day scholarships. Ms. Ewaldt is invited to join the Environmental Law and Policy Center’s “Next Gen” Council.
2016 — Full-time teaching staff begin Bridge Years discussion, target August 2018 to phase out all full-time teaching positions to prepare Cortland for a potential merge, change, or move to new location. Ms. Ewaldt becomes a Master Gardener.
Maplewood Park Field House community fundraising initiated and led by Ms. Ewaldt and the Maplewood and Lucy Flower Park Advisory Council (MLFPAC) in conjunction with the 1st Ward Alderman, West Bucktown Neighborhood Association (WBNA), and Chicago Park District; this 1.5 million dollar volunteer-driven project scheduled to complete in June of 2019.
2017 — Ms. Ewaldt teaches at Columbia College Chicago, Early Childhood Department, in addition to roles at Cortland. Cortland Preschool receives a Chicago Excellence in Gardening Award for the Maxine Koss Memorial Parkway Garden.
2018 — Ms. Ewaldt attends the Professors and Students Study Group in Reggio Emilia, Italy. She begins collaboration with Reggio-based artist, Alessandra Caló. Cortland begins implementation of ideas born in Reggio Emilia, which include new daily mapping and assessment, the creation of a Pedagogista role, a deepened recycled materials study, development and implementation of “Reggio Emilia Styled” full-group parent / teacher conferences.
Ms. Ewaldt receives Chicago Excellence in Gardening Award for nine consecutive years of Lucy Flower Children’s Garden Club efforts. Cortland Preschool switches to offering mornings-only classes with part-time teaching staff. Ms. Ewaldt shifts into role of Pedagogista.
Research on and relationship with Greenfields Academy Chicago begins.
Trusted developer and trusted realtor from the community identified.
Full time teaching positions end, p.m. program ends (August)
Consolidation of items including classroom materials, paperwork, files begins.
“Experience tour” infrastructure developed (online reservations, payment, scheduling); tested with Chicago Park District colleagues, launches Summer 2019.

Present:
2019 — Teacher with both education and film background hired to enhance and support children’s media goals, which include development of short, classroom films to support research, education, and Reggio Emilia awareness.
Ms. Ewaldt compiles / refines internal data such as Alumni Survey results and database with Bridge Years parents.
Ms. Ewaldt returns to Reggio Emilia for a selective, Intensive Study Group; meets with collaborating artist, Alessandra Caló to discuss project “Light, Shadows, Reflections”, and brings overview of Cortland history, projects, and community collaborations to Reggio conference (more info about this project to be found on Cortland’s blogsite).
Research on and relationship with Scuola Italiana Enrico Fermi (SIEF) begins.
Two workshops for parent and teacher training developed: “Reggio Emilia 101” and “Environments as the Third Teacher” with Reggio Director, Ms. Andrea Cocke scheduled July and August 2019.
Future:
–Grow Cortland Preschool into a program that serves a diverse financial background, supports and upholds the rights of children and families, practices and maintains a Reggio Emilia focus for ages 3 – 1st or 2nd grade, and blends into either a Reggio or a project-based learning approach for grades 3-8.
–Publish work regarding recycled materials and child as artist versus consumer (in progress).
–Publish work regarding international collaborative study “Light, Shadows, Reflections” (in progress).
–Publish collaborative work that highlights all past Cortland Preschool teaching staff and gives each individual a voice to share a message of importance to the greater community (in progress).

