The optimal development of the whole child: social-emotional, language/literacy, cognitive, physical and creative domains.
- Families are valued partners sharing information and insight about their child's interests, abilities/skills, strengths, and needs.
- Families and teachers collaborate to create individual learning goals to be incorporated into the environment, materials, experiences, and daily routines.
- Families offer important insights about their values, culture, and experiences to be reflected and nourished in the classroom.
- Teachers develop supportive relationships with children that foster positive social and emotional development, empathy, problem solving, camaraderie, self regulation, confidence, persistence, resilience, and self esteem. A supplemental social/emotional curriculum, "Second Step," is also provided in the preschool classrooms.
- Teachers respect children's emerging interests and inquiries and develop them into topics of discussion, exploration, and group projects.
- Teachers provide opportunities for children's multiple learning styles in the environment, experiences, and materials.
- Teachers use a range of strategies and tools to support and extend the learning goals based on the objectives outlined in the ECCES/Child's Developmental Progress document.
- Based on the elements of the Portfolio System of Assessment (observations/work samples and the Desired Results Developmental Profile) and family contributions, teachers plan, implement, and individualize for children and the classroom community.
- Teachers incorporate planned health, nutrition, and safety experiences into the child development program.
- The cultures and languages of children and families are reflected b the materials chosen to create a richly diverse environment.
- Both the indoor and outdoor environments are provisioned and planned to provide a variety of opportunities for active learning, creativity, and social interactions.
- The environment conveys the unique personality and values of the children, families, and staff.
- The design and arrangement of the environment evolves in response to the changing interests and growth of the children and to stimulate ongoing development.