We strongly believe that building strong, positive, and healthy relationships based on trust is the foundation for a well-balanced child and adult. Therefore, we strive to make everyday connections by being supportive, attentive, and responsive to the needs of our children, families, and staff. By doing so, we believe that we develop ourselves as well as foster healthy communities.

GBCP early childhood educators recognize their active role in shaping the developing minds and bodies of the new generation as well as the active role of the child in his naturally occuring environment. We stress meaningful interactive exchanges between the teacher and child. Keen observations and assessments of the child's skills, interests, and abilities allow us to facilitate each child's learning. We believe that children construct knowledge through play. We address the needs of the whole child by providing opportunities in the interrelated areas of physical, social, emotional, and cognitive growth. We encourage children to explore, experiment, ask questions, initiate activities, and solve problems in a way that is appropriate to their age and stage of development. While we allow for a wide range of stimulating experiences to encourage exploration of the child's environment, we make sure the child never feels threatened by excessive expectations. This allows children to feel comfortable and secure in a nurturing setting. We are inspired by the works of Piaget, Bronfenbrenner, and Vygotsky.

Inspired by the work of Howard Gardner, GBCP believes that children and people in general have specific learning preferences. Traditionally, the educational system rewards and reinforces language and mathematical learners and excludes or dismisses all others.
GBCP acknowledges and whole-heartedly believes that people have different modes of learning. These include linguistic, spatial, bodily-kinesthetic, scientific, mathematical, naturalistic, interpersonal, intrapersonal, and musical. Since we honor and value each child's individual mode of intelligence, our curriculum is presented in multiple forms so that each child is able to thrive and reach his/her fullest learning potential. .

GBCP provides an environment which promotes the self-esteem and a sense of the fundamental worth of each child. We recognize each child's individuality and provide continuous and consistent support for the individual needs of each child. Simultaneously, we see the child as an integral part of a larger community. Therefore, we seek to foster a sense of community based on the understanding of others and a respect for diversity of all living and non-living things on our planet. We provide activities and experiences to develop the child's sense of relationship to the local and global communities. We strive to maintain a balance between the uniqueness and social connectedness of each child.
GBCP's environment and eco-minded practices are an immediate action and response to what our educators consider not a trend but responsible efforts to reduce the carbon footprint on our planet. We foster in young minds healthy, conscientious, planet-responsible living. Concepts of sustainability, recycling, reusing, reducing, and conservation are integrated as part of our daily program and routine.

GBCP understands that, for most children, preschool is the first school experience. Inspired by the African proverb "it takes a village to raise a child," we believe that a strong relationship between home and school is crucial.
GBCP encourages and promotes parent involvement. We believe that children benefit the most when parent and school work together. Working together not only creates an environment of support for the child, but also helps to foster a better understanding of the goals and objectives of the program by the parents and helps us maintain a quality program.