Bridge Years Committee has identified the following areas for exploration, development, consideration, and study:
–It is critical for Cortland Preschool to grow into a program that serves ages 3 – 8th grade. Our current and alum community, along with teachers, agree that Cortland families would be better served by being able to keep children in an educational environment that is either Reggio Emilia or project-based learning. Preschool must have full-day, half-day, before and after care options, within parameters. Cortland would ideally look to lead ages 3 through 1st grade or even 2nd grade. If merging with another school, Cortland’s missions and goals must be simpatico with the partnering agency.
–It is critical that high-quality education is accessible to all. Might this be accomplished through a sliding scale tuition system? Bridge Years Committee members, Dave and Melissa Sedjo met up with Families Together Cooperative (thanks to Mike and Stephanie Collins-Dowden for the recommendation) to learn more about sliding scale tuition.
–To better engage and promote Reggio Emilia education and understanding, we will consider conversion of Cortland’s current space into teacher / parent training / workshop space to maintain neighborhood presence / street presence if Cortland Preschool moves to new location or merges with another organization.
“Reggio is not a blueprint. It is an inspiration to be yourself, to find your own excellence and perfect it.” – Jerome Bruner
Thank you for finding and perfecting excellence with us, we value your insights.

Cortland Preschool & Tutoring * 1859 N. Talman Ave. * cortlandpreschool.com and Facebook

From a Cortland alum parent, here are some tips / advice / resources—keep in mind that CPS changes this annually, so you need to be proactive and look at the new website, read their info, tour schools, etc. to best prepare. See supplemental articles on Preparing Your Young Child… and What To Look For In A Classroom.

Application Process:
CPS’s school choice program is administered by the Office of Access and Enrollment (http://www.cpsoae.org/index.jsp). To start the school application process, in September or October, you request a PIN, which CPS will mail you. Starting in October and running through mid-December, you submit an online application. You can choose up to 20 neighborhood and magnet schools, and up to six classical and gifted schools. Lottery and selective enrollment placement results come out in March or April, and wait lists continue to move through September.
Both magnet and gifted/classical schools assign spots in part by tier — CPS uses census data to divide the city into four socio-economic quadrants. You can find your tier here: http://cpstiers.opencityapps.org/

CPS has three kinds of schools:
Neighborhood schools/ Magnet cluster schools:

You can enroll in your neighborhood school any time. Some neighborhood schools are called magnet cluster schools — that means that CPS funds an extra position in a focus area (language, arts, etc.), but they’re otherwise regular neighborhood schools. It’s a good idea to check out your neighborhood school, many have active parent organizations that support the school and fundraise.
Magnet schools:
Magnet schools are open to the whole city for enrollment. Siblings of currently enrolled students are given first priority. The rest of the spots are assigned by lottery; 30 percent of the remaining spots go to students within a 1.5 mile radius, and the other seventy percent are divided between the four tiers. Many of the magnet schools only have one or two classes per grade, so only have a few non-sibling spots per tier. Some magnet schools provide busing.
Gifted/Classical schools:
Gifted and classical schools are also open to the whole city. If you apply for any gifted/classical schools, your child will be tested for both at IIT. The tests for kindergarten are administered one on one by grad students. The classical test focuses on reading and math, and the gifted test looks at things like critical reasoning. In practice, both kinds of schools offer an accelerated curriculum. In gifted and classical schools, the first 30 percent of spots are given to the highest scorers, and the remaining spots are evenly split between the four tiers. Most of these schools only accept one class per year, so cutoff scores tend to be high. Most of these programs start in K, but Bell and Beaubien’s gifted programs begin in first grade. Some programs are stand-alone, while others are housed within neighborhood schools. Gifted and classical schools provide busing within a radius that varies for each school.

Tips:
Take screen shots and confirm that your application went through. This year, a few parents had a glitch where CPS never received their application.
If your neighborhood school isn’t an option for you, be sure to apply to some solid neighborhood schools that have traditionally accepted a significant number of students from outside the neighborhood (some of these include Burr, Agassiz, Prescott, Hamilton, and Goethe)
If you don’t get a spot you’re happy with right away, don’t panic — wait lists do move, and most people eventually find a spot that they’re happy with. You can also reapply for the next year if you’re not thrilled with where you’ve landed.
There’s more school chatter at cpsobsessed.com and NPN (http://www.npnparents.org/forums).

Parents like to see the notes that we prepare to govern our classroom day. Please ask in person if you have questions, and enjoy following along with us through these notes. We will no longer send home “per child” notices beginning August 27, 2018. Thanks!

