Our Philosophy
Our Philosophy
Our aim is to create a safe environment that is conducive to play and positive interactions. Our program engages in community exploration through partnerships with local artists, as well as, visits to neighborhood institutions and businesses. We value contact with nature and encourage outdoor time throughout the year. Our Program is lucky to have a beautiful garden and is also surrounded by multiple playgrounds and parks within easy walking distance.
Educators and children work as collaborators, sharing their special talents and interests to develop curriculum, becoming equal partners in learning and discovery.
Through nature-focused, emergent curriculum (child-interest driven), the children are able to:
- freely explore a variety of natural materials
- express their creativity via art, music, dance
- participate as co-constructors of activities
- experience the outdoors in all weather conditions
- develop positive relationships with others in a supportive environment
GGP is affiliated with DOE via CPC Family Childcare Network and our program is informed by DOE's Early Childhood Framework for Quality.
Our program strives to:
1. respect and value differences. Build trust by creating a community in which all children, families, and staff feel welcome and included, embracing diversity in many forms – including, but not limited to: race, ethnicity, socioeconomic status, home language, country of origin, immigration status, ability, special needs, religion, gender, gender expression, sexual orientation, housing status, and cultural background and experience. {trust}
2. create safe and positive environments. Create healthy, nurturing, and predictable environments for all children, families, and staff. {supportive environment}
3. advance play-based learning and responsive instruction. Engage children in a variety of play-based and developmentally appropriate learning experiences, and ensure that instruction is based on children’s individual strengths, interests, and needs. {rigorous instruction}
4. promote families’ roles as primary caregivers, teachers, and advocates. Build relationships with families and communities in order to provide meaningful opportunities and resources that support children’s development and the whole family’s well-being. {strong family-community ties}
5. work collaboratively towards continuous quality improvement. Use data to improve program and classroom quality in partnership with families and communities. {collaborative teachers}
6. demonstrate strategic leadership.Use organizational culture, structure, and resources to promote and execute a shared vision for quality. {effective school leadership}