Philosophy

Learning

Because of the first years of life are so crucial to developing all aspects of a child’s intellect. PALS is committed to the development of the whole child. We continually plan and develop new learning activities and strategies to meet the needs and interests of each child, and strive to make learning fun by providing a stimulating, risk-free, child-centered environment. Two basic questions we ask about any activity are, “Is it fun?” and, “Does it build the child’s self-esteem?”

Praise and accumulated successes promote a happy environment where children can safely flourish. Therefore, we focus on teaching lifeskills through positive reinforcement, accompanied with a strong set of values so that we are actively developing the whole child.

Teachers track each student’s progress across several areas using personal portfolios to gather records, work samples, and developmental milestones.

Teachers

The way you and your child are greeted in the morning makes it easier for you both to start the day, and so PALS teachers welcome each child with a hug or a smile, and treat all children equally. Our teachers are not only well-trained and energetic, but are selected because they possess an attitude of being here for the children.

At PALS we hold the highest standards for our teachers, and also require all co-teachers to meet the same level of qualification. This selectivity, combined with our belief in fostering teachers’ self-esteem, is a big part of PALS’ remarkable staff retention. While the national average for teaching staff turnover in preschools stays around 42%, PALS’ staff turnover rate has always been under 10%.

Administration

Just as praise and positive self-esteem foster growth in children, the administrative philosophy at PALS actively supports such concepts within our management and teaching staff. Teacher growth is charted and assessed by each school’s Training Manager, using a portfolio method similar to the on e used for students. Additionally, Training Managers provide daily modeling in a practical setting to help teachers continue to grow and implement what they learn in training sessions.

At PALS, we believe teachers will teach the way they have been taught. To this end, we also have a full-time Training Coordinator on staff whose job is to plan and implement monthly training and in-service seminars for continuing education all PALS’ teachers. There seminars frequently feature nationally recognized teaching and child development experts who come into our facilities to share their knowledge.

Environment

Further reinforcing the overall positive image of PALS is the way our physical structures are perceived. PALS classrooms are designed to be visually pleasing, with bright and cheery colors. Rooms are clean, and everything has a place so there is no clutter. Bulletin boards are filled with the children’s work rather than photocopied staff memos or administrative information.

Behavior

Finally, as much as we would like for things to operate perfectly, behavior problems in young children can arise for any number of reasons. On occasions when PALS teachers are faced with correcting inappropriate behavior, a positive attitude is always their guide. Our policy for dealing with such events enables teachers to select the response they feel is best for the behavior in question:

1. Distract the child away form the situation.
2. Redirect the child to other activities
3. Give the child choices for new activities.
4. Select a new activity for the child.
5. Allow the child “by-myself” time.

In the event you child should have a bad day, his or her teacher will still approach you with a positive attitude. Any negative comment a teacher might have to make will be backed up by at least two positives about the child. PALS teachers are aware that parents can have bad days too, and no one likes to hear negatives as soon as they arrive for their child.