In creating and planning curriculum, we believe that . . .
"Curriculum is a verb, not a noun. Curriculum is never fixed, linear or unchanging. It is constantly emerging out of children's needs and interests, embracing new ideas and directions, and letting go of those things that are no longer useful. It cannot be duplicated year after year, it is not something that can be put on a shelf and stored, but is created in response to the particular dynamics of a specific group of children. It is a process that is constantly inventing and reinventing itself." Curriculum Is a Verb, Not a Noun, 2005
Our understanding of curriculum is one that is informed by constructivist theory and the Reggio Approach. This view is one in contrast to curriculum planning based solely on a behaviorist theory that sees learning as a transactional process and understands curriculum as a product that is "covered" or "delivered" rather than created.
Rather, we believe curriculum is a complex, kinetic process and that deep and meaningful learning occurs in communities of learning that are influenced by the dynamic interaction of teachers, children, material and the environment. Together, these participants and components create learning communities that value play as an important vehicle for learning, and that recognize and appreciate children's curiosity, interests and desire for connection and an active role in their own learning. We view and celebrate these dispositions towards learning in children as true assets and strengths. We cherish each child as a gift from a loving God, and view our teaching as a profession, a ministry and a calling that honors, treasures and supports children in their learning. At the core of our curriculum is Christ's love for us, a love that prompts us to love one another as He loved us in active, concrete and dynamic ways.