Our programs provide education to children about themselves and the world around them, while kindling their curiosity and strengthening their desire to learn. We do this in a nurturing environment that recognizes both the value and uniqueness of each child and the ways in which young children learn.

Learning begins with the child and occurs through active interaction with the environment. In our program this often takes the form of play, a natural behavior of children. Our program recognizes play — dynamic, creative and constructive activity — as one of the most profound means available to children for constructing and reconstructing, formulating and reformulating knowledge.

We use three different curriculum frameworks among our different age groups: Creative Curriculum, Science Start and High Scope. The curriculum framework provides a coherent focus for planning children’s experiences and supports a balance of activities that promote growth in social, emotional, physical, cognitive, and creative areas of development in young children. It is flexible and planned weekly by teachers according to the needs, strengths and interests represented within their group and to meet program goals and objectives.

Emergent curriculum best describes our approach to choosing themes. While playing children focus on topics that most interest them. When a group becomes excited about a topic, activities are developed to extend and scaffold learning. Goals are carried out through themes or interest units. At times themes are chosen by teachers and are selected from areas of knowledge about children themselves – babies, families, homes, favorite toys; their local community – people, shops, hospitals, building sites; natural phenomena – wind, air, plants, animals; machines – trains, inventions, cars, boats, elevators; and conventional knowledge – hats, puppets, furniture, brushes, signs.