From Parent / Teacher Conferences–parents asked for articles covering these topics, and Cortland teachers have delivered some great answers.

“Rough-housing”: https://www.naeyc.org/our-work/families/big-body-play (Ms. Shanel)

“Perfectionism / needing things to be just so”: http://www.chop.edu/news/five-tips-parenting-perfectionist
and
http://www.janetlansbury.com/2012/09/when-children-cant-do-it-and-how-to-help/ (Mrs. Alexa)

“Exclusionary play / leaving others out / failure to connect or make friends with others at playground”:
http://www.parents.com/…/d…/friends/when-kids-feel-left-out/
and
http://www.themotherco.com/2010/11/little-bullies-when-kids-leave-kids-out/#comments
and
http://www.pbs.org/parents/parenting/raising-girls/friends-social-life/understanding-preschool-friendships/
(Ms. Nicole)

Parents wanted information regarding, “using polite manners at home and in public.” http://msue.anr.msu.edu/news/teaching_table_manners_to_young_children (Ms. Rebecca)

“Preparing for / dealing with new sibling”:
https://childmind.org/article/preparing-child-new-sibling/#.WiGdo17P-LQ.email
(Ms. Karen)
and
Ms. Karen also says, “Ask me for a printed list of books in the Cortland library that speak to this as well.”

If there are any additional article topics you are looking for, please ask any Cortland teacher for advice and resources—keep in mind, we have an excellent lending library for Cortland families, and are happy to search for a title that best suits the need. Hugs to all and thanks for a great autumn full of social / emotional and physical growth, development and achievement!

We are delighted to bring you a new parent written article from Cortland Preschool Dad, Bryan Heidel. A very worthwhile read. –Ms. Amy
———————————————-

Social Emotional Learning (SEL) is a fairly new concept. At least in the way that it is currently being viewed. SEL is the process in which children and adults learn skills associated with conflict management, emotional regulation, and social skills. It is well accepted that SEL is important in the development of children, but traditionally has been thought of as an activity for children who have deficits in social functioning or emotional management, and that most children just naturally develop emotionally without explicit practice. Actually, these “soft” skills are not much different from other academic skills — they can be developed through small practices that help children to exercise their emotional awareness.

When we begin practicing and learning about emotions at an early age, the building blocks for pro-social development are strengthened and cemented, allowing for children to learn more difficult skills at a later age. Plus, simply put, who wouldn’t want a child to have a better understanding of their own emotions?

Below, I have outlined a few simple strategies to begin developing social emotional skills with children at any age:

Feelings Cards – https://www.playtherapysupply.com/games/feelings-flash-cards

These are great because they have the markings to play Uno, Go Fish, and any other card games. With very young children you can play memory. When they pull a card that has a particular feeling, you can have them describe a time that they saw someone else feel that way. This is an early way to help children develop an understanding of feelings in other people, reading body language, and ultimately empathy. This is also an important tool in building emotional vocabulary and personal feelings. The uses of these cards are endless, and children love them.

2) Highs and Lows –

This very simple game with a variety of different names is very simple to play. Each person shares the best part of their week/day/hour, and then they share the hardest part of their week/day/hour. There is a lot of modeling occurring in this conversational game. Mostly though, you are opening up space to discuss feelings that are uncomfortable or hard, and allowing children to process those feelings. It’s okay to be angry or frustrated or upset, and that in any normal day, we will all experience a range of emotions.

3) Explicit Story Reading – https://www.youtube.com/watch?v=Lum83DLPXIw

I love the book “My Many Colored Days” by Dr. Seuss. It serves a similar function as highs and lows do, but has many more elements of learning. By reading stories that explicitly teach children about feelings, social interactions, and other important skills like resilience, making mistakes, etc. we take an active role in working on skills that we want to develop in children. There is literally a dozen books for any particular subject that you would want to address with a child.

