Vision Statement
Seattle Learning Center (SLC) provides high-quality, play-based early childhood education.
Mission and Goals
The mission of Seattle Learning Center is to provide an exciting, nurturing learning environment for infants through preschool-aged children. We encourage creativity through play and physical activity, inspire children to become lifelong learners, and build a strong, cooperative partnership between families and staff.
Seattle Learning Center is committed to:
- Providing a safe, supportive learning environment
- Offering a developmentally appropriate curriculum that is engaging, educational, and creative
- Providing abundant opportunities for physical activity through free play, structured dance and yoga, music, and movement-based experiences
- Serving healthy meals that are mostly organic and/or locally sourced
Our Play-Based Approach
SLC is a play-based school. We believe play and learning naturally go together—when children play, they build essential skills, including social-emotional competence. Through both free play and guided play, children develop the curiosity, confidence, and agency that support meaningful learning and fulfilling lives.
At SLC, educators scaffold children’s play rather than direct it. We trust children as capable learners who can explore, discover, and make choices. Our goal is to help every child develop a deep love of learning.
Physical Activity and Outdoor Play
Research has shown that physical activity supports learning and development. Our program offers movement experiences such as dance and yoga to build gross motor skills while also supporting teamwork, sportsmanship, confidence, impulse control, discipline, and respect.
Children go outside twice daily—rain or shine—either to our on-site play area or on walks to local parks. We believe that developing healthy movement habits early supports learning now and throughout life.
Kindergarten Readiness and Lifelong Skills
We prepare children for success in school by creating environments that inspire confidence, curiosity, self-control, empathy, communication, and cooperation. We foster early literacy and numeracy through play—not worksheets—because children learn best through meaningful, hands-on experiences.
We believe school success also depends on social-emotional readiness: understanding others’ feelings and viewpoints, cooperating with adults and peers, regulating emotions, and resolving conflicts constructively. These skills are critical for a successful kindergarten transition and strong early elementary experiences.
Creativity and Learning
At SLC, creativity is encouraged through play, and academics are never forced. When academics are pressured too early, learning can feel like a chore rather than a joyful process driven by curiosity and exploration. We focus on learning as a process—not an achievement.
Role of Educators
Early childhood educators are not only nurturers—they are professional partners, facilitators, observers, and co-learners with a deep understanding of developmentally appropriate practice. Our program is child-centered at its core. We trust children to initiate, explore, and engage with what they are ready to learn.
Because of this trust, we provide only the support needed to help children experience the satisfaction of mastering their own actions. During caregiving routines (diapering, eating, dressing, etc.), we encourage children to participate actively rather than remain passive recipients of care.
Educators create environments where children are free to explore. SLC classrooms reflect an intentional approach to learning that is responsive to children’s skills, needs, and interests. We build on children’s interests by designing environments that invite meaningful experiences. Our teachers are trained in Positive Behavior Support. Below are examples of respectful communication we use with children.
Examples of respectful teacher language
- Open-ended questions to deepen play and learning:
“What is your plan?” “Do you need anything else?” “What do you think will happen next?” “Tell me more about…” “How could we make…?” “Why do you think…?” - Narrating conflict and guiding problem-solving:
“I see that two children want the same toy. One child is holding it, and the other is reaching for it. We have two children and one toy. How could we solve this problem?” - Setting loving limits while validating feelings and offering choices:
“You’re feeling sad that it’s time to leave the park. I understand—you wanted more time. That’s disappointing. Would you like to hold my hand as we walk back, or would you like to hold the rope with your friends?”
Environment
Our classroom designs align with Washington State Early Achievers requirements. Each classroom includes learning centers available during free play, such as: dramatic play, sensory exploration, blocks, math, fine motor, art, science, and a reading/resting area. We adapt materials and classroom layouts based on children’s needs and interests.
Our approach supports whole-child development. Educators recognize individual differences and organize the room so children can explore at their own pace. We provide a wide range of materials and activities so children can make meaningful choices. We observe each child carefully to understand their communication and needs. The more we observe, the more we appreciate the depth and speed of learning that occurs during the first five years of life. This mindset helps us correct less and instead create a safe, supportive environment for growth.
Physical Activity
Seattle Learning Center is guided by the understanding that active movement and exercise promote learning. Children play outdoors twice a day, rain or shine, and we extend outdoor time during good weather. We take walks, visit nearby parks, and play games or run in neighborhood fields.
Each classroom incorporates movement through experiences such as yoga, movement lessons, tumbling mats for climbing, and dance. Children learn safe times and places to move quickly, and they have frequent opportunities to practice gross motor skills both indoors and outdoors.
Early Childhood Portfolios and Assessments
At SLC, we value documenting children’s growth and development. We use a combination of Ages and Stages Questionnaires (ASQ), The Creative Curriculum assessments, and Centers for Disease Control and Prevention (CDC) milestone checklists to create well-rounded, formal assessments. These are shared with families during parent conferences.
Positive and Respectful Discipline Methods
At SLC, we use evidence-informed guidance approaches, recognizing that every child is unique. We apply these methods thoughtfully, based on a child’s temperament and what is developmentally appropriate.
- Love and Logic (Jim Fay; Foster W. Cline): Emphasizes empathy, problem-solving, and offering choices.
- Emotion Coaching (John Gottman): Focuses on labeling and validating feelings, addressing behavior, and guiding problem-solving.
- Positive Discipline (Jane Nelsen): Teaches social and life skills through respect and encouragement.
- RIE (Resources for Infant Educarers) (Magda Gerber): Centers respect and trust in the child as an initiator, explorer, and self-learner.