LNS Highlights

Children’s curiosities and wonder are furthered through play and explorations together with teachers and parents, side by side. Each classroom has a teaching team of 3; two co-teachers and a parent helper, with classroom sizes ranging from 12-16 children.

At LNS, parents give their child the gift of friendship with families that will continue for many years.
The cornerstone of our teaching approach is developing relationships, allowing us to uncover and build upon children’s own sets of thoughts, curiosities, and interests.

Observing children’s play, and documenting their dialogue and interactions, brings us to an understanding of each child and of the group. Our curriculum emerges from the children, responsive to the unique makeup of each group.

Nature is an integral part of the classroom experience. We are located next to conservation land, providing ease of access to trails and ponds. Children explore nature on a regular basis providing spontaneous, outdoor play, and a comfort level, familiarity with, and respect for the environment.

Children regularly participate in visual arts & materials programs, including music and movement, enhancing and extending the classroom curriculum.

 

Mission & Philosophy

Lincoln Nursery School (LNS) is a non-sectarian, non-profit, cooperative nursery school, serving 60 children ages 2.9 to 5 years old. Our community is composed of families from many surrounding towns.

Our Mission

Lincoln Nursery School was founded in 1944 by a small group of innovative parents with a firm belief in cooperative nursery school education. Lincoln Nursery School is a cooperative partnership among our citizens – children, teachers, and parents. We value open communication and mutual respect. Learning through play and inquiry, listening and dialog, we generate a multiplicity of relationships. These connections broaden our sense of place and open the world from “me” to “we.”

Our Philosophy

We respect children and believe a child’s play reveals their theories about the world. By listening with intention, teachers, parents and children develop relationships and a democratic community where ideas are explored. Environments are created to extend children’s thinking and materials are provided as “languages” to express these theories. Time in the context of our school life is honored and our pace allows children to develop social relationships essential for learning.

We find ourselves constantly returning to the important presence of nature: nature’s slower pace mirrors the children’s inclination to observe, to make connections and form new thoughts to understand their world.