Philosophy

Founded as a mission of MAPC, the Day School program has evolved over time, serving families within and largely beyond the congregation. The non-religious curriculum is designed to enhance children’s social, emotional, intellectual, spiritual and physical development. Recognizing the critical role of relationships, connection and community for children’s thriving, we provide an educational foundation that nurtures each of these elements in balance with an appropriately challenging pre-academic experience.

Our dynamic program is inspired by the work of educators in Reggio Emilia, Italy who hold a strong image of the child as a capable being with endless potential, who should be allowed to follow her interests and ask his own questions, and find answers through social learning and thoughtful teacher support.

MAPCDS provides a highly personalized approach to education. Topics of inquiry for each class change from year to year in response to the demonstrated interests of the children in the group. We respect and nurture the different gifts and learning styles each child brings and promote intredisciplinary, inquiry-driven studies to help children learn how to approach learning in a joyful, authentic way. We encourage questioning, critical thinking, experimentation, risk-taking, collaboration and reflection in order to develop and revise hypothesis and achieve greater understandings. Teachers skillfully develop compelling experiences which stimulate sophisticated language development, reading and math aptitude and artistic sensibilities. Our music and art specialists encourage exploration and development of creative expression and fluency. Learning is documented through extensive note-taking, photos, video and the children’s artifacts and shared in various forms with both children and parents to reflect on the experiences and often to identify potential next steps.

We strongly believe in the importance of children’s interactions with the natural world and the benefits unstructured time in nature provides for children’s overall development. The outdoors offers endless sensory experiences which are especially appealing to young children. Children instinctively respond to nature’s call by engaging in vigorous physical play which strengthens both their bodies and minds. The elements and objects of nature spark imagination, investigation, creativity, collaboration and problem-solving.

Our proximity to Central Park enables us to provide children with regular experiences in nature, making our “Park Days” an essential component of the curriculum. Classes visit the park each month and no two experiences are quite the same. Digging for worms, determinedly climbing boulders, and making forts out of fallen branches are common occurrences. A meditative walk to note the changing season might be ideal for one group one day, while another might be fascinated by musicians they encounter. Classroom curriculum is often impacted by our experiences in the park. One group was so intrigued by the paths we took that they were inspired to make maps to document their adventure, both drawn on paper and abstractly arranged three dimensionally with natural materials. Our time in Central Park has even inspired poetry. Language, mathematical thinking, artistic expression, physical challenge and scientific inquiry are all interwoven in our Park Days, just as they are incorporated into daily classroom life.

We strive to bring the outdoors inside as well. Plant life and small creatures abound at the Day School. Frogs, stick bugs, caterpillars, chicks or ducklings in the classroom appeal to young children’s desire to nurture and protect, emulating the care they receive at home. Community gardening projects on the roof bring us together and strike a chord of wonder as flowers bloom.

Service projects and acts of charity are woven into the curriculum to help children recognize the needs of others beyond themselves. The roots of empathy are grown from these experiences as children learn about the world beyond our walls. At the same time, basic universal values of love, acceptance and age-appropriate social justice build character development in our children which reflects the ideals our families promote at home.

The Day School is comprised of families of varied religious traditions and encourages parents to share their faith and other aspects of their family culture, heritage and religion with our community. We celebrate a wide range of religious and cultural holidays together, often with all-school assemblies or classroom activities led by parents. Through story, food and song, children learn about each other’s family identities and ultimately recognize more similarities than differences among one another.

An active parent body also supports the work of the school through a variety of social and fundraising events as well as through representation on the MAPC Day School Committee, which oversees school policy.

We see the relationship between parent and school as a partnership invested in supporting each child’s journey into the world. This relationship between families and the Day School is nurtured even before children begin classes. In early September, teachers visit children in their homes to demonstrate the strong, natural connection between home and school life and to meet each child in their most comfortable environment. Every family visits the classroom individually before classes begin, to provide additional familiarity with their new home away from home. The regular school schedule is gradually phased in over several weeks, with classes beginning in half groups to allow children to become acquainted with teachers, peers and routines with ease. At every age, separation from the parent or caregiver is handled gently and gradually, according to each child’s individual needs.