By Program Director and Infant-Toddler Specialist, Jesyca Virnig  Our program consists of very small group sizes.  Therefore, each child is a huge contributor to our "curriculum."  To me the measure of success is that each child experiences mastery and challenge each day, that their problem solving skills are flourishing, and there is laughter in the air. I truly believe in following the natural flow of the children.  Therefore, our daily schedule is very flexible to allow for the child who may be overtired after a vacation, or for a later outdoor time because the children got captivated with an activity indoors, or a longer outdoor time because the children found a lizard to chase in the backyard, etc.  In addition, infants and toddlers grow and develop at a pace that never ceases to amaze me!  Our routines reflect this growth by continually shifting as each child enters new stages of interest or independence.  We do keep a very predictible lunch and nap routine for the toddlers, but beyond that, the day is open to much interpretation!

At Hearts and Minds there is a strong emphasis on natural environments and the arts.  Children engage in open ended art, where they can fully experience and explore the medium without emphasis on a final product (which is not developmentally appropriate until a much older age).  Many materials are kept at the child's level so that they may select them at any time.  It can be commonplace to see a child marveling at a puddle of glue, painting his or her own hand and carefully observing the effects of his/her actions, or a baby laying on a blanket outdoors underneath a tree and watching it blow in the breeze. Art activities are available indoors and outdoors.

Jean Piaget said, "The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done." I seek to continually reflect upon my practices so that I am able to step back and allow the children to construct their own knowledge.  I see my role as serving as a guide, facilitator, and collaborator, rather than "teacher" the way some people may think of the word.  While the emphasis here is not on direct instruction, there are times this may occur, especially through modeling.  For example, as toddlers are learning to pour their own water from a pitcher.  Or in reminding the steps to washing hands, how to ask a friend for a turn with a toy, etc. In addition to reflecting on my daily interactions with the children, learning materials are also selected with great care. Toys that "perform" for the child are not a part of our environment.  Rather we use the rule of thumb learned from Bev Bos that the interaction should be 90% child and 10% toy, not 90% toy and 10% child. Here are several resources and quotes to help you gain knowledge in the program philosophies and values: The song Flowers are Red helps describe the program philosophies regarding curriculum and supporting children as individuals and creators of their own knowledge. I will add to this list another day!