Here at Kidinc, we know that our program is as unique as every child; it is one of a kind. As such we can tell you that seeing how our program works and what we do is an eyes-on process!  We warmly invite prospective parents to set up an appointment, come see what we have to offer and gather more information about our school. 

We are currently accepting applications for new families to join us at Kidinc Preschool for the 2016/2017 school year! 

Please Contact Kidinc to schedule a personalized tour!

We are excited that you are interested and considering the Kidinc Preschool community! 


“The environment should act as an aquarium which reflects the ideas, ethics, attitudes and cultures of the people live in it. This is what we are working towards.”- Loris Malaguzzi, Founding Philosopher of the Reggio Emilia Approach


What intrigues your child? Is it painting dinosaurs? Working on rocket ships? Traveling to distant lands by reading books and looking at globes? Dressing up?

In keeping with the Reggio Emilia approach, the curriculum at Kidinc is not established in advance. Teachers express general goals and make hypotheses about what direction activities and projects might take. On this basis, they make appropriate preparations. After observing children in action, the curriculum emerges in the process of each activity or project and is flexibly adjusted accordingly through this continuous dialogue among teachers and with children.


Play and Project-Based Learning

Play and projects provide the backbone of the children’s and teachers’ learning experiences. These projects are based on the strong conviction that learning-by-doing is of great importance and that to discuss in groups and to revisit ideas and experiences is the premier way of gaining better understanding and learning.

Ideas for projects originate in the experiences of children and teachers as they construct knowledge together. They may start from a chance event, an idea, or a problem posed by one or more children or from an experience initiated directly by teachers.


Projects are narratives:

Projects are the vehicle for sharing the learning process. Discussions, revisiting ideas, and problem solving coexist in projects; some may last a few days, months or passed from year to year.  Questions lead to hypotheses and theories. Discussions lead to progression in the process of gathering information and further findings or outcomes. The curricula is allowed to change and flow daily, similar to a laboratory where experimentation, discovery and ideas prosper towards better understandings and higher levels of thought.


Art is a language

The hundred languages, how a child expresses themselves, is heard through countless resources.  What is done with materials is not “art per se,” it is integral to the whole curricula in expressing the cognitive symbolic processes of learning

ART

GARDENING

TREE COOKIES

STONES

READING LOFT

DIRT + MUD = Mud Kitchen

STUMPS & TWIGS

LOOSE PARTS

WATER

IMAGINARY PLAY