CHABAD EARLY LEARNING CENTER

Mission Statement

Believing that education is fundamentally a social process, we strive to create a vital school community that supports each child’s innate passion for learning while also expanding his or her understanding of communities and cultures that exist beyond school and home.  The teachers’ place is alongside the child, posing questions that elicit imaginative thinking, problem solving, and decision making in the pursuit of a deeper perspective.  In the partnership of learning among children and teachers, community is lived through purposeful experiences that foster responsibility, cooperation, active participation, care, and respect-qualities in a warm and friendly environment.   

Educational Philosophy

The Early Learning Center believes that every child has the potential to be a powerful learner and a great citizen. Each child is an individual who has strengths, abilities and potentials which must be recognized and supported in a respectful and caring manner. In keeping with this belief, we accept that children learn differently and have varied interests. We view this “diversity” as an integral part of each individual. The self confidence as well as respect for others that children achieve in this environment is important for all their future growth and development. In order to support children realizing their potential, we create learning environments in which children experience and explore with adults who are interested in the whole child and his/her unique development. 

The Early Learning Center is committed to ongoing study and exploration of educational methods in general and in the Reggio Emilla approach in particular. The role of the teacher is one that consists of many components. The components consist of the teacher being seen as an observer, facilitator, collaborator, partner, researcher and documenter. All of the components work together to enable the teacher to be supportive of the children, extend learning, and promote growth and development. The teacher’s growth continues as the role of a researcher who analyzes and interprets documentation of children’s work to share their thinking and acquisition of knowledge. The parent too is a fellow protagonist and above all is the first and most important teacher of the child. The partnerships formed between the teacher and the parents are very important for their children’s learning experience.  In addition to the formal educator and parents, we view the environment as the “third” teacher.  The classroom is a resource to be used by the children; a safe, well-planned setting in which constructive work and creative dramatic play can take place.  Our teachers carefully choose meaningful materials for developing responsibility and age-appropriate work standards in our classrooms as well as in the outdoor area and Art Studio.

As educators we are committed to study, research and expand our knowledge of education, to broaden our educational approach, benefit our children’s future growth and development. Ongoing study and research ultimately affect the greater community.