At SOMACC, we believe that all children are intelligent, strong, curious, resilient, competent, rich with wonder and knowledge, and full of potential. They are active learners who are capable of constructing their own experiences and theories, testing their hypotheses during play and social interactions, and expressing their process of exploration and learning through many different languages.

Our Philosophies

Our Early Care and Education Programs are inspired by leading philosophies in early childhood education: Resources for Infant Educarers (RIE) for infants and toddlers, and the Reggio Emilia Approach for preschoolers.  These philosophies started post World War II to reconstruct society and to improve the quality of care and education in children. 

Our Early Care & Education Programs

Our Infant Program serves children 3 to 18 months and our Toddler Program serves those who are 18 months to 2 years 5 months.  Both programs are inspired by Magda Gerber’s RIE philosophy that promotes respect and an authentic sense of self in children.  It also honors infants and young children as equal members in relationships to promote effective bonding and attachment. Incorporating a deep respect and appreciation of the baby as more than a helpless object, this approach encourages infants and adults to trust each other, learn to problem solve, and embrace their ability for self-discovery.  Furthermore, continuity of care is a significant aspect of this philosophy.

Our Preschool Program serves older children 2 years 5 months to 5 years+ and is greatly influenced by Loris Malaguzzi’s Reggio Emilia Approach centered on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment. At the heart of this system is the powerful image of the child and the "hundred languages" that that children use to express themselves. Its self-guided and flexible curriculums emerged from the children's interests, ideas, thoughts and observations.  It encourages collaboration among children, teachers and parents; the co-construction of knowledge; the interdependence of individual and social learning; and the role of culture in understanding this interdependence.