Seven Guiding Principles

The child is capable of constructing their own learning. 

Great Brook School, is based on a child-centered, emergent curriculum in which children are viewed as unique individuals and are active participants in their own learning, making choices and seeking out experiences that further their development. We value children’s abilities to take part in shaping their own learning process by working together through their understanding with kindness and respect. 

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Community is important and children learn by collaborating with their communities. 

Our inspirations come from the Reggio Emilia approach for the belief that all children are capable, the value of making connections and building a strong community, and the aesthetically natural beautiful environments that create intentional learning. Children create their own collaborative community by working together on projects and activities. The local community becomes a strong component in helping children discover the interconnectedness of the people around them. 

Humans are natural communicators and children should be encouraged to express themselves. 

We promote positive social interactions that encourage friendships and collaboration. Children’s emotional well-being is reinforced throughout the day. Collaborative problem-solving skills are strengthened as children learn to work effectively in the community. Through art and music, children continue to expand their creativity and find diverse ways to communicate their thoughts and feelings. 

The environment is the third teacher and must be enriching and supportive. 

We provide unparalleled opportunities for discovery and learning by creating child-centered environments and experiences which have been carefully planned by our skilled teachers through their observations and documentation of the children in their group. The classrooms are staged to inspire play and investigation allowing children to grow at their own pace while developing trusting relationships with adults and peers. The outdoors encourages children to explore and discover natural environments that include plants, trees, mud kitchens, and loose parts.   

Teachers are partners, nurturers, and guides to children and help them explore their interests through projects. 

The role of the teacher is as a co-constructor guiding children’s learning through nurturing their curiosity, providing materials to explore, staging the environment for discovery, and supporting problem-solving. The teacher is a researcher, a resource, and a guide lending expertise to children. Teachers carefully listen, observe, and document children's work and promote and stimulate their thinking. Teachers are committed to reflecting on their own teaching and learning. Classroom teachers work in partnership and collaboration, sharing information and mentoring peers. 

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A child’s learning must be documented. 

Our practice of ongoing documentation serves as an ideal tool to measure not only the traditional learning domains and early childhood skills or milestones, but more importantly, the approach to learning, character development, and skills for the future that drive our curriculum and later success so we can best determine next steps. We are dedicated to making sure we support children in reaching the highest standards of what children can achieve both collectively and as individuals. We also use assessment and screening to guide early intervention opportunities. When necessary, we refer families to appropriate services and support to obtain early intervention beyond what we can provide. 

Parental participation is vital. 

We embrace Strengthening Partnerships, the Massachusetts family engagement framework that reinforces the uniqueness of each family. We support the guiding principles that acknowledge and accept the need for engaging all families and recognize the strengths that come from their diverse backgrounds; and that building a respectful, trusting, and reciprocal relationship is a shared responsibility of families and educators.