Our children are viewed as competent, curious natural researchers who are full of knowledge, potential, and interested in connecting in the world around them.
Our children construct their knowledge through a carefully planned curriculum that engages and builds upon the child’s current knowledge; we recognize that knowledge cannot solely be provided for the child. The curriculum is based on the interests of our children. We believe learning is the product of the child’s guided construction rather than merely the teacher’s transmission and the child’s absorption; learning becomes individualized. Most importantly, our small communities become a two-way relationship in which the teacher’s understanding of the child is just as important as the child’s understanding of the teacher.
Children form an understanding of themselves and their place in the world through their interactions with others.
In our classrooms, there is a strong focus on social collaboration, working in groups, where each child is an equal participant, having their thoughts and questions valued.
The adult is not the giver of knowledge. Children search out the experience through their investigations.
Our role as adults is to observe (our) children, listen to their questions and their stories, find what interests them, and then provide them with opportunities to explore these interests further.
Our classrooms take a child-led project approach. The projects aren’t planned in advanced; they emerge based on our communities interests.
Our environment is recognized for its potential to inspire children — an environment filled with natural light, order, and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests.
Space encourages collaboration, communication, and exploration. The area respects children as capable by providing them with authentic materials & tools. Our environment is cared for by the children and the adults.
You’ll notice in our classrooms and communities that there is an emphasis on carefully displaying and documenting children’s thoughts and progression of thinking; making their thoughts visible in many different ways: photographs, transcripts of children’s thoughts and explanations, visual representations, all designed to show the child’s learning process.