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Our Philosophy

At the core of our philosophy we see the child as a competent, capable protagonist in their own learning. We understand that the early years of a child’s life are full of wonder and discovery of the world around them. We believe the child has the right to nurturing caregivers and an environment that supports their learning and is inclusive of their individual identity, as well as that of their family. It is our passion to support the growth of children in becoming confident, compassionate individuals with a deep love of learning. We study the work of the schools in Reggio Emilia, Italy, and are deeply rooted in the constructivist theory. At the heart of the constructivist theory is the idea that children learn through real-life, authentic experiences within a social context.

The Rights of Children, Teachers and Parents

The Rights of Our Community

Education is a right of all and it is the responsibility of the community to facilitate growth, gaining of knowledge, and learning to live together in peace. We believe these rights exists for each child, teacher, and parent.

The Rights of Children

In our school, we promote the rights and potential of children by fostering relationships, autonomy, creativity, and learning.

“All children have preparedness, potential, curiosity; they have interest in the relationship, in constructing their own learning, and in negotiating with everything the environment brings to them. Children should be considered as active citizens with rights, as contributing members, with their families, of their local community.” -Leila Gandini

The Rights of Teachers

The role of the teacher is a delicate balance of many different responsibilities. The teacher is a combination of nurturer, caregiver, educator, documenter, and advocate for the child.

The Rights of Parents

The parent has the right to be an active participant in the classroom community whose understanding of the child is valued and welcomed. The parent is a partner in the learning process and provides invaluable knowledge of the child.

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