Our Philosophies

OUR PHILOSOPHY ON DISCIPLINE

Discipline: to train or develop by instruction ,especially in self control

            From Webster’s New Collegiate Dictionary

At this center, we want children to grow emotionally, intellectually, and physically. We want to help children feel good about themselves, and be able to express their feeling in a positive and constructive manner.

It is our policy that disciple should be positive. Discipline is not punishment Punishment tells children what they should not do. Discipline is a way of helping children to learn socially acceptable ways of behaving.

At this center, limits and rules are clearly defined, consistent, and in accord with appropriate development and age of each child, and the program, in general.

Our focus will be on reinforcing acceptable behavior and preventing undesirable behavior by being responsive to the needs of our children.

OUR PROGRAM PHILOSOPHY

The program is designed to provide age-appropriate quality care for the enrolled children. The primary focus of the program is providing nurturing and quality educational experiences of young children.

The program’s philosophy, as it applies to the methods advocate for the adult/child interaction, is based upon a confluent model encompassing theories of Jean Piaget (cognitive development) and Erik Erickson (social/emotional development).

PROGRAM GOALS

The program goals encourage the development of the total child by providing a wide variety of rich, first-hand experiences. The objectives used to reach the program’s primary goals include encouraging children to talk about expreinces and by supporting the children’s inquiry through encouragement of questions and assistance to the children as they seek their own solutions.

Children are encouraged to investigate and be inquisitive. They receive support in their efforts to explore and wonder in order to create enthusiasm for learning. The program provides this kind of early stimulation yb fostering knowledge about the world thus adding to the child’s sense of security and confidence, and giving more extensive networks of associations that children can bring to the abstract symbols on which  later schooling relies.