We consider play as the most important factor for children’s learning. We believe that play can be used as curriculum in a high quality childcare program. We value free play that comes from the children’s interests and we value playing in nature. We recognize that play develops children’s skills and learning concepts. Through play, children get involved in open- ended exploration and discovering. Through play, they also have lots of opportunities to solve problems, develop social and linguistic skills, make choices, and build the foundation for a successful academic life in the future.

We believe in having a flexible program which relates to the kids’ interests and considers the children individually. Programming has to cover all of the needs of the children considering the proper activities to develop all aspects of intellectual, physical, social and emotional child’s development.

We acknowledge that discipline is a very important part of teaching social skills to children. we know different cultures have different standards and expectations, but we still need to have standards and expectations of children in this small group to guide them towards a positive socialization and make them ready for entering the large group of the society.

Because of our commitment to developing a positive sense of self-esteem, and an independent, responsible and caring behavior on the part of the children, we place setting limits or discipline in a predictable manner.

These are some of our philosophies on discipline:

  • Positive behaviors are acknowledged and praised over negative behaviors.
  • our primary goal is to support the child in developing awareness and establishing effective inner discipline or self- control.
  • We have some clear, consistent, and appropriate limits on children’s behavior to provide them with a sense of security which includes not hurting themselves and others and respecting everything in their physical environment.
  • Physical punishment is never used. Instead, we provide a stimulating environment, in which we model correct behavior and redirect misbehavior.
  • We have outside control for children in the behaviors that they have lack of control in such as using some techniques for curbing child’s behavior and keeping away an angry child when she/ he wants to bit or hit another child.
  • Caregivers will only physically intervene in a dangerous situation.
  • We emphasize on some golden rules that children need to practice for their future life such as respecting other.
  • Our teachers should be good role models for morals and values by teaching right from wrong, effectively listening, and considering and supporting each child’s potential.
  • We value caregivers and families’ communication by involving parents within the center’s disciplines to make them more observant at home.
  • Our first discipline action is positive redirection such as simply redirecting children to another activity to teach children how to solve their problems. If it does not work, we use other strategies such as removing the child from that area or making limits to the toys they can use until the child becomes able to follow safety guidelines.
  • We use time-out as a time to talk about feelings, calm down, establish an inner control, and be able to regroup. Therefore, we prepare a quiet place using pillows and some books to provide a cozy place for children. we let children determine the length of time spent away by asking them when they are ready to go back to the group.