| Program Information |
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| Children in our program are able to grow and develop in a safe, stimulating environment where their potential is appreciated and encouraged. They are able to explore and learn about our community and their relationships with others. |
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| Children and adults have time to collaborate on projects and express themselves and their ideas using a variety of materials and "languages." |
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| Children are able to play and learn within a context of developmentally appropriate activities. |
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| Note: The Child Nutrition Programs are open to all eligible children and adults regardless of race, color, national origin, sex, age, or disability. Any person who believes he or she has been discriminated against in any USDA- related activity should write immediately to the Secretary of Agriculture, Washington D.C. 20250. |
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| The Principles of the Reggio Approach |
| The early childhood educational system of the municipality of Reggio Emilia, Italy, provides the inspiration and principles upon which the Center is built. |
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The Image of the Child
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| Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them. |
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| Teachers as Partners |
| Teachers are viewed as facilitators of children's learning experiences. As partners, they listen, document, challenge, and organize children's learning in a collaborative relationship with other colleagues. |
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| An Emergent Learning Process |
| Ideas are shared, work is exchanged and opportunities are created to extend and build upon theories that are uncovered. In this way of working, projects may occur which last days or months. |
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| The Role of Parents |
| Parents are an essential component of the school. They are an active part of their children's learning experiences and help to ensure the welfare of all the children in the school. |
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| The Role of the Environment |
| Through the conscious use of space, color, light, displays of children's work, and attention to nature and detail, the environment serves as another teacher. |
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| Many Languages |
| Children act of a variety of materials: clay, wire, drawing media, paper and so on. They learn the ABC's of each material which they use to express their ideas, theories and feelings about the world in which they live. |
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| The Three Subjects of Education |
| Children, parents and teachers have rights; the right to safety, care and welfare, the right to be involved and the right to grow professionally. |
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Collaboration and Interaction
Children, parent and teacher collaboration and interaction at all levels makes everything possible. |
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| Documentation |
| The learning process between children and teachers is captured, made visible and then shared in order to support wondering, researching and learning among teachers and children. |
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| Time |
| Time is influenced by the interests and activities that the children bring to life within the school. This in turn impacts schedules, groupings and routines. |
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