Our Philosophy

Today’s day and age brings unique problems: overstimulation, instant gratification, a loss of interconnectedness, and a loss of community.[1]
Pre-schools today are either too heavily geared toward academics, leading to children who can’t apply what they’ve memorized to the real world, or too unstructured. Some programs, such as fully play-oriented or Montessori-style environments, emphasize autonomy and exploration but leave children underprepared for the expectations and routines of later classrooms.[2]

Somewhere along the line, we decided that three- to four-year-olds needed worksheets, assessments, and literacy drills instead of what they actually need to develop and succeed: structured play.

These “academically prepared” children risk being socially underdeveloped. By the time they reach elementary school, they’ve missed out on opportunities to work through disagreements in the sandbox, to problem-solve during block building, and to navigate friendships through pretend play.

Play is the single most crucial aspect of children’s development.[3] It is how children learn the concepts of rules, emotional regulation, conflict resolution, and socialization. At Terra Nova, we believe that it is through structured play that the successful, confident, good-natured child is nurtured.[4][5][6]

Come see for yourself how our dedicated team of early childhood educators will work with your kids to unlock their full potential at our one-of-a-kind indoor-outdoor center.

[1] Uhls, Y.T., Ellison, N.B., & Subrahmanyam, K. (2017). “Benefits and Costs of Social Media in Adolescence.” Pediatrics, 140(Supplement 2), S67–S70. Research highlights how overstimulation and instant gratification from digital environments can disrupt healthy social development.

[2] Lillard, A.S. (2018). Montessori: The Science Behind the Genius. Oxford University Press. Research shows that while Montessori programs foster independence and creativity, they can challenge children’s adjustment to conventional classroom expectations.

[3] ChildCare.gov. (2024). Children’s Learning Through Play. U.S. Department of Health & Human Services. https://childcare.gov/consumer-education/childrens-learning-through-play

[4] Albon, D. & Rosen, R. (2022). The Power of Playful Learning. National Association for the Education of Young Children (NAEYC). https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning

[5] Nakhleh, M. et al. (2023). “Structured Active Play for Personal and Social Development of Preschoolers.” Journal of Advanced Nursing. https://pubmed.ncbi.nlm.nih.gov/37950393

[6] Sharma, S. & Gupta, P. (2021). Social Interaction through Structured Play Activities and Games in Early Childhood. IGI Global / ResearchGate. https://www.researchgate.net/publication/360198985_Social_interaction_through_structured_play_activities_and_games_in_early_childhood