We believe that children learn the foundations of trust, love, faith, hope and forgiveness as they interact with caring adults and other children in a nurturing environment. We believe that development is a sequential, interrelated process, and that each child has an individual pattern of growth, timing, learning-style, and family history.
We believe that children have important rights as human beings. It is our job to encourage the children to learn respect for others, and learn to appreciate differences.
It is the job of teachers to prepare the environment with a rich variety of opportunities for "concrete, hands-on learning." Our curriculum is based on the belief that "children’s work is PLAY." We plan our curriculum to include CHOICES and open-ended activities.
Our daily activities include art, music, language development, sensory experiences, natural science, and the foundations of math experiences that will build math-readiness.
Physical activities are a vital part of developing the children’s motor skills and are integral to each day's plans.
We believe that learning is a life-long process, for children and adults. We believe that learning should be a JOY, and we work hard to present our curriculum in a developmental way that ensures joy for the children.
Our guidance philosophy is that children are not born knowing how to behave in appropriate ways.
It is the job of parents and teachers to model appropriate behavior, and to set consistent limits for children’s physical and emotional safety.
Our teachers also arrange the classroom environment so that it encourages independence, and builds self-confidence, allows choices, and discourages behavior problems.
We provide alternatives to inappropriate behavior, and provide children with support while they experience the natural and logical consequences of their action.
"Discipline is the slow, bit-by-bit process of teaching children to act in an appropriate way and to learn self-control."