Family Owned vs. Large Chain Childcare

Comparing Our Center with The Competition.

Compare Owner Onsite Presence. Discover and Share is family owned and operated and is under the direct daily management of the knowledgeable owners. Large chains have knowledgable early childhood specialists in their head office, but often cannot produce consistent quality at every individual center. It is very difficult to produce elements of quality consistently in a real time classroom on a daily basis. It takes considerable dedication and onsite presence and attention on the part of the staff and administration.

Compare Administration Experience, Stability and Maturity.
Suzanne Schoenthaler (director) was an elementary school teacher for twenty years and has been working in the early childhood profession for nine years. She has a Master’s Degree in Elementary Education and is a reading specialist. She has a gifted and talented teaching credential and an Early Childhood Administrative Credential. Having lived 60 years, she makes decisions based on her life experience as a mother and professional educator.
John Schoenthaler (owner) has a Master’s Degree in Petroleum Engineering and a Early Childhood Administrative Credential. John handles the business and maintenance of the center and takes children on field trips. Both Suzanne and John are hands-on owners and are away from the center no more than a few weeks a year.
Stephanie Clark is the front desk administrator. She is conscientious, intelligent, hard working and really cares about the center. She has two children at Discover and Share., so she has a strong commitment to the quality running of this center. Compare Stephanie to our competition’s assistant director.

Compare Curriculum. Discover & Share tailors its curricula to what research says works for children. Discover & Share emphasizes ‘developmentally appropriate practice’, a term used by educators to denote children learning by doing, touching, using, playing and having success at an individualized pace. This term was coined by researchers to distinguish effective early childhood education from ‘traditional practice’ which emphasized overly structured group learning where an active teacher teaches to passive students who memorize the same subject matter regardless of interest or developmental level.

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