Program Philosophy

• Children learn best through a Constructivist Model, which includes discovery, hands-on, minds-on, real-life experiences and developmental practices.

• Learning is enhanced through stimulating and challenging work at the children’s ability level. (More on this Developmental Approach below.)

• Use of the “whole child approach,” in which all domains of growth (social, physical, emotional, and intellectual), are equally valued.

• Children do better in school when they know their families are committed to their education and interested in what they are learning.

• Curriculum is integrated and skills are taught in meaningful contexts.

• Enrichment programs enhance academic performance.

• Children’s social-emotional development is supported through teaching them and their families to solve problems using Positive Discipline.

Just as each child cuts a first tooth or takes a first step according to a personal inner clock, so each child breaks the reading code, skips, or associates an abstract symbol with a particular concept at the right time for that child. In a class of 20, there are 20 levels of competency, readiness, interest and emotional make-up.

In this context, a child’s development can best be maximized by providing an experiential hands-on approach, promoting an awareness of self and one’s relation to others, and providing an opportunity to learn at their own pace within an integrated curriculum. Our program is based on these premises.

Research shows that a basic education must address the needs of the whole child; social, physical, emotional and academic areas of growth are inter-related and are of equal value. When a child’s whole being is honored and respected, the innate desire to learn is developed and enhanced.

As part of this philosophy, kindergarten students have the option of a full day or half day.