Our Philosophy

Drawing from diverse traditions in early education, Livingston Street places an emphasis on the building blocks of social and emotional development. Play-based learning, a child-led social studies curriculum and meaningful connections between families, children and the community surrounding Livingston Street are hallmarks of our approach. The result is a nurturing classroom that establishes safety and routine as a basis for your child’s physical, cognitive and pre-academic growth.

Responsive, Quality Caregiving

Livingston Street PlayThe cornerstone of any good childcare practice is the nurturing, secure environment that a caregiver or teacher provides for the child. Responsive care is most essential for young children because it is within the trusted relationship with the caregiver that the child’s healthy (physical, cognitive, and social/emotional) growth can occur. Caring for and educating the whole child is most important to the success of Livingston Street Early Childhood Community. In fact, in a recent study by the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten (NCEDL) researchers found that, “Children showed considerably larger gains in language and social development when they experienced higher quality instruction or more responsive and sensitive interactions with the teacher.” Keeping this in mind, teachers at Livingston Street create attentive, positive, and compassionate interactions with the children and stress the process quality of education through questioning and developmentally appropriate activities.

Professionally Trained and Experienced Staff

Livingston Street CaregivingFamilies deserve the best care for their children. In order to maintain quality care, dedicated and knowledgeable teachers are hired to accommodate the high standards needed for care giving at Livingston Street. Teachers are required to regularly attend workshops and classes in the care and education of young children. Thirty hours of training every two years is required by NYS Office of Children and Family Services in the categories they assign, in addition to our own in-service and individual training goals. Goal setting and professional development are an important part of teacher growth.