Kendal at Oberlin Early Learning Center

Programming

Welcome to Kendal Early Learning Center, a Step Up To Quality Five-Star rated program, located inside Kendal at Oberlin, in Oberlin, OH. Our unique intergenerational program combined with the creative curriculum provides a balanced approach for young children to learn and grow. Our preschool is nestled on over 107 acres of natural woods and wetlands, Kendal provides educational child care for preschool to families of on-site employees in Oberlin, OH, and families from the surrounding community. We provide programming for preschool children and we currently have openings available.

Mission

We are rooted in Quaker values, strengthened by family partnerships, and enriched by our Kendal at Oberlin intergenerational community. We believe that education is a shared journey—one that begins with parents as a child’s first teachers, followed by their nurturing through trusting partnerships between families, educators, and the community. We are dedicated to educating the whole child—mind, body, and spirit—through developmentally appropriate practices that honor each child’s unique pace and potential.

Guiding Principles of Kendal Early Learning Center

Guided by our Quaker values of simplicity, peace, integrity, community, equality, and stewardship/sustainability, we create a safe, inclusive environment where children are known, valued, and loved. Social-emotional learning is central to our approach: we believe that connection—not control—drives behavior, and adults must model emotional awareness and self-regulation to guide children to develop these essential life skills.
Our intergenerational programming, made possible through our unique location within a retirement community, is a vital part of how we live our values. Children and Grandfriends build meaningful relationships that foster empathy, curiosity, joy, and a deep sense of belonging across generations. These shared experiences enrich the lives of all participants, strengthening our sense of community and shared purpose.
Conflicts and mistakes are welcomed as teachable moments, not failures. We use the Conscious Discipline curriculum approach to help children and adults shift from reactive to reflective states, supporting both emotional intelligence and problem-solving skills.
Together—with families and our Kendal Community—we cultivate a compassionate, connected learning environment where children grow into capable, caring, and conscious members of their communities.

Vision

We envision a world where children grow up deeply connected—to themselves, to their families and to their communities, and to the generations that came before them. Guided by Quaker values, we strive to be a model of holistic, relationship-centered early childhood education that recognizes and nurtures the unique worth, potential, and voice of every child. Through strong partnerships with families, meaningful intergenerational relationships, and a commitment to developmentally appropriate, emotionally responsive practice, we will strive to raise a generation of compassionate, resilient, and reflective individuals who lead with empathy, integrity, and peace.

Philosophy

At the heart of our philosophy is the belief that education is a shared, relational journey rooted in Quaker values, family partnerships, and a vibrant intergenerational community. We see each child as a unique individual with inherent worth, potential, and voice, and we are committed to nurturing the whole child—mind, body, and spirit—through developmentally appropriate, emotionally responsive practices.

Inspired by the Quaker testimonies of simplicity, peace, integrity, community, equality, and stewardship/sustainability, we seek to create an environment where every child is known, valued, and loved. These values guide our approach to education, behavior, and relationships, calling us to model empathy, self-awareness, and respect in all interactions.

We believe that connection, not control, drives growth. Children learn best in safe, emotionally attuned spaces where adults are self-reflective and intentional in their guidance. Through the principles of Conscious Discipline, we view conflict as an opportunity and missteps as pathways to learning—essential parts of developing emotional intelligence, self-regulation, and problem-solving skills.

Families are children's first teachers, and we honor this by forming authentic, reciprocal partnerships with caregivers. These partnerships form the foundation of a learning community where trust, collaboration, and open communication are essential.

Our intergenerational programming, made possible by our unique location within a retirement community, is more than a feature—it is a living expression of our values. The relationships formed between children and their "Grandfriends" cultivate empathy, curiosity, and a sense of continuity and belonging across generations, enriching the lives of both young and old.

