Learning is active. It involves reaching out of the mind. It involves organic assimilation starting from within. Literally, we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning.
-John Dewey, Children and Curiculum

Our approach is inspired by expeditionary and inquiry-based learning, the teacher-researchers of Reggio Emilia, Italy, the beauty and fantasy of the Rudolf Steiner schools and the European  “Forest” school movement, among others.

We seek to create a holistic and resource-rich learning environment that promotes relationships, collaboration, community involvement, and the freedom and support for children to pursue individual interests.

We are dedicated to a philosophy that sees children as whole, capable human beings, having the right to co-construct their educational experience.  We strive to create an atmosphere where children feel like a valued member of our learning community family and encourage all children to find and voice their unique gifts in a loving, supportive, and respectful environment.

Our goal is to nurture independent thinkers, enthusiastic learners, active explorers and investigators, compassionate human beings and to develop a deep appreciation for the beauty of nature and our responsibilities for its preservation.

Our groups are small, with ample space, materials, and adult support for individual investigations as well as group project work.

We believe in multi-age groups and the value of helping children learn to support and teach their peers.  Older children serve as role models and teachers and help to scaffold the work of the younger child, thus reinforcing their own learning in the process.  As observant teachers, we are sensitive to older children needing time and space to focus on intricate projects, and the younger childs need for freer spaces designed for them.

As part of our curriculum, we explore a wide range of art materials, especially natural and recycled materials, and spend considerable time exploring the natural world, and building relationships.  Projects are interest-led, and the curriculum develops from our projects.  We document our day using technology (video, digital photography, audio) and use this documentation to create our portfolios in order to revisit and extend our explorations.

Teachers:

*  Learn alongside the children;
* Are a resource and a guide who lends expertise to children;
* Research ideas
* Provoke ideas, problem solving, and conflict;
* Stimulate thinking, and stimulate children’s collaboration with their peers;
* Take ideas from the children and return them for further exploration;
* Organize the classroom and materials to be aesthetically pleasing;
* Organize materials to help children make thoughtful decisions about the media;
* Carefully listen, observe, and document children’s progress: photos, video & audio recording, journaling and portfolios;
* Help children see the connections in learning and experiences;
* Help children express their knowledge through representational work;
* Dialogue about the projects with parents and other teachers;
* Foster connections between home, school and community; and
* Constantly reflect about their own teaching and learning