4) Calm Down Strategies – https://store.copingskillsforkids.com/products/deep-breathing-printables

Calm down and mindfulness activities are important for young children to not only learn how to regulate their emotions, but also to connect their feelings to body sensations. Being able to identify the way feelings affect your body is an important skill in regulating your emotions. I linked a site that has some free printables, but the star breathing visual is one of my favorites.

Of course, there are tons of different activities that you can use to facilitate emotional growth in children that range from board games to television programming and art activities. The main thing is that we are deliberate about the learning that we engage children in, and more so, that we value SEL and understand the importance that it plays in our children’s’ lives.

Bryan Heidel
Student Support Manager
Communities In Schools of Chicago

In early March, we met again for our intrepid Cortland Book Club. A few years ago, we figured out that our book clubs needed to center around participating in meaningful ways without having to commit time to reading a lengthy book. We do this through articles, experience, and topics that are close to home, for example, sharing your child’s favorite non-fiction picture book, or having a special theme for the night.

Cortland parents requested a “Tech Book Club”, so we went ahead with the theme of “All Things Tech-y” for our March meet.

It was important for all of us to define together what “tech” actually meant, and we came to define it as video via television, video via computer, apps, “screen time”, and anything else that requires a device for use, i.e. a podcast or a book on cassette.

We also read, as a group, the American Academy of Pediatrics (AAP) article regarding “a healthy media diet.” I mentioned that this report is softened from an earlier version, which initially said NO screen time for ages birth to four. https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx

We agreed that tech is becoming easier to use, not more difficult, so the argument that children need to use tech at an increasingly younger age so they, “don’t get behind” is really a moot point nowadays. The film “Screenagers” was recommended. https://www.youtube.com/watch?v=LQx2X0BXgZg So was the book, The Big Disconnect. https://www.youtube.com/watch?v=kMoichws0Jc We also learned of this tech podcast that you might be keen on, https://gimletmedia.com/reply-all/

You can use your technology to learn more, she types, somewhat ironically.

That said, we earnestly discussed and respectfully shared the ways we use tech in the home and classroom. Or the ways we don’t. Cortland is known for a very thoughtful and deliberate type of parent; I appreciated that we represented a broad spectrum of both types of use and amounts of use.

Resources / recommendations from our group that are tech-driven included:
-PBS, namely Peep and Pals
-Bloom App and Bebot App, for music creation and synthesis that can grow with a child over time into something rather sophisticated
-Monkey Math App, Moose Math App, Park Math App
–EPIC App, which gives you many favorite book titles, just for the tablet instead
–Metamorphabet and Word Wagon App
–Classical Baby, which you can catch on youtube
-using calm, child-friendly videos in foreign languages to teach / reinforce bilingualism in your household
-dvd resources Linnea in Monet’s Garden, Al Jarnow’s Celestial Navigations, kinetic sculptor Arthur Ganson’s Machines (parents who have these on loan, please return to Cortland soon!)

Parents also submitted info to this cause after the Book Club event, via email, with a specific ask for CODING Apps (all the rage right now):

From Belinda Duellman
“I like the idea of sharing what online resources (apps, games, shows) people like. I’ve mentioned Peep and the Big Wide World that are short 10 min videos that have a live learning component to them at the end (on Amazon they have the learning component but the ones on youtube don’t; we still like the cartoon, though). We have also really enjoyed Cosmic Kids yoga and Scratch Garden too, which we learned from Cortland. I bet other families have similar random obscure similar apps, games or shows that it would be interesting to hear what others like because there is so much out there, it can be a bit daunting digging through to find what’s actually good and educational with value vs just commercial junk.”

From Kari Poby

“Here are a couple apps for coding for kids: Kodable (Amelie’s favorite), and Daisy the Dinosaur. The board game Robot Turtles is also great for this, but needs some adult interaction. It’s great because it can grow with their skills.

We also love the app Thinkrolls for problem solving.”

From Angela Crowley

“Thanks for the info. My son likes the Scratch Jr app for coding. We also have the Robot Turtles board game.”

