Welcome to
Kids Farm Academy and Preschool

Since opening, Kids Farm Academy and Preschool has become the premier independent child care center in Davidsonville, MD. Our aim is simple: to provide an outstanding education experience for all the children in our care. We do that by creating a learning environment for your child that is both fun and stimulating. As of 2017, we are in the process of becoming STEAM (Science, Technology, Engineering, Arts and Math) accredited from the Finland-based Fun Academy.  Our staff have been professionally trained by STEAM certified trainers from Finland and that we leverage what we learned to incorporate their lessons into our curriculum. 

The teachers at our daycare promote healthy, balanced learning environments for children, where innovation, active participation, and responsibility are encouraged by The Finnish approach. This approach guides children to be curious and explore their world with positive and constructive attitudes. It also promotes overall well-being: rest, play, and work exist in tandem, emphasizing the importance of healthy nutrition and physical exercise.

Our Programs

At Kid's Farm Academy and Preschool we believe in quality early education that optimizes learning and growth through effective differentiation and the teaching of STEAM (Science, Technology, Engineering, Arts and Math) to diversify your child’s skillset, inspire exploration and strengthen critical thinking and learning through specially developed activities and experiences.

We are in the process of adapting the consistently top-ranked Finnish teaching methods with a fun learning-based approach to create an engaged, innovative and creative classroom environment.

We place high-value on long lasting collaborative relationships with parents to maximize the learning opportunity and take great pride in our open, honest and aspiration-filled culture that is so celebrated at our academy.

Latest News

‘I have seen the school of tomorrow. It is here today, in Finland.’

William Doyle is a 2015-2016 Fulbright Scholar who joined the faculty of the University of Eastern Finland last year as a lecturer on media and education. He has enrolled his 7-year-old son in a Finnish public school and has been dazzled at what he has seen. His Fulbright project title: “Global Education Forum: The Schools of Tomorrow.” In this post, he talks about an approach to education in Finland that he thinks would do well in the United States. 'I have seen the school of tomorrow. It is here today, in Finland.' As a public school dad and a university lecturer in rural Finland last semester, I found Finland’s school system to be an absolute inspiration, and a beacon of hope in a world that is struggling, and often failing, to figure out how to best educate our children. Over the past four decades, Finland has climbed to the top of the Western world in educational performance tests, and widely outpaced its fellow Nordic nations. Finland has also won recent #1 world rankings for most efficient education system, most stable nation, greenest country, freest press, women’s participation in the workforce, strongest property rights, least corrupt state, and most innovative economy. Not bad for a young nation of 5.4 million people whose economy barely got started until the 1970s. Despite Finland’s huge current social and budget pressures, and a recent slip in its global benchmark education tests, Finland’s education system continues to be an inspiration to teachers around the world. If you asked them which system comes closest to getting childhood education right, many would automatically say “Finland.” In the United States, failing education reforms are causing widespread chaos in our public schools and the ongoing waste of billions of precious taxpayer dollars on untested, unproven reforms. As civil rights hero James Meredith recently told me, “We are destroying the future of our nation” with misguided education policy. Professor Howard Gardner of the Harvard University Graduate School of Education has suggested that we “learn from Finland, which has the most effective schools and which does just about the opposite of what we are doing in the United States.” What is Finland’s secret? A whole-child-centered, research-and-evidence based school system, run by highly professionalized teachers. These are global education best practices, not cultural quirks applicable only to Finland. The striking lessons of Finland’s long-term success with education reform can help inspire and be adapted by any school system in the world. They involve concepts much admired by education reformers in the United States — standards, rigor, competition, choice, assessments and standardization — but defined correctly and applied at the correct points in the system. Here are a few: Maximize system-wide standards by putting professional educators in charge of education. They are the ultimate experts on childhood education, not bureaucrats, politicians or technology vendors. Apply rigor and competition at the front end of the system, where they have the strongest impact. Have your best, most passionate young people compete to become teachers. Train them rigorously at the highest levels of professionalism and give them maximum respect, authority and autonomy in the classroom. Build a culture of system-wide teacher and school collaboration. Standardize funding for students based on their needs, and provide equitable access to educational resources. Provide choice to parents by enabling them to choose between high-quality, well-resourced, safe, transparent and locally governed area public schools. Don’t waste time and money on mass standardized testing of children. Instead, test students correctly on a daily basis, with assessments and observations designed by their own classroom teachers and used for diagnostic purposes to improve learning. Realize that much of what matters most in education – including “21st and 22nd Century skills” like a child’s curiosity, perseverance through trials and failure, kindness and compassion, critical and abstract thinking, sense of leadership and teamwork, expressiveness, social skills and creativity – should be evaluated by classroom teachers, and can never be measured by standardized data collection. Get real about classroom technology. A recent major study by the Organization for Economic Cooperation and Development found that most classroom technology has had little or no academic benefit. “In most countries, the current use of technology is already past the point of optimal use in schools,” said  OECD official Andreas Schleicher. “We’re at a point where computers are actually hurting learning.” Spend money on childhood classroom technology extremely carefully, and don’t automatically throw out tools that work for unproven ones. Remember that screens deliver only a simulation of individualized instruction. Highly qualified teachers deliver the real thing. Give children what they need to learn best, including reasonable class sizes, individualized attention from highly qualified teachers, a rich curriculum, regular breaks and physical activity, proper sleep and nutrition, reasonable workloads and downtime, warmth and encouragement, a screen-free “digital oasis” when appropriate, and social support services when necessary. Let children be children. Let the children play. That’s how they learn. William Doyle is a 2015-2016 Fulbright Scholar who joined the faculty of the University of Eastern Finland last year as a lecturer on media and education. He has enrolled his 7-year-old son in a Finnish public school and has been dazzled at what he has seen. His Fulbright project title: “Global Education Forum: The Schools of Tomorrow.” In this post, he talks about an approach to education in Finland that he thinks would do well in the United States. Doyle served as director of original programming and executive producer during seven years at HBO. In 2014, he co-wrote with civil rights icon James Meredith the American Child’s Education Bill of Rights, which you can read about here. He is the co-author, with former U.S. Navy SEAL Chris Kyle, of the New York Times bestseller, “American Gun: A History of the U.S. in Ten Firearms.” His other books include “A Soldier’s Dream: Captain Travis Patriquin and the Awakening of Iraq,” “An American Insurrection: James Meredith and the Battle of Oxford, Mississippi” (winner of the American Bar Association’s Silver Gavel Award and the American Library Association’s Alex Award), “Inside the Oval Office” (a New York Times Notable Book), and “A Mission from God” (with James Meredith). He was co-producer of the PBS special “Navy SEALs: Their Untold Story,” for which he co-wrote the companion book. His latest book is “PT 109: An American Epic of War, Survival and the Destiny of John F. Kennedy.” When he isn’t in Finland, he lives in New York City.   (Source: Washington Post)

