Educational Approach

At IUCC Early Childhood Center we aim to inspire young students in the classroom. We incorporate Language Arts, Math, Science, Social Studies, Art, Social-Emotional, hands-on learning, and experiential exercises to tap into a young student’s energy and creativity. With the main goal to inspire each child’s passion for learning and exploration.

Our integrated combination curricular approach

is grounded in the best of Early Education

  • Reggio Emilia

    The freedom to express and explore ideas using movement, active listening, and hands-on activities. Collaborative

    classroom activities foster relationships with others and the world around them.

    Expression through creativity and emotion – especially with the use of the “atelier” creative open space to deepen the lessons learned.

  • Waldorf

    Lays a foundation of lifelong learning for the inquisitive child. Activities focus on building trust for the role of the

    educator with the use of mindfulness practice, artistic activities, and a warm and healthy classroom environment.

    Lessons are experiential, not just studied, encouraging a student’s creativity, independence, and deep understanding of every topic they explore.

  • Bank Street

    Approach to education that focuses on the whole child’s development. The classroom is the third teacher fostering the

    unique emotional, physical, social, and intellectual facets of each student. With an interdisciplinary approach to all

    subjects, students learn to engage in education in an emotional and meaningful way.

  • Montessori

    Students choose which activities speak to their interests and move at the pace that fits their own learning preferences.

    This approach is believed to promote independence, accountability, and a natural passion for education. These young

    classrooms encourage hands-on learning with moldable materials to explore new concepts, skills, and passions.

How constructivism works

  • Building on prior knowledge: Children use their existing knowledge, or schemas, to understand new experiences. 

  • Generating rules and ideas: Children create their own rules and ideas based on their experiences and trial and error. 

  • Making learning unique: Each child’s learning is unique because of their individual experiences. 

How constructivism is applied in the classroom 

  • Teachers support children in following their instincts and creating their own knowledge.

  • Teachers provide a safe and predictable classroom environment.

  • Teachers help children understand their previous knowledge.

  • Teachers help children build life-long friendships.

MARIA MONTESSORI - LEV VYGOTSKY - JEAN PIAGET - ERIK ERIKSON - HOWARD GARDNER

MARIA MONTESSORI - LEV VYGOTSKY - JEAN PIAGET - ERIK ERIKSON - HOWARD GARDNER

Embracing all Early Childhood Theorists

  • MARIA MONTESSORI

    MARIA MONTESSORI

    Montessori believed that early childhood learning required a two-prong approach: Educate the child’s senses first,

    then educate the child’s intellect. Her approach was to view the children as sources of knowledge with the teacher or educator acting as a social engineer. Her hands-on approach to instruction with the learning environment being

    deemed as vital as the knowledge itself has transformed academic success for many children who did not respond well to traditional classroom methods.

  • LEV VYGOTSKY

    LEV VYGOTSKY

    Vygotsky believed that social interaction is an important vehicle for child development on linguistic, social, and

    cognitive levels. He introduced the concept of a teacher as more of a learning facilitator where the child learns by

    working with someone more capable than the child.

    Vygotsky believed that social interaction is an important vehicle for child development on linguistic, social, and

    cognitive levels. He introduced the concept of a teacher as more of a learning facilitator where the child learns by

    working with someone more capable than the child.

  • JEAN PIAGET

    JEAN PIAGET

    Piaget believed in ages/stages, that children learn by interacting with their environment actively and directly. He

    believed that a child’s learning also goes through several stages: assimilation, accommodation, and equilibration. This

    is how they process new information and make it useable to them.

  • ERIK ERIKSON

    ERIK ERIKSON

    Erikson’s psychosocial theory (among others) has been a foundational concept in early childhood education for years.

    He emphasized that parents and educators are each integral in supporting and encouraging the success a child has in

    life at every psychosocial stage of development. By providing the support that is appropriate for the stage, it results in

    a positive learning experience. He also believed that older children’s social emotional development goes hand in hand with the development and subsequent success of early childhood curriculum.

  • HOWARD GARDNER

    HOWARD GARDNER

    Gardners theory of multiple intelligences has many implications for early childhood education. This theory suggests

    that people have different ways of perceiving the world, and that learning should be tailored to each persons strengths.

  • FRIEDRICH FROEBEL

    FRIEDRICH FROEBEL

    According to Froebel, “Play is the highest expression of human development in childhood, for it alone is the free

    expression of what is in a child’s soul.” Simply put, he believed play was absolutely vital in the learning process, especially for young children.

Examples of different intelligences

  • Reading and writing exercises

  • Visual-spatial: Visual aids and hands-on activities

  • Musical: Incorporating music into lessons

  • Interpersonal: Group activities and discussions

  • Kinesthetic: Physical activities like dancing, obstacle courses, and hide-and-seek

  • Naturalistic: Nature walks, taking care of plants, or creating collage art with natural materials