WELCOME TO OUR COMMUNITY RESOURCE AND ADVOCACY CORNER
Here, relevant, important documents will be regularly posted and available for our parents to access at their convenience. We will also regularly post hyper-links that support current learning modules, cutting edge trending topics in independent education, field trip forms for our interactive learning experiences, garden and elective forms, in-service and conference information and resources that staff are focusing on throughout the year, and any changes or alterations to our schedule, and links to our SIS. Stay tuned.....much more coming soon.
At our school, our approach to language, behavior, and conflict resolution is grounded in a synthesis of developmental psychology, social-emotional learning research, and time-honored educational philosophy. We view the cultivation of empathy, self-regulation, and respectful communication not as secondary skills, but as central to the formation of the whole child.
Maria Montessori wrote, “The child is both a hope and a promise for mankind.” In this spirit, we are committed to guiding not only academic growth, but the development of character, awareness, and relational intelligence.
A Research-Based Approach to Social and Emotional Development
Contemporary research affirms that children’s ability to regulate emotions, use appropriate language, and navigate conflict develops over time and must be explicitly taught and supported.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social-emotional learning (SEL) as the process through which children develop:
Self-awareness
Self-management (emotional regulation)
Social awareness (empathy)
Relationship skills
Responsible decision-making
Extensive research demonstrates that SEL improves academic outcomes, strengthens peer relationships, and significantly reduces behavioral challenges.
Key Resources:
• CASEL – Fundamentals of SEL: https://casel.org/fundamentals-of-sel/
• Learning Policy Institute – Evidence for SEL: https://learningpolicyinstitute.org/product/evidence-social-emotional-learning-schools-report
Developmental Psychology & the Growing Brain
Neuroscience and developmental psychology confirm that children’s executive functioning, impulse control, and perspective-taking abilities are still developing throughout childhood and adolescence.
This means that:
Emotional reactions may precede thoughtful responses
Conflicting perspectives between children are developmentally normal
Skills such as pausing, reflecting, and choosing language must be practiced repeatedly
As Viktor Frankl observed, “Between stimulus and response there is a space.” Our work is to help children recognize and use that space.
Key Resource:
• Child Mind Institute – Social Emotional Learning: https://childmind.org/article/what-is-social-and-emotional-learning/
Relational Learning & Co-Construction of Understanding
Our approach is also informed by Lev Vygotsky’s social development theory and the Reggio Emilia philosophy, which emphasize that learning—including social understanding—is constructed through relationships.
Children come to understand themselves and others through guided dialogue, reflection, and shared experiences.
As Loris Malaguzzi expressed, “Learning and understanding are co-constructed.”
Key Resource:
• Social Interactionist Theory (Vygotsky): https://en.wikipedia.org/wiki/Social_interactionist_theory
Montessori & Whole-Child Integration
Montessori education recognizes that cognitive, emotional, and social development are deeply interconnected. A calm, structured, and respectful environment supports children in developing independence, regulation, and inner discipline.
Key Resource:
• Montessori AMI – Social-Emotional Development: https://montessori-ami.org/trainingvoices/montessoris-social-emotional-path-healthy-brain-development
Conflict as a Developmental Opportunity
Research consistently shows that peer relationships are central to identity formation and social learning. Conflict, when supported with care and structure, becomes a powerful opportunity to develop:
Empathy and perspective-taking
Accountability and self-awareness
Communication and repair skils
Our Educational Commitment
We integrate these research-based principles through:
Reflective practices and guided self-awareness
Restorative conversations and mediation
Explicit teaching of emotional regulation and respectful language
Consistent expectations of accountability within a caring environment
As Rudolf Steiner wrote, “The need for imagination, a sense of truth, and a feeling of responsibility—these three forces are the very nerve of education.”
It is this sense of responsibility—toward oneself and others—that we are intentionally cultivating each day.
“Educating the mind without educating the heart is no education at all.” — Aristotle
Sincerely,
Bethany Alèce Sanchez, Director
A.C. Kraljev, Executive CoordinatorMontessori • Waldorf • Reggio • CBT • Neuropsycholinguistics • ABA • DBT
Whole Brain Wellness and Mindfulness
Eye to Eye National - A Mentoring Movement for Different Thinkers
Eye to Eye is the only national mentoring movement that pairs kids who have learning disabilities and attention deficit hyperactivity disorder (LD / ADHD) with college and high school mentors who have been similarly labeled. Using our arts-based curriculum, mentors help their mentees understand their unique way of learning and thinking, building self-esteem and skills they need to become self-advocates.