So, use them, don’t use them, these resources are here for you to decide for yourself and your child what is best. We use technology to supplement what is already taught in person at school, provide gross motor on rainy days, and to answer questions that we cannot answer ourselves, i.e. What does a Kookaburra‘s “laugh” sound like?!

NEXT BOOK CLUB is TBD for July or August. The theme is BYO empathy building book or resources. We will meet at Ugo’s for snacks, drinks, and good conversation. Child care and fun in pajamas for ages 2+ provided at Cortland, $5 is the suggested donation to the attending teacher. 6:00 drop off at Cortland / meet at Ugo’s – 7:30 p.m. wrap up, pick up by 7:45 p.m.

Have a tidbit to contribute? Let me know and I’ll add you to the list! director@cortlandpreschool.com

Book Club, #6 RECAP

The theme of November’s book club was “favorite non-fiction picture books”–we had a great session of sharing, eating, and just talking as a community. Books shared included:
Henri’s Scissors
N.C. Wyeth’s Pilgrims
Bedtime Math
Sesame Street–We’re Different, We’re the Same

Conversation generated lots of topics, including:
–the book Mathterpieces
–the game Zingo and the Zingo time telling version
–the fun film, Hotel Transylvania 2

YouTube resources (search on youtube and find all of these):
–Hexaflexagons and soooo much more in a great YouTube math series by Vi Hart
–DVD Celestial Navigations by stop motion animator, Al Jarnow
–Peep and the Big Wide World
–Daniel Tiger
–Cosmic Kids Yoga

And questions regarding:
–Chicago charter schools–does anyone out there have info / insight to share?
–intrinsic motivation–what is it, how do we reinforce it, why is it important, good article here

We are currently taking ideas for our next book club meet, please share if you’ve got one!

Harris Collection at the Field Museum

Written by Evelyn Anagnostopoulos

Perhaps you’ve noticed large, white boxes with exciting contents such as world instruments, animals pelts, or crazy shoes in your child’s classroom? Maybe a beautiful stuffed owl or a bat skeleton to study?

These hands-on learning experiences are due to the wonderful Harris Learning Collection, found in the basement of the Field Museum.

My children and I are thrilled to be part of the Harris Collection pick-up. As frequent goers of all Chicago museums, an excuse to explore parts of the museum that we would not otherwise see is very exciting.

Ms. Amy had printed out a map and instructions making the whole pick-up process super easy. Always appreciated with kids in tow! There is a parking lot where you can park for free and it is nice and close to the entrance for pick-up. We went a little earlier so that we could have time to explore the museum first.

When it was time to pick-up from the Harris Collection, we went downstairs to select our items. The shelves were filled with many old artifacts, retired from the museum, that evoked a sense of wonder and excitement.

The teacher working there was so great with my children. She let them look at and touch anything. We were not rushed and she was so patient. She was genuinely happy to have children there and appreciated their interest in everything. When it was time to collect our items for Cortland, she brought out a big cart with a giant crate; the kids were so excited to look inside! She then brought out another box, and let the kids look; she explained what everything was.

We carted our treasures to the car. My son, Nikolas, was very excited and proud to bring these treasures to school the next day! I was very impressed with the museum and staff, we had a great experience. It’s a beautiful thing to provide hands-on experience to children. (It really sparks their inborn sense of wonder!) Bravo to the Harris Learning Collection and bravo to Ms. Amy for coordinating every year and bringing such a great experience to our children!

*Note: The Harris Learning Collection is now open to families, as well as learning institutions. More information on how you can visit this special place found here: http://harris.fieldmuseum.org/home.html

If you would like to volunteer to be our Fall 2016 “Field Family”, please email Ms. Amy at director@cortlandpreschool.com

A special thank you to the Anagnostopoulos Family for taking the time and energy to pick up and drop off boxes this fall and winter/early spring. We all benefit from your kindness! Kudos from your Cortland teachers