We at Creative Beginnings feel that children between the ages of two and five learn by doing. The use of rational, logical thought is not fully developed in children under the age of five; so lecturing, memorization and drilling are inappropriate. Young children need to touch, move, experiment, create, ask questions, discover, practice, integrate, pretend, compare, interact, imitate and observe.

A teacher facilitates a child's learning and involvement by asking questions, making suggestions and introducing more complex materials or information to challenge the child. She acts as a guide. She prepares the learning environment and plans activities with the knowledge of typical child development for that age range, as well as a responsiveness to individual differences. Each child is unique and has an individual pattern and timing of growth and development.

Each day, we follow a predictable schedule, including periods of active indoor and outdoor play, "circle time", art projects, story time, quiet rest time, lunch and snacks.

Our schedule offers security and familiarity while remaining flexible. We respect the needs of children by alternating periods of active movement and quiet listening. Care is taken to smooth transitions between activities.

At times, the focus of activities in a classroom is pre-planned according to the seasons of the year, holidays, interests of the class and other special events. Children want to learn! We believe that children learn best when they can connect information to their own experience.

Some activities are not planned ahead of time. They are spontaneous occurrences or "teachable moments". The schedule is flexible to take advantage of impromptu experiences.

A safe, warm, inviting classroom environment draws the child in to learn. Much of the children's artwork, photographs and pictures are displayed at eye-level, and materials are arranged neatly and accessibly. Classrooms are set up with dramatic play, block building, fine-motor manipulatives, arts and crafts, water play and quiet reading. A science table is a place to observe things such as a classroom pet, sprouting seeds, chicks hatching, or what happens to snow when it's brought inside.

We value the importance of play in the lives of children. Time for uninterrupted free play, wherever the child chooses, is part of each day. What may look like a rather chaotic time at first glance is actually a lot of very busy children engaged in many different activities.

During free play, materials for an art project are set out for children to explore and create with. The process of exploring the material is more important than the finished product. Art is viewed as creative expression. Some children will do very little artwork, or none at all. But they are learning other things in other areas of the room. Children's preferences are viewed as a healthy indicator of developing self-concept.

At circle time, all children in the class gather to greet each other, observe the weather, sing a song or two. Children are exposed to concepts appropriate to the developmental level of the class. Circle time is meant to be a fun, interactive time.

Outdoor play each day is a time for children to explore; express themselves loudly and freely; and exercise large muscle skills like running, jumping, balancing, climbing, swinging, or digging.

Children acquire communication skills through hearing and using language. In an environment in which there are many and varied experiences with books, print, language and conversation, children learn about spoken and written language.

Teachers facilitate the development of self control in children by setting clear, consistent limits and guiding children to resolve conflicts. We value mistakes as learning opportunities. Children are always treated with dignity; we help them develop the ability to make better decisions in the future.

We facilitate the development of self-esteem by respecting, accepting and comforting children, regardless of the child's behavior. A healthy self-esteem is by far more important than the acquisition of specific skills. A child who feels respected and has a positive self-image is off to a good start as a lifelong learner.