Educational Philosophy

School for Young Children’s educational philosophy is based on early childhood research and theories that emphasize:

  • The early childhood years are the most important developmental years of a person’s life.
  • Children learn best at their own pace in a non-biased environment that is nurturing, supportive, and replete with developmentally appropriate activities.
  • Children learn through their senses; learning activities must be concrete, real, and relevant.
  • Children should be given the opportunity to explore, discover, create and interact with their environment.
  • Learning environments should be rich with opportunities for children to communicate, and develop self-control.
  • Learning environments should also facilitate the development of self-esteem. Children should be respected, accepted, and comforted regardless of their behavior.
  • The focus of the early childhood curriculum should be on the whole child. It should provide for all areas of development: social, emotional, intellectual, and physical.




Discipline Philosophy

Discipline at SYC is treated in a positive and loving manner. We feel that if the environment is structured in a developmentally appropriate way, then you cut down on discipline problems and the children can explore their environment in a joyful and relaxed style. When children are allowed to make choices it empowers them to be independent and have a higher level of self-confidence. When positive choices are modeled everyday it gives them the ability to make good decisions.

We always want the children to be empowered so when a behavior needs to be corrected we follow a 5-step process that moves from minimum teacher power to maximum teacher power.

  • First we move into the child’s space, to make our presence known.
  • Second we make a non-directive statement such as, “Paint stays on the paper.”
  • Third we ask the question “What are you doing?” or “Where does the paint belong?”, so that they can reflect on their actions.
  • Fourth we give a directive statement such as” Keep the paint on the paper” or “ If you cannot keep the paint on the paper we will need to do a different activity.”
  • Fifth, if necessary we redirect them to a new activity where they are able to make better choices.