Inquiry-based learning involves recognizing children’s curiosities and encouraging them to meaningfully investigate their questions about the world. Instead of simply answering children's big questions for them, we offer guidance and resources so that children may embark on their own investigative projects to uncover these answers for themselves. This not only lets children develop a deeper understanding of the topic, it also allows for a more engaging and motivating learning experience, one that is full of exciting experiments and imaginative ideas. This approach allows children to follow their interests and make increasingly complex discoveries.

Play-based learning recognizes that children's innate drive to learn is expressed through play. Instead of limiting children to the standards of adult learning, educators are able to apply the scientifically-backed approach of play-based learning in the classroom. Children’s ability to process complex problems and ideas through play ensures that their learning is meaningful, enjoyable, and challenging.

Active listening is a fundamental tool in supporting children's early learning. A pedagogy of listening involves engaging attentively with children's thoughts, feelings, and expressions in order to identify their strengths, curiosities, and areas for growth. This requires educators to first cultivate an atmosphere of trust and respect, where children's perspectives are valued, so that they feel comfortable sharing their experiences, ideas, and concerns. In response, educators can then provide each child with a truly meaningful, challenging, and collaborative learning experience. 

Our mission is to create a new standard for how children are protected in the early childhood education industry. Through evidence-based practices, our organization is structured according to the values of transparency, accountability, and collective responsibility towards protecting children. This involves instilling children with protective factors against maltreatment, such as building positive self-esteem, modelling age-appropriate boundaries and communication, respecting the right to bodily autonomy and privacy, dismantling social intimidation and secret-keeping, and empowering children to voice their needs. We teach this by modelling these practices as a core part of our class policies. These practices seek to build children’s long-term protective factors against maltreatment, but they are also the building-blocks of positive social skills that children will use to build respectful and caring friendships.