OUR DIRECTOR
Marcela Caceres Gelinas is the founder, director and pedagogical coordinator of Bright Start Child Development Center. Born in Buenos Aires, Argentina, Marcela has been working with children for over 37 years. She always dreamed of creating a school with an intentional and strong value system based on Early Childhood Education best practices. Bright Start is designed to support and empower the whole child, including their families and the staff, to create a community of lifelong learners. In addition, Marcela studied the Role of the pedagogical coordinator with Red Solare, Argentina, and is a long time member of NAREA (North American Reggio Emilia Alliance). She has visited Reggio Emilia, Italy, on several occasions and leads workshops related to the Reggio Approach in Southern California. She has implemented the Reggio approach into Bright Start’s philosophy since 1999 and continues to be in dialogue with Reggio Children and other educators worldwide. Above all, Marcela is passionate about creating meaningful environments where children are inspired, loved and able to achieve their highest potential.
Red Solare, Reggio Children, West Coast Collaborative, Reggio Alliance NAREA (North American Reggio Emilia Alliance).
OUR DIRECTOR
Marcela Caceres Gelinas is the founder, director and pedagogical coordinator of Bright Start Child Development Center. Born in Buenos Aires, Argentina, Marcela has been working with children for over 37 years. She always dreamed of creating a school with an intentional and strong value system based on Early Childhood Education best practices. Bright Start is designed to support and empower the whole child, including their families and the staff, to create a community of lifelong learners. In addition, Marcela studied the Role of the pedagogical coordinator with Red Solare, Argentina, and is a long time member of NAREA (North American Reggio Emilia Alliance). She has visited Reggio Emilia, Italy, on several occasions and leads workshops related to the Reggio Approach in Southern California. She has implemented the Reggio approach into Bright Start’s philosophy since 1999 and continues to be in dialogue with Reggio Children and other educators worldwide. Above all, Marcela is passionate about creating meaningful environments where children are inspired, loved and able to achieve their highest potential.
Red Solare, Reggio Children, West Coast Collaborative, Reggio Alliance NAREA (North American Reggio Emilia Alliance).
OUR TEACHER RESEARCHERS
All teachers at Bright Start hold Child Development degrees and regularly participate in professional development training. Our educators are in dialogue and consultancy with Reggio Children and the West Coast Collaborative. Some teachers have also attended conferences at Reggio Children in Italy. Professional Development is one of our fundamental values.
OUR TEACHER RESEARCHERS
All teachers at Bright Start hold Child Development degrees and regularly participate in professional development training. Our educators are in dialogue and consultancy with Reggio Children and the West Coast Collaborative. Some teachers have also attended conferences at Reggio Children in Italy. Professional Development is one of our fundamental values.
OUR ENVIRONMENT
Bright Start’s environments and materials become a ‘culture’ that communicates
belonging, wellbeing, collaboration & participation,
offering children a range of growth and success opportunities.
CORE VALUES
We value the image of children as collaborators, critical thinkers and citizens of the world.
We value the environment as a third teacher. We believe an aesthetic environment stimulates and inspires children, teachers and the community. We value a mindful way of being in relationship to our self, the environment and each other.
We value a strong connection to nature. We believe we are continually being shaped by our environment. We foster a caring concern for the world around us by nurturing this relationship to the natural world.
We value a strong connection and partnership with families and the community. We support a constructivist approach to teaching and learning based on listening and relationships. We are guided by the principles of teaching and learning together.
We value collaboration. As lifelong learners we are committed to continuous education for our entire staff through initiatives and workshops in the states and abroad. We share our knowledge to the wider community, including other educators.
We value a reflective practice consisting of documentation where children and teachers are present, intentional and reflective listeners. We strive to make our practice visible through documentation by showing children’s capabilities and possibilities. Our desire by doing this is to elevate the image of children and show the meaning to their work. This documentation also serves as a bridge between school and home by connecting their work and ideas to the many possibilities and experiences outside of school.
We value learning as a process of individual and group construction. Each child constructs their own knowledge and this is supported by strategies of research, comparison of ideas and co-participation.
