Sounds like a great way to ease children into project-based education. I don't know about the "they aren't born" thing. I actually think if they are allowed the freedom of SDE from the beginning, they do this much more naturally. However, SDE is growing fast, so there will be many older kids who are new to it. Parents and education officials will like that there is an underlying curriculum plan. When my kids were in school, I personally would have loved something like this for them.
Sunnyside sounds lovely. I know many 2e kids who would thrive there!
I do have a question. What is your experience with kids who are in an intensely monotropic stage? I know some kids who need to be engaged around their particular interests, rather than being exposed to a rotating variety of topics. Were those kids able to thrive at Sunnyside? If so, how did you see them participating, or how did you differentiate your approach for them?
Sounds like a great way to ease children into project-based education. I don't know about the "they aren't born" thing. I actually think if they are allowed the freedom of SDE from the beginning, they do this much more naturally. However, SDE is growing fast, so there will be many older kids who are new to it. Parents and education officials will like that there is an underlying curriculum plan. When my kids were in school, I personally would have loved something like this for them.
Sunnyside sounds lovely. I know many 2e kids who would thrive there!
I do have a question. What is your experience with kids who are in an intensely monotropic stage? I know some kids who need to be engaged around their particular interests, rather than being exposed to a rotating variety of topics. Were those kids able to thrive at Sunnyside? If so, how did you see them participating, or how did you differentiate your approach for them?