At our center, we believe that children learn by participating in activities that are developmentally appropriate. The teachers plan a daily routine that allows for children to make choices and to become more independent. We feel that it is important to help children move from being self-centered to being group oriented.
Through observation, teachers using their knowledge of child development and learning, discover the developmental levels of each child in a group. Using this information, in combination with the curriculum guides, the daily activities are planned.
Our activities promote social, emotional, and physical knowledge as well as literacy, math, social studies, health, and science. We recognize that children learn self-confidence by being challenged once they are comfortable. We know that some children require extra time and space to reach a comfort level conducive to learning.
The Red Barn includes children of all physical, social, emotional, and intellectual abilities. Children of all ethnic groups are welcome.
“Be Safe” and “Be Kind” are our rules. We recognize that it is the adults’ responsibility to keep children safe and the children’s responsibility to listen to the adults. This way, children learn to keep themselves safe. We respect one another by using kind words and gestures and by helping each other.
Our setting is one with large outdoor spaces and we make an effort to help children appreciate the natural setting. Our curriculum emphasizes the changes that come with each season. In our younger groups, this means walks around the grounds. In our older groups, this also may include field trips off the premises. We do have certain traditions; one example is that each fall we make pumpkin muffins and we watch a pumpkin decompose.
We believe in parent education and besides providing two conferences during the year, we offer parenting classes. Every year, six to eight parent classes are held to help parents learn about children. Topics at these meetings include “helping children learn self control” and stress management.
The administrators believe that continuity is important to children and adults. As a result, our standards for early education have remained consistent for over four decades.