Through developmentally appropriate practice, our program provides for a variety of experiences, levels of difficulty, and pacing. Our philosophy is based on the principal that learning should be the result of the actual experience that play is a significant mode of learning, and above all, that school should be a place of joy.

Teachers here are expected to know, understand, and agree with our philosophy and our mode of teaching which includes an emergent curriculum that supports the following:

	Develop teacher/student relationships
	Develop teacher/parent relationships
	Explore colors and shapes through art, music, and play
	Develop writing skills that correlate with the child's age group
	Develop fine motor skills through play
	Learn songs and experience dance
	Promote language and vocabulary development
	Promote good manners and hygiene
	Help children develop good listening skills and attention spans
	Teach the alphabet through song, stories, books, and art.
	Letter recognition and writing skills should be taught to the appropriate age groups
	Teach numbers through songs, stories, books, and art
	Number recognition should be taught to the appropriate age groups
	Teach personal goals that parents might have
	Teach and encourage motor development; running, hopping, and climbing
	Plan lessons that are multi-sensory to provide for more effective learning
	Create a non-biased learning environment teaching children the differences in the world and how to live in harmony with them.
	Help develop social skills
	Help develop creativity and curiosity for their world
	Effective communication with parents
	Keep an accurate record of nap and feeding times

It is important teachers have clearly defined goals to guide curriculum planning. They will be accurately assessing the skills and progress of each child in their program. Curriculum plans are adapted to meet the wide range of individual needs and interests in each group. Children who have difficulties in behavior or development can be identified and a plan can be formed to help them acquire the necessary skills for optimal development. Teachers are prepared to meet the individual special needs of each child, including children with disabilities.

Through a well planned curriculum and developmentally appropriate environment it is our intention to find a balance between stimulus change, which facilitates curiosity, and stimulus predictability, which provides a sense of routine and feels safe.