DESCRIPTORS: The Virginia Beach Friends School, Quaker school, four core values, primary criteria, Cottage program, Pre-K program, the freedom to explore academic subjects, community service projects, Early School Science, Statement of Philosophy.

SYNOPSIS: The article introduces the programs and philosophy of the Virginia Beach Friends School, an independent Quaker school. The author describes the criteria that the school is using when considering placement. A detailed description of a Cottage and a Pre-K program is given. The article also presents a concept of an Early School curriculum and the freedom for children to explore academic subjects.

Small School – Big Opportunity

Jacquie Whitt

The Virginia Beach Friends School is an independent, Quaker school established in 1955 that serves students who are age 3-18. The 3 year-old students must be potty-trained and group ready. This means that children are willing to participate in age-appropriate activities and are ready to learn. "The philosophy of Quaker education revolves around 4 core values: community, equality, simplicity and harmony. Students of all ages, faculty, alumni and parents participate in promoting and sharing these core values in the classroom and at other events." Depending on their age and maturity, 3-6 year old students are placed in one of three Early School programs, that best match their needs and abilities. If they are 3 or 4 years old, they may be placed in Pre-school, (called Cottage) Pre-k if they are 4 or 5 years old, or Kindergarten if they are 5 or 6 years old. Prospective students will visit for 1 half day if they are 3 years old and 2 half-days if they are 4-6 years old. During this visit, students will detach from parents or caregivers and attend class with their peers. They will be encouraged to participate in classroom activities, but will be allowed to observe if they prefer.

The following criteria is evaluated when considering placement:

• Fine and gross motor skills
• Attention span
• Level of cooperation with adults and peers
• Date of birth
• Capability to work independently
• Ability to follow directions
• Oral and written language skills (when appropriate)
• Age-appropriate academic skills
• Level of social skills.

Cottage students are not expected to demonstrate academic knowledge for entry. Students best suited for Cottage are those who can understand simple instructions, listen to stories without poking their neighbor, respect the physical boundaries of the classroom and playground and work independently for an age-appropriate amount of time. (For 3 year olds, it could be less than 5 minutes). It is important to us that children’s first experience with school be positive.

Teachers in this program follow the lead of the child when determining the level of academic challenge. While all children in the program will be exposed to pre-reading and counting activities, if a child is motivated and interested in more academically complex activities, then teachers will work with the child individually. It is normal for a child’s interest to change over the course of a school year and they may lose interest in a subject or shift to other subjects. Teachers do not force children to read, count or memorize. However, it is natural for children to engage in learning through movement, music and repetition games, all of which are tools employed by teachers who work with this age group.

The Cottage program recognizes and respects the individuality of each child. If a child chooses to hide behind the bathtub during circle time, the teachers do not consider that behavior to be oppositional. The child will be allowed to stay behind the bathtub until he or she is ready to enter the circle. School is often a child’s first experience with an organized or structured educational environment and teachers’ first priority is to help each child feel safe and comfortable. We believe when a child feels safe, they will be comfortable taking academic risks which elevates their ability to engage in critical thinking and take responsibility for their own learning and problem-solving.

Perhaps the most important feature of the Cottage is the freedom that children have to explore their world through self-directed and unstructured playtime. By engaging their imaginations and becoming partners in solving their own problems, children learn to take responsibility for themselves and their actions. This is the age where building self-esteem is critical to a child’s future success. More important than learning ABC’s or 1,2,3s, a child gains the vocabulary and the confidence to participate in group activities and to partner with peers and teachers in exploring their capacity to manage their own social and emotional growth.

Students best suited for the Pre-K program are usually 4 years old, turning 5 within 6 months of September, the start of the school year. (By March of the following year, most students should have had their 5th birthday). Teachers will divide students into groups of similar abilities and then direct students in academic activities designed to challenge, but not to the point of frustration. Students in this program will spend more time at a desk than children in pre-school, but will still have ample time for unstructured, self-directed play.

The Kindergarten program is for students who are usually 5 years old, turning 6, and requires that students have more developed fine motor skills than their younger counterparts. We try to avoid placing 4 or 5 year-old students, who are identified as high academic achievers into Kindergarten prematurely, if they do not have the motor skills for writing or the level of cooperation needed to achieve success in this program. Spending another year in Pre-K is preferable than being placed in a program that might be more academically challenging, but not be compatible with a child’s social and emotional needs. In this case, the child would be placed in Pre-K, where the teacher would offer more academically challenging work in an environment that is more socially comfortable.

