Spring Hollow's Amazing Teachers

"The Reggio teacher is unique because she offers herself to the process of co-construction of knowledge, she releases the traditional roles of a teacher and opens doors to new possibilities. She starts with the use of the child’s own theories, promotes disequilibrium, and helps the child to think about their thinking to facilitate new learning." -Seong Bock Hong, 1998



The Reggio teacher allows:

- The children to ask their own questions, and generate their own hypotheses and to test them.
- The children to explore and generate many possibilities both affirming and contradictory. She welcomes contradictions as a venue for exploring, discussing and debating.

 

The Reggio teacher provides:

- Opportunity to use symbolic languages to represent thoughts and hypothesis.
- Opportunity for the children to communicate their ideas to others.

 

The Reggio teacher offers:

- The children, through the process of revisiting the opportunity to reorganize concepts, ideas, thoughts and theories to construct new meaning.
- Keen observation, documentation, and a partner in the learning process.

Excerpt from www.reggiokids.com

Laura Lampley
director

​Laura has lived in Middle Tennessee all of her life, graduating from Lipscomb University in 2000 with a degree in Psychology and a minor in Family Studies. Her preschool experience began in a small parent cooperative program in Green Hills, where she was a teacher to four and five-year-old children. Following that, she pursued her interest in the research intervention field, working at Vanderbilt University for 11 years as a project coordinator for a social-emotional intervention program, implemented in Metro Nashville elementary schools. Throughout that time, she often missed working in early childhood education, and as of August 2016, is thrilled to have returned to the field by joining the joyful learning community at Spring Hollow!

 

Laura and her husband Trey live in Fairview with their daughter, Eleanor, and dog, Cosmo. She enjoys baking and reading, and spends much of her free time on projects around their property.

Lindsey Cole
co-teacher

Spring Hollow is a special place to Lindsey, and she has served the school in various roles including director, teacher, and board member since 2011. She returned to the classroom full-time in the 2019-2020 school year!

 

Lindsey and her husband, Nate, moved to Nashville from Michigan. They live in Thompson's Station with their son, Calvin, and feisty bulldog, Wesley. Lindsey loves being outside, sewing, biking and spending time with family and friends.

 

Lindsey's background is in Early Childhood Education, with a focus on emergent curriculum and especially the Reggio-Emilia approach. She believes children are joyful learners, capable problem solvers, and that adults can learn so much from and with them! She has always been drawn to this respectful approach to teaching, in which children are seen and celebrated for who they are as a person.

ZyAlicia Moore
 co-teacher

ZyAlicia was born and raised in North Georgia, and has lived in Middle Tennessee since 2003. She and her husband, Chance, live in Chapel Hill where they have raised their two children, Kamille and Milo. ZyAlicia enjoys all things that involve creativity, from painting to landscaping, and even building furniture in her free time. She graduated from Ashford University where she earned a degree in Psychology and declared a minor in Sociology. She began educating in 2016 and fell in love with the profession immediately. ZyAlicia always known that she wanted to work alongside others, and truly believes teaching is what she was made to do! She is so excited to be part of the Spring Hollow family!”

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Find Us

Spring Hollow Early Learning Center

​4207 Arno Road

Franklin, TN 37064

 

Located in East Williamson county, only 3.7 miles from Exit 65 on I-65 and
less than 2 miles from Hwy 96.

© SPRING HOLLOW SCHOOL

Spring Hollow Early Learning Center Inc. does not discriminate on the basis of race, creed, religion, color, gender, ability, sexual orientation, national or ethnic origin, in the administration of its education and admission policies.