In all we do, we are committed to fostering a compassionate, inclusive, and conscious community. We aim to raise children who are not only school-ready but life-ready—individuals who lead with kindness, think deeply, and act with integrity. In doing so, we contribute to a world where all children grow up connected—to themselves, to their families, to their communities, and to the generations that came before them.

Core Beliefs of Our Preschool Program

Rooted in Conscious Discipline and Guided by Quaker Values

Self-Regulation Begins with Us
We believe, as both educators and individuals, that peace begins within. In line with Quaker practices of inner reflection and stillness, we commit to managing our own emotions with integrity and composure. By modeling conscious, peaceful responses, we teach children to access their own inner calm and wisdom.
Connection is the Foundation of Behavior
Reflecting the Quaker testimony of community and equality, we nurture strong, respectful relationships with each child. We believe that a sense of belonging and connection is essential for children to feel safe, valued, and ready to learn. From this place of connection, cooperative behavior naturally follows.
Conflict is a Teachable Moment
As Friends (Quakers) seek peaceful resolution and see conflict as a chance for transformation, we too view conflict in the classroom as an opportunity—not a disruption. These moments allow us to guide children in developing empathy, communication, and problem-solving skills.
We Teach Skills, Not Just Compliance
Inspired by the Quaker commitment to integrity and lifelong learning, we focus on cultivating inner discipline, not blind obedience. Our goal is to help children develop the tools for self-awareness, emotional regulation, and compassionate decision-making.
Conscious Responses Over Punitive Consequences
We believe that awareness, understanding, and the acknowledgment of each person's inner light are more powerful than fear-based discipline. Just as Quaker practice encourages reflection and guided action, we respond to behavior in a way that promotes growth rather than punishment.
Mistakes are Opportunities to Grow
Rooted in the belief that each person holds potential and is always growing, we embrace mistakes as natural and necessary. We create a safe space for children to take risks, reflect, and learn—mirroring the Quaker emphasis on ongoing spiritual and personal development.
Brain State Awareness Supports the Inner Light
Using a neurodevelopmental model, we honor the emotional and cognitive states that impact behavior. When children feel safe and connected, they are able to access their highest selves—what Friends may call their “Inner Light.” Our aim is to help children return to this state of balance and awareness, where learning and love can flourish.

Program Priorities

Guided by Quaker Values, Rooted in Family and Community

Providing a High-Quality Environment
The evidence clearly shows that children who grow up in high-quality, developmentally appropriate early learning environments are more likely to be ready for school, have higher high school graduation and employment rates, and improved health and behavioral outcomes (Heckman, 2017; National Scientific Council on the Developing Child, 2010). Specifically, high-quality early learning programs have been associated with positive impacts on children’s cognitive development, language, literacy, numeracy, and social-emotional skills in preschool.
Honor the Whole Child
Support each child’s growth—mind, body, and spirit—through developmentally appropriate, child-centered practices.
Build Strong Family Partnerships
Recognize parents as a child’s first teachers and form trusting, respectful relationships with families as co-educators.
Live Quaker Values Daily
Embed the testimonies of simplicity, peace, integrity, community, equality, and stewardship into every aspect of our program.
Foster Intergenerational Connections
Cultivate meaningful relationships between children and Grandfriends that promote empathy, curiosity, and a sense of belonging across generations.
Center Social-Emotional Learning
Prioritize connection over control, using Conscious Discipline to guide children in emotional awareness, regulation, and problem-solving.
Model Reflective, Responsive Teaching
Adults lead by example—modeling self-regulation, compassion, and reflective responses to behavior and conflict.
Embrace Mistakes as Learning Opportunities
View conflict and mistakes as essential parts of growth, offering supportive, non-punitive guidance to children and adults alike.
Nurture Each Child’s Voice and Potential
Create an inclusive environment where every child is seen, heard, and valued for who they are and who they are becoming.
Grow a Compassionate, Connected Community
Foster a school culture that strengthens empathy, resilience, and shared purpose across families, educators, children, and Grandfriends.