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At Early Impressions, we believe that learning is not a passive activity.  Children learn and retain more when they are actively involved in the process.  Each child is a unique individual.  Different strengths, learning styles, and levels of readiness must be considered as the staff prepares to teach.  Learning is a life-long process.  Children need to be taught critical thinking and problem-solving skills that they will use throughout their lives.  The first five years of a child’s life are the most important as it is these years during which the foundation is laid for the kind of student and the kind of person they will become. 

At Early Impressions, it is believed that children develop in stages.  These stages are marked by specific characteristics and cognitive capabilities. The development and readiness of each child is considered when planning activities.  Children are pushed to a higher level of knowledge by the arousal of their curiosity.  Children are encouraged to interact with one another to develop social skills such as cooperation and tolerance for their peers differing points of views.  It is understood that no two children are alike; they each need individual attention and guidance to help motivate them educationally, emotionally, and socially.  It is also understood that the thought processes and learning skills children develop early in life will shape the way they approach education throughout their lives.  If Early Impressions can help them to develop a healthy attitude toward their self, others, and education at this early age, then they will be better thinkers, better friends, and better people.  The staff at Early Impressions teaches so that everything blends together to generate a continuous, fulfilling learning experience that they will take with them for the rest of their educational walk.  By focusing on each child as an individual, they will have a better chance for success in school and later in life. 
 
We use Adventures in Learning, coupled with Abeka for small group learning.  The daily schedule has been designed to provide an array of activities that will keep the children engaged throughout the day.  A mixture of large group and small group activities will provide opportunities for social and intellectual stimulation.  Free-play will encompass a large percent of the day where children are provided with learning centers and materials that will satisfy their need to play and explore as they learn. 

​Developmental screening will be conducted with two separate screening tools: the Early Learning Standards and the ASQ & ASQ-SE.  By screening children twice each year, we are able to get a base line to monitor and later compare to measure progress of each child. These tools will help us to identify areas in which a child may need intervention or special services.  If it is determined that a referral is needed, a parent request form is sent home.  This form allows the parent to contribute to the assessment process.  The form is then sent to the Wilbur D. Mills Educational Cooperative Services where more in depth screenings by licensed professionals such as speech, occupational, and physical therapists are conducted.  If needed, a behavioral therapist is also sent out to observe and assess the child.  Once all assessments have been completed a representative will meet with the parent to establish a plan for the child.  Our staff will work with the therapists to ensure that the child is given any needed help on our part to assist the child in meeting the goals established by the team. 
 
It is our desire that all children in our care be afforded equal opportunity to participate in any and all activities.  Any necessary adjustments to the curriculum, schedule, and/or classroom to ensure that this goal is achieved will be taken care of immediately.