Our Mission and Philosophy

There will always be modifications and implemented instruction if needed for children who have any struggle or need. Using the ages and stages/ milestone guidelines allows for continuity and alignment to be proceeded with accordingly as the child is observed and examined through these guidelines to build on what children have already attained knowledge in to ease transitions from school levels as well as effective differentiated instruction if needed. We will always improve teaching by keeping up with DCFS/ NAEYC standards and tips on instruction. Constantly using developmentally appropriate practice (children initiated activities, instruction and problem solving) and seeing how we can improve in ways of keeping children engaged as I adapt to their interests, age appropriate activities, etc. Keeping their experiences into consideration at all times is crucial to instruction and even keeping things interesting in the classroom so they keep on feeling encouraged in their ability to learn new skills or topics they never have had exposure to. We never want them to feel intimidated by a subject or idea presented in the classroom. It is important to use a variety of intentional strategies to help each child attain challenging and achievable goals that contribute to their learning developmental journey. Keeping up with technological software, programs and resources is also important as there tends to be appropriate practice emerging more and more in the digital age. We will remain intentional teachers that are purposeful about the decisions we make for my curriculum, instruction, modifications, accommodations, etc. Being more on board with evidence based curriculum is also an enhancement to the instruction as research determines learning outcomes that relate to achievement and learning experiences that help acquire specific outcomes. Effective practice = knowing the children + knowing how to teach + knowing what to teach.  We will remain flexible to changes and open minded about advice or different approaches colleagues and parents suggest/ articulate about towards us. Overall, like the theorist Lev Vygotsky, we also believe the world children inhabit is shaped by their families, communities, socio economic status, education and culture. Learning takes place when children play as they constantly use language. Interaction with teachers and peers is key to advancing children’s overall development and  language. Having a strong set language is vital for nurturing family relationships and cultural values. As they continue to interact and build relationships the internalized process is set for them to seek other types of curious subjects, tasks, interests. There is emphasis on our role as the adult's in the child’s upbringing and the transmission of cultural understanding/ awareness as part of the child’s development as well. We take pride in serving, education, and caring for each and every child enrolled here.