Wee Care Learning Center

"Wee Care" for children 6 weeks through 12 years. How a
child acquires these skills (i.e., basic skills) is also important to the early childhood philosophy.

“Train up a child in the way they should go, and when they are old they will not depart from it.” Proverbs 22:6 We are a Child development Center that serves, Bastrop and surrounding communities. The premise of the Early Childhood Education philosophy at Wee Care Learning Center is to acknowledge the value of a strong foundation to early learning. Our program philosophy is strongly embedded in the

belief that we, as early
childhood educators, must lay a foundation that fosters a child’s ‘love of learning,’ rather than to ‘teach’ specific academic skills. This early childhood philosophy includes several steps that, if accomplished with enduring quality, will strengthen one’s ability to acquire the necessary skills for lifelong learning. At Wee Care, our program philosophy is based on the premise that children learn about the world around them through play (active involvement with other children, adults, and materials). Children need years of experience with real objects and events before they are ready to understand the meaning of symbols such as letters and numbers. Learning takes place as young children touch, manipulate, and experiment, with things and interact with people. The teachers’ role is to create an environment that supports the ideas and experiences of children and invites them to observe, be active, make choices, and experiment. Children spontaneously engage in activities such as block building, painting, or dramatic play, adding pieces of information to what they already know and thereby generating experience. Children learn simple concepts and then use these concepts to grasp more complex ideas (the building blocks of learning). Play is an active form of learning that unites the mind, body and spirit. new understandings. Because our program is designed to maximize individual
development and promote developmentally appropriate practices, our activities focus on the process of learning. Therefore, the emphasis is on the experiences of the children rather than the results of those experiences. For example,
painting is more important than what has been painted; building with blocks is more important than what is built. Each child has his or her own set of possibilities and we help those possibilities unfold. Days are filled with planned and spontaneous moments of learning. There is time allowed for active outdoor play, imaginative games, independent discovery, and group activities.