Research demonstrates that children learn in a myriad of ways. Our lives prove this to be true. Several curriculum approaches and Child Development theories inspire + inform the words we use and the activities we plan:
Reggio Emilia -
An innovative and inspiring approach which values each child as capable, strong, and resilient, rich with wonder and knowledge. We acknowledge the deep curiosity innate within children that motivates their desire to understand their world and their place within it. Being Reggio-inspired teachers moves us as facilitators to adapt to the needs and interests for each child as a contributing member to their family and society as a whole.
- Collegial and relational-based provocative experiences
- The importance accredited to environments and spaces
- Intense co-participation of families
- Affirmation of competencies in children and adults
- Educational documentation
- Progrettazione (flexible planning approach)
An educational philosophy characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development.
- Student choice of activity from within a prescribed range of options
- Uninterrupted blocks of work time
- A constructivist (Piaget, Vygotsky, Dewey, Bruner, etc) or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction
- Specialized educational materials
- Liberal movement within the classroom
Engage in domestic, practical and artistic activities that children can readily imitate (for example, baking, painting, gardening and handicrafts), adapting the work to the changing seasons and festivals of the year.
The teacher nurtures the children's power of imagination particular to the age. She does so by telling carefully selected stories and by encouraging free play. This free or fantasy play, in which children act out scenarios of their own creation, helps them to experience many aspects of life more deeply. When toys are used, they are made of natural materials. Pine cones, wood, cotton, silk, shells, stones and other objects from nature that the children themselves have collected are used in play and to beautify the room.
Sequencing, sensory integration, eye-hand coordination tracking, appreciating the beauty of language and other basic skills necessary for the foundation of academic excellence are fostered in Pre-K. In this truly natural, loving and creative environment, the children are given a range of activities and the structure that help them prepare for the next phase of school life.
Also known as the developmental-interaction approach, this emphasizes the importance of a large variety of open-ended materials in the classroom and defines the role of the teacher in the classroom as a facilitator of learning.
- View every aspect of the school day is developmentally meaningful
- Provide a balance between child and adult initiated activities
- Support on-going staff training and parent involvement
- Necessitates that teachers set goals, plan strategies for achieving them and follow-up to evaluate and revise them as necessary.