The Reggio Emilia philosophy is based upon the following set of principles:

– Children must have some control over the direction of their learning;

– Children must be able to learn through experiences of touching, moving, listening, and observing;

– Children have a relationship with other children and with material items in the world that they must be allowed to explore;

– Children must have endless ways and opportunities to express themselves.

The Constructivist Curriculum follows the theme of child-centered learning, where the child uses their own knowledge, experience, and values to understand what they are learning in a way that is developmentally appropriate for them. We use this philosophy as a tool for our teachers. Thinking of learning as child-centered will enable our teachers to acknowledge the individualism and different learning styles of the children.

Emergent curriculum is a way of planning curriculum based on the student’s interest and passions as well as the teacher’s. To plan an emergent curriculum requires observation, documentation, creative brainstorming, flexibility, and patience. Rather than starting with a lesson plan, which requires a “hook” to get the children interested, emergent curriculum starts with the children’s interests. This is not to say that the teacher has no input; in fact, teachers may well have a general topic they think is important for children to study, and they may purposely include certain materials or experiences related to it as jumping off points. We believe it is important that teachers observe and really get to know the children and their interests. Having a lesson plan built from a child’s interest will not only draw the child in, but will allow the teachers to see things through the child’s lens.

Montessori Education is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development. Using these as direction in lesson plans and environment, Montessori has a natural and systematic way of learning and teaching

– Self-preservation

– Orientation to the environment

– Order

– Exploration

– Communication

– Work, also described as “purposeful activity”

– Manipulation of the environment

– Exactness

– Repetition

– Abstraction

– Self-perfection

– The “mathematical mind”

In the Montessori approach, these human tendencies are seen as driving behavior in every stage of development, and education should respond to and facilitate their expression. We use Montessori structure and organization to bring our plan of open-ended, creative, child-led, and focused lessons together in a calm and organized fashion. Enep’ut’s curriculum is then implemented by teachers who observe, document, and make the necessary changes that help all of the children learn at their own developmental level.

In the preschool room, we have a large age range, and a matching wide range of activities suited to the developmental needs of preschoolers. We have learning centers throughout the classroom. Each child has the opportunity to work at their own pace and level of ability. The learning centers are designed to encourage creativity and imagination. We believe that children, especially older toddlers and pre-K children, learn most effectively by hands-on experience, and we encouraged them to make decisions, solve problems, learn to share, and give and receive graciously. Our hope and ultimate goal is that your child will develop a positive self-image and self-confidence.