Making learning second nature.
At Learning Brooke, the curriculum evolves and emerges as the children develop. This reveals their inner interests and theories about the world.
In addition, we consistently document and display each Learning Brooke Explorer’s journey through photos, written and art samples, recorded narratives and transcribed conversations.
For the children, this reinforces the fact that their work is truly worthwhile — while allowing them to revisit their learning processes and expand on their knowledge. It also helps to build community among the children — creating a climate of acceptance and respect for their thoughts, feelings and ideas.
1:3 teacher-to-child ratio
Strongly influenced by RIE’s Educaring™ Approach, these supportive and respectful rooms allow infants to develop warm, positive relationships through interactions with their educarers and peers. As the infants work with open-ended materials, these relationships continue to grow and strengthen, instilling a sense of competence and trust in the world around them.
Teachers closely observe the interests and passions of the children, responding environmentally to their need to explore. A range of multisensory and movement explorations support the Reggio Emilia belief that children construct their learning through over “100 languages.” Sign language is also used to help the children connect cognitive and receptive language to their own expressive languages.
1:4 or 1:6 teacher-to-child ratio
In these exciting and active spaces, children are encouraged to continue developing their motor, communication and cognitive skills. This new knowledge is tested through various forms of self-expression along with social interactions, climbing and building activities, and the movement of objects. Careful observation allows teachers to facilitate meaningful explorations to foster each child’s development.
Older Toddler & Preschool Transition Room
1:6 teacher-to-child ratio
These rooms provide a place for children who are ready for a fresh new set of challenges. Teachers extend the learning process by introducing more stimuli and by providing the opportunity to refine existing skills. By responding to the children’s interests and need to move, teachers cultivate learning experiences through active investigations. Naturally, the children become more independent and are encouraged to tackle complex self-help skills. The teachers challenge them by drawing out language and supporting active connections between vocabulary and social skills. As a result, this promotes more active participation in the conflict resolution process.
1:9 teacher-to-child ratio
In preschool, investigations take on a life of their own — often lasting days or months depending on the children’s interests and learning paths. Since Learning Brooke teachers are concerned with the entire process, rather than the product of a particular event, time is provided for exploration. In addition to small and large group experiences, the children are also encouraged to explore individual interests. A sense of community and mutual respect is always at the forefront, highlighting the health and safety of all students.
Note: All children in the preschool program should be successful with the toileting process.
1:10 teacher-to-child ratio
Our prekindergarten program offers a rich learning environment that is both safe and developmentally appropriate. Teachers collaborate to bring the emergent curriculum to life, based on current interests of the children. Investigations can involve the integration of one or all of the following areas: language & literacy, math, science, creative representation, music & movement, social relations, and initiative. At this stage of development, children are continuing to construct a body of knowledge and a strong desire for a lifetime of learning.