At The Gan, the environment is set up to embrace and nourish the child, and to help the child develop life skills such as care of self and care of others.

At The Gan we follow the interest of the child.

If a child is intensely interested in cutting, we provide opportunities for that child to cut, increasing in difficulty as the child's skill develops. Allowing the child to engage in what intrigues him, demonstrates to the child that his interests and his point of view have value.  When he feels of value his confidence grows.  A confident child is a happy child. 

Social relationships are becoming a larger part of a child's life. These new relationships develop the manners and choices which can establish how the child interacts with other people. 

We have been learning how to greet someone graciously.  How do we express "welcome", what does that "Hello" sound like? Does it bring a smile to the visitors face?
We say things like:
Tori: Good Morning.
Gracie: Hello.
Dena: Hi
Morah Katie: If a visitor comes to our class what can we do or say?
Noah: We can offer them snacks. We have snacks so we can offer them some to eat.
We have the opportunity to practice this aspect of grace and courtesy when we are visited by the Rabbi.
Every child in the room: HI RABBI!!

Everyday moments of kindness and courtesy are vital to developing positive social interactions.

The Gan provides the child with a place to learn and experience how to ask for help, and how to offer it. 

The children learn how to politely join an activity, and how to graciously decline an invitation.

Gracie: I'll pull you Scout.
Scout: NO GRACIE DON"T PULL.
Morah Katie: Scout, I hear you don't want Gracie to pull you, how can you tell her what you are wanting so she understands.
Scout: Gracie I do not want to be pulled. Please do not pull me.
Gracie, though clearly upset herself, stopped pulling.


Learning in preschool is achieved primarily through play.  Play provides opportunities to help the child create and sustain positive social interactions.

 A particular sequence of play can be observed as the child grows and begins to demonstrate a deeper interest in the world beyond herself.

• Unoccupied Play, during which the child watches but stays in his/her spot.
• Onlooker play, during which the child will move around to watch the other children and ask questions, but refrains from joining in the play.

Scout watches as Gracie explores the rice.

• Solitary Independent Play occurs when the child engages and is active, but plays on his own.

Abigail is quite content to create on her own.

• Parallel Play, during which the child plays independently but is next to other children, often using the same materials or toys.

Anton is playing with the animals side by side with Dena.

• Associative play, during which the child will play with other children using the same materials and toys and talking with them, however, still acting on his own.

Josiah, Ari and Anton explore with collage material .

• Cooperative Play, the child plays in a group with the specific goal of doing a particular thing.

Two pirates who are creating rain forest  treasures.

Guiding the child while respecting his choices fosters the development of appropriate social interactions.

Scout: Noah would you like to be a kitten doctor?
Noah: Well not right now because as you can see I am counting but when I am done with my counting I will be a kitten doctor that would be fun.