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About Us

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Education from the Heart

Quality education in your home!

Education from the heart is

  • an educational service that is dedicated to providing high quality, developmentally appropriate education to children in their early childhood.

  • an Educational service for learners of all ages which comes to you! We provide lesson plans, weekly or monthly themes, extra activities for you to do with your child(ren) and so much more!

  • We will make custom lessons for each child! If there is a specific skill set you would like your child to work on, let us know!

We are passionate about bringing learning to you, and empowering parents everywhere.


Our main goal is to provide parents more opportunities to engage, and help shape their children’s view and relationship with learning. With this, parents can help in building skills related to excelling within an educational environment.

Kids in Vegetable Farm
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For more information about our program, and services we offer click

We provide lesson plans, weekly or monthly themes, and extra activities for you to do with your children.

Services and other programs we offer include:

  • In-home lessons 

    • We travel to your home or location of your choice (no travel fee within 25 miles of our location) 

  • Drop-off and parent classes 

    • Pregnancy classes for expecting mommies and daddies, Infant-Pre-K Academic and Motor Classes

  • Indoor play space

  • Party Room

  • Full-time Childcare

  • Information Technology Classes

  • Knitting Classes

  • Tutoring, and more!

Check out some pictures of our new center!


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Our Theory

Theory shapes the approaches used to teach and the way you think about Early Childhood Education. Theories are the backbone for education, they are used when planning lessons, programs, and curricula. Since theory shapes so much of what and how we teach, we would like to share some of the theories we use to design our lesson plans and curriculum.

Maria Montessori -

First stage- Birth to Age Six: The Construction of Individuality and the Absorbent Mind

From birth to around six years-of-age, children have an absorbent mind. This means that they learn effortlessly, soaking in huge amounts of information as easily as a sponge soaks up water. Montessori explains that during this stage, children are ‘constructing their individuality.’ She further breaks this stage into two sub-stages: the unconscious and conscious stage. Children under the age of three absorb information without conscious effort. He (or she) is developing his basic faculties through mimicry. Children in this phase will mimic just about everything they see: Then, from three to around six-years-old, children pass into a more conscious stage of development. They still have sponge-like minds that absorb information easily, but now they will consciously seek certain experiences. Children in this phase are expanding their newly developed faculties and abilities. They will demonstrate an innate (and often intense) desire to make choices for themselves and to accomplish tasks independently. Maria Montessori referred to this as the ‘help me do it myself’ stage.

Lev Vygotsky-

Social Development Theory

The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” (p57). A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the “zone of proximal development” (ZPD): a level of development attained when children engage in social behavior. The full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Reggio Emilia-

A blend of theory and practice that challenges educators to see children as competent and capable learners in the context of group work (Fraser & Gestwicki 2002)—differs from the widely accepted Piagetian perspective that views child development as largely internal and occurring in stages (Mooney 2013). Malaguzzi emphasized that “it was not so much that we need to think of the child who develops himself by himself but rather of a child who develops himself interacting and developing with others” (Rankin 2004, 82). As such, at the core of the Reggio Emilia philosophy is its emphasis on building and sustaining relationships.

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