The Infant Program is designed to provide a nurturing yet challenging environment to our youngest learners. We believe that all children are unique in their developmental paths and our program reflects that. Through observation of play and responsive care, we encourage children to journey through this stage at their own pace all while building independence. Caregiver relationships is one the primary building blocks of the infant program. Strong, loving attachments are key to development. By keeping our program mixed age, children are able to stay with a primary caregiver over a long time period. Learning takes place best in trusting, responsive relationships. (Gonzalez- Mena, p.175) Physical milestones are another huge part of infant developmental curriculum at APG. Your child may go from rolling to running during their time in our program. The classroom may go through daily changes to adapt to these needs and transform with the children as well. We believe that reasonable or optimal stress levels stimulate growth, motivation and physical strength within each child. Infants and toddlers are very active learners, gaining knowledge through direct interaction with their surroundings and exploring with their bodies. The physical environment is carefully designed with this in mind. The physical spaces are further adapted to the children based on their interests, current abilities and to help take on new activities. As the children in our infant program become secure with their caregivers and surroundings, they will begin to explore with social play and interactions preparing them for our preschool program and beyond!

The Pre-Toddler Program is designed to provide a nurturing yet challenging environment. We believe that all children are unique in their developmental paths and our program reflects that. Through observation of play and responsive care, we encourage children to journey through this stage at their own pace all while building independence. Caregiver relationships is one of the primary building blocks of the toddler program. Strong, loving attachments are key to development. By keeping our program mixed age, children are able to stay with a primary caregiver over a long time period. Learning takes place best in trusting, responsive relationships. (Gonzalez- Mena, p.175)

The Toddler Program is designed to provide a nurturing yet challenging environment. We believe that all children are unique in their developmental paths and our program reflects that. Through observation of play and responsive care, we encourage children to journey through this stage at their own pace all while building independence. Caregiver relationships is one the primary building blocks of the toddler program. Strong, loving attachments are key to development. By keeping our program mixed age, children are able to stay with a primary caregiver over a long time period. Learning takes place best in trusting, responsive relationships. (Gonzalez- Mena, p.175)

Students are the guiding force in our school community. Respecting others, the environment, and creating positive relationships are goals that students and teachers are working to maintain everyday. Focusing on modeling of behaviors, communication and appreciating multiple perspectives will aid students in meeting these goals. Students are expected to pursue their own interests, and take ownership of their learning. These expectations are made possible by a project-based curriculum and positive environment. Long-term inquiry is our main approach to learning. Leading researchers of the project approach saw the value in projects as a way to “help young children make deeper and fuller senses of events and phenomena in their own environment and experiences” (Edwards, C., Gandini, L., & Forman, G. (Eds.) pg 28). We believe that if children are given the tools to work with others through play and creation, it sets them up for lifelong success in and out of the classroom. Teachers at APG view themselves as facilitators of learning. This is accomplished by observing and working with children at all times. Teachers meet daily to discuss observations and reflect on their practice as educators. Teachers all share the common belief that students are capable, caring, competent beings (Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). This belief enables teachers to create a curriculum that meets the student’s needs and interests. All staff at APG have “a deep respect for and curiosity about children, an unquenchable curiosity about the teaching–learning process, and a capacity for exploration and innovation.” (New, R. 2007. p 10)