Philosophy




Project Approach

The project approach is a comprehensive curriculum incorporated into all classrooms within the center. This is a method of teaching in which an in-depth study of a particular topic is conducted by a child or a group of children. How this type of learning is carried out in each classroom will look different due to the abilities, interests and needs of the group. Staff's careful observation, documentation and reflection of the children's interaction with their environment and peers are key components to project work. Family participation is another important component in project work and adds richness to the children's study on a particular topic.


The Role of Space

We believe that the physical space and layout of the classroom environment play a large role in the social interaction, and activities that occur during the day. The arrangement of classroom furniture and the location of activities encourage children to make choices, solve problems as well as facilitate the process of learning. Our classrooms are designed to be welcoming, and foster interactions, communication, and relationships.
With the role that space plays in mind, our classrooms are arranged in ways that allow opportunities for children to interact in a variety of ways. Some spaces are designed for large groups to explore an activity, presenting an opportunity for cooperation, collaboration and social interaction.

Every classroom has established areas where children can have time and space that is their own. In these quiet spaces, they can read books, work a puzzle, or just sit and be alone.
Physical space also includes the outdoor environment and reminds us that learning is not limited to indoor spaces. Opportunities are limitless when the yards are included in thoughtful planning.

Careful attention to the arrangement of the room and the influence it has on children's behavior and experiences are constantly under discussion by the teaching staff. Adjustments to the space reflect the growth and changing needs of the children in the room.
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The Importance of Art

We believe that art is a tool that all children can use to represent the world as they experience it. Art offers children the chance to question, observe and represent things that they see, feel and hear.
With this as one of our core beliefs, we offer a wide variety of activities and materials with which children can represent their world. In our infant and toddler, we allow children to experiment with many materials, often resulting in painted children and floors.
For our preschool and kindergarten children, our art activities are often tied into the project that the class is working on. This challenges children to use art as a tool to discover and represent what they know about the subject.
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The Image of the Child

We believe that children are inherently competent, capable, curious and motivated in establishing relationships, interacting with the environment and constructing their own learning.
Our respect for the natural curiosity of infants and toddlers is demonstrated in part, by our allowing for their exploration of new materials. We do not show them how to use a new toy we let them figure it out. We show our trust in children's ability to create social relationships by acting with them, not on them. We always let a child know what we are going to do to them before it happens, establishing a trusting relationship between child and caregiver.
In our preschool and kindergarten programs, we demonstrate respect for curiosity by listening to children's comments and questions and then planning activities that allow children to ask and answer their own questions. Our classrooms are set up with a variety of activities; children are able to choose what they wish to work on and are given the opportunity to explore their space on their own terms. Our trust for a child's natural ability is fundamental to our center's philosophy and practices.
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The Role of Parents

We believe that parents and their involvement in the Center are an essential part of our program. It is this rich collaborative effort between parents and staff that allow the children to thrive and reach their full potential.
Parents are encouraged to make connections with the children in the classroom. Participating can include reading to small groups of children, supervising a special cooking activity, pr recording children's words that describe paintings they are doing. Participation in setting goals, special events, socials, field trips, or celebrations are other possibilities for involvement.
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Documentation in the Classroom

Documentation is the result of many careful observations, true listening, and a collection/sampling of children's work. It is an opportunity to share what is learned and discovered by the children, as well as teachers. Sharing this information with parents helps them become more intimately aware of their child's experience at school.

What does it look like? Documentation typically includes: -Samples of children's work -Photographs of work in progress -Children's comments about work -Printed dialogue between teacher and child, etc.

For example, a teacher recording what a child is talking about while the child is drawing a turtle is a small inclusion to a classroom's overall project on the study of turtles.
Parents may find samplings of these observations and conversations next to pictures of objects to document the progression of the stud of turtles.

Documentation provides insight into what children are thinking, feeling, and how they are interpreting their world.
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Children on the slide