Education Philosophy

Our school’s educational philosophy focuses on the developmental aspect of growth, which is reflected in the curriculum we have adopted. Our curriculum emphasizes monthly thematic teaching units that are broken down into sub-themes for each week.

Our focus is to create a climate in which children feel competent in what they can do and integrate life-learning skills into their daily lives. Everything a child experiences throughout the day is a part of his/her total education. The classroom environment is designed to allow each child to participate in the experiences that are meaningful to him/her. It encompasses all the following areas:

SPIRITUAL – Child’s Understanding of God
“Sanctify them through the truth; Your word is truth.” John 17:17

A Christian emphasis is provided to develop the child’s level of spiritual understanding in an age-appropriate way, through the uplifting of Jesus Christ and His love for them by:
– Teaching the Bible as the true word of God with a daily Chapel that includes prayer, Bible stories, drama, and  music.
– Christian role modeling by teachers and staff, i.e. classroom prayer, displaying love and forgiveness.
– Teaching and developing character traits within the child, i.e. forgiveness, kindness, obedience, orderliness, etc.

PHYSICAL – Gross and Fine Motor
“Do you not know that you are God’s temple and that God’s Spirit dwells in you?” I Corinthians 3:16

Develop gross motor skills (the maturing of large muscles, i.e. legs, arms):
– Provide motor development class once a week.
– Provide an outdoor playground with equipment that promotes large muscle growth, such as swings, jungle gym, ground level balance beams, tricycles, and wagons.

Develop the fine motor skills (the maturing of small muscles, i.e. fingers):
– Provide “play-dough,” puzzles, manipulatives, painting, scissors, a low writing table with paper, crayons, markers, stamps, and hole punches.
Children actively involved in these physical activities strengthen neurological pathways in the brain. These pathways must be established before the child can proceed to the higher levels of formal education. The child develops feelings of purpose and confidence in himself/herself and the surroundings.

SOCIAL – Relating to Others
“You shall love your neighbor as yourself.” Matthew 19: 19b

Aid the child in developing interpersonal skills:
– Cooperating with others
– Using basic manners
– Learning with and from others
– Interfacing with teachers and peers
– Learning to help others and work as part of a group
– Learning to care and cooperate with others, i.e. taking turns on a swing
– Problem solving with others by talking, i.e. “How can we move all these blocks?”
– Developing social knowledge, i.e. dramatic play

EMOTIONAL – Child’s Sense of Self and Security
“As the Father has loved me, so have I loved you; abide in my love.” John 15:9

Develop the child’s confidence by understanding self, family, and culture:
– Promoting self-help skills, i.e. serving snack, pouring a drink, setting a snack table, and performing “helping-hands” jobs.
– Health skills, i.e. hand washing, toilet skills, and proper disposal of Kleenex tissues.
– Personal skills, i.e. putting on shoes and clothing, learning to button, zip, and tie.
– Provide experiences in which the child can experience success and competence without the fear of failure, i.e. cooking, telling a story, or pedaling a tricycle.
– Share family photos, vacations, career, or holiday observations.
– Provide classroom with toys and dolls that have an ethnic mix.
– Learning the names of the body parts, their location and function, i.e. ears for hearing, the tongue for tasting, touch your elbow, etc.
– Bring in family members for sharing or special events.

COGNITIVE – Child’s Intellectual Development
“Listen to advice and accept instruction, that you may gain wisdom for the future.” Proverbs 19:20

Children develop within a predictable range of age-related human characteristics. The activities, materials, and experiences should fall within a broad range. Each individual child has his/her own strengths and needs.
– Teacher adapts materials and activities to respond to the changing and expanding needs of the developmental age ranges within her class, i.e. puzzle table with different skill levels within the 3- to 5-year age range.
– Provide experiences that help children understand good nutritional habits by participating in preparing food and exposure to a variety of new foods, i.e. grow a garden, visit a grocery store, and prepare stone soup.
– Develop emergent literacy skills (reading), i.e. dictate a story, share a favorite book, telling the story in the child’s own words.
– Develop vocabulary with share time, finger plays, songs, nursery rhymes, dramatic play, rhyming words, and field trips.
– Facilitate children recognizing printed language, i.e. first and last names, labeled class items, spelling simple words requested by the child.
– Give the children opportunities to respond to questions, i.e. recall portions of a story, and situations (role-play) that require them to synthesize, analyze, and evaluate information.
– Provide emergent math activities, i.e. sorting, numeration, and classification.

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