This is a community-inspired environment where kids can have fun playing games, doing puzzles, reading, practicing yoga, and expressing themselves through art. Our goal is to nurture your child’s natural virtues of grace, purpose, harmony, connection, and growth through joyful learning. The Hive is available for families enjoying services in the Breathe BuildingParents can enjoy a yoga class, a meal, or a visit to our wellness center, knowing that their children are in a safe, nurturing environment just next door.

Sarah Miller – Program Director

Sarah is an experienced caregiver and teacher with a background in art making, Art Therapy Counseling, and child development. She uses a Reggio-Emilia inspired approach to education with a special emphasis in art, creativity, empathy, and community. She believes in supporting a child’s natural curiosity and desire to learn by listening and respecting them and teaching them to do the same with others. 
Sarah provides children with tools to aid self-sufficiency through use of the Collaborative Problem Solving method and developmentally appropriate scaffolding. Her approach supports kids in developing a sense of self-efficacy and allows kids to work together and learn positive language to help negotiate disagreements and inspire inclusive play.

Pricing

We price childcare in 30 minute blocks.  For 1 block, it costs $6.  However, we offer packages of blocks (that can be shared amongst siblings), that reduces the cost per half an hour.  The packages are:

One 30 minute block = $6
Three 30 minute blocks = $15
Fifteen 30 minute blocks = $60
Thirty 30 minute blocks  =$110

 

Our Philosophy

  • The Reggio Emilia philosophy is based upon the following understanding:
  • Children benefit from having some control over the direction of their learning.
  • Children learn through experiences of touching, moving, listening, and observing.
  • Children build social skills by having a relationship with others.
  • Children form relationships with material items and learn from those items through exploration.
  • Children are enriched when provided a variety of ways and opportunities to express themselves.

Reggio Emilia is a developmentally centered philosophy that is supported by current theory and research on meeting children’s developmental needs. This approach puts children’s natural propensity to learn, grow, create, care, express, investigate, observe, and explore at the center of its philosophy.  As active constructors of knowledge, children are given opportunities to develop their innate potential. Children are also supported as social beings whose relationship to other children, family, teachers, and the community are places for important learning.

The ability to negotiate within a peer group is a prioritized skill. Care-givers help make children aware that respect for their peers is important because everyone is part of the group and has something to offer. This mutual respect is also modeled by the teacher who listens to the child’s ideas and concerns and offers collaborative problem-solving when disagreements arise.

In the Reggio approach, the teacher is considered a co-learner and collaborator with the children and not just an instructor. Care-givers are encouraged to facilitate activities and lessons based on children’s interests, asking questions to further understanding, and actively engaging in the activities alongside the children while allowing play to remain child-led.

The environment itself is seen as a kind of “third teacher” where children create meaning and make sense of their world. Here children learn to retrieve and put away their own supplies for play, fostering a sense of independence and contribution to the care of the room. Supplies are organized and frequently rearranged to suit the needs of the children and create visual interest.

Small group projects provide structured learning when appropriate, while self-selected play allows for freedom of choice and individual investigation. Care-givers observe imaginative play as the source material for deeper investigations. Project topics may also reflect seasonal changes, community activities, or spontaneous events that spark interest. Improvised responses allow for creative teaching and authentic learning. Uncertainty provokes children’s creative thinking and problem-solving, while developmentally appropriate materials allow everyone to participate.

Care-givers trust themselves to respond appropriately to children’s ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike.

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