Young children have a natural awe and reverence for the world and the adults who care for and teach them; thus, children readily imitate what they experience in their environment. Consequently, the teacher embodies and demonstrates the behaviors, knowledge, attitudes, and habits for the children to learn and acquire through imitation.

Young children develop a sense of security and confidence in the world that leads to clear thinking and emotional stability later through consistent relationships with their primary adult caregivers and teachers and through rhythm in their daily, weekly and yearly life.

Young children’s bodies are in an intense process of forming inner organs, growing bones and brain tissue, and developing physical gross and fine motor coordination, which should be honored and actively supported. Consequently, young children will ideally be purposefully given a significant amount time for free play that encourages a variety of physical activities, imitative make-believe play acting, and imaginative and social problem solving.

Young children do not have the filters adults do with regard to their sensory experiences; they are like sponges absorbing everything in their environment. Consequently, the classroom environment is rich with healthy sensory experiences incorporating natural materials, texture, warmth, and the fragrances of cooking and baking. In addition, outdoor time in nature immerses children in the sights, sounds, colors, smells, and tactile experiences of the ever-changing seasons.