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  Our Philosophy      

Creating Engaging and Meaningful

Early Learning Experiences


The KinderJam curriculum and learning environment lean heavily on the theories of two developmental psychologists, Howard Gardner (Theory of Multiple Intelligences) and Lev Vygotsky (The More Knowledgeable Other and the Zone of Proximal Development), as well as on national early learning foundations and best practices.


Howard Gardner's Theory of Multiple Intelligences is the basis upon which KinderJam’s approach to learning was developed. Our founder believed that although her son was demonstrating developmental delays, he was gifted. Her role as his mother and teacher was to discover the manner in which her son learned best—his intelligence. In KinderJam classes, we teach to the particular identity of each young learner and respect each child’s individual learning style.


All KinderJam programs and classes are multi-aged, which incorporates Lev Vygotsky’s theories of the More Knowledgeable Other (MKO)—learning from a child who may know or may be able to do a little more—and the Zone of Proximal Development (ZPD) —the distance between what a child can do on their own and with help from a peer or adult.  Using these philosophies to inform its pedagogical approaches, KinderJam has created the optimum environment for early learning.


KinderJam's Mission

KinderJam®  recognizes that each child is an individual and all young children are creative and need to succeed. Therefore, KinderJam works with parents, caregivers, and program directors to create an environment that allows our young children to experience success while respecting them as diverse learners. KinderJam® believes that it is essential to reach children early, and to instill in them an enthusiasm for learning that ensures they gain the confidence to succeed and become lifelong learners.

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