Play is the highest expression of human development in childhood
In order for us to build and sustain a community of enthusiastic and inquisitive learners, we believe each member (child, family and teacher) must feel “heard”, supported and challenged.
Our lesson plan “topics” are not necessarily driven by the “calendar” and cannot be predicted months – or even days – in advance, but rather they are determined by what is relevant to the children. Did a child just get a new puppy…become a big sister/brother…move to a new apartment/house… Experience a loss? Approaching learning/teaching through the discussion and exploration of relevant, timely topics may be more “difficult”, but it enables learning to become personal and meaningful and it allows for mutual creativity and involvement.
Educators who successfully work with an emergent curriculum must have not only a deep understanding of typical developmental stages and early brain development, but also the confidence, skills and experience to “allow” children to participate in their own learning. RCC educators and children negotiate their way through social and emotional problem solving as well as cognitive challenges and milestones, and, together, emerge as creative, life long learners.
- To inspire and acknowledge curiosity, celebration and inquiry in the classroom and beyond.
- To build intrinsic motivation and a long term love of learning
- To support and honor varied learning styles and abilities enabling each child to celebrate their unique talents and strengths.
- To recognize that critical learning takes place during conflict, negotiations, brainstorming and resolution.
- To support the development and growth of a community dedicated to the success of each of its members
- To attract, maintain and support a teaching team with a firm knowledge of early childhood development and a fundamental belief in the power of PLAY.