Staff have received training in early childhood development and developmentally appropriate practices. Child to adult ratios meet or exceed those required by the state licensing authority. Staff spend time actively playing with children, rather than passively supervising them, and strive to develop warm, nurturing relationships. Staff frequently assess the children through casual observations, and base their curriculum planning on the developmental needs of the children.
Play forms the basis of all learning. Children have opportunities to explore their environment through classic play materials, such as blocks, pretend center, water and sand activities and music. Academics are introduced in playful, hands-on ways. For example, teachers provide puzzles, counting games and manipulatives to introduce math skills and encourage fine motor development, rather than offering work sheets. Emerging literacy skills are encouraged through reading stories, playing rhyming games and using puppets or pretend activities to dramatize stories.
Staff adapts materials and activities to meet the needs of the children. For example, some children may act out stories, using props and assigning roles. Younger children may enjoy trying on costumes, but may not act out a story. Children with well-developed motor skills may use glue and scissors; offer glue sticks to younger children and assist them in cutting paper.
The classroom environment and the activities planned reflect an understanding of the lives and interests of the children within the classroom. The walls are decorated with photos of the children at play, as well as charts and artwork depicting the children's activities. Teachers are sensitive to cultural differences, and strive to create a safe, inclusive environment. Teachers view parents as valued partners and communicate with them through a variety of means. Teachers use gentle, positive methods to correct misbehavior, such as offering alternatives, explaining rules, problem solving and providing quiet places to calm down.