We believe that excellent child care replicates many of the aspects of a loving home environment, where caring adults nurture children to grow and learn.  We have a basic respect for the u

We believe play is the primary vehicle for children’s learning and development in the early years. We share the view of many eminent thinkers in the field of child development and early care and education including Bronfenbrenner, Pieget, Erikson, Gardner and Vygotsky, additionally supported by The National Association for the Education of Young Children (NAEYC), that play provides a context for children to practice newly acquired skills, to function on the edge of their developing capacities to take on new social roles, attempt novel or challenging tasks, and solve complex problems that they would not (or could not) otherwise do.  We believe young children actively learn from observing and participating with other children and adults, including parents and teachers. We believe children need to form their own hypotheses and keep trying them out through social interaction, physical manipulation, and their own thought processes -- observing what happens, reflecting on their findings, asking questions, and formulating answers. Furthermore, we believe that each child needs to experience success through involvement in self-selected learning activities in which there is no single correct way of responding or interacting.  Because of the nature of the learning process, a “product” outcome is not our goal for early learning. The process of learning is recognized for it’s inherent value.  We believe that finished products or “correct” solutions that conform to adult standards for a particular learning experience are not accurate measures of children’s growth as independent learners and thinkers. 

 We believe that the teacher’s role in the classroom is to plan and prepare a stimulating environment which children are challenged to learn through active exploration and interaction.  Our teachers provide a variety of challenging activity choices and facilitate children’s engagement in the activities they select.  Children in our program are encouraged to take the lead in choosing learning activities that match their interests and emerging skills.  Our teachers extend their learning by asking questions, making suggestions, or adding more complex materials or ideas to the situation in order to stimulate children’s thinking.  By making systematic use of children’s experiences, teacher’s can extend children’s knowledge and build their capabilities.

 We believe parents play an important role in the early learning and development of their children. There is overwhelming evidence that parent and family involvement is the key to school success and lasting learning for children.  By encouraging parents and families to become involved in our program we enhance children’s self-esteem and long-term achievement as well as promote positive attitudes towards The Early Childhood Center and the work that we do. Parent-teacher partnerships, based on mutual respect, trust and sharing, facilitate optimal program development in the best interests of the children.  As teachers and caregivers of young children we share with parents aspects of our knowledge about child development and our particular insights about young children.  We recognize and value parents as resources because of their knowledge of the abilities, habits, and interests of their children.  We welcome the participation of parents in our program.  We extend an open invitation to parents to become involved in whatever way they are able.  We believe that ongoing communication with parents enhances the development of the children in our care and their families.