Teaching and Learning
Watching a chick hatch on You Tube
Our programme:
We believe learning for young children involves 'hands on' participation, a sense of fun, curiosity and time to explore ideas alongside peers, adults and the environment.
Our programme is built on relationships with children that are positive, focus on strengths, and sees children as being capable and competent.
As teachers, we are inspired by the Reggio Emilia approach which encourages children to be active participants in their learning. It encourages children to ask questions, find solutions to problems, negotiate, collaborate with peers and teachers, engage in conversations, make decisions and persevere.
We utilise the emergent curriculum to engage and extend children's interests. By following the children's interests we are provided with a rich tapestry of possibilities, as children participate fully when the subject is meaningful to them. Teachers facilitate learning by creating experiences and an environment where children investigate, create and explore through science/nature, arts, language, music, drama, ICT, maths and literacy.
Our programme encourages confidence, self-esteem, perseverance, a willingness to have a go, to try again when something doesn't work the first time, empathy and respect for others, leadership, and the sharing of skills and ideas.
ICT (Information, Communication and Technology) is used daily within our programme to support and document children’s learning. The kindergarten has been part of a three year Ministry of Education focus on ICT. Children use the computer to investigate their interests, create stories, music and art.Together we create DVD movies, slideshows and animations with children.
How our philosophy is visible within the programme:
· Children are happy, settled, having fun, interacting with peers and teachers.
· Teachers are supportive emotionally of children (affection and humour is shared and reciprocal).
· Teachers care and are committed.
· Children are competent and confident learners. They are engaged and motivated throughout all areas of the programme. They use ICT such as the digital camera and computer confidently to create stories, dvd’s animation and art.
· Children’s voice and interest are evident around the kindergarten, in planning and in portfolios. Children with support and input from the teachers work together to drive learning. Children and teachers are seen as leaders and experts within the programme. A collaborative approach is evident.
· Teachers and children support each other – there is mutual respect. Teachers and families/whanau support each other – there is a mutual respect.
· Our planning stories reflect the holistic development of children – each child elates the programme in their own unique way. Children drive the programme... teacher introduce where appropriate new ideas, avenues for exploration, investigation.
· Children are passionate about subjects they know about and have an interest in – they often drive the programme and may come from an individual and then strike a chord with other children.
· There is strong support from family/whanau and a richness that comes from families working alongside children, teachers and committee. Parents support and assist children to extend learning experiences.
Children engaging and supporting each other in learning.
The environment acts as our ‘fifth’ teacher. There is a strong emphasis on the environment engaging and challenging children. Care is taken to add objects of interest, change, challenge, and provide opportunities for children to revisit experiences. When children are engaged and involved in their explorations and learning experiences around kindergarten - teachers can engage at a more in-depth level with children on an individual and small group level (rather then a supervisory role).
drains around kindergarten
filtering muddy water - an experiment
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Our Rainforest Express Trip!