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Why Finland has the best schools in the world

The Harvard education professor Howard Gardner once advised Americans, “Learn from Finland, which has the most effective schools and which does just about the opposite of what we are doing in the United States.” Following his recommendation, I enrolled my 7-year-old son in a primary school in Joensuu, Finland, which is about as far east as you can go in the European Union before you hit the guard towers of the Russian border. OK, I wasn't just blindly following Gardner — I had a position as a lecturer at the University of Eastern Finland for a semester. But the point is that, for five months, my wife, my son and I experienced a stunningly stress-free, and stunningly good, school system. Finland has a history of producing the highest global test scores in the Western world, as well as a trophy case full of other recent No. 1 global rankings, including most literate nation. In Finland, children don't receive formal academic training until the age of 7. Until then, many are in day care and learn through play, songs, games and conversation. Most children walk or bike to school, even the youngest. School hours are short and homework is generally light. Unlike in the United States, where many schools are slashing recess, schoolchildren in Finland have a mandatory 15-minute outdoor free-play break every hour of every day. Fresh air, nature and regular physical activity breaks are considered engines of learning. According to one Finnish maxim, “There is no bad weather. Only inadequate clothing.” One evening, I asked my son what he did for gym that day. “They sent us into the woods with a map and compass and we had to find our way out,” he said. Finland doesn't waste time or money on low-quality mass standardized testing. Instead, children are assessed every day, through direct observation, check-ins and quizzes by the highest-quality “personalized learning device” ever created — flesh-and-blood teachers. In class, children are allowed to have fun, giggle and daydream from time to time. Finns put into practice the cultural mantras I heard over and over: “Let children be children,” “The work of a child is to play,” and “Children learn best through play.” The emotional climate of the typical classroom is warm, safe, respectful and highly supportive. There are no scripted lessons and no quasi-martial requirements to walk in straight lines or sit up straight. As one Chinese student-teacher studying in Finland marveled to me, “In Chinese schools, you feel like you're in the military. Here, you feel like you're part of a really nice family.” She is trying to figure out how she can stay in Finland permanently. In the United States, teachers are routinely degraded by politicians, and thousands of teacher slots are filled by temps with six or seven weeks of summer training. In Finland teachers are the most trusted and admired professionals next to doctors, in part because they are required to have master's degrees in education with specialization in research and classroom practice. “Our mission as adults is to protect our children from politicians,” one Finnish childhood education professor told me. “We also have an ethical and moral responsibility to tell businesspeople to stay out of our building.” In fact, any Finnish citizen is free to visit any school whenever they like, but her message was clear: Educators are the ultimate authorities on education, not bureaucrats, and not technology vendors. Skeptics might claim that the Finnish model would never work in America's inner-city schools, which instead need boot-camp drilling and discipline, Stakhanovite workloads, relentless standardized test prep and screen-delivered testing. But what if the opposite is true? What if high-poverty students are the children most urgently in need of the benefits that, for example, American parents of means obtain for their children in private schools, things that Finland delivers on a national public scale — highly qualified, highly respected and highly professionalized teachers who conduct personalized one-on-one instruction; manageable class sizes; a rich, developmentally correct curriculum; regular physical activity; little or no low-quality standardized tests and the toxic stress and wasted time and energy that accompanies them; daily assessments by teachers; and a classroom atmosphere of safety, collaboration, warmth and respect for children as cherished individuals? Why should high-poverty students deserve anything less? One day last November, when the first snow came to my part of Finland, I heard a commotion outside my university faculty office window, which is close to the teacher training school's outdoor play area. I walked over to investigate. The field was filled with children savoring the first taste of winter amid the pine trees. My son was out there somewhere, but the children were so buried in winter clothes and moving so fast that I couldn't spot him. The noise of children laughing, shouting and singing as they tumbled in the fresh snow was close to deafening. “Do you hear that?” asked the recess monitor, a special education teacher wearing a yellow safety smock. “That,” she said proudly, “is the voice of happiness.” Source (http://www.latimes.com/opinion/op-ed/la-oe-0318-doyle-finnish-schools-20160318-story.html)

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