Frequently Asked Questions

What is your child-to-teacher ratio?

We maintain a low ratio of 6:1 or 7:1, with two teachers in every classroom to ensure strong supervision and individual attention.

Idaho uses a point-based ratio system, allowing up to 12 points per staff member based on age:

  • 0–24 months: 2.0 points

  • 24–36 months: 1.33 points

  • 3–5 years: 0.923 points

  • 5–13 years: 0.48 points

This means at SCC we operate below state limits, so your child receives more personalized care, attention, and support.

How do children learn in your center?

We believe children learn best through play-based experiences. This is not just free play or children doing whatever they want. Our teachers thoughtfully plan and guide activities with clear learning goals in mind.

Through hands-on exploration and structured play, children build skills like problem-solving, creativity, communication, and social development, all in a fun and engaging way.

What curriculum do you use?

We use The Curiosity Approach, a play- and child-centered philosophy that combines the best of Waldorf, Montessori, and Reggio Emilia. Children learn through hands-on exploration, imaginative play, and real-life experiences that foster independence, creativity, and problem-solving. Our classrooms are intentionally designed as rich, engaging environments where children feel safe, supported, and curious. This is what Reggio Emilia calls the “environment as the third teacher.”

Beyond academics, we focus on kindergarten readiness in a holistic sense. Children build emotional skills, learn to communicate, manage their feelings, and navigate social interactions. When children feel secure and understood, their learning flourishes. Rather than relying on checklists, we believe that confidence, resilience, curiosity, and problem-solving are the true foundations for success in school and beyond.

Do children actually learn through play?

Yes. In fact, play is how young children learn best.

Worksheets and early academics are often not developmentally appropriate. Before children can write, they need strength, coordination, and control that develop through movement, building, and hands-on play, not sitting and memorizing.

Play-based learning is also not children doing whatever they want. Our environment, materials, and activities are intentionally planned, and teachers guide learning through each child’s interests.

What truly prepares children for school is building foundational skills like communication, emotional regulation, and problem-solving. Without these, learning in a classroom becomes much harder.

Research supports this approach. A Tennessee pre-K study found that children in academic-focused programs showed early gains, but by elementary school, those gains faded and in some cases reversed. Other research shows that early academic pressure can lead to weaker long-term outcomes, while play-based, relationship-focused environments better support lasting development.

Sources:

  • Tennessee Pre-K Study (Brookings Institution)

  • Education Week summary of long-term pre-K outcomes