2015 Enrollment for Thorne School Open

Posted January 22nd, 2015 at 9:33 am.

The following email was sent to faculty and staff by Professor of Psychology and Director of the Child Study Institute Leslie Rescorla on Tuesday, January 6.

Dear Bryn Mawr and Haverford Faculty and Staff,

I am writing to remind you of a unique Bi-Co resource for families, the Phebe Anna Thorne School, which operates several preschool programs on the Bryn Mawr campus and two kindergarten programs on the Haverford campus, as described below. All Thorne programs are currently accepting applications for 2015-2016. Bryn Mawr and Haverford families receive preferential enrollment and a 10 percent reduction in tuition.  Scholarship support may also be available, based on financial need.  Please visit the Thorne website, www.brynmawr.edu/thorne, for more information.

Thorne Preschool Programs
The Thorne School offers several preschool programs, ranging from traditional preschool classrooms to early intervention classrooms for children with special needs.

•        The Thorne traditional preschool offers two morning classes, one for three-year-olds and one for four-year-olds. Play-based programs take place in a warm, supportive, and relatively self-structured environment. Both programs are staffed by a teacher and either a  co-teacher or an assistant teacher, as well as undergraduate assistants.

•        Thorne also offers an afternoon program (12:30-3:30) that is open to children attending a Thorne morning program as well as children not enrolled in another Thorne program. New this year, we will be including “special” activities such as cooking, music, science, and movement/yoga. These specials will be incorporated into our child-centered play-based program.

•        The Toddler Program serves 2-to-3 year-olds. Young 2s (and nearly 2s) attend with a parent or caregiver to play and socialize on Wednesday mornings from 10:00 to 11:30. On Tuesdays and Thursdays, older, more independent 2s attend on their own, or with a parent, from 9:15 to 11:15, with a Friday session added in the Spring. Both programs are staffed by a teacher and undergraduate assistants.

•        The Language Enrichment Preschool Program (LEPP) is designed for children with speech and language difficulties. The LEPP meets from 12:30 to 3:15, with 3-year-olds attending Wednesday and Friday afternoons and 4-year-olds attending Monday, Tuesday, and Thursday afternoons. The LEPP is staffed by a head teacher, an assistant teacher, a speech-language pathologist and undergraduate assistants. To meet the children’s special language needs, the student-teacher ratio is about 3:1

•        Thorne also offers several Early Intervention classes, which are directed by Susan Chaplick, all offering a high adult-to-child ratio. The morning class (9-11 am) serves preschoolers with language delays, attention problems, social skills deficits, difficulties with behavioral self-regulation, and autism spectrum features. The TuesdayThursdayafternoon class (12:30 to 2:30 pm) serves 3- to 5-year-olds who could benefit from expansion of their play and language skills in a small, specialized language-focused group with a high teacher-student ratio. The M-W-F pre-kindergarten class (12:30 to 2:30 pm) serves children with delays in several areas of development who need additional support in learning how to learn.

Kindergarten Programs
The Kindergarten Center at Haverford was opened in 2004 to provide a full-day kindergarten experience for children.

•        The traditional kindergarten enrolls a maximum of 14 children and is staffed by a teacher, an assistant teacher, and undergraduate assistants.  The class is ideal for a family looking for a full-day kindergarten with a nurturing and child-centered approach.  The program combines a kindergarten curriculum with opportunities for active play and social interaction.  The school day runs from 8:45 to 2:30.

•        The Language Enrichment Kindergarten (LEK) offers a rich, multi-sensory full day language-enriched kindergarten experience for children identified as at-risk for learning disabilities, combining explicit instruction in literacy and math skills with learning through play and active discovery.  It is staffed by a teacher, an assistant, and a speech-language pathologist, with a student teacher ratio of about 3:1.

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