Philosophies

Reggio Emilia Principles & How they are applied:

The Reggio Emilia approach is an educational philosophy that originated in Italy and is widely regarded for its child-centered and project-based approach to early childhood education. Here are some ways we apply the Reggio Emilia approach in our preschool program:

 

  • Environment 

Create a welcoming and aesthetically pleasing environment that stimulates curiosity and promotes exploration. Use natural materials, soft lighting, and open spaces to encourage children to engage with their surroundings.

 

  • Project-based learning 

Focus on long-term, in-depth projects based on children’s interests and questions. Encourage children to investigate, research, and explore their ideas through hands-on activities. Projects could involve art, science, nature, or community-based themes.

 

  •  Documentation 

Document the learning process by taking photographs, videos, and making written observations. Display these artifacts in the classroom to showcase the children’s work and provide opportunities for reflection and discussion.



  • Collaboration 

Encourage collaboration among children, teachers, and parents. Foster a sense of community and encourage children to work together on projects, problem-solving, and decision-making. Involve parents in the learning process by inviting them to share their expertise or participate in classroom activities.

 

  • Emergent curriculum

Allow the curriculum to emerge from the children’s interests and inquiries. Observe and listen to the children to identify their passions and use them as a basis for developing curriculum content and activities.

 

  • Multiple forms of expression

Provide children with a variety of materials and tools for self-expression, such as art supplies, clay, music, and drama. Encourage children to communicate and express their ideas through different mediums.

 

  • Reflection and documentation

Engage children in reflection and dialogue about their experiences and projects. Encourage them to articulate their thoughts, feelings, and discoveries. Use documentation as a tool to revisit and reflect upon their learning journey.

 

  • Teacher as a facilitator

Act as a facilitator and guide rather than a traditional instructor. Observe children, ask open-ended questions, and provide support when needed. Encourage children to think critically, solve problems, and make decisions independently.

 

  • Respect for each child

Treat each child as a competent and capable learner. Value their ideas, opinions, and contributions. Foster a sense of respect, empathy, and inclusivity in the classroom.

 

  • Flexibility and adaptability

 

Be flexible and willing to adapt the curriculum based on children’s changing interests and needs. Remain open to new ideas and embrace the unexpected in the learning process.

 

RIE Principles & How they are applied:

The foundation of the RIE approach is respect. Respecting a child means treating even the youngest children as a unique human being, not as an object.

 

Seven Principles of Respect in RIE Practice:

  1. Basic trust in the child to be an initiator, an explorer, and a self-learner

  2. An environment for the child that is physically safe, cognitively challenging, and emotionally nurturing

  3. Time for uninterrupted play

  4. Freedom to explore and interact with other children

  5. Active participation of the child in all caring activities

  6. Sensitive observation of the child in order to understand their needs

  7. Consistency and clearly defined limits and expectations in order to develop discipline

 

Appropriate “curriculum” for children includes:

  • Supporting self-initiated activities from the earliest age.

  • Building trusting relationships with a consistent caregiver who respects and understands the child’s personality and needs.

  • Encouraging active participation in whatever is going on, thereby developing each child’s sense of self-awareness. (Instead of the diaper changing routine being done to them, it is done with their active engagement.)

  • Valuing connection and communication between caregiver and parents.

 

Caregivers approach each child with a sense of wonder rather than a sense of knowing. 

 

They care and interact in a way with the child that communicates, “I want to know and understand who you are, and I’m prepared to help you understand and know who I am.” RIE aims to achieve a balance between adult stimulation and independent exploration by the child.

Te Whāriki Principles & How they are applied:

  • Empowerment

Children explore and act on their own desires, develop knowledge and skills that interest them, and increasingly, make choices on matters that relate to them.

 

  • Holistic Development

Caregivers consider how each area of development relates to and connects with other aspects of learning and how it builds on the children’ strengths.

 

  • Family & Community

Each child’s culture and community are affirmed when caregivers work together with the people in their lives to help make connections across settings.

 

  • Relationships

Respectful relationships, encouragement, warmth and acceptance are the norm. It is through responsive and reciprocal relationships with people, places and things that children have opportunities to try out their ideas and understand their environment.

 

These principles are woven together with the strands of:

 

Wellbeing

  • Caregivers trust each child’s ability to communicate their needs through cues and gestures.

