Philosophy Statement

A philosophy statement shares a program’s core values and principles. It outlines what a program believes and serves as a linchpin between the organization’s mission and its polices. Everything that happens in the day-to-day operation of a program should flow from its philosophy.

Purpose

A philosophy statement anchors programs, ensuring values drive practices. It connects vision to reality, fostering an atmosphere where children flourish through play. This policy should:

Inspire Unity—Unite staff and families around a play-focused ethos.
Guide Practice—Base routines and policies on child-led exploration.
Promote Child-Centered Learning—Elevate play as the core of growth.
Communicate Values—Convey the program’s passion for joy and discovery.

Where To Include

At Playvolution HQ, we recommend using the Three Handbook Method and adding this policy to your Operating Handbook.

Considerations

When shaping a philosophy statement, consider these points:

Alignment—Flow from the program’s vision and mission.
Principles—Share the beliefs that guide the program’s daily operation.
Cite Sources—Referencing sources related to the principles outlined in your philosophy statement shows your beliefs are built on a solid foundation.
Make It Readable—Philosophy statements are longer than vision and mission statements. A bullet list of ideas is simpler to consume and reference than long paragraphs.
Simplicity And Clarity—Keep it clear and compelling.

Real-World Philosophy Statements

NOTE: The following samples are real-world examples relating to this post’s topic and are provided as a reference for creating your own policies and procedures. Sharing them here is not a recommendation of their content.

This post is intended to spark reflection and suggest ways of addressing the topic covered when writing or updating policies and procedures. Your policies and procedures should be written to meet your program’s needs and unique circumstances.
Browse More Policy & Procedure Resources Here

Example 1

Since its founding, the preschool of the Jewish Community Center of Atlanta has provided a warm and creative environment which seeks to preserve and foster young children’s imagination, curiosity and intellect. Our program strives to facilitate children’s social, emotional, physical and intellectual growth through a curriculum attuned to the individual child’s unique pattern of development. We believe that children learn best in a clearly structured program, which emphasizes creative expression through “hands-on” experiences, provides opportunities for play and encourages respect for others. It is our goal to help children establish a secure sense of self so that they may develop the confidence to fulfill their potential. We believe that learning is an active process. Children of all ages need an opportunity to interact with their physical and social environment in order to understand the world and to find their place in it. Readiness in all areas (social, emotional, physical, cognitive, spiritual) is developed at the child’s own pace through individual discovery, as well as through group interaction.
Activities promote the development of problem solving, listening, communication, auditory, and visual discrimination skills. We encourage creativity, curiosity, self direction, positive self-image and responsibility. We are committed to building a strong sense of community between parents, teachers and children. Celebrating Shabbat and Jewish holidays helps children learn the joy of Jewish
culture and heritage and strengthens the bonds of our community. (0105)

Example 2

South Lyon Preschool supports an effective early childhood program that recognizes each child as a whole person, whose growth occurs in developmental stages that are uniquely individual and continuous.

Young children learn most effectively when they are engaged in an environment where teacher-child, child-child, and child-environment interactions are all at high levels. Learning is seen as an active process where knowledge is constructed as well as acquired.

The curriculum and instructional strategies are based on developmentally appropriate practice for young children. These strategies provide a balance of child-initiated and teacher-initiated activities, which enhances the social, emotional, physical and intellectual development of each child. The curriculum is based upon emerging abilities in young children and is responsive to the differences in their levels of development. The curriculum is aligned with the
Early Childhood Standards of Quality for Prekindergarten set by the Michigan State Board of Education.

The staff believes in a warm, nurturing environment that provides children physical and psychological safety. Teachers and parents working as a team provide the learning experiences and models, fostering positive attitudes and dispositions toward learning.

South Lyon Preschool recognizes the importance of a continuing evaluation system assessing and reviewing the progress, performance and development of children, personnel and overall program. (0095)

Example 3

The University of Nebraska-Omaha Child Care Center integrates quality child care services and early childhood education. Our philosophy supports the “whole child” concept of development based on the belief that one cannot educate without offering care and protection; and one cannot provide care and protection without also educating young children in a group setting. Knowledge of this integrative practice promotes respect for children and the adults who care for them and to implement the developmentally appropriate practices to promote the health and growth of the whole child by meeting his/her emotional, social, intellectual, physical and emerging cultural needs.

The University of Nebraska-Omaha Child Care Center uses a team teaching approach in each age group classroom. Together the professional staff and administration plan the over-all program
goals and objectives and curriculum units intended to meet the child’s individual developmental needs. We nurture, facilitate, and assess each child’s normal pattern of development in all functional areas, while respecting the individuality and potential of all children enrolled. The teacher planned curriculum and program is designed to balance between both structured and child initiated opportunities for children to learn in a nonsexist, multi-cultural environment that is filled with
age-appropriate equipment and learning materials.

The University of Nebraska-Omaha Child Care Center’s fundamental belief is that children have the right to be cared and educated in a safe,
healthy, nurturing environment by adults who are well-trained in child development principles. We strive to promote and demonstrate respectful interactions between the teacher-parent, teacher child, child-child, and teacher-teacher relationship. This helps establish an atmosphere of acceptance and well-being for all who participate in the
program. (0109)

Example 4

The philosophy of Playmates Preschools and Child Development Centers, Inc. (Playmates) is to develop and deliver a curriculum that promotes the physical and emotional well being of children from cradle to college. We are committed to providing services to families that enhance children’s abilities to reach their true potential and to offer a
healthy and nurturing educational environment for all children. In such an environment, children are accepted for what they are, not for what they are able to do and those with special needs develop and excel along with their peers. Each of our classrooms utilize the Creative Curriculum Framework to set up an environment of learning by doing which requires active thinking and experimenting to find out how things work and to learn firsthand.

Our teams provide guidance and support to our children and families
through service, consultation, meetings, and workshops. These efforts increase community awareness and commitment to addressing the educational, social, and emotional needs of all children in our early education programs. This same philosophy will be utilized at any center
established and operated by Playmates. (0086)

Sample Philosophy Statement

This sample philosophy statement for the fictitious Playvolution Child Care Institute incorporates the above considerations. It is only intended as a guideline. Your policy and procedures relating to this topic should be unique to your program.

Philosophy Statement

At the Playvolution Child Care Institute, we believe:

Prioritizing children’s basic needs—safety and security—per Maslow’s Hierarchy lays the groundwork for deeper, richer learning.
Kids thrive as active, hands-on learners, steering their own play and exploration.
Play is child-chosen, self-directed, intrinsically driven, rule-guided but flexible, and steeped in imagination.
Mixed-age groupings lift both younger and older kids, sparking growth across the board.
Spaces rich with Vygotsky’s More Knowledgeable Others and scaffolding in the Zone of Proximal Development fuel dynamic learning.
Heavy Work tunes sensory systems, strengthens bodies, and settles minds.
Outdoor play ties kids to nature, a cornerstone of well-being.
All learning—physical, emotional, social, or intellectual—demands risk; kids need safe spaces where hazards are tamed but challenges thrive.

Notes

Here are related resources:

Ties That Stress

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Table of Contents

Purpose

Where To Include

Considerations