Our Philosophy
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The Image Of The Child
We view every child as strong, capable, independent, curious, and full of imagination. We empower children to think, question, investigate, explore, and help navigate the journey of learning. We believe strongly that every child has multiple gifts and that our job as educators is to discover and help children build on those strengths.
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The Prince of Peace Preschool philosophy is based on relationship, God, and meaningful learning.
Our preschool teachers offer provocations as well as probing questions to stimulate the children’s innate curiosity and interest in the world around them. Teachers listen for the ideas and theories of the children and provide them with materials and projects to explore their ideas and theories. We follow established best practices in Early Childhood Education outlined by NAEYC (National Association for the Education of Young Children).
Emergent Curriculum
Teachers observe and document the interests, interactions, and conversations of children then scaffold their learning with those ideas in mind. By developing learning opportunities from these observations, the curriculum “emerges” from children’s interests and ideas.
Project Work
The teachers allow children to explore these areas of interest in detail by developing project work. Teachers are thoughtful about introducing a broad range of opportunities, from art to music to early language, math, science and nature experiences, in support of the project. By exploring projects of children’s interest in great detail, children are excited by the learning process. This enthusiasm for knowledge, combined with the ability to experience project work in detail, will foster a predisposition for “life-long” learning.
The Role Of The Teacher
The teacher is viewed as a partner in learning, with the children. By listening, observing, and documenting children’s work, the teacher is equipped to guide children’s learning experiences, and “co-construct” knowledge.
The Role Of Environment
The environment of the school (its classrooms, common spaces, and playground) is viewed as the “third teacher.” The environment should be a reflection of the children, teachers, and parents who live and learn there. It should be thoughtful, imaginative, enticing, and respect the image of the child.
Parental Involvement
We encourage parents to participate in project work, special events, and the daily life of the school. We seek to build an learning community, where teachers, parents, and administrators work together to meet the needs of the children.