Beaverton School District

At Beaverton School District it is our philosophy and belief that quality preschool is grounded in current early learning research, lived experience as educators, and the experiences of children and families to ensure children are supported as they embark on a lifetime of learning. The purpose of our program is to build anti-biased, high quality, nurturing early learning environments that are inclusive of all, particularly children experiencing developmental delays or disabilities, children who speak languages other than English, children of color, and children living in poverty.

In Beaverton, as part of our philosophy, we have chosen to implement the Early Education Essentials as part of our teaching strategy to ensure that we have the organizational conditions that support teachers, families, and children. We are designing high-quality classroom settings that include intentional and ambitious instruction and allow for teacher collaboration. To support ambitious instruction and our approaches to learning we have the following goals:

Concentrate on all domains of child development, focusing on the whole child, knowing that learning occurs on a developmental continuum in progressions.

Remember that children learn through experiences as they develop the ability to translate what they know about their environment to abstract thoughts.

Create opportunities for children to interact with interesting challenges in their environment through inquiry and play as a way to build their brains.

Celebrate the ways children learn from each other and create a safe space for peer interaction as a tool for learning.

Work to build secure attachments with each of our students because we know that a warm and nurturing relationship with their teacher supports the development of empathy, self-regulation, and a strong self- concept.

View and work with every child in the context of their culture, their family, and their community. Commit to connecting with families and caregivers, valuing their diverse perspectives and cultural knowledge as assets, and working as essential partners in their children’s education.