The Little Lighthouse Preschool & Daycare is a serving and ministering extension of Tipp City Community Bible Church. Our existence serves to support the Community Bible Church purpose verse from Colossians 1:28, “Presenting every man perfect in Christ.” The Little Lighthouse is committed to fostering positive growth to the spiritual, intellectual, social-emotional, cognitive, physical and creative developmental areas, while keeping each child's uniqueness foremost in mind.
Our mission is to aid and support parents in fulfilling their God-given responsibility to “train up a child in the way he should go”, Proverbs 22:6, by providing a Christ focused environment where the whole child may grow, “having been rooted and established, strengthened and overflowing,” - Colossians 2:7; focusing on the spiritual, cognitive, physical, social-emotional, and creative developmental domains of growth.
Our mission verse, Col. 2:7, “having been rooted and established, strengthened and overflowing,“ calls us to a vision of the education and care of children, the implications of which include:
- Partnering with parents in building a strong God-centered foundation for the children in our care, Eph 6:4,Duet 11:19
- Reflecting God’s love through service to our children and families, Acts 7:20-21
- Extending the support and guidance of the Community Bible Church family, Col 1:28-29
- Providing sincere, nurturing, properly educated and trained teachers and staff, Prov 1:2-4, 1 Peter 3:15, 2 Tim 2:15, Phil. 2:3, 1 Thes. 5:7, 1 Tim 1:5
- Teaching and incorporating into the classroom environment Christian world view, Duet 6:5, Psalm 144:12
- Valuing the uniqueness and individuality of each child, Matt 18:1-6
- Honoring the unique culture, customs and traditions of each family, 2 Tim. 1:5
- Fostering a love for learning, Prov. 22:6, 1 Thes. 4:11-12
- Building our program around developmentally appropriate practices, Luke 2:40, Heb. 5:12-14, 1 Cor. 13:11
- Observing the child so as to intimately know his ways, Psalm 139:1-18
OUR EDUCATIONAL PHILOSOPHY – Luke 2:52
In understanding child development, we look to Luke 2:52, “And Jesus grew in wisdom and stature and in favor with God and man.” How did Jesus grow?
Jesus grew in wisdom (cognitive/intellectual development).
Jesus grew in stature (physical development).
Jesus grew in favor with men (social/emotional development).
Jesus grew in favor with God (spiritual development).
In the child-centered learning environment, education involves the whole child and includes all areas mentioned in the above scripture, the cognitive/intellectual, the physical, the social-emotional, and the spiritual. Instruction and assessment are organized around the child’s interests and learning styles. The process of learning, rather than what is learned is emphasized. Recent research reveals that preschool children learn best through active, hands-on learning methods such as experimenting, exploring, discovering trying out and reconstructing. Children develop at varying rates and the school should allow for these individual differences. This methodology is referred to as developmentally appropriate practice, which is based on knowledge of the typical development of children within an age span (age appropriateness) as well as the uniqueness of the child (individual appropriateness).
The Lighthouse embraces the following principles and practices of developmentally appropriate practice taken from the document: Developmentally Appropriate Practice in Early Childhood Programs (Bredekamp & Coppke, 1997).
- Wholeness of the child – Children are whole persons in whom physical, social, emotional and cognitive development is integrated. Each area of development is important and affects evert other area of development. Lighthouse recognizes that each child has a spiritual dimension (James Fowler) as well that must be addressed in dealing with the whole child.
- Active involvement – Children must be active participants in their own learning. The manipulation of real, concrete, and relevant materials contributes to children’s understanding of the world around them.
- Interaction with adults and peers – Learning occurs when children interact with people in their environments. Interactions with adults and other children facilitate the mental manipulation and ownership of ideas.
- Authentic Experiences – Children learn best from personally meaningful experiences that flow from the reality of their lives. When school experiences reflect the reality of life beyond the school, learning is more relevant and purposeful.
- Appropriate learning activities – Appropriate learning activities include projects, learning centers, and such activities as building, drawing, writing, discussing and reading. Research exploration, discovery and problem solving are examples of recommended educational experience.
- Integrated curriculum – Integrated thematic units form the foundation for appropriate curriculum, enabling children to make connections among and between ideas and knowledge.
- Intrinsic motivation – Fostering intrinsic motivation has the potential to support the development of responsible and autonomous learners, that is, learners that develop a passion and love for a lifetime of learning.
- Authentic assessment – Evaluation of children’s progress should flow directly from the tasks and experiences in which they have been engaged.
There is a tremendous normal variability both among children of the same chronological age and within an individual child. Children’s social skills, physical skills and emotional adjustment are equally important areas of development and each contributes to how well children do in school. Within any group of children, one child may possess advanced language and cognitive skills, but show poor social skills and emotional adjustment. The precise time at which a child will achieve a certain level of development or acquire specific skills is difficult to predict. Learning and development do not occur in rigid, uniform ways. Childhood is not a race, it is a journey. We need to remember to give children adequate time to develop as thinkers, knowers and problem solvers. However, some children may benefit from early interventions which will allow them to function at their fullest potential. It is the goal of Lighthouse to stay current of the latest research on how young children learn and implement strategies into our practice to promote optimum brain development.