Randy begins his educational experience by attending the 2PreK program two mornings a week for an hour and a half each time. At first, one parent stays with him until he is ready to remain without a parent. The arrangement for Randy’s parent to leave is made in consultation with his two teachers, ensuring that his new independence at school is not undermined by the separation.

Each morning Randy is free to explore the many materials that are available in his classroom. He sets his own pace and determines how long to remain at each activity. His teachers know that two year olds function well when they are the center of their own learning, so many activities are prepared each day for independent learning choices.

In the beginning Randy is most comfortable in the sensory table exploring water and soap bubbles, and he returns each day to explore the sensory table. His teachers do not replace the water too quickly, but add color, measuring cups, and floating objects to peak his curiosity. Although timid at first with the easel and paintbrushes, he watches as other children use the materials, and one day he takes a turn at the easel. His teachers put an anecdotal note in his file indicating that he is branching out and ready to try new art experiences. After reviewing their notes, the teachers decide to keep the easel painting as a choice for some time, knowing that Randy will want the opportunity to return.

As Randy becomes more familiar with the many choices in the room he will be able to participate in activities designed to develop his small motor control, to stimulate his creative expression, to work cooperatively with other students, to play in the dramatic corner, and to stimulate his cognitive development.

A science area is available for investigation, and books and writing implements are available every day. His teachers and parent will write notes to track his interests and activities on a clipboard for later reference.

Randy participates in community circles as the year progresses learning to enjoy the life of his new school community. Songs, finger plays, and stories stimulate his interests and emerging skills. His teachers will track whether or not he can rhyme words, sort objects by categories, and speak in front of his peers. As the year progresses, his teachers recognize that Randy has quite an aptitude for building with wooden blocks, and they point out his strength to his parents. In addition they add props to his play area to stimulate more involved building themes.

Each day Randy has opportunities to join his friends in a community circle, to play outdoors in the fresh air, and to have a nutritional snack to keep him fueled for his busy morning.

By the end of the year Randy’s teachers have recorded many details about his learning strengths and challenges, his emerging friendships and social skills, and his unique talents. Randy has experienced many successes and has a very positive image of himself as a learner.