approach
educational philosophy
Our centre believes that children are self driven learners, whereby teachers provide age and developmentally appropriate materials which allows and encourages free exploration and self directed learning. Furthermore, our teachers work collaboratively with the children and are co-constructors of their learning.
pedagogical approach
The Reggio Emilia - inspired approach perceives children as curious individuals who are capable of learning from their surroundings. They are inborn researchers who make investigations about what they see and learn. By engaging in project works, they have the opportunity to test, question and discuss their thoughts about certain topics or concepts as well (Hewett, 2001 as cited in Arseven, 2014).
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Children as constructors of knowledge​ - teachers encourage children to learn and make discoveries on their own by providing them with various concrete materials and experiences. Children will be able to predict and try out their hypotheses as they find out more about the world around them as well (Arseven, 2014).
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The Environment as a Third Teacher According to (Stonehouse, 2011), the environment provides a welcoming and comfortable setting for children which reflects their relationships with their parents and teachers (Biermeir, 2015). Teachers can also to organise it to better cater to the children’s needs and interests. The environment contains open ended materials for children to explore , therein providing choices (Stonehouse, 2011).
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​Teachers as Facilitators - teachers act as children’s co-constructors of knowledge, providing them with appropriate materials and environment to promote self learning. Teachers should tap on areas where there are multiple occasions for children to problem solve as well. In addition, teachers also play a part in documenting children’s learning and discoveries (Arseven, 2014).
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Hundred languages of the child - children are able to express themselves well in various ways of symbolic expression and it is important that teachers or adults encourage children to do so. To attain that, children need to work in an environment which fosters social, linguistic and cognitive development as facilitated by adults (Rinaldi, 2003, as cited in Arseven, 2014).