  • Caregivers respond sensitively to signals of distress, hunger or tiredness.

  • Caregiving practices for feeding, sleeping, and diaper changing are unhurried and calm.

  • The environment is predictable, dependable, calm, safe, hygienic, and rich in sensory opportunities. 

  • Caregivers empower children to discover their own limits by allowing them the time and space to learn for themselves and not intervening unnecessarily.

  • Caregivers are cognisant of environmental hazards, such as choking, sun, insects, and the activities of other children.

 

Belonging

  • Language, key words, signs and routines that children are familiar with at home are used by caregivers. 

  • The environment is language-rich and includes familiar rhymes, songs, chants and experiences.

  • A regular but flexible pattern is established for the day, which includes time outside.

  • Each child has a familiar sleeping space and meal area. Children’ favourite things are available to them.

  • A consistent caregiver has primary responsibility for each child so that they can anticipate who will welcome and care for them. 

  • The timing and pace of caregiving practices is guided by the child.

  • The curriculum is flexible enough to ensure that a child’s needs and preferences for a particular person or way of doing something can be met.

  • There is a reassuring emphasis on the familiar, with new elements introduced thoughtfully into the curriculum.

 

Contribution

  • Caregivers avoid making unnecessary developmental comparisons between children recognising that developmental progress varies.

  • Caregivers communicate with families to ensure culturally appropriate care practices.

  • Children are carefully observed so that caregivers know individual children well, respect their rights, and respond to communication cues and gestures, such as smiles, noises and signals of pleasure, discomfort, fear or anger.

  • Caregivers respect each child’s individual preferences relating to caregiving practices, for example, for going to bed or feeding.

  • Caregivers talk with children about what they, and other children, are doing and encourage the child’s interest in, and interaction with, other children.

  • Caregivers select picture books, games and toys for children to engage with that depict genders and ethnicities in a variety of roles.

  • Attention is paid to providing a range of play experiences that stimulate the senses, mind and body.

  • Caregivers help to extend children’ pleasure in particular experiences, such as hearing specific music, responding to colours, and enjoyment of certain rhythms.

 

Communication

  • Caregivers use words and gestures to invite children to engage. Through careful observation, caregivers recognise gestures of assent and dissent when engaging in caregiving practices.

  • Caregivers read books, tell stories and talk with children. Many opportunities are provided to have fun with sounds and language. Language is used to soothe and comfort.

  • The programme includes action games, fingerplays and songs that encourage oral language.

  • The environment provided is print- and language-rich. Caregivers draw attention to numbers, shapes and patterns and to concepts such as ‘more’ and ‘less’, ‘big’ and ‘small’ in authentic and meaningful ways.

  • Children are provided with resources, including natural resources, in a variety of colours, textures, shapes and sizes to experiment with and explore freely.

  • Children experience patterns and sounds in the natural environment, such as leaves in sunlight or the sound of rain.

 

Exploration

  • Everything in the immediate environment is chosen for its potential as a learning resource. Caregivers provide open-ended and sensory-rich resources for children to explore.

  • Caregivers respect children’s motor progression and allow their physical development to unfold naturally at their own pace. Safe and stimulating objects and furnishings are provided for children to move, hold on to, balance against, or pull themselves up on.

  • Children have a variety of sensory experiences including fresh air and a range of smells, temperatures and sounds. They experience different indoor and outdoor play spaces, such as smooth floors, carpet, grass and sand.

 

  • Consideration is given to the aesthetic and sensory environment, ensuring that it includes pleasing contrasts in light, colour, design, sound, taste and smell.

  • Children have opportunities to observe and play with, and alongside, other children and adults.

 

Child Development and Needs:

 

  • From birth, children can communicate their needs and, increasingly over time, anticipate events. They rely on caregivers to sensitively observe their cues and gestures in order to meet their needs and provide opportunities for learning.

  • Children are rapidly acquiring communication skills, which caregivers support through thoughtful interactions within a language-rich environment.

  • Children are developing trust that their physical, emotional, and cultural needs will be met in predictable ways.

  • They need the security of knowing that a familiar adult is nearby.

  • Children learn through respectful, reciprocal interactions with people, places and things and require a peaceful environment where caregivers pay careful attention to the level of sensory stimulation.

  • Children can be subject to rapid fluctuations of health and wellbeing. For this reason they require consistent and attentive care.