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Philosophy

Our focus in childcare is in all areas of development, fostering (but not forcing) intellectual development, with the full sensitivity to each child's interest and development. Our project construct curriculum model supports learning from the child's concrete transactions with people, living creatures, objects, materials and activities, and from alertness to the child's actions and reactions to construct new knowledge.

The curriculum is planned and scheduled in keeping with the children's receptiveness and individuality.  Activities include a balance of listening with talking, action and contemplation, application with relaxation, regulation with freedom, and boisterous activity with quiet play. Our curriculum includes an environment that fosters the development of intelligence, so that learning can be exciting as well as safe. We propose a system of conceptual domains: sociomoral, cognitive, representational and physical development. Thus, children are allowed to view themselves with freedom to act, to know, to become involved, to care, to be responsible and to explore.

Play is the greatest avenue for learning in childcare. The curiosity, inventiveness and spontaneous energy of young children are sources from which lifetime learning should develop.