Whizz Kids Philosophy
Whizz Kids Academy values the cultural diversity of our community and fosters an understanding of diversity by expecting and modeling behavior based on mutual and unconditional respect for self and others. All children are accepted without regard to sex, race, color, religion, national origin, physical or mental challenges.
We view children as incredibly creative and capable of complex learning through the â€œpower of playâ€ and making personal choices. Our philosophy has been developed to reflect NAEYCâ€™s (National Assoc. for the Education of Young Children) position statement on developmentally appropriate practice, valuing the needs of each child, as well as individual and family beliefs and traditions.
We strongly believe play is at the heart of childrenâ€™s learning. Incorporated into the curriculum are influences from High Scope, Montessori, and Reggio Emilia in Italy, and more specifically â€“ Emergent Curriculum and the Project Approach.
We use childhood interests, family involvement, collaboration, and community as a framework for planning and learning. Building curriculum around childrenâ€™s choices, interests, developmental themes and the skills they are attempting to master, brings meaningful discovery, thought and learning â€“ reflecting childrensâ€™ lives. With the use of observation and documentation in the classroom, and helping children to represent and re-represent their ideas and symbolic thinking with various media, adults are provided a window to understanding the interests and questions each child is pursuing, thus enabling teachers to plan curriculum in more relevant and developmentally appropriate ways. Cultivating self-esteem and positive dispositions toward learning are also key to our program, as well as encouraging risk taking, problem solving and peace making.
Children who arrive before 8 are offered a light breakfast of fruit and breads/cereal. Before 9 am the classrooms offer free play. The preschool has it's first morning meeting at 9, when activity and project choices are discussed and roles are negotiated. Children then engage in work station or individual projects based on the current class investigations. Children are offered snack at 9:15 every day. Soon after snack the classroom is cleaned up and the children split off into focused, teacher-led small group activities, prior to adjourning to the glorious playground across the street. When they come back in they have lunch at 11:45, then go down for a nap until 2:30/3:00. Then snack again, followed by free play, a second outside time, and one final afternoon reflective meeting.