Philosophy of Education

In accordance with our core values, there are several First Congo practices worth calling out that distinguish the program from others in the area.

We are play-based

It is our purpose to provide a program that reflects our present knowledge of human growth and development. Based on that knowledge, the underlying premise of our program is that young children learn best through play. Our rich environment invites children to engage themselves both physically and mentally, while fostering intellectual qualities such as curiosity, inventiveness, perception and concentration, as well as helping them to develop physical well-being and coordination. Creativity and individuality are given free expression through painting, music, dramatic play, crafts, block building, and woodworking, and by making use of raw materials that encourage originality. We believe that process is more important than product. Play helps children best to understand themselves and others, and aids them in the development of social skills such as making friends, dealing with conflict, and experiencing the many aspects of community life.

Children make their own choices

Although children are grouped with same-age classmates we recognize that each child brings a unique set of aptitudes and challenges to the community. We strive to create an environment in which children can develop at their own pace physically, emotionally, intellectually, and socially, in an atmosphere of acceptance and understanding. Through self-directed play, children learn that they are free to make choices, to explore and experiment, to discover and create, as long as they stay within the limits of consideration for people and things. For the greater part of each morning, children choose the activities in which they will participate according to their developmental and personal needs, whether outside or in, active or quiet, messy or clean.

Children attend snack groups

Three groups of 10 children and their snack teacher gather daily for a snack and story time. This part of the morning allows for the practice of conversational skills in a more structured setting, and provides an opportunity for the child to develop the capability of sustained focus and experience the accomplishment of self-management within classroom routines.

Emotional intelligence is a focus

We strive to give children an awareness and acceptance of their own feelings. Children are helped to articulate feelings and needs, to identify what they want and to ask for it. The goal is always to help children learn to work out their own problems, first with the support and guidance of a teacher, and later independently. We understand and foster their right to express their feelings through acceptable means and we encourage risk taking, problem-solving, and conflict resolution with gentle guidance.

Parents participate directly

We are committed to being a parent participation program—requiring direct participation by parents in their child’s classroom – because we believe this cooperative environment gives parents a unique opportunity to learn effective, positive, child-centered teaching methods and provides a sense of community for parents as well as for the children. Parents get to know, respect and trust the teachers, and their child’s classmates and their families as well.