Roots and Wings

Community Preschool

January 22, 2018Roots & Wings Community Preschool
3703 International Way
Medford, OR 97504
541-779-3544

The Roots & Wings Photo-Journal

The intention of the Photo-Journal is to inform parents and future teachers of the journey of a particular child while attending Roots & Wings Community Preschool, but most importantly, to be a memory for the child whose life this document represents. The documentation system is the result of continued research and reflection regarding child development, how children learn, and age-appropriateness. On-going research has been essential in assisting us in developing an information gathering process which may include anecdotal observations, photographs, work samples, and children’s original stories. The key areas are taken from the Oregon Early Childhood Foundations which is used as a guide that supports the natural development of children.  The Developmental Survey is conducted twice, approximately 6 weeks after the child begins our program then in late May or early June just prior to leaving for kindergarten. No two journals are identical as no two children approach their learning in the same way. The system is fluid, transforming as we continue our research and reflection of children and continue to be amazed by them.

The philosophy of Root & Wings draws from those forerunners in the early childhood field whose work created a foundation and deeper understanding into the lives and development of young children. The curriculum supports young children at the doorway of developing their own personal identity, inquiry skills and making emotional and intellectual connections between people, places and things within a social context.  Teachers facilitate children’s learning by paying attention to details in the classroom, in the child’s life and provide relevant and meaningful experiences. We separate research and best practices from what we consider to be unrealistic expectations of young children, politics and children’s entertainment, contending that, curriculum should never be developed based on trends, social fears, or perceptions of failure. Raising standards is a lofty and well-intentioned goal that can be achieved without substituting appropriateness for performance. Understanding that a 3 or 4-year-old child is not an imperfect 5 year old that somehow needs to be ‘fixed’ or somehow ‘readied’ for the next stage is a message that from time to time needs to be revisited.