Recognizing that children develop at their own pace, our low pupil-teacher ration enables us to individualize our curriculum to meet your child's special needs, thus promoting a positive self image. We have a stimulating learning environment that includes "hands-on" play with fine and gross motor activities, art, music, and language skills. Our teachers understand that young people love to be involved in real work. They know that children develop a strong sense of self and independence when they participate in activities that contribute to the classroom.
The early childhood development environment is an important part of the foundation for creating an atmosphere of imagination and individuality that allows young children to learn and grow at a comfortable and progressive pace. Our classrooms provide opportunities for self-exploration and choice within a variety of learning centers encompassing all areas of development. Our environment will ensure a safe, healthy, warm and welcoming atmosphere where children are stimulated to promote creative thinking, independence and self-confidence.
Social/emotional development is connected to physical and cognitive development, therefore young children enrolled at our center will succeed in a physically secure environment, that is safe, accessible, organized, comfortable and predictable. Children need an emotionally secure program that is welcoming, respectful and accepting of their individual differences. Developing relationships with peers through play, including conflict resolution and sensitivity to feelings, interests and needs of others is part of the basic foundation. Our well-trained staff will be sensitive to cultural, physical and developmental variations in children and their families.
Since early childhood is the period of the most rapid language development, we commit to providing our students with a variety of literacy experiences in our environment. Our early childhood teachers have the responsibility to understand language development and to foster each child's literacy potential. It is essential that the main components of literacy, which are listening, speaking, writing and reading, are incorporated into the curriculum using meaningful activities. Exposure to language through a variety of media is part of our everyday program and is intended to reach the many levels of learning that children have at such a young age.
Our developmentally appropriate classrooms will give children the opportunity to learn mathematical skills in a context that is meaningful. Our students will develop an understanding of these concepts through a play-based, child-centered environment. Access to a wide variety of tools and hands-on experiences that are relevant to real life situations will help all children learn and enjoy math as our teacher facilitates awareness of each child's individual level of functioning.
The intent of science education in the early childhood classroom is to build on children's natural sense of wonder and curiosity. Children will tap into their five senses to develop an understanding of scientific principals through our teacher's use of open-ended questions. We will encourage exploration, experimentation and trial and error as each student has the chance to investigate and discover the world around them. Children's play is a primary focus of facilitating science concepts and the knowledge of all the fascinating ideas surrounding this curriculum.
Social studies in the preschool classroom begins with cultivating children's understanding of themselves and their place in the world. Our well-trained staff will provide daily activities that provide a wide range of concrete, hands-on experiences that provide opportunities for children to learn more about themselves, their families, their community and then explore and appreciate the cultures and lifestyles of other people. The environment will reinforce those skills and concepts, which encourage good citizenship and develop the child's capacity to participate in a culture-diverse, democratic society in an independent world.
