Little Owl School is a small school with a large purpose: we work to change the way young children interact with the world. We help them to experience fairness, integrity, and respect for others and the environment. Ultimately, we provide them a springboard for becoming the person they are meant to be. If we begin to value who children are, not just what we want them to be, a shift happens in the way we think about learning and teaching. At Little Owl, the child’s inherent desire to learn is acknowledged and facilitated. Children learn to live fully and joyfully, and ultimately become self-motivated problem solvers with an abiding curiosity about the world.
Our Approach to Curriculum Planning
We are influenced by and greatly respect the philosophy and educators of the schools in Reggio Emilia, Italy.
We believe the heart of children’s learning is play. Through self-initiated play, children develop physical, cognitive, social, and emotional skills and grow into critical thinkers. The educational philosophy at Little Owl is based on constructivist learning theory and research, which has shown that children learn best by discovering and constructing their own knowledge in an enriched environment. Through relationships, with both people and materials, children develop and construct meaning and a contextual understanding of themselves and the world at large.
Children are active, sensory learners, and Little Owl offers an environment that allows children to explore, investigate, interact socially, and problem solve. At Little Owl the curriculum encourages children to engage in diverse, active learning experiences that help them acquire higher order abstract thinking, an essential component of creative problem-solving.
Little Owl is committed to a curriculum in which the children’s ideas, not the adult’s, construct the planning of projects. Before beginning projects, teachers learn about the children’s interests through observation. Teachers then prepare varied materials that will provoke and anticipate avenues for the children to explore their interests through projects. One primary goal of the curriculum is that teachers accept children and their parents as they are: culturally, developmentally, and linguistically. Teachers do not maneuver children into preconceived roles ordained by arbitrary methods or objectives. Instead, they treat children as contributing participants in the curriculum. This results in a positive and supportive relationship between teachers and children.