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Get To Know Us


Our Vision

Western Avenue Children’s Center's philosophy is rooted in the Reggio Emilia approach to teaching and learning. This approach emphasizes learning through relationships, where knowledge stems from our interactions with others, with our surroundings, and with diverse and unexpected materials. We prioritize a strong partnership between center and family; open communication and trusting relationships are key to building a community that supports all children and families. Our dynamic curriculum is developed through observing and documenting children's play, reflecting on the meaning and context of play and initiating experiences and projects based on those reflections. This collaborative process results in a curriculum that is both engaging and reflective of the children's interests. In our environment, children are encouraged to celebrate their achievements and respect others' accomplishments, fostering a supportive and enriching learning community.


Recognizing the importance of loving and experienced teachers to a high-quality program, we are grateful for the commitment of our professional teaching staff, who are responsive to the unique needs of each child and dedicated to enhancing the child’s experience within a community of friends. In our classrooms, you'll observe teachers actively engaged with children, fostering their social, physical, and intellectual development through conversations, learning experiences, and exploration of our neighborhood.  


As a Reggio-inspired program, we value creating learning environments that inspire action and evolve according to the seasons and changing interests. Our classrooms are equipped with materials selected for beauty, flexibility, and durability;  we aim to connect children with the natural world by including plants, branches, and other natural materials. Teachers are encouraged to use upcycled materials and non-traditional toys to foster creativity and develop a sustainable mindset in our children.

Loris Malaguzzi, the founder of the Reggio-Emilia approach, said “Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning and how to learn.” To learn more about the Reggio Emilia approach, visit the North American Reggio Emilia Alliance (NAREA) and translations into the American context.

Why an Anti-Bias Approach?

Across CCC, we value the guidance of the National Association for the Education of Young Children, the national board for early childhood programs and educators. NAEYC has published a number of resources, including a guiding text titled Anti-Bias Education for Young Children and Ourselves (Derman-Sparks, Olsen). In this guiding text, a developmental continuum for young children developing an anti-bias mindset is laid out in four goals:

1. Identity -"I'm okay." (Children will demonstrate self-awareness, confidence, family pride and positive social identities.)

2. Diversity - "You're okay." (Children will express comfort and joy with human diversity; accurate language for human diversity; and deep, caring human connections.)

3. Justice - "That's not fair." (Children will increasingly recognize unfairness, have language to describe unfairness and understand that unfairness hurts.)

4. Activism - "Let's change it." (Children will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.)

Our Philosophy

The Flow of the Day

Each classroom follows a flow of predictable routines each day, typically starting with provocations and free play as children arrive, then tidy up and gather for a morning meeting and group snack before heading outdoors for playground play or a neighborhood walk.  Children come in to eat lunch, a nap or a rest period and then more play in the afternoons, some of it outdoors, and another snack.  Infant classrooms follow the individual routines of the babies for napping and feeding, especially when very young.  

We find that this predictable flow provides security to children but allows for flexibility in timing if teachers decide to lengthen the play period or stay outdoors for a longer time.

The Program
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