Mission & Philosophy
It is our mission to promote learning for young children by honoring the most current child development research, and drawing inspiration from nature.
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What is Play Time at Neverland Nursery?
Skills are developed through play. Play time for infants at Neverland is not a defined block of time as it is at the toddler level. Instead, in the infant class, the babies are working anytime they are awake (and even when they are asleep!). Activities are designed to stimulate the physical, intellectual, social and emotional development of the infant. The environment is prepared thoughtfully at the infant’s level to allow free movement and maximum exploration. Lessons and activities are designed to build both gross and fine motor skills such as grasping, batting, reaching, rolling over, crawling, standing, and walking; activities to boost language development such a teachers singing, talking, naming objects, describing pictures and reading; as well as activities that encourage spatial awareness, sensory exploration, toilet training, and the beginnings of self-care. Infants are also introduced to musical instruments, and art. Preschool and toddler’s play is also work. Play helps children make sense of their world, and understand boundaries and rules. All young children learn through play, and develop awareness through the exploration of their environment and interactions with others.
Inclusion Statement
Children with special rights always have a place at Neverland Nursery School. We feel that all children bring special gifts and needs to the learning experience, and our responsibility is to understand, value, and respond to each child in our classroom.
At Neverland Nursery we use the term ‘special rights’ because we believe children all have the right to an education adapted to meet their needs and abilities. It is our commitment to practice inclusiveness. There are many benefits in including all students in the classroom. These benefits are varied, and vast but involve: social interaction, relationship building, respect and understanding of diversity, empathy, increased staff collaboration, increased parent-teacher interaction and cooperation, more opportunities for student teaching and learning, acceptance of individual difference, and so much more.
Neverland Nursery uses a flexible curriculum model so that adaptations are easily made for students that need them. We expect our teachers to collaborate with parents, and have expectations that the staff implement the agreed upon education plan to enhance the learning experience for the child, when necessary.
Educators at Neverland undergo a series of professional development trainings focused on inclusive practice throughout the school year. We believe inclusiveness should also be practiced among the staff of the school: If teachers are engaged in shared decision making, and are largely responsible for making decisions about the inclusive approaches to instruction that are used in our school, better outcomes are produced for the children we serve, because the staff is more invested. Upon hire, all of our staff members work to become a representative of a quality educational professional organization of their choice that supports inclusion, such as the National Association for the Education of Young Children (NAEYC).
At Neverland Nursery we use the term ‘special rights’ because we believe children all have the right to an education adapted to meet their needs and abilities. It is our commitment to practice inclusiveness. There are many benefits in including all students in the classroom. These benefits are varied, and vast but involve: social interaction, relationship building, respect and understanding of diversity, empathy, increased staff collaboration, increased parent-teacher interaction and cooperation, more opportunities for student teaching and learning, acceptance of individual difference, and so much more.
Neverland Nursery uses a flexible curriculum model so that adaptations are easily made for students that need them. We expect our teachers to collaborate with parents, and have expectations that the staff implement the agreed upon education plan to enhance the learning experience for the child, when necessary.
Educators at Neverland undergo a series of professional development trainings focused on inclusive practice throughout the school year. We believe inclusiveness should also be practiced among the staff of the school: If teachers are engaged in shared decision making, and are largely responsible for making decisions about the inclusive approaches to instruction that are used in our school, better outcomes are produced for the children we serve, because the staff is more invested. Upon hire, all of our staff members work to become a representative of a quality educational professional organization of their choice that supports inclusion, such as the National Association for the Education of Young Children (NAEYC).
Other Thoughts |
Responsive & Interactive CaregivingWe encourage healthy attachments between children & the people that care for them. Forming healthy, loving relationships full of back and forth communication, and respect is what responsive caregiving is all about. Even when children are new to language they are busy using the communication skills they know to build new language skills. Teachers at Neverland Nursery constantly use responsive care techniques with the infants and early toddlers in our care to enhance relationships. Learning is deeper when children can feel comfortable and secure in their environment; a huge part of that security is made through forming trusting connections between the child and adult.
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Safety Safety Safety!Neverland Nursery is always concerned about safety, especially when it comes to the little ones. All of the staff are certified in first aid, and infant/child CPR. Each employee also has an up to date food handlers card, BBP training, are enrolled in the Child Care Division's Central Background Registry, and have taken a variety of college courses in child development and developmentally appropriate practice. Our facility also puts safety and health first. Childproofing potentially dangerous aspects of our space, such as covering all electrical sockets etc, is a part of our standard procedure.
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Philosophy Statement
Neverland Nursery School is inspired by the Reggio Emilia approach to education that was developed in the 1940s after World War II. Loris Malaguzzi, a philosopher and educational innovator, helped local families from the northern Italian city of Reggio Emilia, to create new schools which reflected their community based values. Inspired by renowned early childhood psychologist and philosophers Dewey, Piaget, and Vygotsky, the Reggio Emilia Approach is built upon a foundation of connected principles, and is known worldwide for its innovative and child-centered philosophy of teaching and learning.
The philosophy of our program is to encourage and support the optimal development of each child. Our program values diversity and inclusion of children and adults with varying skill levels and abilities. All children have the right to be included as equal members of the classroom community. Adaptations and activities of varying skill levels build skills and enhance children’s success. Children continuously construct knowledge through play.
Our program provides a play- based emergent curriculum emphasizing exploration and discovery. Emergent curriculum allows learning activities to evolve from the interests of the children, parents, teachers, and the Early Childhood Education (ECE) practicum students working in the classroom. Both adults and children have initiative and make decisions. The power to impact curriculum means teachers negotiate between what interests the children and what is necessary for their education and development. Emergent curriculum offers an engaging way for children to learn through playing, doing, and self-directing.
In all aspects of program planning, the priority is for each child to develop a positive self-image. We believe that all areas of development must be considered, planned for, and represented in the classroom. This process is facilitated through the teachers observing and documenting the rich and varied interests of the children.We strive to promote and implement a strong learning foundation for the children, their families and all students in the Early Childhood Education community.
The philosophy of our program is to encourage and support the optimal development of each child. Our program values diversity and inclusion of children and adults with varying skill levels and abilities. All children have the right to be included as equal members of the classroom community. Adaptations and activities of varying skill levels build skills and enhance children’s success. Children continuously construct knowledge through play.
Our program provides a play- based emergent curriculum emphasizing exploration and discovery. Emergent curriculum allows learning activities to evolve from the interests of the children, parents, teachers, and the Early Childhood Education (ECE) practicum students working in the classroom. Both adults and children have initiative and make decisions. The power to impact curriculum means teachers negotiate between what interests the children and what is necessary for their education and development. Emergent curriculum offers an engaging way for children to learn through playing, doing, and self-directing.
In all aspects of program planning, the priority is for each child to develop a positive self-image. We believe that all areas of development must be considered, planned for, and represented in the classroom. This process is facilitated through the teachers observing and documenting the rich and varied interests of the children.We strive to promote and implement a strong learning foundation for the children, their families and all students in the Early Childhood Education community.
