Our Philosophy

At PRLC Preschool, we embrace the Reggio Emilia Approach, viewing children as capable and deserving of constructing their own theories about the world and engaging as valued members of their community. Our classrooms feature thoughtfully curated materials and documentation of children's work, with teachers acting as co-researchers rather than instructors. Children's natural curiosity drives our curriculum—when a child shows interest in shadows, this might evolve into explorations with light tables, outdoor play, and artistic representations, building skills across multiple domains simultaneously.

By providing diverse opportunities for self-expression, we honor each child's unique voice and perspective, allowing them to become active protagonists in their learning journey while developing critical thinking skills and a lifelong love of discovery.

We believe in the transformative power of Early Childhood Education on communities and culture, and hope for our students, educators, and families to act as leaders in creating a future for all people that is built upon equity, inclusion, and love. 

Vision

Four children painting on large whiteboards in a classroom with large windows, one child seated and the others standing or sitting on small stools.

To provide an educational setting which dismantles systemic and internalized forms of oppression through the empowerment of children, educators, and families alike. 

Mission

A young girl with curly blonde hair climbing a rope web structure at a park, looking down and smiling, with green trees and a cloudy sky in the background.
Children at a round table drawing and coloring with markers and crayons.

  • We view imagination as an incredibly powerful tool for change. Alongside the children in our care, we envision new practices which challenge existing assumptions and bias, and involve children in taking progressive action towards creating a more just and equitable world.

  • Within the context of reciprocal relationships, we reject absolutes and instead approach all working and learning with wonder and openness to transformation. We ask questions, research, experiment, and reflect with the goal of finding new ways of being with & understanding the world and one another.

  • We foster connections with people, organizations, and natural spaces throughout our community and region, grounded in knowledge and respect for the fact that we reside on the unceded traditional land of the Duwamish Tribe: the First People of Seattle.   We create intentional opportunities for children to connect with nature in a wide variety of settings, with an emphasis on spending time outdoors in the forests, waterways, and other greenspaces that surround us. 

  • We cultivate time and space for children, educators, and families to imagine, explore, and create in order to construct their own systems of knowledge. Our approaches are grounded in the belief that play is the most meaningful form of learning for all humans, and that our perspective as educators must be rooted in delight for being witnesses, partners, and facilitators to this work. 

  • We establish relationships with children, families, and community members in which we are sensitive and responsive to each other’s needs, wants, and perspectives.  We prioritize authentic and meaningful conversations, and the amplification of those whose voices have been historically and systemically minimized.  

  • We highlight awareness of the people and groups we are surrounded by and how our actions impact the experiences of others. We treat each community of children in our care as a unique and formative experience to be involved in, and support them in determining practices and norms that are most meaningful and relevant to them. We support every child in developing a sense of identity and belonging within their group setting.  

  • We treat time as a protected and respected resource which children, educators, and families use to build relationships, take on challenges, and form their identities. As we serve as stewards of children’s time, we ensure that it is used in alignment with both their individual and communal needs. 

Values

A group of young children wearing matching yellow shirts standing at a black fence, looking at a pond with ducks and lily pads surrounded by trees and greenery.