Twice-weekly Reggio Emilia inspired Playschool (Ages 2-6) and Wildflowers Community School (Ages 7-12).
Our philosophy: to develop in each child, through one on one facilitation and developmental curricula, a love for great books, exploring nature and the arts, blossoming friendships, and a healthy, active lifestyle.
Classes will resume September 2021. Email or call to be put on the waiting list!
Our Charlotte Mason-Reggio Emilia based enrichment classes offer children opportunities for cooperative learning and positive socialization. Here at Wildflowers Community School, we believe that Charlotte Mason and Reggio Emilia are the perfect blend of educational philosophies. Within the context of facilitator-child relationships, we foster our curriculum to each individual students' interests and capabilities allowing them room for growth and learning at their own pace. Check out our classroom pages for more information!
Play-based learning for ages 2-6
Our Reggio Emilia inspired mixed-age playschool will offer twice weekly classes Tuesdays and Thursdays from 9 to 12:30. Tea and lunch will be provided. Check out the Honeybee Playschool page for more details!
WILDFLOWERS COMMUNITY SCHOOL [PRIMARY]
Project-based exploration for ages 7-12
Using a combination of Reggio Emilia and Charlotte Mason methods, this twice weekly enrichment class will be offered Tuesdays and Thursdays from 10 to 2. Tea/snack and lunch is provided. Check out the Wildflowers Community School page for more details!
WILDFLOWERS COMMUNITY SCHOOL [SECONDARY]
Extended learning for ages 13-17
COMING FALL 2021!
Learn more about our classroom facilitators
With over 30+ years cumulative experience in education, our collective of mothers, home educators, and lifelong learners are well equipped to facilitate individual student learning.
WHAT IS REGGIO EMILIA?
With the Reggio Emilia approach, children use their senses to explore and direct their educational experience.
The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. It was developed after World War II by pedagogist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and derives its name from the city. It is a pedagogy described as student-centered and constructivist that uses self-directed, experiential learning in relationship-driven environments. The program is based on the principles of respect, responsibility, and community through exploration and discovery using a self-guided curriculum. At its core is an assumption that children form their own personality during early years of development and are endowed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach how to use these symbolic languages (e.g., painting, sculpting, drama) in everyday life.
WHO WAS CHARLOTTE MASON?
"Education is an atmosphere, discipline, a life." -Charlotte Mason
Charlotte Mason was a British educator who believed that education was about more than training for a job, passing an exam, or getting into the right college. She said education was an atmosphere, a discipline, and a life; it was about finding out who we were and how we fit into the world of human beings and into the universe God created. But this kind of thinking was pretty much eclipsed during the 20th century by demands for more exams and more workers. In 1987, Susan Schaeffer Macaulay wrote a book called For the Children's Sake, which reintroduced parents to Charlotte Mason's methods and philosophy, and it started to gain a foothold with a new generation of homeschoolers.
Charlotte Mason believed that children are able to deal with ideas and knowledge, that they are not blank slates or empty sacks to be filled with information. She thought children should do the work of dealing with ideas and knowledge, rather than the teacher acting as a middle man, dispensing filtered knowledge. A Charlotte Mason education includes first-hand exposure to great and noble ideas through books in each school subject, and through art, music and poetry.
The knowledge of God, as found in the Bible, is the primary knowledge and the most important. History is taught chronologically, using well-written history books, source documents and biographies. Literature is taught along with history, using books from or about the same time period. Language arts skills are learned through narration, which consists of the child telling back a story, first orally and later in written form; copywork, or the transcribing of a well-written piece of literature; and dictation of passages from their books. Memorization was used by Charlotte Mason not so much to assimilate facts, but to give children material to meditate or "chew" on, so her students memorized scripture and poetry.
Science in the early years emphasizes nature study with an emphasis on close, focused observation of creation as a means to knowledge of God. Charlotte Mason was very excited about science. She felt that all the new things people were discovering in her lifetime were part of God's revelation, including the theory of evolution which was accepted by many Christians at the time. Christians using her methods now can still identify with her emphasis on nurturing curiosity and a sense of wonder, although most will teach that from a creationist viewpoint rather than an evolutionary one.
There is some overlap in Charlotte Mason and classical schooling, especially in the upper years; but there are also differences in methods and viewpoint. CM is not unschooling, although it uses some informal teaching methods and does encourage a fair amount of free time, especially outdoors. It's not a back-to-basics approach, although the basics are not neglected, just taught in different ways. And it's not a unit study method, although history and literature studies are combined.
A CM schedule would feature short lessons (10 to 20 minutes per subject for the younger children, but longer for older ones) with an emphasis on excellent execution and focused attention, whether that is in thinking through a challenging math problem, looking carefully at a painting and then describing it, copying just a few words neatly, or listening to a short Bible episode and telling it back. Habit training is emphasized from a young age; children are taught the meaning of the CM school motto "I Am, I Can, I Ought, I Will." There are no gold stars or prizes, and competition with others is discouraged; each child is simply encouraged to do his best in everything.