Philosophy Statement

Children’s growth, development and behavior are largely a product of genetics. However, environment, nutrition, relationships between adults in the child’s life and the relationship of those adults toward the child are important modifying factors. A child will thrive in a stable environment where he or she feels physically, intellectually and emotionally secure, loved and respected—where needs are promptly met and where there are consistent, logical limits.

Children learn through their senses—sight, smell, touch, hearing and taste. In my group, children learn by DOING. They develop fine and large motor skills, language and social acumen by interacting with me and the other children and through exploration and experimentation with toys, books, art materials, music, games, cooking, outdoor play, walks in the neighborhood and occasional outings to special places like the pet store, the waterfall in Taos Canon or the fish hatchery.

My role in the learning process is multifaceted. I LISTEN and OBSERVE and invest time and energy in getting to know my children by learning their unique ways of communicating. By being consistent, modeling language and behavior, setting limits, comforting, suggesting alternatives, OFFERING CHOICES whenever possible, promoting healthful habits, providing nutritious snacks, introducing interactive Pre-K activities and creating a quiet atmosphere for restful sleep, I hope to advance the total development of each child.

In our home, we have created a 17 x 18 foot light-filled room where there are spaces around the periphery for children to play house, read a book, play with dolls, balls, cars and trucks, build, “cook”, perform housekeeping tasks, engage in scientific, artistic and musical endeavors, dress up, ride, climb, slide and eat. Children can do manipulative play on tables or rugs. Depending on their age, each child sleeps in a crib or sleeping bag. The outdoor area includes a patio where children can ride bikes, spacious lawns for picnicking, running and rolling on, playing ball and doing water play. There are flowers to smell, vegetables and fruit to eat, trees for climbing, dirt paths to explore, walk and ride on, a sandbox for digging, dumping and creative play, turtle pool, playhouses, bucket and sling swings, balls hanging from trees for hitting, a trampoline and a hill to climb up or run or ride down. The outdoor garden is also a wonderful laboratory for observation and scientific curiosity; rocks are overturned; worms and sow bugs discovered, garden snakes seen sunning themselves. Parent birds can be observed building nests and feeding newly hatched chicks. We hear songs of birds visiting our garden.

The play environment offers the possibility for growth and development of physical and thinking skills, sensory discrimination, body awareness, reasoning, social-emotional skills, musical expression and self-esteem. As we build oral language, and imbue children with a love for books, we are instilling an appreciation of the printed word, and building preparation for academics.