We engage the whole child through programing that’s age-appropriate, accredited and supported by teams of experienced teachers.
It starts with a nurturing classroom environment
Our classrooms are designed to be developmentally appropriate, grouping children together who are in the same age and stage of development. The following principles guide our teaching in every classroom:
Building a trusting relationship with each child
Strong focus on social/emotional development
Providing responsive, individualized care
Creating environments that encourage exploration and discovery
Ensuring children’s safety and health
Developing partnerships with families
Documenting children’s development to plan for each child
Appreciating cultural, family, and individual differences
Building a foundation for lifelong learning
A nurturing environment for every age.
6 WEEKS — 12 MONTHS
9 MONTHS – 16 MONTHS
16 Months – 26 Months
2 – 3 YEAR OLDS
3 – 4 YEAR OLDS
4 – 5 YEAR OLDS
A nurturing environment, taught by a team of 2-3 experienced educators.
Team teaching allows for more classroom stability, lower teacher to child ratios, greater program quality and less teacher turn-over; all of which are in the best interest of the children we serve.
Good parent-teacher relationships are the key to a successful program
We communicate with parents in a variety of ways to create strong connections between home and school. In addition to daily face to face communication, teachers also communicate throughout the day with photos and notes via our Lillio App. Parents are invited to conferences twice per year, or more often as needed.
Diversity built into every child’s FCDC experience
Children at FCDC experience diversity through relationships, play, curriculum, and a variety of toys, books, and music. Our respectful community passionately upholds these values, ensuring that inclusion remains at the heart of everything we do.
Supported by research-based assessments.
FCDC teachers implement ECIPS and Pearsons assessment, which is aligned with the Minnesota Department of Education’s Early Indicators of Progress, to determine each individual child’s progress towards goals. Individualized learning activities are then planned to help each child meet his/her own potential.