Leapfrog Program Highlights by Natalie Jackson, M.Ed, NCC

On a sunny morning in late June, 200 children and parents arrived at
St. Athanasius Elementary School poised for an academic adventure: The Leapfrog Summer Program. Designed to provide hands-on academic enrichment to gifted PreK-Third graders, Leapfrog experienced tremendous growth and success in 2003, serving over 600 children.

In its fourth summer, Leapfrog had a dedicated staff and a phenomenally talented faculty. Academic Coordinator Mara Holland and her tireless team of runners created a welcoming environment and ensured that the day-to-day aspects of the program ran smoothly. Outside CTD, Mara teaches first grade, so Leapfrog benefited from her expertise in early-childhood learning as well as from her organizational skills and enthusiasm.

The 2003 faculty were master teachers from both public and independent schools across Chicagoland. With ample expertise in gifted and early childhood education, each teacher created a dynamic learning environment suited for the stimulation of curious young minds. Many took advantage of educational resources from local institutions such as the Field Museum, the Shedd Aquarium, and the Chicago Architecture Foundation to further enhance classroom study. Teachers made good use of the newly available computer lab access and incorporated technology into the classroom.

The three, week-long sessions offered enrichment courses designed to combine different topics with students’ area of academic strength. Young scholars had the opportunity to explore new lands in Ancient Africa, delve into oceanography and marine biology in Underwater Adventures, learn basic anatomy and physiology in Human Body, and gain new knowledge of measurement and weather patterns in Meteorology. The curriculum for each course was interactive and engaging. PreK Building and Architecture students constructed a model of the St. A’s playground, and third-grade Detective Stories students wrote mysteries, analyzed clues from a crime scene, and solved a case.

Teachers had teaching assistants who were either experienced teachers or students pursuing a teaching career. TAs facilitated the learning process by assisting students with various tasks and projects and lent their creativity and careful supervision to the extended day lunch and play program. They engaged children in a variety of activities including arts and crafts projects, chess matches, and outdoor games like kickball and hop-scotch during the afternoon.

Learning and laughter were the hallmarks of the 2003 Leapfrog Program. Young minds were nurtured and challenged, new friendships formed, and parents connected with others interested in gifted education. As one parent stated,”[My son] came alive this past week, happy for the first time with learning, writing, creating, and, even more of a bonus, making friends.”