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Philosophy

Philosophy Statement

Education is not preparation for life; education is life itself.
- John Dewey

Our centre fosters a warm responsive and reciprocal environment between staff, parents/whanau and children in which we value and respect the importance of parents as ‘first teachers’.   Our centre environment encourages a collaborative and respectful approach between all parties involved with a child’s learning and development.

Our curriculum is based on the principles of the New Zealand early childhood curriculum Te Whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa, this includes recognising, respecting and encompassing Tikanga Maori and the cultural diversity of our families; programme planning for individuals and groups (Both planned and spontaneous); Using Observation techniques to support and encourage the child/children’s learning and development through their interests and strengths.  We respect the uniqueness and natural developmental progress of the individual child as we acknowledge each child develops at their own rate.

We embody the RIE and Pikler philosophies along with informed knowledge of all of our children through in-depth discussions parents/Whanau.   For children under 2 we encourage the ‘Primary caregiving’ role which allows the child to form a trusting relationship with a key teacher in which creates a secure and safe environment in which they can explore and learn.

We acknowledge the environment is an integral part of the children’s curriculum and this needs to be challenging, stimulating, safe and happy so that children can learn through their play.  The teachers play an integral role in which their practice reflects reciprocal responsive relationships with the children in a gentle and patient manner; growing in knowledge through professional development; allowing the children to be ‘active’ participants in the planning of the day; and partnerships between the home and centre affirmed allowing a sense of ‘belonging’ in which all families are actively encouraged to participate.

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