Curriculum Philosophy
Learning through Exploration
We believe that children have the right to learn within a context of exploration and play. We do everything we can to protect what we see as the essential elements of childhood- long stretches of uninterrupted time, lots of open-ended materials, real and meaningful work, and plenty of time in the natural world; all explored through play. These things create a context in which children can embark on the important work of exploring and making sense of their world.
Hands-on Active Learning
Our goal is to prepare children for more than kindergarten readiness. We want to prepare them for life-long success. To do this we set up our classrooms intentionally, so children can play, but play in a way that develops certain outcomes.
Research shows the most productive learning happens through play, using their whole bodies in active learning. Children who engage in quality play experiences are building the skills they need to be successful in life. Since each child develops at a different pace and is excited by different things, a hands-on exploratory approach to learning meets the needs of each student where they are at developmentally.
It is through play that children learn to:
Emergent Curriculum
An emergent curriculum is one that builds upon the interests of children. Rather than teachers choosing an area of investigation and giving the children isolated facts on a given subject, teachers work as researchers alongside the children. They carefully listen to the interests of the children, assisting them in defining their questions as a place to begin investigations and express their knowledge. Important areas such as math, science, language and literacy are introduced and woven through all of the activity centers.
Social and Emotional Skills
We support each child with social and emotional growth and development so they can better understand and advocate for their own needs. We help children understand the balance between one’s own needs and the needs of the group. We nurture the development of empathy and compassion, we model negotiation and coping skills and we help children become independent and resilient.
Cognitive Skills
An important aspect of development is learning how to problem solve. We offer guidance and support while children learn to work things out together. We support children’s curiosity and challenge them to find answers to their questions.
Math
Opportunities for math are everywhere. What this may look like in the classroom might be putting out attractive things to count, sort and classify. We also offer opportunities to weigh and measure objects, name shapes and notice patterns. We use the correct mathematical terms so the language becomes a part of the children’s everyday experiences.
Science
Science at our center can look like exploration of bugs, soil, water, sand, and trees. Experiencing wind, sun, and rain. Working in the garden, or playing with blocks and vehicles. We provide opportunities to see science in action. We ask questions that may start with “I wonder what will happen if…” Children get to think about the outcome and then actually experience it.
Reading, Writing, and Language
Reading and writing skills are naturally supported through play exploration. Children are building the dexterity to be able to perform the physical task of writing. Experiences with puzzles, lacing and drawing with a pencil help build the necessary muscles in their hands. Books are read to children in small and large groups. Children look at and “read” stories to each other. Children are supported as they naturally become interested in the letters of their name.
Infant and Toddler Learning
Teachers of infants and toddlers carefully observe each child to learn about interests, needs and feelings. The teachers use each child’s interest as a focus of the curriculum and adjust as needed to meet the emotional and learning needs of every child. Toddlers enjoy being actively involved in investigating something that interests them.
Children with Special Needs
In emergent curriculum, children’s interests are encouraged and the learning experience can adjusted to meet all children’s needs. We offer a variety of experiences and activities and participation is not required. Individual abilities are taken into consideration.
We believe that children have the right to learn within a context of exploration and play. We do everything we can to protect what we see as the essential elements of childhood- long stretches of uninterrupted time, lots of open-ended materials, real and meaningful work, and plenty of time in the natural world; all explored through play. These things create a context in which children can embark on the important work of exploring and making sense of their world.
Hands-on Active Learning
Our goal is to prepare children for more than kindergarten readiness. We want to prepare them for life-long success. To do this we set up our classrooms intentionally, so children can play, but play in a way that develops certain outcomes.
Research shows the most productive learning happens through play, using their whole bodies in active learning. Children who engage in quality play experiences are building the skills they need to be successful in life. Since each child develops at a different pace and is excited by different things, a hands-on exploratory approach to learning meets the needs of each student where they are at developmentally.
It is through play that children learn to:
- Get along with each other
- Cope when things don’t go as expected
- Build confidence
- Understand basic and complex core concepts
- Make good decisions
- Expand vocabulary
- Increase listening skills
- Develop a love for learning
- Solve problems
- Think critically
Emergent Curriculum
An emergent curriculum is one that builds upon the interests of children. Rather than teachers choosing an area of investigation and giving the children isolated facts on a given subject, teachers work as researchers alongside the children. They carefully listen to the interests of the children, assisting them in defining their questions as a place to begin investigations and express their knowledge. Important areas such as math, science, language and literacy are introduced and woven through all of the activity centers.
Social and Emotional Skills
We support each child with social and emotional growth and development so they can better understand and advocate for their own needs. We help children understand the balance between one’s own needs and the needs of the group. We nurture the development of empathy and compassion, we model negotiation and coping skills and we help children become independent and resilient.
Cognitive Skills
An important aspect of development is learning how to problem solve. We offer guidance and support while children learn to work things out together. We support children’s curiosity and challenge them to find answers to their questions.
Math
Opportunities for math are everywhere. What this may look like in the classroom might be putting out attractive things to count, sort and classify. We also offer opportunities to weigh and measure objects, name shapes and notice patterns. We use the correct mathematical terms so the language becomes a part of the children’s everyday experiences.
Science
Science at our center can look like exploration of bugs, soil, water, sand, and trees. Experiencing wind, sun, and rain. Working in the garden, or playing with blocks and vehicles. We provide opportunities to see science in action. We ask questions that may start with “I wonder what will happen if…” Children get to think about the outcome and then actually experience it.
Reading, Writing, and Language
Reading and writing skills are naturally supported through play exploration. Children are building the dexterity to be able to perform the physical task of writing. Experiences with puzzles, lacing and drawing with a pencil help build the necessary muscles in their hands. Books are read to children in small and large groups. Children look at and “read” stories to each other. Children are supported as they naturally become interested in the letters of their name.
Infant and Toddler Learning
Teachers of infants and toddlers carefully observe each child to learn about interests, needs and feelings. The teachers use each child’s interest as a focus of the curriculum and adjust as needed to meet the emotional and learning needs of every child. Toddlers enjoy being actively involved in investigating something that interests them.
Children with Special Needs
In emergent curriculum, children’s interests are encouraged and the learning experience can adjusted to meet all children’s needs. We offer a variety of experiences and activities and participation is not required. Individual abilities are taken into consideration.
