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Our Story
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Moorestown Children's School was founded in 1967 by passionate elementary school educator, Joan Maloney. Her motivation was a deep belief that children could achieve great things when they were challenged, nurtured, immersed in rich experiences, allowed to be creative, active, and above all else - free to be themselves.

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The Farm
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"In addition to regular contact with nature, one of the best ways to foster empathy during early childhood is to cultivate children's relationships with animals." - Randy White

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Contact Us
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Phone #: 856-722-7087
Programs
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At Moorestown Children's School, we believe in children's innate ability to acquire a tremendous amount of knowledge in a rich, nurturing, playful environment.


Infants & Toddlers

Pre-School
Pre-Kindergarten
& Kindergarten


Home-Schooled
& School Aged Children
(Page Coming Soon)

Philosophy
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Moorestown Children's School endeavors to optimize opportunities for child development in an engaging, hands on, language-enriched, authentic environment. At the foundation of Moorestown Children's School's philosophy is appreciation and respect for the dignity of each child and for his or her unique gifts.

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Moorestown Children's School

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The journey through Preschool, Pre-K, and Kindergarten, is a broad path through a varied landscape. If we restrict this developmental journey into a planned itinerary, moving children from planned step to planned step, opening and closing gates based on the time that has passed, or on a few externally observable milestones, we limit the child's access to authentic discovery and individual growth. Each child acquires the skills and experiences of these years in a fashion all their own.

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The Young Preschool Thinker

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At some point between two and three years old, the young preschool thinker emerges. This transition isn't pre-set by a date on the calendar, and this isn't a linear process. The transition can seem to bring a sometimes elusive new version of the child who was only recently a toddler. We welcome children to try things that interest them. No one is required to stay at a task or to sit longer than they enjoy. We are learning all the time! Our accessible program allows children turning two-and-half to expand their range, adding activities in the upper classrooms without losing the contact and attention of familiar caregivers and younger friends. As children's scope of interest leads them, they are allowed to "vote with their feet". Through a mix of child-led and teacher-offered activities, children will find their own level of challenge and engagement as they grow through the school.
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Children want to participate as powerfully as possible in their world.

We support, in every child, a sense of well-being.
We help children establish themselves as a friend and a learner.
We develop the children's ability to share space and resources in a purposeful way,
as a responsible individual and as a member of a group.

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What is essential?


The richest environment,
indoors, and outdoors,
preferably in nature


People who care


Experiences and expectations
matched to the child's neurological development

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"Learning in Place" We tap into the children's direct experiences of the world around us. Our curriculum is not sent to us from "Anywhere, USA.". Opportunities to promote thinking, speaking, reading, writing, mathematical skills and social fluency present themselves every day. To "Learn in Place" is a connected, stronger learning experience, benefitting recall and broad knowledge, essential to being a "knowledgeable person." Our curriculum sprouts anew, every few months, in response to the needs and interests of the children present. Our teachers create the majority of their own curriculum materials, for each age group. Customized materials means that as children grow in knowledge and ability, our programs can respond, meeting each child's interests at the point of the next discovery.We visit our stream, woods, meadow and farm through the seasons and over the years. Our drawings, collections, and tales of what we see and find are documented and revisited through art, descriptive notation, and discussion. Sharing means that children's observations are given weight and magnified. They become part of our history.
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Unfettered play on a natural landscape, in the company of friends, is essential. The "big backyard" of childhood, in which imagination and wonder take wing, and children take flight, is here on our expansive grounds. When children learn and play together, the content of new learning and broad knowledge is revisited and incorporated in "let's pretend" scenarios that seem to take life only in the play of children who get to interact without adult "direction". Although we are present (and ready to intervene for safety), our role on the playground is to strengthen our understanding of the children by listening and observing from a bit of a distance. The shared experience is deepened when the props are constructed, by children, of loose parts and nature. We go outside to play for ample periods of time, in all but extreme weather.
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The richest environment, indoors and outdoors, calls out to be explored, touched, observed, manipulated, questioned, discussed and documented. It offers opportunities to teachers to nurture each child's learning at the moment of discovery and the individual's developmental readiness. The quality of the "language environment" matters, too! Children draw their knowledge of words and numbers, their usage and meaning, from hearing, observing and participating while engaging things are happening. Your child's teacher is consciously creating this fertile, accurate language environment from the infant group to early elementary ages, because we understand that these are the underpinnings of literacy and numeracy.
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Our teachers have time to listen. The rhythm of our day is abundant, but not regimented. A teacher with time to listen can acknowledge and further a child's thought process. By actively participating in the child's observations, questions and thoughts, a teacher empowers critical thinking, risk taking, broad knowledge and problems solving. Interest can be sparked by the things we notice in nature, or prompts that a knowledgeable teacher intentionally displays in the classroom. We infuse the child's world with words; in songs, stories, rhymes descriptive language, clear expressions, and clear directions. Children gain greater ability to attend to a variety of activities in the classroom, and to use the tools and vocabulary of the classroom environment. We elicit their words, and in our interactions with them, we model "words that work".

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Ask us about the importance of outdoor play, risk taking, and the problem with "right answers."
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Pre-K, Kindergarten and Early Elementary
As children grow, they seek the excitement and fun of more challenging physical and intellectual exploration. Children who are allowed to "vote with their feet" in joining activities and seeking the company of peers will find their own level of challenge and engagement as they grow. Within a nurturing community, risk-taking is supported in and out of the classroom! As children develop, we increase our attention to art, poetry and rhyme, literacy, phonemic and phonological awareness, vocabulary, reading skills, stories rich with imagery, counting, mathematical reasoning, intellectual challenges, and a second language. This is largely accomplished without looking like school - often through activities that engage children in play. Our understanding of development allows us to craft our plans to fit each child's individual readiness and motivation. Our combination of small groups, individualized schedules and collaborative staff has made Moorestown Children's School a warm and friendly place of growth and success for all of the children.
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Moorestown Children's School has been on the 11+ acre Timberwyck Farm for nearly 50 years. We have a long standing reputation for creating an exceptionally nurturing environment. In addition to preparing students for future academic and social success, our comfortable setting, animal friends to visit with on the farm (ponies, goats, chickens, cats, and dogs) and acres of nature-rich country setting all add up to a great place to spend a childhood!