For ALL classrooms, children will be encouraged to primarily learn through play and experiences.  Teachers will spend time actively playing and engaging with children to assist with problem solving, ask questions, lead by example, and scaffold learning.  We will strive to offer choices as much as possible, work to build esteem by encouraging independence, provide positive feedback and guidance, and guide children as they make decisions. All classes will participate in daily circle times, story times, music and movement activities, and outdoor time (weather permitting). We strive to make ALL experiences FUN!  Children will always learn best if they are enjoying the task!

Starling Class:  Students in the Starling classroom will begin their introduction to our preschool curriculum.  These children will begin using our Zoo Phonics literacy program by learning the animal names and associated sounds and motions.  I have attached an overview of the Zoo Phonics program and I am always willing to talk to you about why and how it works! Children in this room will have a little more structure during the day to include circle time and story time.  They will continue to be exposed to process art, encouraged to refine their large and fine motor skills and work on language development/vocabulary.  Some children in this class may begin to work on potty training if they are ready.  Starlings will practice identifying colors and shapes, begin to practice counting, and participate in simple games solving.  Students will practice problem solving and self-help skills. 

The following are our guiding principles as we plan our curriculum and activities.  All teachers are truly invested in creating a safe, loving, nurturing environment designed to help your child learn, grow, and reach their full potential! ​

• Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal envi­ronment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners.
  
• Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child's life. Responsive and supportive interactions with adults are essential to children's learning.
  
• Families are children's first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their child's early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children's school readiness.
  
• Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consis­tent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences.
  
• Areas of development are integrated, and children learn many concepts and skills at the same time. Any single skill, behavior, or ability may involve multiple areas of development. For example, as infants gain fine motor skills, they can manipulate objects in new ways and deepen their understanding of cause and effect. As preschoolers gain new verbal skills, they can better manage their emotions and form more complex friendships.
  
• Teaching must be intentional and focused on how children learn and grow. Children are active, engaged, and eager learners. Good teaching practices build on these intrinsic strengths by providing develop­mentally appropriate instruction and oppor­tunities for exploration and meaningful play.
  
• Every child has diverse strengths rooted in their family's culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child.