The curriculum for each of our programs is based on appropriate developmental goals for the age group served. We begin with the knowledge that children are naturally curious and capable.
Children are encouraged to form their own hypotheses and to seek answers to their own questions. Long before they can read and write, children naturally engage in complex thinking. Teachers support this by providing a rich variety of art materials and activity areas that stir children’s imaginations and allow them to express their ideas. To a large degree, this complicated process looks like play. Through close and careful observation, teachers are able to guide students in their exploration, encouraging the extention of play ideas toward new areas of discovery . Concepts from all academic areas, including mathematics, science, literacy and social studies, are integrated throughout the day. Quality children’s literature is emphasized in each classroom and is the centerpiece of the teacher-directed part of the school day, when young children begin to learn to listen and think critically about the world around them.
Each day, in every classroom, children are given a large amount of time for continuous self-initiated play. Through this process, they develop meaningful relationships with peers and teachers, strong communication skills and a sense of empathy. Students gain self-confidence by using problem solving skills, developing flexibility in their thinking and finding creative ways to express themselves. As the children become developmentally more ready, challenges are increased so that by the time a child is in kindergarten, they are able to manage themselves successfully throughout a complex school day filled with lessons requiring focused attention, transitions from activity to activity and the need to work both collaboratively and independently with teachers and peers. The curriculum for our older students includes special area classes in art, music, physical education, science, and French. In all of our programs, whether serving twos, threes, fours, pre-kindergartners or kindergartners, emphasis is placed on the age-appropriateness of the learning environment so that the unique qualities and learning potential of young children at each age can be fully developed. As a result our children form a deep love of learning that moves with them to elementary school and beyond.