We are committed to creating a positive learning environment.

We view every child as strong, capable, independent, curious, and full of imagination. We empower children to think, question, investigate, explore, and help navigate the journey of learning.

Teachers Observe and document the interactions, discussions and fascinations of children. By developing learning opportunities from these observations, the curriculum “emerges” from children’s interests and ideas.

Our Educators deliver this emergent curriculum through project work, which allows children to explore these areas of interest in detail. Teachers are thoughtful about introducing a broad range of opportunities, from art to music to early language, math, science and nature experiences, in support of the project.

The teacher is viewed as a partner in learning with the children. By listening, observing, and documenting children’s work, the teacher is equipped to guide children’s learning experiences and “co-construct” knowledge.

The environment of the school (its classrooms, common spaces and playground) is viewed as the “third teacher.” The environment should be a reflection of the children, teachers, and parents who live and learn there. It should be thoughtful, imaginative, enticing, and respect the image of the child.

Learning takes place not just within the school, but also at home and throughout the community. We encourage parents to participate in project work, special events, and the daily life of the school. We seek an integrated learning community, where teachers, parents, and administrators work together to meet the needs of the children.

By documenting the children’s business work through photographs, video, written word, displays, etc., teachers tell the story of the children’s early childhood experiences. Every child has their own portfolio, consisting of artwork, photographs, information related to developmental milestones, and more.