Letter from Mrs. Hollenbeck

Dear families,

Have you ever watched your child completely absorbed in play, perhaps meticulously fitting pipes together to create a water flow or lining up oversized blocks with intense focus? It's a joyful sight, isn't it? As educators, we see these moments not just as "play," but as profound opportunities for learning. It's in these moments that children, as protagonists of their own learning journey, are building the very foundations of scientific and mathematical thinking.

In our school, we embrace the idea that children's right to research is an ethical choice. We focus on "the value of each individual in his or her being a relational subject, interdependent and connected to the web of relationships that every life brings." We see children as natural researchers, constantly forming and testing hypotheses about the world around them. Our role is not to dictate, but to be a guide, a collaborator, and a keen observer, offering materials and asking questions that deepen their inquiry.

Let's think about a few examples from the back playground.

Water and Pipes

When children are given a collection of pipes, funnels, and buckets, they are engaging in a dynamic study of physics and natural science.

• Physics in action: As they pour water down a pipe, they are exploring gravity and flow. They are learning that water needs a downward slope to move. When they try to send water up a pipe, they discover it doesn't work, prompting a natural question: "Why?" This is where the teacher's language comes in. We don't just say, "That's how gravity works." We might ask, "What did you notice? How could we make the water go faster or slower? What if we made the pipe steeper?"

• Natural science and observation: Children are also observing the properties of water itself. They see how it fills a container, how it can be diverted, and how it finds its way through small cracks and openings. They are becoming little hydrologists!

• Mathematical reasoning: The pipes themselves offer a lesson in geometry and spatial relations. Children learn about volume ("Does this bucket hold more than that one?"), length ("This pipe is too short to reach the end"), and cause and effect ("If I connect this pipe here, the water will go over there"). They are learning to measure and compare in a hands-on, meaningful way.

The Dynamics of Trike Tracks

Our outdoor tricycles and tracks are not just for exercise—they are a fantastic laboratory for physics and collaboration.

• Physics of motion: As children pedal and push, they are experiencing concepts like force, friction, and momentum. They learn that a harder push makes them go faster, and they instinctively use their feet to create friction to slow down or stop. 

• Collaboration and community: The track itself fosters a sense of community. Children negotiate who goes where, how to "pass" safely, and how to work together to clear a path. This is democracy in action, as Loris Malaguzzi said, "Participation grows and safeguards democracy and liberty, liberty and democracy grow and safeguard participation." They are practicing citizenship in a very tangible way.

Building with Oversized Blocks

Large-scale blocks are a gateway to engineering, architecture, and mathematics.

• Mathematics as a language: When a child builds a tower, they are learning about balance, stability, and symmetry. They are working with concepts of measurement and quantity. We might hear them say, "I need two long blocks to make this even" or "This is too wobbly, it needs a wider base." They are using math to solve a real-world problem.

• Engineering and design: They are testing structural integrity and developing hypotheses. "If I put this block on top, will it fall?" They are iterating their designs, learning from "failure," and trying again. This process—the cycle of designing, building, testing, and refining—is at the heart of the scientific method.

From Play to Abstraction

What's beautiful about this approach is that these complex ideas are absorbed through the body, through the senses, and through genuine curiosity. They aren't isolated, abstract lessons on a worksheet. The child who has spent hours experimenting with water flow will have an intuitive understanding of a concept like "hydrodynamics" long before they encounter the word. The child who has balanced a wobbly block tower knows the principles of structural engineering in their bones.

Later in their educational journey, when they encounter formal lessons on fractions, gravity, or geometry, they will have a deep, lived experience to draw upon. These early, playful experiences become a powerful anchor for future, more abstract learning.

So, next time you see your child immersed in what looks like simple play, take a moment to observe. Ask them a question about what they're doing. Listen to their reasoning, because within their words, you'll hear the brilliant scientist, the meticulous mathematician, and the budding engineer, already hard at work.

Important Information Regarding Playground Use and Campus Tidiness

Dr. Bianco, ES/LS teachers and I need to share some important information regarding the use of our campus playgrounds and to kindly request your cooperation in maintaining our shared spaces.

First and foremost we all want to ensure the safety and enjoyment of all our students. Please be aware that the Lower School playground, located across the Mike Murphy ES building, has been specifically designed for our older Lower School students. The recreational equipment on this playground is not suited for children of the size and age of our Experiential School students. For their safety and to prevent any potential injuries, we respectfully ask that Experiential School students use their designated playground areas, which are appropriately designed for their developmental stage.

Additionally, we understand that many of our half-day children enjoy playing in the sandboxes located around campus. We love seeing them engage in creative play! To help us keep all our campus spaces neat and organized for everyone, we kindly request that parents assist their children in picking up any toys when they are finished playing in any sandbox, balls or other toys. Working together as a community to tidy up helps ensure our campus remains beautiful and welcoming for all.

Your understanding and cooperation in these matters are greatly appreciated as we strive to create the best possible environment for all our students.

Sincerely, 

Adriana

Adriana Portella Hollenbeck

Head of The Experiential School of Tampa Bay

ahollenbeck@shorecrest.org 

727-456-7541

Mark Your Calendars - 

Tuesday, September 2
Back to School Night 

Wednesday, September 3
ES/LS Picture Day 

Friday, September 5
Charger Chat with Nancy Spencer

Tuesday, September 9
International Connection Kick Off

Wednesday, September 10

• Community Committee on Diversity

• SCA Moms Night Out

Friday, September 12
SCA Volunteer Fair

Saturday, September 27
SCA Soiree Beneath the Waves: A Florida Cocktail Odyssey presented by Mann Orthodontics

Community Committee on Diversity - Thursday, September 10

Please join us for the Community Committee on Diversity (CCD) meeting on Thursday, September 10 at 3:30pm in the Seminar Room, Charger Commons second floor. This group is open to all community members who are interested in learning more about and being a part of the diversity efforts at Shorecrest. It is also a forum for complex and engaging conversations around timely topics related to diversity, inclusion and belonging. 

Additional information coming soon. 

Coffee Cart Fridays on Campus 

Join us Friday mornings for coffee on campus! Offered most Fridays throughout the school year, local vendors set up shop outside of the Raymund Center offering coffee drinks for purchase. Enjoy a coffee before Lower School Town Meeting, grab a coffee to go before a SCA meeting or Charger Chat, or take your coffee to shop at the School Store! 

Coffee carts are available roughly 7:15-9:15am.

All-School Calendar

Experiential School Contacts