Our Philosophy

Dear Parents,

Creating a warm and friendly environment where children love to learn is what Creative Curriculum is all about. Teachers are provided with a daily theme-based guide that is engaging, developmentally appropriate, and fun for your child. At these tender young ages, the environment and learning experiences your child is exposed to are so important!
Creative Curriculum promotes loving, caring, learning environments that your child needs and deserves.

Creative Curriculum is based on the works of Piaget, Garnder, and Erikson, providing hands-on, center-based activities that promote the development of emerging skills. Written by early childhood experts with years of child care experience, Creative Curriculum provides a research-based educational foundation for your child. Your child will delight in the fun, interactive activities that are available to them and they will develop a love for learning while they are growing, playing and having fun!

“We guide your children toward their potential with Creative Curriculum”

Creative Curriculum Enrichment areas: Creative Arts, Dramatic Play, Language, Science / Sensory, Math / Manipulative, Music / Movement, Blocks, Outdoor Activities, Academic Options and Character Education

Please check out our programs:

Our Philosophy and Mission Defined:

Our program philosophy and mission are reflected throughout documents in our centers and echoed in our conversations with clients and teaching staff. This document provides an in-depth description of our philosophy and mission in an effort to fully communicate what guides our policies and interactions. Our beliefs about the needs of young children inform our practice and we welcome questions and discussion about quality early care.

Red Balloon's Philosophy of Early Care
Early childhood is a special time, a unique beginning for each life. We at Red Balloon believe a positive beginning requires a safe, healthy, loving, affirmative and stimulating atmosphere with a curriculum that has a child directed focus and meets high quality standards.

Safe and healthy come first in the above list intentionally. A child's basic needs must be at the heart of a quality program. The child's physical safety and security is paramount. A quality program takes proactive steps to ensure that each child is protected. The child's environment should be void of harmful products and hazards. The child's daily food must be nutritious and respected as critical for their neurological and physical development.

Loving and affirmation needs follow in importance. We believe the early environment should be nurturing and foster a sense of love and belonging in each child. We believe every child deserves to have someone in their life think they are the greatest person and each child deserves an intentional and genuine connection with a caregiver. It is our understanding that a child will not thrive in an environment that is punitive or apathetic. We believe in respecting the dignity of each child and affirming their person as having value separate from their choices. Safety, health, loving and affirmation are the early learning environment foundation.

Every moment with a young child is a learning moment and there is more to teaching young children than what one can read on a lesson plan. Children learn about the world around them through conversations, curiosity, discovery, playing, observing, interacting, thinking and being present. We believe adults should recognize and be with children in the moment as children work out the social expectations, self care skills, and academics. We believe a stimulating atmosphere reflects rotation of materials in a classroom setting, new ideas and activities introduced by teaching staff and images of diversity that children can connect with. We feel child directed curriculum engages children on a deeper level and meets them where they are in their understanding and teachers then have opportunity to extend learning and have meaningful interactions. We believe curriculum planning with goals for individual children is important but assessment should not be conducted at the expense of being present with children.

Finally, because each child is a part of a family and the community, we believe incorporating culture and diversity from families and our community not only enriches our program but empowers each child.