The Butterfly House

We integrate emergent, nature based, and child-centered curricula, the theories of Loris Malaguzzi, Ella Flautau, Lev Vigotsky, and Friedrich Froebel into a holistic approach to early childhood education.

Based on these principles, we offer children a path to develop skills and knowledge through exploration, logical thinking, self-expression, and collaboration. The children are viewed as capable, competent, and full of their own unique potential from birth.

Our teachers are co-learners, collaborators, guides and reach partners who work alongside children to facilitate their learning. They listen, observe, document, ask questions, encourage inquiry and create inspiring environment.

Teachers get to know each child well to address their individual learning style. We seek to provide children with the foundation to express themselves in different ways as they develop their personality. By allowing children to engage in meaningful learning experiences, we instill a love of learning that prepares children for the transition into school.

We embrace the concept of children being capable, valuable members of the community. They are encouraged to explore, question, and interpret the world. Creating a solid foundation of experiences during these early years helps each child reach their full potential.

At The Butterfly House (ages 2 to 6 years old) and Caterpillar Club (ages 6 weeks to 28 months), our program is grounded in the Reggio Emilia philosophy and guided by emergent, nature-based, and child-centered practices. We view children as capable, competent, and full of unique potential from birth. We embrace the belief that children are active participants in their own learning and valuable members of our community.

Learning emerges from children’s interests and questions. Through meaningful, hands-on experiences, children develop skills in language, literacy, mathematics, science, social studies, the arts, and physical development in ways that are integrated and purposeful. Our teachers serve as co-learners and guides who listen, observe, document, and create inspiring environments that encourage exploration, collaboration, critical thinking, and self-expression. Mixed-age groupings support leadership, mentorship, and strong relationships, allowing for smooth transitions and caregiver consistency while fostering empathy and cooperation.

Nature is central to our philosophy and daily practice. We believe that time spent outdoors is essential to cognitive, social, emotional, and physical development. Our outdoor classrooms are extensions of our indoor environments, offering open-ended materials, natural elements, and opportunities for risk-benefit play. Nature-based experiences stimulate creativity, strengthen executive functioning skills, deepen concentration, and foster problem-solving abilities. Through regular engagement with the natural world, children develop resilience, confidence, and a lasting connection to their environment.

The number of spaces available at The Butterfly House varies each year. Priority enrollment is given to children of full-time or degree program students of Virginia Theological Seminary (VTS), VTS employees, and employees of Episcopal High School (EHS). Every effort is made to accommodate eligible families within these groups.

Remaining spaces are offered to families in the surrounding community. Families who are not students or employees of VTS or employees of EHS are considered to have Community Status.

Community Status enrollment is finalized after enrollment for current and incoming VTS and EHS families has been determined. Community Status children are enrolled on a yearly basis (September through August). Because priority is given to VTS and EHS families, future enrollment is not guaranteed for children with Community Status. Community families will receive a minimum of 60 days’ notice if their child is no longer eligible for continued enrollment.

Open enrollment occurs twice annually, in September and January. Admission for September is determined by June of each year, and admission for January is determined by October. While priority is given to VTS and EHS families, automatic admission is not guaranteed; placement is determined based on the timely submission and receipt of a completed application.

Children engage in unstructured gross motor experiences, teachers facilitate open-ended learning opportunities, children engage in both parallel and cooperative play, and the larger community collaborates together in order to take care of our natural space.

Because there are no pre-established rules to these activities, children often use creativity and problem-solving skills to create them. The regular use of creativity, critical thinking, and problem-solving skills in an unstructured outside setting helps children build critical skills and abilities that will serve them in the classroom and in future careers.

 

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