This curriculum emphasizes creativity as a means to learning all subjects. It is structured in such a way that you can work with another family or families to share all or most of the teaching.
There are many aspects to learning, all of which contribute toward the overall development of the mind, emotions and physical body. These goals include a balance between: imagination, creativity, ambition, play, social skills, logic, academics, empathy, concentration and coordination. All are part of education. What education system can allow for all of these abilities to gradually develop? The answer: a curriculum based on imagination and creativity.
Each child has an amazing potential, it comes from their center, this means the center needs to engage with meaningful experiences on a daily basis. Each person has a unique identity and unique creative expression of this identity.
As much as possible all of the goals: creativity, social and academic learning need to be integrated into the daily curriculum. Imaginative play is the beginning and foundation because it engages the body, emotions, mind and imagination. In the younger years that is why almost half the time is devoted to this activity. Play is essential in the development of social skills. Free play time is then integrated toward structured goals. The goal of a lesson can only happen when things are happening gradually because it takes about ten minutes to engage the inner self with a new activity. There are at least five parts or five levels of engagement in order for the inner self to find some expression. This means a lesson experience takes at least 10 to 15 minutes to arrive at all parts being open to learning. Then to stay at this place of learning for another 10 to 15 minutes to allow the creative process to have an experience. If all parts of a child are allowed to participate, the lesson is never forgotten and one can build step by step toward a goal.
Because of this, it is important that if a learning activity is working well (creativity is engaged) then stay with it, do the same lesson the next day and only change it gradually over time. The child can easily feel the expectation of ‘hurry’ or ‘impatience’ and so it is best for the teacher and student to stay in the playful creative mode.
Imaginative play is the easiest way for a child to engage the inner self. This is the first step and can be used as the foundation for the rest of the curriculum because if all the learning activities can be playful then deep learning and love of learning will continue day after day and far into the future. Edutopia Play: https://www.edutopia.org/article/emphasizing-importance-play-during-distance-learning
Imaginative play requires an open-ended environment, a place for variation. For example
- blank paper and one paint color,
- colored blocks in different shapes,
- a garden or sandbox with simple toys,
- a musical instrument.
With these open ended environments, the inner self is challenged to invent, enjoy and make up something that usually ends up being a story in their own mind. Facts are the last thing to learn, they should only emerge out of play, imagination, creative expression and a sense of having a purpose. Facts by themselves are very dead and lead to frustration, apathy and mental burnout. Especially in young children.
Perhaps what is most difficult for a parent is to not interfere with the process because it is made more difficult from coaching. Once you set the tone, provide the environment, then best to go silent and wait. It will take some minutes for their inner self to engage, then wait till they are done, usually about half an hour.