Milestones Curriculum Philosophy
Building Blocks is committed to creating an environment that nurtures child-led play in alignment with best practices. We embrace an emergent curriculum, where our teachers design learning experiences based on the unique interests, strengths, needs, and lived experiences of each child, rather than relying on rigid, pre-planned lessons. In addition, we use Universal Design for Learning (UDL) principles to guide accessibility and inclusion in the classroom and in the play yard.
Our approach supports the developmental milestones across various domains–a principle we honor in the naming of our curriculum philosophy and that aligns with the California Preschool Learning Foundations and the DRDP, comprehensive frameworks established by the California Department of Education to guide early childhood education.
Our programming incorporates child-led play along with purposeful activities designed and guided by teachers. The flow of teaching and learning is mutual and dynamic. We aim to stimulate the children's natural curiosity, support them in learning how to interact with others, assist them in effectively expressing themselves, and encourage them to try new experiences. Additionally, we believe outdoor education is essential to early childhood development. Nature provides an ever-changing, sensory-rich environment that invites curiosity, exploration, and discovery. Through outdoor play and learning, children develop physical strength, resilience, creativity, and a deep connection to the world around them. Through these efforts, Building Blocks provides children with what they need to succeed in everyday life, as well as in their future formal education. The heart of our program consists of truly listening to both children and adults. By doing so, we honor their thinking, creativity, and growth.
About Our Play-Based Approach
Play-based learning exists along a continuum, ranging from directive (adult-guided or scaffolded) experiences to non-directive (child-led or self-directed) exploration. This continuum of play serves an important purpose in early learning because children learn through play and not didactic instruction (direct instruction where the teacher delivers information and children are expected to learn it) (Zosh, Gaudreau, Golinkoff, & Hirsh-Pasek, 2022). Balancing guided and child led play is key to providing a developmentally appropriate learning space.
In guided play, educators or caregivers introduce materials, structure, or goals to guide learning. This approach helps children build new skills or explore concepts with adult support. The adult’s role is to scaffold the experience by modeling language, asking open-ended questions, or extending thinking without taking control of the play. Research shows that guided play can effectively support skill development in early literacy, numeracy, and problem-solving while keeping children actively engaged (Weisberg et al., 2021).
At the other end of the spectrum, non-directive play allows children to take the lead, choosing materials, setting their own goals, and exploring ideas at their own pace. This form of play promotes creativity, independence, and intrinsic motivation. In child-led play, educators act as observers and facilitators, following children’s interests rather than steering them. Studies have found that self-directed play strengthens executive function, social-emotional growth, and self-regulation (Vaisarova & Reynolds, 2022).
Both types of play are essential. Directive play provides the structure children need to acquire new concepts, while non-directive play gives them the freedom to integrate those skills in meaningful, self-chosen ways. A high-quality early-childhood environment intentionally blends both in order to offer children time for open exploration, imaginative play, and discovery, alongside moments of guided support that enrich learning and deepen understanding.
Vaisarova J, Reynolds AJ. (2022) Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers' school readiness. Educ Assess Eval Account. May; 34(2):195-226. https://doi.org/10.1007/s11092-021-09376-6
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2021). Guided play: Principles and practices for promoting early learning. Child Development, 92(5), e1048–e1060. https://doi.org/10.1111/cdev.13730
Zosh, J. M., Gaudreau, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). The power of playful learning in the early childhood setting. Young Children. National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning