A Community of Learners
Inspired by the Reggio Emilia Approach to learning, our children and teachers are co-constructors of knowledge! The school is a reflection of its community. Canterbury and its surrounding towns are wealthy in community resources; from farmers to talented artisans and musicians, to outdoors specialists, to business owners, to mindfulness experts, there are many connections to be made. Parents, of course, are a welcome and valuable collaborator in our learning.
Using the Environment as the Third Teacher
The Grounds: Situated on nearly 700 acres of forest, pasture, gardens, and buildings, the historic museum setting of the Canterbury Shaker Village (a National Historic Landmark) provides the ideal nature-based learning environment for children to explore daily. From observations to explorations, children will have nature as well as the Village to inspire their imagination and curiosities. Through frequent interactions with museum staff, children will learn more about the land, beautiful craftsmanship, and ingenuity of the Shakers as well as their dog, Dewey. Students and families will also have the opportunity to garden in the Shaker Gardens; doing the "heavy" work of gardening; planting, nurturing seeds, and growing their knowledge of where food comes from.
The Classroom Space: In keeping with the Shaker design elements, children will find plenty of pegs, neutral colors, natural or wood furnishings and many provocations to challenge themselves. The Dewey School is located in the former Shaker Table building offering an incredibly beautiful classroom space graced with natural light. The integral art studio (Atelier) is open and provides ample opportunity to explore light, color, and creation of all kinds. With easy parking and a green space for gathering, the school's private entrance on the west side of the building welcomes visitors, families, and students.
A Sample of our Day
We will be learning inside and out at The Dewey School! Just as we breathe, we will have active learning (inhale) followed by peaceful reflection (exhale). We’ll take our time in all that we do providing opportunity for the children to be our guides as we move through the day from active to reflective, peaceful learning. A full day may look something like this:
Inhale: Work Time - Children are introduced to materials and invitations of inquiry. The teacher will help facilitate community by guiding children in their communication with one another, problem solving, kindness, and courtesies. Many days children may begin their day outside during this period, in unstructured play, or in a guided activity.
Snack: A nourishing snack is provided and eaten in community at the tables inside or out.
Exhale: Morning Circle- may be indoors or out. This gathering includes greeting songs, mindfulness moments, weather, calendar, and introduction of new activities. Being together in community sets the tone for our day together.
Inhale: Group time-indoors or out. This gathering is for songs, stories, and group large motor activities such as games, parachute, music, and yoga. Outside, we will explore the many acres of the property walking the Village side down Scat Alley, through the granite beds, looking for stomping puddles or viewing the beaver and lodge from Boys Island. On the world side, we'll explore our Amphibian Forest, Fairy Forest, or hike to Meadow Pond. We will track the wildlife and meet in our own child created beaver lodge.
We will end our morning in song as we say goodbye to our morning friends and ready ourselves for lunch.
Lunch time-inside or out.
Inhale: Outdoor adventures. Activities include time for unstructured play and/or guided explorations in nature. Inside this is a time for choice; puzzles, books, blocks, studio, etc.
Exhale: Rest time, story time, reflecting the morning, activities may be based on morning topics, allowing the opportunity to further investigate both classroom and outdoor interests.
*The Dewey School follows the guidelines set forth in the NH Early Learning Standards. (June 2016)
Caregivers as Partners (CAP)
Families come in many shapes and sizes! We value the caregivers of our students and feel they are a vital partner in the success of our children. Caregivers are the first teachers, the bedtime hug-givers, story-readers, the foundation layers, and the advocates! At The Dewey School, we value the input and participation of our caregivers. Caregivers as Partners (CAP) will help to foster relationships between families as they support one another, help to organize Dewey School community activities and educational workshops, offer feedback to The Dewey School Board of Directors, and partner closely with teachers.
It is our hope that you will take an active interest in our school community. We look forward to partnering with you.
Your child will be welcome in our multi-aged enrollment options Monday -Friday. Contact us for more information.
