Central to the early childhood program is that young children need learning experiences that are integrated and not compartmentalized. This is rooted in a belief that young children need to experience the relevance of their world before they separate themselves from it and begin to analyze it in a detached way. Consequently, learning in our early childhood programs are integrated rather than subject based.
Mathematics for example might take place at the cooking table, where food is being prepared and concepts such as addition and subtraction, weight, measure, quantity and shape are grasped in a practical manner as part of daily life. Through movement games, students recognize and recreate patterns. Natural objects such as acorns, pine cones, and shells are sorted, ordered and counted. Students are directly involved in mathematical experience and use mathematical language in a natural way which is usually embedded in social and moral context—learning gains meaning by its relevance to life.