Learning Together Montgomery: Pioneering Inclusive Early Childhood Education
The foundational years of a child's life, from birth to five, represent a period of unparalleled growth and development. During this critical window, the seeds of cognitive, emotional, and social capacities are sown, shaping a child's trajectory for years to come. However, a growing chasm of inequality is making access to high-quality early childhood education an increasingly formidable challenge for many families. In this landscape, Learning Together Montgomery emerges as a beacon of hope, dedicated to providing equitable and exceptional early learning experiences. As the sole certified Developmental Day Center (DDC) in downtown Raleigh, and with a statewide decline in DDCs from 31 to a mere 16 since the beginning of 2020, the significance of Learning Together's mission is amplified.
The Imperative of Early Intervention and Inclusive Practices
The early years are not just about learning ABCs and 123s; they are about building the very architecture of a child's brain and social-emotional intelligence. The first five years of life are the most critical for a child’s cognitive, emotional, and social development. Yet, families are facing record inequalities as high-quality early education is becoming unaffordable and inaccessible. Recognizing this, Learning Together champions an inclusive approach that begins at 18 months of age, mandating the expansion of access to equal and equitable high-quality Early Childhood Education to all children. This commitment is rooted in the understanding that early intervention and inclusive environments foster stronger developmental outcomes for every child, regardless of their background or any developmental differences they may have.
A Research-Based Framework for Holistic Development
At the heart of Learning Together's pedagogical approach lies The Creative Curriculum®, a research-based framework meticulously designed to support the development of the whole child. This comprehensive resource empowers educators with the tools and knowledge to intentionally teach and nurture young learners during their most formative years. The curriculum is a powerful engine for growth, encouraging development across all domains for children, both with and without developmental delays. This holistic approach ensures that learning is not compartmentalized but rather an integrated process that addresses every facet of a child's burgeoning capabilities.
Complementing this, the adoption of the Conscious Discipline methodology in 2021 has further fortified Learning Together's commitment to Social-Emotional Learning (SEL). Children need social-emotional skills to thrive both in the classroom and in life. Committee for Children’s research-based Second Step programs offer teachers an easy-to-implement, engaging way to impart these vital social-emotional skills and concepts. These programs are specifically designed to help children thrive and be more successful in school-ultimately setting them up to be thoughtful and productive adults. SEL concepts provide an extra dimension to education, focusing on improving cooperation, communication, and decision-making, thereby equipping children with the essential interpersonal tools for success.
Structured Learning for Enhanced Outcomes
Learning Together also utilizes TEACCH Structured Teaching Strategies as a core framework across all its classrooms. While this model has been at the forefront of supporting children on the Autism Spectrum, its benefits extend to all children. Through the strategic use of the physical environment, predictable schedules, and consistent routines, TEACCH creates an organized and structured classroom setting. This predictability and structure, coupled with necessary accommodations for independence, empower children to make significant gains in all areas of development: physical, social/emotional, cognitive, language, and math. This structured approach fosters an environment where children can learn and grow with confidence and clarity.
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Tracking Progress and Ensuring Kindergarten Readiness
The commitment to individual child progress is further underscored by the use of Teaching Strategies GOLD. This online program is instrumental in allowing teachers to effectively track the progress of children throughout the academic year. This continuous assessment enables Learning Together to follow children over several years, providing invaluable data to assess their developmental journey and to adjust teaching goals to meet their specific and evolving needs. A testament to the efficacy of these inclusive methods is the remarkable success rate of its students. On average, 90% of Learning Together's students graduate to kindergarten on the “Standard Course of Study,” as defined by the Wake County Public School System (WCPSS). This high rate of readiness significantly increases the likelihood that students are placed in traditional classrooms, rather than being relegated to segregated special education programs, thereby fostering greater integration and opportunity from the outset of their formal schooling.
The Criticality of Competent Supervision
A cornerstone of any high-quality early childhood program is the assurance of safety and attentive care. Learning Together emphasizes that children cannot be left without competent supervision at any time. Competent supervision is defined by a proactive awareness of and responsibility for the ongoing activity of each child. It necessitates that all children remain within a teacher's direct range of vision, with the teacher positioned closely enough to respond immediately when redirection or intervention strategies are needed. This vigilant approach ensures a secure and nurturing environment where every child can explore, learn, and grow without undue risk.
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