Philosophy
We join care and learning in all aspects of our program to address the needs of the whole child. Many programs focus on one thing over the other. We demonstrate that you can do both together, and by doing so you create an inclusive classroom that focuses on the mix of abilities and needs. Children need to feel secure and supported before they are ready to engage their sense of wonder and curiosity. Children need to feel valued and heard so they can have the courage to risk exploration. Children need their own time and space to fully express themselves, revising and refining their work as they learn and grow. Children need to feel like they are a valued member of a community of learners. It is through the fresh and unique eyes of children that we find our greatest hope for the future.
Universal Rules
- We take care of ourselves.
- We take care of each other.
- We take care of the things around us.
Principles of Practice
- Be intentional
- Be collaborative
- Be personally relevant
- Be reflective
Universal Design
- Universal Design for Learning seeks to remove barriers for all learners to provide broad access and individual support to the entire curriculum.
Place-Based
- Place-based education identifies the history, environment, and culture of where you are. It’s how develop our sense of place.
Pedagogy
Our program was developed over many years of research and practice. It is consistent with the University’s strategic goal of being aligned to our sense of place and aligned to the Hawai‘i Early Learning and Development Standards (HELDS). Our program includes a defined curriculum, specific teaching practices, and standards for relationships and classroom structure that complement each other and are intentionally adjusted to be developmentally appropriate for each child at each stage of development. Each element was grounded in key concepts of our sense of place. We find this approach to learning to be open and inclusive of all learners and relevant to the broad range of perspectives our children represent. This braided approach to learning, where curriculum, practice, physical and emotional structures seamlessly interact with each other in mutual support of each child.