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Nascimento, for example, says, "My go-to student questions are: 'What are you learning today? How are you learning this?'" Ms. Kuske adds, "We take advantage of the students' natural curiosity and excitement for new experiences to build a love of learning that they will, hopefully, carry with them throughout their academic careers. In Kindergarten, we use fun, exciting, hands-on activities to teach a strong academic foundation. e children think they are playing games all day, while, in fact, they are learning important skills and concepts through those games." Ms. Good further describes Trevor's academics as "student-led, project-based, and exploratory." Last October, Trevor's entire Lower School resumed in-person learning, with strong social-distancing protocols, mask-wearing, and regular COVID testing—though some families opted to stay remote, and there were occasional periods when classes were fully remote, due to testing or quarantine. Even knowing that young children are incredibly resilient, the early childhood teachers were gratified that this year's COVID-regulated learning was so successful. Ms. Good describes the process when students were working remotely: "We worked hard to be sure they were supplied with all the items they needed to continue hands-on exploration. It was a priority that our remote teaching was engaging, meaningful, and appropriately challenging. We germinated seeds that grew to mature potted plants; created beautiful and unique habitats; played collaborative math games; and still engaged in open-ended, unstructured play—all of which created wonderful friendships within the class, even while being remote." Ms. Folgar notes that "the children were asked to use and develop their imagination Above all, Pre-K is fun and safe and loving. Kindness and caring come before anything else, and our days are filled with joy and laughter. –Jenny Golanka skills. ey invented new games using far fewer materials." For all of us, nature has offered a respite from the pandemic-necessitated regulations and protocols. So, this year, Central Park—just around the corner from the West Campus—was more indispensable than ever for the early childhood classes. Of his class' daily trip to the park, Mr. Dragan says, "e benefits of outdoor play to children's mental and physical health are manifold, including rich sensory feedback, self-directed gross-motor play, and a deepened connection to the natural world. Little treasures—leaves, twigs, acorns, pebbles, pine cones—find their way back into the classroom and become part of our living collection of found objects." Ms. Nascimento, who affectionately calls her students "learning machines," also appreciates the opportunity for city-dwelling children to connect with nature: "We visit Turtle Pond in the late fall, the early spring, and the early summer so the children see for themselves the turtle's hibernation cycle in its natural habitat. We walk through the cherry grove to see the trees change during late summer, fall, winter, spring, and early summer. We dig up worms, hunt for acorns, look at rocks, notice the different types of leaves. We talk about where the water puddles disappear a few days after a good rain, and why the park benches are wet in the morning, even when we see no other evidence of rain. We play in Hippo Playground using our imaginations and learning how to be kind to our friends and the environment." Having taught early childhood for more than 30 years, Ms. Nascimento is quick to assess what she believes is so special about Trevor's program, noting, "e uniqueness that I experience at Trevor is that it holds space for all types of learners and allows our students to be who they are in an environment that reflects and supports their strengths and interests. I love the diversity of thought that is Trevor." Ms. Good's reflection may best encapsulate Trevor's early childhood experience: "Every single day is full of wonder." n 1 7 T R E V O R D AY S C H O O L n S U M M E R 2 0 2 0 – 2 0 2 1

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