Educational Philosophy

In 1982, Howard Gardner wrote a book, Frames of Mind, that would change the face of education as we had known it. He defined intelligence as the ability to solve a problem, to create a problem to be solved, or the capability of contributing to one's culture. Additionally, through specific and thorough research, Gardner found that:

  • All students can learn. It is up to us to find the most effective ways each student can accomplish this.

  • We have the ability to actually improve and expand our IQ.

  • Not only can intelligence change, it can also be taught to others.

  • Intelligence is a multiple reality that occurs in different parts of the brain/mind system.

  • Each of us is born with at least eight different intelligences (listed below), but they are not all developed equally. This causes us not to be able to use them all effectively.

We believe Gardner's theory simply states what good teachers have known all along... that all children are smart, they're just smart in different ways. We are committed to working with your child, and getting to know him/her well enough to be able to weave individual daily activities around the most effective learning for your child.

Below you will find brief descriptions of Gardner's eight ways of "being smart". Most of us have a tandem dominant intelligence and then varying levels of development in the other intelligence areas. Please avoid the temptation to "label" you child, thereby, unwittingly, limiting the development of his individual intelligences.

Instead, use this list as a tool for understanding your child better as you observe him/her daily. This will allow you to encourage your child in every area of individual and unique growth and development.

  • The Verbal- Linguistic child is word-oriented; a good storyteller and writer, a trivia expert; an avid reader who thinks in words and loves verbal play (tongue twisters, puns, riddles).

  • The Logical-Mathematical child is concept-oriented; the little scientist who loves experiments, testing hypotheses, and discovering logical patterns in nature; a good math student.

  • The Visual-Spatial child is image- and picture-oriented; a daydreamer; an artist, designer, or inventor; attracted to visual media; adept at spatial puzzles (Rubick's cube. three-dimensional tick tack toe; creates visual patterns).

  • The Musical-Rhythmic child is rhythm- and melody-oriented; may sing or play a musical instrument; sings little songs in class; becomes animated and may study better when music is playing.

  • The Bodily-Kinesthetic child is physically-oriented; excels in athletics or fine-motor areas like crafts; achieves self-expression through body action (acting, dancing, mime); touches things to learn about them.

  • The Interpersonal child is socially-oriented; has strong leadership abilities; meditates disputes, can be an excellent teacher; enjoys group games and cooperative learning.

  • The Intrapersonal child is intuitively-oriented; is strong-willed and self motivated; prefers solitary hobbies and activities; marches to the beat of a different drummer.

  • The Naturalist child is environmentally-oriented; understands, appreciates and enjoys the natural world; ability to observe, understand and organize patterns in nature; enjoys nurturing plants and animals.

We believe children learn by doing . . . hands-on, interactive education, with a healthy balance of child-initiated and teacher-directed activities on a daily basis. Additionally, research shows us that children are better able to retain information when it is presented to them in a contextual format and makes a connection with prior knowledge.

For this reason, our curriculum centers around monthly themes. Instructional material, in all disciplines, is presented within the context of familiar themes such as the Rainforest, Space Travel, Dinosaurs, Barnyard Friends, Travel, etc. Teaching within these contexts provides students with optimum opportunities for learning and long-term retention.

Weekly lesson plans include Circle Time, Whole and Small Group Activities, Language, Music/Creative Movement, Christian Education, Art, Fine/Gross Motor Skill Development, Math, Science, and Social Studies and are designed to best stimulate age-appropriate skill development at every age.