Abstract
Children are born learning and press for chances to push abilities as long as they feel safe and have a hope of succeeding at the demands of the day. It is the whole child that comes to school and whose needs, desires and aptitudes, varied and exciting, need to be honored. Children crave attention, affection, safety, growth, companionship, knowledge, success. They thrive in social situations where they feel honored and sense they belong. They are energized with stimulation and the opportunity to press forward at the developmental tasks that call, individually, to them for completion. Curriculum that springs from this natural essence of children is motivating and supports academic gains. When the needs of the child are part of the focus, the youngster cares about learning and the self and excels at personal potentials. When it is the whole child who is nurtured, seen for strengths and gifts, it is exhilarating, challenging, potentiating and the child yearns, strives and presses with energy and hope.
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