More than safe, happy, and healthy.
For many years, child care was simply thought of as daycare. As long as children were safe, happy, and healthy the job of the daycare professional was done. Research shows however, that even very young children’s brains are far more complex than we thought and learning and cognitive development starts far before kindergarten begins. In fact, the foundation for learning some of the most important academic and life skills is built before the child turns five years old. What we used to think of as ‘playing’ is actually a crucial facet to building a wide variety of skills including gross and fine motor skills, hand-eye coordination, visual tracking, and cognitive skills like creative thinking, reasoning, problem solving, and listening. Simply put, when a child is playing they are also learning. This is why learning through play is central to QCC’s educational philosophy and why you will find it in the core of all of our curricula.
Children are naturally curious and have a built-in desire to learn. They instinctively wish to learn about the world they live in, so we plan experiences that encourage exploration and development through play within a safe, secure environment.
Building trust between caregiver and child is crucial to nurturing their inquisitiveness. Research has shown that watching, listening, and talking to children during these important years helps build this trust and establishes the self-confidence they need to spur their natural desire to learn.
As Early Childhood Professionals, we recognize and respect that each child is unique and has interests and talents of their own. Of course, all children share the same basic developmental requirements and needs, but we recognize that they might not all be at the same level at the same time. As teachers, we must get to know each individual child’s unique needs and then use our curriculum to meet those needs in the most optimal way for that child. We don’t rush children through this time. Everything they do, from what they learn, the relationships that they build, and the problems and challenges they navigate helps to lay a foundation for their future. By integrating learning through play and social-emotional skill building, our goal is to help children learn self-regulation and self-discipline to prepare them for continued academic success.
STANDARDS OF CONDUCT
At Quality Child Care Early Learning Center we follow the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. We will strive to ensure that all staff, consultants, and volunteers abide by our program’s strict standard of conduct, which are based on our commitment to the following core values:
- Appreciate childhood as a unique and valuable stage of the human life cycle
- Base our work on knowledge of how children develop and learn
- Appreciate and support the bond between the child and their familyRecognize that children are best understood and supported in the context of family, culture, community, and society
- Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
- Respect diversity in children, families, and colleagues
- Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect
- We will respect and promote the unique identity of each child and family and refrain from stereotyping on the basis of age, gender, race, ethnicity, culture, religion, or disability.
- We will follow program confidentiality policies concerning information about children, families, and other staff members
- We will use positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, or humiliation. In addition, we will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs