A Statement of Epworth Preschool’s Philosophy and Objectives

Epworth Preschool’s goal is to foster the cognitive, emotional, and social growth in a developmentally appropriate way. To achieve this goal, we provide a warm, accepting, and stimulating environment. Learning situations are created to enable the child to experience mastery and a sense of competency and good self-esteem. Play is valued as children’s real “work,” and teachers provide opportunities to enhance and extend quality play. Children are encouraged to explore, think, and create to express themselves verbally, musically, artistically, emotionally, and physically.

Our classrooms are organized in centers. Centers found in most rooms include Blocks, Manipulatives, Art, Dramatic Play, Books/Language, Sensory Table and Science/Discovery. We also have a weekly music program, and many of our classrooms conduct frequent cooking experiences. Classroom curriculum is structured around the use of themes (holidays, dinosaurs, seasons, the rain forest, and community helpers are some of our favorites) to foster a sense of home, family, school, and our broader world. Children ages three and above take field trips, which allows them to develop an awareness of other environments. Daily circle or group times allow the opportunity for self-expression and sharing with others. Socializing, specifically sharing and caring, is a major emphasis in all aspects of our program.

Our program offers low teacher-student ratios that provide the opportunity for teachers and the children to develop a warm, strong relationship. Our day is structured with a balance of teacher- and child-initiated activities. This balance allows children to gain a sense of security from the regular routines in their daily schedule while exploring their environment through free-choice activities.


As part of our philosophy of respect for the dignity and worth of each individual child, family member, and colleague, we at Epworth have long observed the practice of using first names for teachers as well as children. At Epworth, children are respected as whole human beings in their own right and seen as unique, incomparable individuals developing along a continuum. At Epworth, teachers and children work as partners in the learning process and share decision-making, thereby supporting children’s autonomy and sense of competency. We have a basic commitment to helping children and adults achieve their full potential through relationships that are based on trust, respect, and positive regard for one another.

Our objectives:

  • To provide a warm, respectful, caring and stimulating environment that enables each child to experience mastery, a sense of competency and good self-esteem.

  • To develop a sense of respect for others and self and to foster a sense of trust and respect between child and teacher.


  • To provide opportunities for self-expression verbally, musically, artistically and emotionally.


  • To expose children to numbers through open-ended exploration of spatial reasoning, puzzles, blocks, measurement, shape and form, classification and sorting.


  • To increase language skills and vocabulary by providing a stimulating, active and diverse linguistic environment through dramatic play, story time, puppetry, peer interactions, social experiences, field trips, and other enriching activities.


  • To provide opportunities for problem solving and experimentation through the use of scientific methods of questioning and predicting.

  • To provide frequent exposure to various forms of music, musical instruments and rhythms.


  • To provide a variety of experiences in art where process, not product, is the main goal, allowing for creative, original and independent exploration by each child.


  • To provide a variety of health, safety and nutrition experiences.


  • To convey these objectives to the parents of our children.

Our objectives are achieved by a daily plan that is balanced across cognitive, social/emotional as well as fine and gross motor skills.

  • We foster the development of gross motor skills daily through movement activities, rodeo riding days and use of our playground equipment. All classes have playground time for at least 30 minutes per day.

  • Fine motor skills are fostered through use of scissors, glue, markers, crayons, pencils, puzzles, beading, play dough and other manipulative materials.

  • Positive behavior is praised and we teach children to solve conflicts verbally.

  • Children learn to play and work with others, share, take turns and adapt to a group environment.

  • Strategies for effective and developmentally appropriate classroom management utilized in our program include redirection, flexibility with the routine and the schedule, assisting children with conflict resolution, and modeling appropriate language and behavior for them.