Elevating leaders to co-create a cohesive approach to early learning.
Coherent Path to Quality
LFC’s Coherent Path to Quality framework defines three dimensions of program quality: relationships and interactions, the emotional and physical environment, and learning experiences. Each dimension has “simple rules” or criteria for establishing shared understanding and for ensuring that all children and adults thrive.
We also need to be intentional in creating an emotional and physical environment that is:
Safe. Safe means that adults and children are emotionally, physically, and mentally protected from discomfort and danger. The environment is intentionally designed to ensure that children are visible at all times so that they can work independently while also being supervised by adults.
Calm. When an environment is calm, it soothes your senses. Smells are pleasant and not overpowering. Visually it appeals to your eyes and invites you to take in the atmosphere. You hear sounds of laughter and conversations that are not overstimulating or intrusive. Calm environments support self-regulation and resiliency. They send the message: “You’re in a safe place to explore and follow your curiosity.”
Organized. An organized environment provides an arrangement of space and materials so that children can be independent. Teachers do not serve as “material brokers.” It provides spaces and activities for developing community and mastering skills.
Respectful. The environment makes everyone feel welcome, involved, and empowered. It is a place where learners feel at home, where students are willing to open their minds, listen, and achieve their highest potential.
With strong relationships and supportive environments as our foundation, we are prepared to create learning experiences that are:
Meaningful. When learning experiences are meaningful, they connect with something familiar to the learner. The new learning offers a small stretch rather than a huge leap beyond the learner’s previous knowledge.
Exploratory. Exploratory learning experiences spark the curiosity of the learner. The learner begins to build questions and seek answers. What will happen if I? How does this work? Why does it work that way?
Actionable. When learning experiences are actionable, the learner can see how to use what she has learned and easily use the new learning for a purpose.