Life-Long Learning and Discovery
Education is the kindling of a flame, not the filling of a vessel -Socrates
We strive to fan the flame, and develop a learning community that inspires creativity and innovation, and nurtures the disposition to become life-long learners.
The First Teacher is the Child
All children have potential and the right to have a strong and active voice in their lives, and certainly in their education. We seek to develop an atmosphere where children feel safe to articulate ideas and know their comments will be given serious consideration and respect.
The Second Teacher is the Adult
Parents and teachers encourage the child’s natural learning path and are partners with children in the learning process. In our environment, the role of the adult shifts from purveyor of knowledge or teacher to that of learning guide.
When children begin to feel a sense of responsibility for their endeavors and their education, they also develop a greater sense of investment and pride in their abilities.
The Third Teacher is the Environment
We value open-ended materials that are limited only by the imagination. Natural materials, recycled scrap materials and tools are available to stimulate creativity and investigation, rather than commercial toys with predetermined outcomes, storylines and scripts designed to entertain. Our spaces are rich with our own projects and documentation of our journey, as opposed to pre-made posters and teacher-created bulletin boards.
Teachers as Researchers
Teaching is both an art and science, and cannot be learned from a book. Reflective practices such as documenting children’s work, journaling, challenging our own assumptions, and working and sharing our understandings with colleagues help us in our continual growth and pursuit of excellence.
The Having of Wonderful Ideas…a Negotiated Curriculum
Rich learning environments provide the raw material that suggest wonderful ideas. A responsive, emergent and negotiated curriculum values the possibilities of the unexpected and welcomes the unanticipated. Ordinary moments can become the stimulus for long-term projects.
Time is Flexible
The harmonious flow of our day is of utmost importance. Extended periods of time working in areas that are important to us create an atmosphere that encourages learning and in-depth studies. Children are under no pressure to produce a product, as we place an emphasis on process over product. We oppose the “fast food” mentality of programs requiring children to cycle through learning centers. We will adapt to the natural pace of the children, allowing them to explore their interests to the fullest.
The Value of Relationships
We believe that relationships are the keystone to any learning community. We value time to be together, learn about each other, and appreciate things we share, as well as our diversity.
The Many Symbolic Languages of Children
We use many languages to represent and express our understandings. Storytelling, dance, music, paint, clay, construction, shadow play, sign language, computers, collage and sculpture are just a few of “the hundred languages” we explore.
Making Learning Visible: Documenting and Reflecting on Learning
Experience alone is insufficient to promote learning. It is only through reflecting upon the experience that true learning takes place. Extensive documentation of the learning process by both adults and children, provides a myriad of opportunities to revisit and reflect. The process of documentation itself supports our inquiry approach through observation, reflection, collaboration, interpretation and analysis.
Local Community
The community and the wider world is our classroom, and teacher. We seek opportunities to become involved in the community, to make our work visible, and to welcome experts to share their knowledge, skills and passions with us.
Earth Community
Children are encouraged to develop an appreciation for the beauty of the natural world and our responsibilities related to its preservation. We seek to continue our transition to an ecologically conscious program.