The curriculum is a year-long program divided into five parts that correspond to the five general attributes that Collab Kids demonstrate: a global learner, an innovative creator, a leader, a digital learner, and a problem-solver.
The curriculum primarily addresses social emotional development while also bolstering positive child outcomes in science, technology, engineering and math (STEM). We use a learning program that concentrates on:
The Collab-Lab helps children comprehend their feelings by applying proven study strategies, including understanding the functions of the brain and the role it plays in the process, while also building on self-esteem to help them achieve overall success. Beyond that, it integrates with the Footsteps2Brilliance’s literacy app, a mobile technology that connects school, home, and the community to help make sure kids are school-ready.
To further ensure that children possess the tools they need for lifelong success, Collab-Lab tracks the progress of each child and family in real time, producing measurable results that significantly improve child outcomes.
Throughout the year, families and children learn side-by-side with the help of experienced family support specialists whose goal is to make sure kids have the skills they need on the moment they start school. Together, each family member and child enjoy experiences that are visual, exciting, and designed to make early learning fun for everyone. To further ensure that children possess the tools they need for lifelong success, Collab-Lab tracks the progress of each child and family in real time, producing measurable results that significantly improve child outcomes.
The Collab-Lab will initially serve Acres Home and the Greater Greenspoint area, both of which have been designated as underserved early learning communities. After that, it will continue to bridge the education gap throughout the Greater Houston area by developing and creating a generation of strong future leaders who are thoughtful, curious, and active community advocates.
