We provide a child-initiated resource based programme where we structure a learning environment that encourages children to explore, experiment, make independent decisions, be creative and be involved in self-regulated learning. The importance of play as meaningful learning is paramount.
“Play is the highest phase of child development at this period, for it is self active representation….play at this time is not trivial, it is highly serious and of deep significance” Froebel F (1892).
We want children to experience learning as “fun”. Children are praised and encouraged for participation and contribution rather than production.
We provide space for different types of play with an environment that is rich in opportunities that stimulate and develop children’s senses e.g. books, games, puzzles, art, nature, sand & water, dough/clay, science/nature, drama, music & movement, construction, excursions etc. Also an outdoor environment that challenges and develops large motor skills within the boundaries of safe and appropriate play. The resources are housed in such a way that children are able to choose and access equipment independently.
We strongly value the importance of families and whanau and through their input, our knowledge of the child and our own observations we are able to identify learning goals for individual children and use this information as a basis for planning, evaluating and improving our programme.
We are committed to providing a bicultural curriculum which acknowledges the dual cultural heritage of Aotearoa, New Zealand. We strive to extend children’s thinking and actions through sensitive and informed guidance, interventions and support.
“Children advance to higher stages of development by being stimulated and guided outside the limits of their skill by other people. Child development is a result of children’s competence being challenged and extended with help.” Vygotsky (1896-1934)
“A learning environment to stimulate curiosity and inquiry with the teacher acting as a facilitator of free play provided order, security and guidance” Susan Isaacs (1885-1948)
We believe in providing equitable opportunities for learning for each child irrespective of gender, ability, age, ethnicity or background. Children are affirmed as individuals and are encouraged to work with and alongside others. (Te Whaariki-The Early Childhood Curriculum)
Staff are committed to reviewing this philosophy regularly and also through attending professional development courses, reading, peer mentoring, team reflection, staff appraisal etc to remain current about thinking on children’s learning and development.
ERO Report 2014
To view our latest report please follow this link ERO