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Playground Renovation

We’ve now had 2 seasons to use our newly renovated playground (the first phase was completed in the fall of 2025) and continue to explore ways that good design can deepen the children’s connections to the natural world and enhance our capacity to support free exploration and investigation outdoors.

LCP was founded 20 years ago with a strong commitment to the natural sciences in mind – our location at the foot of Great Blue Hill, offers a wealth of opportunities to engage with nature. Our interest has been in encouraging children to deeply engage with their environment – both indoors and outdoors – to discover, ask questions, express their curiosity, and engage. Our curriculum develops from observations of and interactions with children around these interests and discoveries that are deeply meaningful to them.

Our decision to work with a designer and educator from Nature Explore (Dimensions Educational Research Foundation) worked very well for us. The teachers at Learning Circle had many ideas and wishes coming into this project, based both on our observations of the children’s use of the space over many years and on the challenges we faced in using the space well over time. Having an opportunity to begin the design process with opportunities to bring multiple perspectives together – a process that included interviews with the children, and both teachers and current family members talking with the designer and educator – helped us articulate those long-standing wishes and work together towards a design that could deeply connect to our school’s philosophy and culture. We have not been disappointed!

Our Outdoor Classroom has clearly designated areas that children can access freely. We included gathering spaces, where children meet, plan, read, and join activities together. Children work at and under a clear table in the Art Area, where we will have dedicated storage for a variety of materials soon. At the edge of the Art Area is a clear outdoor easel, looking towards a steppingstone path with native plantings under our three cherry trees – a great spot for observations, reflection, and inspiration. We are planning to add a “little library” to this space, so that there will be better storage for the books and pamphlets children often access as they share ideas siting on our benches that wrap around the cherry trees. This year we are using tabletop blocks and other small manipulatives in a space that will be developed into a deck with block storage and play space, so that our stage will be freed up for dancing, drama, and music (something children had wished having more space for recently). Our sand and water play spaces have moved and now have clearly designated areas.

The mud kitchen that has seen so much use over the years is enhanced by its location near a new digging area. Watching children dig in dirt (so different than sand!) through the seasons as it’s texture changes and puddles form, has been an inspiration as we watch joyful and free engagement with mud and dirt! Our newly created large area for larger loose parts has been a wonderful spot for the changing natural loose materials – leaves in the fall, ice collections, logs – as well as wood cookies, scarves and other elements we add to the space.

Having space specifically designed to riding toys has greatly improved play patterns. Children access their riding toys on their own and know where to ride safely without their play interfering with other play spaces around the playground. Just having an open shed has given unanticipated advantages as children freely access the space and materials they need.

The children are just now beginning to access the Nature Nook for more private play and as a place to watch from and develop pretend play ideas. When spring brings seasonal changes to the plantings surrounding this area, this will likely be a spot to stop in the midst of investigations.

We replaced a traditional play structure with one that is much more open-ended and have seen huge advantages to this open design. Children can play under or on top of our new structure, climb or slide, and access from any side. The play is rich as children choose their level of risk and create spontaneous pretend play themes as they explore and connect with each other.

The expansion of our fenced in space to include a wooded area has offered opportunities for an additional gathering space, investigations of trees and undergrowth, and space for additional native plantings. Our paths connect with stepping stumps, which the children love to use as they move through this space. We plan to add two hammocks on one side of the wooden area as well.

Playground development is never truly complete, as needs arise and new ideas emerge. We’ve planned for a second phase of work that will include a greenhouse that will replace our older raised beds for gardening opportunities. We plan to complete the deck for a finished construction area, and add an entry arbor, and will add additional plantings as well.
Please use this link to access some photos of the first two seasons using our new Outdoor Classroom!

Playground Renovations

Starting a New School Year

It’s common for children to experience some anxiety at the beginning of a new school year, even if they are returning to a school and to people that they know well. There are so many adjustments to make – summer activities are ending, daily routines may change, there may be new teachers and children to get to know. And the children themselves have grown and may be thinking about their upcoming school experiences in new ways.

Some children adjust to change very quickly and others will need more time. Many experts suggest that it’s not uncommon for children to experience typical separation anxiety for up to ten weeks before routines settle in.  Your consistent positive support can make a big difference as children form deeper relationships with their teachers, who will be their primary supports while they are here at school. Remember that it’s ok for children to take the time they need, and that each child’s feelings need acknowledgement and understanding. And while acknowledging feelings, family members can set up consistent routines, kindly but firmly remind children when you’ll be together again, and develop strategies together that help ease the transition period.

Here are some practical tips to think about:

1. Look for the special ways your child handles the transition time comfortably; take your cues from your child.

2. Support your child – try to be positive. Children are very sensitive to your ambivalent feelings; these can represent doubt to your child, and add to his or her sense of insecurity.

3. If you enter the classroom and choose an activity to aid in your child’s transition, choose something that has a definite end (puzzle, book, etc.). Let your child know that upon completion of this activity, you will be leaving. Then stick to it.

4. It is helpful for some children to bring something from home – a favorite stuffed toy, book, photo of a family member, note, etc. This connection to home can be very reassuring.

Here are some helpful phrases you might use when it’s time to say good-by:

“I know it’s hard to say good-by.” “Mom and dad will always come back.”

“This is a special place, just for children.” “Will you make me (daddy, sister, etc.) a special drawing today?”

“I’ll be back to pick you up at lunch time.”

“Have a fun day.”

I’ve included some links below to articles on NAEYC’s “For Families” website with more tips on handling transitions into school:

A Few Thoughts on Separation Anxiety

Tips for Easing School-Time Anxiety from a Mom Who’s Been There

13 Tips for Starting Preschool

Have a Concern about School? Tips for Talking to the Teacher

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Helping Children Notice and Engage

As we begin our school year together, it’s important to teachers at Learning Circle Preschool to encourage habits of observation and engagement in our environment.

Our outdoor time offers important beginnings. What do we see when we look up? What do we see when we look down and under? What are the properties of the natural materials we have available on the playground – sand, water, mud, grass, or stones? Where are the best running spaces? Where can we see and play with our shadows? How does it feel to be under a cherry tree? If we use chalk or other materials to represent our ideas and create, do they change if we add water? Can we find ways to see the wind? How are the leaves that are falling from the trees the same and different? Can we find seeds? What’s growing in our gardens? How can tools like our story boards and magnifiers stimulate deeper investigations?

At the beginning of our school year we are also purposeful in our support of community, connections, and collaboration. Are children investigating together and sharing their discoveries? Can we set up the environment so that children are encouraged to work together to solve problems with materials in the environment? Are there materials or tools available every day that require the participation of more than one child? How can we teachers encourage child to child helping and caring?

We are in our first few weeks of school now.. There are so many stories and beginning connections already!

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Summer Science and Arts Program Registration is Now Open

Each year, the summer program begins the Monday after the academic year ends and continues for six weeks. The dates this year are  June 12th- July 20th.  The program runs Monday-Thursday each week, with options to attend either two or four days. Hours are 8:30-12:30, allowing time for relaxed exploration and a lunch brought from home. Typically, we have 3 teachers in the summer and an additional teacher joins when there are a sufficient number of children attending. With three teachers, we maintain a group with a maximum of 18 children (between 2.9 and 7) at any one time, and if more children attend, we maintain a 7 to 1 ratio.

The program features an integrated arts curriculum with a focus on the natural sciences, art, music, and creative movement. Each day includes time for children to participate in both visual arts and music/creative movement classes along with time for snack, free play activities, and outdoor play and exploration. Small groups are organized with each child’s experience, development, and individual styles and preferences in mind.

Summer Curriculum

When we plan curriculum, we focus on our natural environment and incorporate many opportunities to use natural materials in on-going arts experiences. With the children, we think about our impact on the environment, think about how we can take care of the environment and recycle and reuse found materials in our projects and creations. We encourage children to take the time to develop their observation and investigation skills, as they develop the ability to ask questions, use books and conversation with others to collect information (research), and to document details that are of personal importance. Our specific focus and projects emerge over time as we and the children get to know each other better and share time and ideas.

