Our educational approach is rooted in developmentally appropriate practice, which means we make intentional decisions based on three critical sources of knowledge:

Knowledge of Child Development: We understand the predictable sequences of growth and learning that occur during the early childhood years. This knowledge allows us to create safe, healthy, engaging environments and experiences that are both achievable and appropriately challenging for young children.

Knowledge of Individual Children: Through careful observation, authentic assessment, and ongoing communication with families, we learn about each child’s unique characteristics, interests, strengths, needs, cultural background, home language, and learning style. This knowledge enables us to individualize our teaching and adapt our environment to be responsive to each child.

Knowledge of Social and Cultural Contexts: We recognize that children develop within specific social and cultural contexts. We work to ensure that learning experiences are meaningful, relevant, and respectful for all participating children and families, honoring the funds of knowledge that families bring to our program.

Learning Through Play and Purposeful Experiences:

We believe that play is the primary vehicle through which young children learn. Play is not separate from learning—it is the essential work of childhood. Through play, children:

• Construct their understanding of how the world works

• Develop and practice critical thinking and problem-solving skills

• Build social competence and emotional regulation

• Strengthen physical skills and coordination

• Express creativity and imagination

• Process and make meaning of their experiences

Our curriculum balances child-initiated, free play with intentional, teacher-guided activities. We create rich learning environments with carefully selected materials that invite exploration, discovery, and creativity. Teachers scaffold children’s learning through thoughtful questioning, modeling, providing information, and creating challenges that extend children’s thinking.

Active, Hands-On Learning:

Young children learn best through direct, physical interaction with their environment. We provide abundant opportunities for sensory exploration, manipulation of concrete materials, movement, and experiential learning. Whether children are building with blocks, mixing colors, planting seeds, or engaging in dramatic play, they are actively constructing knowledge through these experiences.

Integrated Curriculum:

Learning in early childhood is holistic and integrated rather than compartmentalized into separate subjects. A single experience—such as building a structure in the block area—may involve mathematics (counting, spatial relationships), literacy (reading signs, writing plans), science (balance, stability), social-emotional development (cooperation, persistence), physical development (fine and gross motor skills), and creative expression. Our curriculum intentionally supports learning across all developmental domains and content areas.

Emergent and Planned Learning Experiences:

We employ a curriculum that provides both structure and flexibility. We plan intentional learning experiences aligned with developmental goals and learning standards while remaining responsive to children’s interests, questions, and discoveries. This approach allows us to follow children’s lead while ensuring comprehensive skill development and age-appropriate challenges.