| Program Overview |
With a talented staff that is experienced in working with students
of varying learning styles, Learning Springs Academy focuses on recognizing
the unique skills and strengths that each child possesses and on nurturing
these talents to allow each child to develop and grow at their own pace
and comfort level.
Our staff base their daily lesson plans on the following philosophy:
- Each child brings a unique experience, background and skills to our
setting and it is our job to encourage, validate and honor these differences.
- Discovery, exploration, active learning and curiosity are foundation
stones that we use to help children learn both academically and socially.
- A learning environment that is rich, stimulating and safe is critical
to ensure that children feel comfortable furthering their knowledge
and fulfilling their potential.
|
|
At Learning Springs, we are keenly aware that
these formative years are crucial for the young minds that are left
in our care. Children
are tiny sponges eager to soak up knowledge. They have an innate
curiosity which, when encouraged and nurtured, can lead to growing interests
and skills that will build the foundation for a lifetime of success.
We seek to attain these lofty goals by focusing on specific academic subjects
through hands-on participation. As part of their structured daily schedule,
children engage in a wealth of activities including:
- Phonics
- Early Literacy Skills
- Dramatic play
- Music and Art
- Discovery hands-on science
Children also work on age-appropriate self help skills, basic hygiene,
social skills, turn taking, and friendship skills.
Learning Springs provides for all children, including those with identified disabilities and
special needs and development. Modifications are made in the environment and staffing patterns in
order to include children with special needs. Staff are aware of the identified/diagnosed special
needs of individual children and trained to follow through on specific intervention plans. Therapy
is developed appropriately and incorporated within classroom activities as much as possible rather
than removing the child from the classroom. The Lead Teacher and the Executive Director make
appropriate professional referrals when necessary. Family members are involved in development
and use of Individualized Education Plans. Staff address the priorities and concerns of families
of children with special needs. |
|
|
|
