Our School strongly stresses advocacy for young children's rights to an appropriate early childhood education. The scholars above reflect the importance of educating the various aspects of a child’s entire development. Our School's curriculum has been dedicated, since its inception, to allocate its resources in meeting the appropriate educational needs of any given child. Our School is extremely diligent in not giving unfounded credibility to fads, unnecessary or irrelevant conventions, outside pressure or personal bias. Our School's teachers are responsible and diligent, therefore, to devise an early childhood curriculum according to carefully examined research, objective past and current knowledge, and experience accumulated through many years of teaching.

Play - the preschooler's learning context - integrates all the facets of development - physical, social, cognitive, emotional and linguistic. Play is exploration, discovery, investigation, invention and interrelations. For young children, play is the most appropriate medium for dwelling into their perception of outside reality and what can be imagined. It's freedom of individual choice. It's trial and error, but not failure as it is open-ended to myriads of possibilities nurturing risk-taking and problem solving. Play, in its pristine form, can be serious, challenging, and enjoyable. One can play alone or with others - it depends on context and content. Children give play its direction while learning interests. Play with content opens opportunities for learning a variety of subject matter concretely appropriate to any given child's level of development. Failing to provide such a rightful environment as described here is a failure in fully nourishing the evolution of any child's brain.

Play occurs in a highly social context. Preschooler's are at their peak...time for beginning their social development. Our School is dedicated to the constant creation of social peer groups that offer stimulation, challenge and camaraderie so as to foster the richness of differences within the many similarities that unite us as a human family.

As stated in our By Laws Statement of Purpose, Our School is an environment dedicated to bringing together children physically, mentally, racially, ethnically or culturally similar and different from each other. A diverse population learns from each other. It complements talents and interests beyond physical appearance or linguistic background. Children enjoy the uniqueness of each without prejudice, and learn to prevent or resolve social difficulties by fair negotiations.

No one method or approach is pertinent for everyone. Our School offers a climate where mutual trust and mutual respect is expected from all. Provisions of material and companionship are present so any given child can initiate his or her own interaction. 

Our teachers observe children's behavior, expression and engagement, thus giving teachers some insight into what is interesting, stimulating and worthwhile to each child. These observations also give our teachers clues about the child’s style of learning, past experiences and abilities. Then, our teachers may, or may not, intervene from that assessment. 

The teachers observe the play and ask:

• Is it creative and constructive? 
• Is it tentative or risky? 
• Is it thoughtful or haphazard? 
• Is some obstacle present in thinking and doing? 
• Does the child need a teacher or child partner? 
• Is some additional material necessary? 
• What connections and relations are made?

In other words, for a child to learn something worthwhile, an educational play process depends on "reading" the child’s clues and sizing up the situation, supplemented by all the knowledge and experience our teachers have. Our teachers thus respect children’s directions to their own learning. There is not one single method for all, and the teachers' roles are diverse.

The main curriculum for Our School emphasizes the following:

• Support of the creative process
• Development of various interests
• Attention and engagement in those various interests and activities
• Standards of quality tailored to each child's development, maturity, experience and abilities

In practice, Our School fosters:

• Appreciation of similarities and differences
• Differentiation of autonomous needs and responsible social acts
• The process of mediation and negotiation, repair and reconciliation in conflict situations
• Language that facilitates human contacts tailored to children's present understanding