With a backdrop of social and emotional comfort, students in the Early School have the freedom to explore academic subjects. The language arts program in Cottage uses the student’s existing knowledge as a platform for learning. All levels use an interdisciplinary approach coupled with allowances for age-appropriateness, individual needs, developmental needs and different learning styles. Students build confidence in pursuit of their own talents and interests. A diverse selection of books and activities prepares students for the academic setting of higher grades.

Math concepts are explored through open-ended activities designed to encourage and engage each student in active exploration. Students work with manipulatives in sorting, identifying, predicting and problem solving. Activities are integrated throughout all subject areas and connected to real-life experiences. The Singapore math curriculum is used throughout the school, starting in Pre-K.

The Social Studies curriculum revolves around students developing an awareness of themselves outside of their family units. Core objectives focus on developing a positive sense of self and a positive attitude towards learning. Students learn how to cooperate in a group, take responsibility for themselves, try new activities and to recognize and appreciate differences between themselves, their classmates and their teachers. Teachers utilize the cultural and family connections of their students by inviting parents to participate in classroom activities and events. Community service projects are just as much a part of the Early School educational experience as they are a part of the Upper School experience. Giving students the opportunity to express their compassion by demonstrating kindness with their peers and teachers or by bringing in canned food for the homeless shelter are as important as academic learning.

Early School Science focuses on the exploration and observation of familiar objects, natural events and living things. One of the hallmarks of the Early School experience is the freedom a teacher has to turn accidental discoveries into teachable moments. Curiosity about a bug on the playground is the best time to explore the insect world. Students use scientific method as a framework for developing critical thinking skills to achieve higher levels of understanding. Children are free to investigate seasonal processes and naturally occurring rhythms of nature in their quest to expand their understanding of the world around them. Children develop patterns of thinking from their scientific exploration and observations that can lead to expanded awareness of the complexity of nature.

In addition to core subjects in language arts, math, social studies and science, students participate in organized Spanish-language and music classes, art and pottery program and physical education. These adjunct programs round out the needs of the whole child. Weekly visits to the library where students share stories with adults who read aloud to them, promote literacy and love of learning. Daily access to the playground is very important too.

In grades 1-12, students gather once a week to sit in silence for 30 minutes. Based on the Quaker belief that there is "that of God in every person," this unstructured silent reflection builds awareness of a spiritual purpose unique to human beings. While Early School students do not participate regularly in this weekly event, each teacher starts the day with a moment of silence and words of encouragement for his or her class.

Virginia Beach Friends School - Statement of Philosophy

Virginia Beach Friends School is deeply rooted in the Quaker belief that there is that of God in every person. The uniqueness of each individual engenders respect and consideration for one another. We believe Meeting for Worship fosters a sense of harmony, community, and spirituality.

We promote the sense of self-worth and emotional security essential to growth and maturity. We believe the educational process requires the integration of mind and spirit. We integrate academic achievement with physical, social, emotional and spiritual development to teach the whole person.

We believe an atmosphere of cooperation and mutual respect among student, teacher and parent strengthens the individual and the community. We affirm a responsibility to the larger community, which encompasses family, school, Meeting, city, nation and world. School is a living part of contemporary society and must demonstrate a concern for and involvement in society's problems and opportunities.

We believe adult leadership, group interaction and inner contemplation help students to recognize and develop a moral code.

We believe education provides the foundation for intellectual growth, which strengthens the individual's ability to adjust to change. We focus on developing each student's ability to apply knowledge, solve problems, and use critical thinking skills to achieve higher levels of understanding.

We believe Friends School's emphasis on individual growth, group interaction and responsibility, respect for diversity, and the development of the whole person encourages every student to strive to fulfill his potential.

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By nurturing the whole child, students feel valued and enjoy the level of participation that comes from having a voice in their community. We are as interested in creating good people as we are in creating good students. Older students clearly indicate that the most important component of their "education" is not the time spent in the classroom, but the meaningful interactions they have with adults and the voice they have in their community.

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Jacquie Whitt, Director of Admissions, Virginia Beach Friends School, Virginia Beach, VA,  www.friends-school.org