Rather than relying on a single, rigid curriculum, we believe in the strength of an integrated approach that invites us to deep-dive into studies inspired by children’s interests in the natural world. This flexibility allows us to remain responsive to each child’s developmental needs, curiosity, and pace, creating learning that feels meaningful rather than forced. By drawing from diverse educational resources and philosophies, we offer children varied entry points to understanding—building critical thinking, creativity, and adaptability through rich experiences that unfold over time. Through these integrated studies, we naturally weave together language and literacy, social-emotional development, cognitive reasoning, and physical growth, helping children develop in ways that are integrated, balanced, and developmentally aligned.
In this model, learning expands beyond skills and standards—
it becomes joyful, relevant, and intrinsically motivating.
Maria Montessori
At Sacred Roots, we believe deeply in the powerful connection between nature and early childhood development. Because of this, outdoor learning and movement are woven intentionally throughout our curriculum. Research in developmental psychology, neuroscience, and environmental education consistently affirm that nature-based experiences enhance cognitive functioning, improve sustained attention, and strengthen mental health, especially in young children. By fostering a bond with the natural world, we also encourage respect for the environment and a deeper understanding that we are participants in nature, not observers outside of it. Our outdoor activities are designed to integrate development in all learning domains, inspire creativity, and cultivate a love for the outdoors, which children carry with them as they grow.
We believe children learn best when they can work with ideas, not just hear about them. Hands-on learning plays a crucial role in early brain development, strengthening neural pathways through direct experience rather than passive absorption. Engaging in open-ended materials and interest-led studies creates opportunities for children to explore ideas deeply and creatively. As they explore, meaningful connections emerge across concepts and developmental domains. In practice, this means that learning becomes integrated rather than compartmentalized; hands-on work naturally engages cognitive, physical, social, and emotional growth at once. We adopt this model with intention, cultivating learners who grow to be curious, confident, and deeply engaged in their own learning.
Our work is informed by research, but shaped by children. We lean on evidence from early learning science, brain development, and social-emotional frameworks to design tailored experiences that nurture cognitive growth, emotional intelligence, and the social skills children need to thrive. We draw upon trusted frameworks from NAEYC and Head Start while integrating pedagogical practices guided by influential educators and child development theorists such as Piaget, Vygotsky, Reggio-Emilia, and Montessori. Through ongoing observation and documentation, we respond to each child’s developmental path with intentionality—using research as a foundation rather than a script. When evidence-based practice supports intentional, responsive pedagogy, learning becomes purposeful, adaptive, and developmentally robust.
In our classroom, anti-bias education focuses on fostering a strong sense of self, respect for others, and an understanding of fairness. Through books, materials, and activities that reflect a variety of cultures, abilities, and perspectives, children learn to appreciate diversity and develop empathy. We encourage open conversations that help children build confidence in who they are and honor the diverse perspectives, cultures, and abilities that make up our community. By nurturing their sense of justice and compassion, we aim to equip children with the moral grounding to recognize and respond to unfair situations as they grow.
We do not promote personal agendas or ideologies. We believe it is the family’s right and responsibility to guide their child’s personal, cultural, and political values at home. Our role is to create a safe and welcoming environment where children feel respected, included, and free to be curious and proud of who they are. While we uphold values of kindness, fairness, and respect for others, we do not seek to influence a child’s beliefs beyond these shared principles.
As your child’s educator's at Sacred Roots Early Learning, we prioritize quality, meaningful learning experiences over sticking rigidly to a schedule. Below, you’ll find a glimpse into a typical day, but please know that while we follow a thoughtfully planned routine, the children’s health, well-being, and genuine learning always come first. Being an effective educator means knowing when to pause, extend, or transition an activity to enhance each child’s learning experience.
To keep your child in the zone of proximal development—a concept introduced by psychologist Lev Vygotsky that defines the space where optimal learning unfolds—we provide just the right level of support for each child to master new skills just beyond their current reach, encouraging meaningful progress and confidence without the rush of a strict schedule. Our commitment is to nurture this process, thoughtfully extending or transitioning activities as needed to enrich each child’s unique learning journey.
Mornings at Sacred Roots begin with connection. As children arrive, they are greeted and supported in transitioning from home to school with...
When everyone is ready, we gather in a community circle—our first collective moment of the day. Each child is invited to share something on ...
Here, we engage in a learning experience related to a specific study of the month. This could include a story, demonstration, discussion, or...
Following whole-group learning, we extend the experience through an indoor or outdoor activity that reinforces the concepts we explored toge...
Sacred Roots is a food-conscious classroom that respects everyone's needs (e.g. food allergies, food intolerances, and preferences). Meal ti...
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