Children learn best by active involvement with materials, peers and adults, that children construct their own understanding of the world around them. Each child learns at his or her own pace, and each child has individual strength, interest, needs and learning styles.
The role of the teacher/adults in children’s learning is to use knowledge of child development, individual children and cultural contexts to facilitate development and learning. Teachers interact with all children, provide concrete challenging activities and continually update and adapt the classroom environment.
The optimal learning environment for children is inclusive, sage, healthy, organized, predictable, well planned, and accessible to all children.
The materials for children’s learning should be constructive, age appropriate , appealing, hands on, and challenging base on the child interest that offers a rich variety of materials, choices, opportunities to play in various size groups, and is culturally relevant to the families we serve.
The role of culture in children’s learning should be open to all type of learning experiences, endless, respectful to each individual culture, and build up empathy towards others.
We believe in nurturing the cognitive, social, emotional, physical, and creative selves of the children. Therefore, the curriculum will be built around these five areas. This is why we believe in a developmentally appropriate program in which achievement will not be based in reaching the norms, but in improving a child’s own abilities.
We believe that is important to have a clear framework for planning and implement a developmentally appropriate program.
We believe in teachers serving children as providers, role models, facilitators, observers, and interactors for optimum learning to occur.