School is a precious environment and a child’s first entry point into the greater community.
The formative school years are not only important for academic learning, but are the context for social, emotional, language, motor, and cognitive development.
In order to best support the multi-faceted development that naturally occurs in the school context, the school environment must be arranged to promote curiosity and creativity.
When a child is not developmentally ready for learning, a teacher’s job is much more challenging.
We know that before academic learning can occur a child must have a solid foundation in the ability to self-regulate, engage, and be reciprocal. Given the large amount of time children spend in the classroom, teachers play a vital role in shaping development.
We take the latest research and neuroscience into account to gain a more complete understanding of the processes that underlie learning.
Expanding educator’s knowledge of these developmental foundations and how to teach a child that may have subtle difficulties in paying attention, sitting still, following directions and/or engaging with peers can make teaching more meaningful and help teachers feel more effective with various profiles of children.
We acknowledge that teachers are the experts on academic learning and teaching, and seek partnerships with schools that allow our understanding of development to enhance the classroom learning.