Educational Philosophy

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RCCC’s curriculum philosophy is based on respect for children and their families. Our curriculum is designed to respond to development shared by all children but also recognizes individual differences. Our challenge as early educators is to balance the needs of the individual child and family with the needs of the group and community.

For each child, we hope to create a setting which:

  • fosters a strong sense of autonomy and self-confidence, together with a pleasure in others,
  • nourishes curiosity and helps spark a love of learning,
  • supports a peaceful and varied approach to problem solving.

We believe a curriculum should be child-initiated and firmly grounded in age-appropriate challenges and expectations. Our planning seeks to support the growth of the whole child: physical, social, emotional and intellectual.

We see learning and nurturing as inseparable. Teachers work to build relationships with children based on trust because we know that those relationships are not only important in themselves but as springboards to learning.

RCCC recognizes that the value of caregiving relationships is enhanced when teachers are able to stay with children for more than one year. In order to support the nurturing relationship and trust established during the year between the child and teacher, efforts are made to facilitate the placement of some familiar teachers into the children's new room. Because staffing demands vary from year to year this may not be achieved every year. However, the movement of some teachers with their group of children is a recognized goal in staffing the rooms.We value too, the relationship between parent and teacher, seeing it as a partnership based on mutual respect. It is best supported when good communication exists.

RCCC's educational philosophy is founded on the idea that the young child grows and learns when allowed to engage in active play. We work hard to facilitate and enjoy play because play is the chief medium for children's expression. Areas of play we nurture are exploratory, constructive, manipulative and imaginary.

Finally, we find that children thrive when teachers and parents collaborate to provide love, consistent limits and structure. In the creation of a predictable environment, we provide children with the resources and the freedom to discover, explore and construct their own knowledge of our world.

10 DeWolfe St. Cambridge, MA 02138 | p. 617. 495.3504 | f. 617. 497.7475 | rccc@fas.harvard.edu