Our mission is to empower children to be the directors of their own learning and build a foundation for academic and social success. By developing children’s natural curiosity and inquisitiveness about the world they will have the drive and ability to learn about anything that interests them. Our students will acquire tools to aid them in reading, writing, problem solving and effectively communicating with others. Once the spark for learning is ignited, it is our hope students will share their love of learning with others.


At  Early Discoveries CDC we believe...

  • that every child is talented, capable of learning and has unique gifts and strengths that should be celebrated 

  • that children need encouragement, consistency, clear expectations and healthy boundaries

  • that by providing a comfortable and safe environment, children will feel empowered to take the risks involved in learning new things  

  • that learning should be hands–on, interactive, imaginative, integrated, and FUN! 

We provide a place where...

  • children are valued for their sense of wonder and their natural desire to learn 

  • children discover learning is fun

  • children are encouraged to explore  

  • the staff works together for the benefit of the children 

  • families are valued for the support they provide their children, for the partnerships they build with our staff and for their willingness to entrust their children into our care

  • children can grow and learn to their fullest potential 


Why do children at Early Discoveries look like they’re having so much fun? Because play is the foundation for learning and Early Discoveries takes play very seriously.

EDCDC teachers promote play by creating theme-based lesson plans to meet the individual needs of the children in their classrooms. They introduce developmentally appropriate materials and activities in Learning Centers. These Centers are hands-on areas and include music, science, math, creative art, writing, computers and dramatic play.

Learning Centers:

  • Provide time for children to explore their feelings and use their imaginations. 

  • Encourage children to investigate their surroundings, solve problems and think independently. 

  • Support children’s freedom to move from center to center and learn at their own pace. 

  • Allow teachers to observe activities, assess children’s development and create portfolios.


Children are encouraged to: 

  • Explore a variety of materials through play. 

  • Make choices among several options according to their interests. 

  • Socialize with their friends. 

  • Use objects to represent something else (a toy banana becomes a phone) which sets the stage for abstract thinking - the type of thinking that is essential to learning to read and write.


Continuity of care promotes secure teacher-child attachment by allowing the teacher to develop meaningful relationships with children over time, as they become familiar with each child's individual needs, skills, interests, and ways of learning. In addition to this important relationship, children develop the beginning skills of friendship and empathy by spending longer periods of time with the same group of peers. Family-teacher relationships are strengthened as well, as parents and teachers also have more time to get to know and trust one another. Within this relationship, parents are more likely to share concerns about their child, listen to the teacher's suggestions, and learn from observing teacher-child interactions.

Finally, this approach allows teachers to develop and put into practice a broader understanding of child development as they observe it first-hand over a longer period of time than in most child care settings. Anecdotal evidence suggests that teachers experience greater emotional satisfaction from the longer relationships with children and families, which may in turn lead to increased job retention, a critical goal in the field of early care and education.