Our classrooms are child-centered communities conducive to sensorial exploration and discovery. Individualized and independent work meets the needs of a variety of learners while concrete and manipulative materials lead to a sense of mastery and accomplishment. A team-teaching model yields a low teacher/student ratio that guarantees children receive the attention they need, but at the same time, teachers know the value of giving students time and space to work through problems on their own. Cooperative learning experiences, a tolerance and appreciation of differences, and a sense of responsibility for yourself and others are all part of the value of a multi-age classroom. Other advantages include making long term student/teacher relationships (and parent/teacher) and developing social competencies.

The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of a child.

Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.

The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child.

Children show a great attachment to the abstract subjects when they arrive at them through manual activity. They proceed to fields of knowledge hitherto held inaccessible to them.

Experience is the key for the intensification of instruction given inside the school.

Childhood has shown me that all humanity is one.

There is in the soul of a child an impenetrable secret that is gradually revealed as it develops.

Our educational aim must be to aid the spontaneous development of the mental, spiritual, and physical personality.