While some of these teacher provocations are planned, projects often move in unexpected directions due to the open ended nature of the provocation and also due to the immense potential of a child’s mind. Thus, program planning involves open-ended and often prolonged projects that are based on the teacher-child, child-parent and teacher-parent interactions. Projects also give children the opportunity to make a connection between what they know and what more can they know about the topic. Hence in its true sense, a project is considered a vehicle of learning.
The centre environments strongly reflects our inspiration – The Reggio Emilia philosophy, from Reggio Emilia, Italy.
The centre environment is one of its kind and is definitely worth a visit. The image of the child is very powerful and is strongly visible in the centrers. The current whanau of children is very diverse and multi cultural. Our normal day involves a pleasant blend of the Reggio Emilia approach, diverse cultures and many open ended opportunities, all under the umbrella of Te Whaariki, the NZ early childhood curriculum. Our onsite chefs prepares hot and nutritious meals for children. A diverse menu incorporates the various cultures of the families. Teachers skillfully support children’s learning through meaningful experiences. Artifacts, re-cycled material and unique recourses are the special characteristics of the centre. We encourage a very strong and powerful image of the child. Detailed portfolios reflect the child’s learning. Families often contribute to the child’s development through their portfolios, through open discussions and through parent evenings.
All children over 4 years of age participate in a multifaceted Transition to School program.
Sessions, short days and full days are the options of enrolment available.