Philosophy
Kids By The Sea is committed to the belief that when children are surrounded by a trusting, loving family and community they will thrive. We believe that, in today's world, an early learning establishment can fulfill this goal and function as a tight-knit community, putting our children at the forefront of all we do, while supporting each other. We believe each child is entitled to respect, high expectations, and the time and space to be children. As teachers, we value the whole child. We believe in allowing children to develop deep learning habits and competencies such as initiative, creativity, problem-solving, flexibility, self-regulation, and critical thinking. We believe children learn these dispositions through hands-on learning experiences like self-directed, self-chosen play, and project-based learning, which form the two pillars of our curriculum.
Beliefs & Approaches
There are many philosophies to early education, but below are the ones that we believe are the most influential to our curriculum and guide our approach at Kids by the Sea.
The approaches of R.I.E and Reggio Emilia you will see the most within your child’s learning environment at KBTS.
For more information about our programs, visit our classrooms or read more about our approach to learning.
R.I.E.
We have a deep respect for each child as a unique individual, no matter what the age. We have a strong belief that each child is perfect just as they are in that moment and a deep trust that they will develop in their own way, in their own time.
REGGIO EMILIA
Environment as a third teacher: We believe the environment plays an active role in the education of the child. The environment should be ever-changing and changeable based on the interests and developmental level of the children. We also believe that we all learn best, and enjoy places most when they are aesthetically beautiful and inspire creativity.
Role of the teacher: We believe the role of the teacher is first and foremost that of a learner alongside the child. We experience the same delight, wonder, curiosity, research, and critical thinking that a child does. In this way, we can guide the child and serve as a resource as we discover the world along with them. We also believe in the power of observation and documentation as a way of making learning visible.
Role of the child: We believe each child is a unique, amazing being filled with potential and that each child has an innate desire to learn. We have the utmost respect for the individual child (no matter what age or ability level) and work only to build upon their natural curiosity of the world.
Connection to family: We believe in creating authentic relationships built on mutual respect with every family that comes through our door. We believe that, together, we are doing the most important job there is in the world: raising children. We work hard to support each other and believe the child's learning experience is much richer when there is a strong connection between school and home.
ERIKSON
Children are only free to explore and learn when they first feel safe, secure and supported in their environment (both the physical environment and the relationships within that environment). The social/emotional development of the child is of the utmost importance.
PIAGET
Children learn best through hands-on-experiences, actively engaging and exploring their environment, and having an innate desire to learn.
VYGOTSKY
Children learn within the context of relationships. Children have the richest learning experiences when their own ideas and inventions, curiosity, initiative, and creativity are encouraged by a supportive adult. Learning is a lifelong process, not a product.