The first few days of the summer program are spent getting to know each other as a new class, introducing our routines, and beginning some basic processes that we expect to develop over the course of the program.

One of our first jobs each summer is to plan new gardening experiences with the children, so that we can watch growth and development over the six weeks we share together. We prepare specialized areas on the school grounds for gardening with the children, and brainstorm ways to keep young plants safe from any hungry animals that may visit our yard. With some luck, we’ll have a small harvest ready by the end of the program.

We also establish areas outdoors for constructive play, painting and printing, drawing observations, etc. Our goal is to include natural materials from the environment to work with whenever possible. Once the children are accustomed to working outdoors, we expect projects and themes to emerge and give shape to our explorations.

From the start, we offer musical experiences that focus on rhythm, a steady beat and using found materials to create musical instruments. Using music outdoors (of our own creation as well as recorded music) may lead us toward a focus on air in motion, as scarves and other props are made available for both guided and spontaneous creative movement. Our outdoor stage and musical instruments offer a wonderful setting for musical and dramatic expression.

In summer sessions, as in the academic school year, teachers and children take the time to document our shared experiences together, and look forward to sharing them with parents, too. Through photos, written text, samples of work, interviews of children, etc., we will be busy documenting the many themes that become important over our days together. Towards the end of the program, this work will be displayed, so that parents will be able to share some of the experiences that become important to each child.

Please call the Director at 781-828-4800 for more information, to arrange a visit, or to receive a registration form. You can also use our contact form here: contact form on our website

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Literacy Family “Open Door” Day

Our latest Family “Open Door Day” was focused on literacy and young children. After joining a parent discussion, family members joined their children in the classroom where teachers had set up centers featuring a variety of playful literacy activities. Teachers also posted suggestions for play and the rational behind using these materials. The final element was a documentation wall featuring photos of children engaged in playful literacy activities, along with sample work.

What a terrific turnout we had! We were happy to see so many family members spending the morning with us, and the children were so pleased to have their families participate at school!

There was a lot to talk about, but some highlights from our discussion follow:

  • Foundations ideally focus on reading and writing as communication – children who understand the values of these activities will learn the complex set of inter-related skills associated with reading and writing because they are excited about learning, connecting, remembering, and sharing ideas
  • Spend lots of time reading with children at home and at school
  • Good readers develop strong language skills and knowledge of words:
    o Children need environments in which they experience language in meaningful contexts (children need lots of meaningful experiences to talk about!)
    o Language develops through talking, singing, interacting, and social play
    o Children need to feel they are listened to – the responsiveness of adults in children’s lives to their language is crucial
  • Read high quality literature to children:
    o Children develop language and vocabulary through interactions around reading literature
    o Children become comfortable with the differences between book language and conversational language
    o Children develop an understanding of story structures
  • Support children’s growing phonological awareness:
    o Children develop awareness of the sound structure of language
    o Word play, rhyming, musical activities, use of nursery rhymes all support phonological awareness
  • Support comprehension:
    o Children need context and background knowledge to draw on as they develop comprehension skills
    o Encourage children to talk about book content, share ideas, make connections to their own experience, and ask questions
  • Writing depends on sound physical development, which can be supported in a wide variety of sensory experiences and informal activities that support each child’s use of their fingers and hands
  • It takes time before children understand that writing is recorded speech
  • To write letters, children need to understand that letters are symbols that come together to represent sounds and meaning.
  • Symbolic thinking is supported by pretend play.
  • Writing skills grow out of drawing – encourage children to make a mark!
  • With experience and by noticing more and more details, children discover that lines come together to form letters (how letters look), and then that letters are used to form words

There is a lot going on as children move along the continuum of learning in their own way. We can take cues from the children, support their interests, encourage conversations, questions, and finding out more about interesting topics, make sure there is time for meaningful pretend play, and enjoy a wide variety of books and stories together!

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