Cooperative (co-op) parent-child programs combine parent/caregiver support with quality, developmentally appropriate learning experiences for children.  Adults participate in the daily activities, which keeps costs lower than other programs but also gives adults a unique window into their child's learning and development.

Yes, the Early Learning Co-op is 50 years old!! Parent Education programs began at Washington State Community and Technical Colleges in 1938. Our Co-op traces its history back to 1973, when it was first held in Pasco at Columbia Basin College (CBC). In 2011, a team of teachers from CBC brought the program to Richland. We held classes through Richland Parks and Recreation until 2018. We officially became a 501 (c)3 non-profit the same year.

Beginning in September 2018, we began renting space from the Northwest United Protestant Church (NWUP). We wanted a more private location with a safer outdoor play space and the church had a perfect classroom. During our time at NWUP, we expanded our community to include classes for infants through three years.  We have cherished the time we've spent growing with and serving the several hundreds families that have enrolled at our Richland location.

In the fall of 2022, we became aware that the preschool space that had housed Little Treasurers preschool at First Lutheran on HW 395 for 30 years was available. Within the next year, we hope to expand our teaching space to this Kennewick location, and to include more classes and benefit from the supportive community at Lutheran Church.

Even though we hold our classes in the education buildings of churches, we are not affiliated with any religious or church programs. The Co-op remains aligned with our mission of elevating the quality of early education for our community's youngest children and their families.

Caregivers and parents benefit from time spent with other children and adults.  They also contribute to the group by sharing their own experiences and expertise with others.  Parents/caregivers have the opportunity to be directly involved in their child's education and to work along side other similarly involved and dedicated adults.

Children benefit from having relationships with other children, connections with respectful adults, and an attuned, trained teacher. Equipment and materials are appropriately sized for children and learning activities are geared toward their interests and stages of development.

We rotate some classroom responsibilities amongst the adults. Parents might be responsible for bringing the class snack, preparing an art experience for the children, after class clean-up, or observing the children as they play and learn.  This helps keep costs down, allows parents to practice new skills, and gives parents a chance to share their strengths and ideas. We are fortunate to have AMAZING families at Co-op.  Parents will recieve and explanation of responsibilites and expectations during their first week of co-op.

When it's your turn to have a class helper job, you will know ahead of time. Keep in mind we have many art materials to choose from at the Co-op. You are welcome to check out what we have in the art cabinet any time!

While in class, you will have a chance to observe your child in a new setting, explore different activities together, and connect with other parents who have kids the same age. 

Infants and toddlers need the context of a supportive, loving relationship in order to thrive.  Attachment to a responsive, caring adult becomes the foundation for all future learning and relationships.  Therefore, nurturing relationships are at the heart of the infant/toddler curriculum.

Participation of the parent/caregiver is so important because s/he is the child's first and most important teacher.  We utilize interactions, conversations, the play environment, and caregiving routines to learn and discover new things together.

It is very difficult, if not impossible, to isolate discrete skills for infants and toddlers. They are constructing knowledge, putting concepts together, and developing multiple skills simultaneously. For this reason, we can't plan lessons in the same way we would plan for older children. We do, however, plan the environment carefully to accommodate children's rapidly developing minds and bodies while giving children flexibility to play and explore. Play is the child's way of learning.

During the first plane of development, each child will progress on their own time line through many sensitive periods.  Classroom lessons will address control of movement, sensory exploration, language, mathematics, order, tiny things, music, tactile exploration, precise movements, and grace and courtesy.

We develop classroom experiences and learning contexts by carefully observing the children, documenting the ways in which they approach and express learning, reflecting on what was observed, and planning for each child's next steps. 

The play environment offers flexible learning opportunities including free exploration, story time, music, arts and crafts, and time exploring and playing outdoors.  As this is a group setting and children master skills at different rates, we strive to have a range of activities that will appeal to children at many ages, stages, and interests.

We enjoy a circle time together after playtime and before snack. We sing songs, learn fingerplays, read books, and practice sign language.  

Kids sit together at small tables and chairs to enjoy a family style snack experience. They are able to practice pouring from a pitcher and drinking from a cup. They love serving themselves snacks and passing the bowls around the table. After eating, they can clean off their plates and place their dishes in the dishwasher. This level of independence builds confidence. The snack job rotates among the parents, which gives the kids a chance to try something new!

The process of creating art is very valuable for children. Learning happens in the moments of creation and discovery, not in the final product. Process art is all about the experience of making and doing. Children develop fine motor skills, scientific thinking, spatial reasoning, hand-eye coordination, and much more. Sometimes the learning gets a little messy so we encourage families to dress for mess. 

As children complete their artwork, they wash their hands and proceed to playing outdoors.  We find it is the perfect "breathing out" activity to follow the "breathing in" activity of process art. Outdoor play helps kids practice and master large motor skills, social problem solving, and creativity.  We do play outside every day unless it is extreme cold so we encourage families to dress for the weather.