It is the mission of The Dewey School to provide a joyful early learning environment; where children are viewed as capable and competent citizens who express themselves through a variety of ways; where opportunities to grow through play and student interest are fostered; where developing a sense of community is valued and exploring nature is embraced!
Our Board of Directors
Amanda Grappone Osmer (Interim Chairperson) is a NH native who lives in Canterbury with her husband Tom and their three children. Amanda's love of kids, nature, and the Canterbury Shaker Village are coming together in her Dewey School board service. She is a business owner, trail runner, and lifelong learner who wishes Dewey had been around when she was little.
Judy Egan has been an early childhood educator since 1969, happily learning with young children from preschool through the primary grades. Throughout this time, she has also acted as an educational consultant - teaching adults, presenting workshops, participating in research and offering home-school support. Judy and her husband Bill Egan, were the founders of the Canterbury Children’s Center (1980–2013), an independent, multi-age primary school which fostered respect for one another and a love of learning.
Susan Koerber MEd is the founding Director of Woodside School in Concord. Upon retirement she has continued to mentor and consult with Early Childhood programs. She also manages a flower farm, Chanticleer Gardens, in Dunbarton with her husband.
Al Edelstein is a retired NH educator with 35 years of experience working with elementary and middle school students. He is local business owner and avid community volunteer. He lives with his wife Lisa on their llama farm in Canterbury.
Lisa Ranfos has been in the field of early childhood education for 25 years as a classroom teacher in Infant/Toddler, Preschool, and Kindergarten classrooms. Since leaving the classroom Lisa has taken on more of a leadership role in working with early childhood programs. In addition to being a Child Care Resource and Referral Manager in the Concord area, she has been working with pre-service teachers and lab school communities since 2005. She acquired her Master's degree in early childhood education from Wheelock College and is pursuing her PhD. She lives in Allenstown with her husband and three boys.
Pam Schachter, MSEd, is an early childhood special educator who has worked with infants and toddlers who are experiencing disabilities and delays and their families for more than 30 years. She is passionate about human development and loves working with families as a team to support them in nurturing their children’s development. Pam and her husband Jim, along with their four cats, recently moved to Concord after raising their four children in New Jersey. She is excited about bringing her passion for early education to the Dewey community and in turn getting to know her new community through the eyes of the Dewey School children and their families.
Mindy Beltramo, MEd has been involved in education since 1987 when she first began her career with early learners.
In 2008, after reading Richard Louv’s book, Last Child in the Woods, she embarked on a journey that would change her life. Realizing that children were becoming less and less connected to the outdoor world, she coordinated the complete redesign of the schoolyard at her public school, helping children grow inside...out. Awarded NH Environmental Educator Of the Year in 2009, she co-authored DIG, an integrated, experiential, and developmentally appropriate science curriculum inviting students to discover, investigate, and grow using the outdoors as a classroom.
When not at school, Mindy lives a “hands on” outdoor life in Canterbury; always learning with her husband as they ride their tandem bicycle, work with their Alaskan Huskies, and garden!
Christina Oliva, MEd
Christina is very excited to be a part of The Dewey School. Her favorite thing to do is play outside with children, especially her son Giacomo.
Christina received her Master's Degree from Antioch University New England in Environmental Education with a concentration in Integrated Learning. She has worked with children of all ages in a variety of capacities and settings. She has taught swimming, tennis, yoga and led adventures in the mountains and on the coastline. Christina is an avid outdoors-woman and a lover of learning. She enjoys reading, gardening, cooking, and sun showers.
Annie Bell has attended art and early childhood education classes at both Montserrat College of Art and NHTI. She gained invaluable experience in child development and literacy during her years of service with AmeriCorps and its New Hampshire Reads program..
In the last ten years, Annie has been a teacher at a Montessori school, inspired children at a local extended day program, and provided childcare in her home all the while regularly attending continuing education courses in both art and early childhood education.
Annie teaches group and private art lessons to both children and adults. She is so excited to be part of The Dewey School team and to help nurture children’s unique interests through process based art, play, and exploration. In a Mary Poppins sort of way, she is unflappable!