Our Philosophy

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.

Health and Safety come first in the 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 affirming follow in importance. We believe the early learning 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 children 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 affirming 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 conversation, curiosity, discovery, playing, observing, interacting, thinking and being present. We believe adults should recognize and be with children in the moments 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.