Preschool children are challenged with high expectations are supported in their learning and development. Early learning experiences are beneficial to young children and should take place within a daily routine. These experiences are purposeful and intentional, facilitated by adults, and include all developmental domains. Children’s unique learning styles, rates of growth and development, and interests are honored and supported by staff. The curriculum is based upon the new CT Early Childhood Development Standards, with Individualized Educational Plan (IEP) goals and objectives. Differentiated instruction is used to meet the needs of individual learning styles. The environment is designed with appropriate supports and structures. Ongoing evaluation and assessment monitors children’s progress and informs instruction. Both early identification and intervention are essential aspects of the program.
To ensure quality outcomes for students, teachers work in partnership with families. Teachers and parents share regular communication regarding students' needs throughout the year and at parent-teacher conferences. Both early identification and intervention are essential aspects of the program. All staff are informed about, and have access to, collaborative professional development opportunities on relevant topics of need and interest, including how to work cooperatively with diverse families and how to access community resources. Utilizing a trans-disciplinary model, program staff function as both facilitators and directors of children's learning in all areas of development. Each staff member has appropriate qualifications for his/her role within the program, including familiarity with the field of early childhood and/or child development. All staff use ethical guidelines in their conduct as members of the early education childhood profession. All information about children is confidential.
To ensure continuous improvement, program administrators follow specific goals and objectives to provide high quality programming and program evaluation. Improvement opportunities include parent input through a parent advisory board, yearly written evaluations, staff input, and ongoing communication through home and school.