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Play is children’s work; therefore, it is their way of learning, play teaches children high quality programming. Our staff, "Think, Feel, and Act; What do we understand our job to be? What we think, affects how we feel, affects how we act.
High quality programs teach children to think creatively so they may succeed in a complex and ever-changing world. Purposeful play is developmentally appropriate and a significant element of any early childhood program. The following method/philosophy emphasize the importance of play in a child’s physical, social, emotional, and intellectual development.
Children learn through play. Our learning centres composed of the following domain to enable them to learn at their own pace.
• Children are viewed as thinkers, reflecting about their world
• Purposeful play is when children learn through the process of their efforts
• Children gain knowledge by building on a path of ever-increasing knowledge
• Children are encouraged to make choices and practice individual decision-making
Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play. At the core of this philosophy is an assumption that children form their own personality during the early years of development and that they are endowed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach children how to use these symbolic languages (e.g. painting, sculpting, drama) in everyday life. This approach was developed after World War II by pedagogist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy; the approach derives its name from the city.
The Reggio Emilia philosophy is based upon the following set of principles:
In a program which is cognitive based, young children learn through active exploration in an environment which is rich in materials and opportunities to converse, socialize, work, play and negotiate with others. Teachers plan experiences based on children's interests and appropriate educational concepts.
A child is born with rudimentary thinking ability and develops this throughout life. However, not all thinking is good thinking, and educators should be aiming to encourage the best thinking possible. Consider the key educational factor in assisting the development of good thinking, based on theories of the social construction of thinking through dialogue. After considering the prevalent approach of teachers to using dialogue to encourage thinking, a model of education for quality thought is developed which springs from this theory.
The following introduce the reader to practical books and materials based on this model.
1. Development of a positive self-concept
2. Respect for the individuality and rights of others
3. Positive ways of interacting with peers and adults
4. Acceptance and expression of both positive and negative feelings
5. Growth of independence and self-sufficiency
6. Growth of creative thinking and problem solving
7. Cognitive growth and development
8. Emergent literacy development
9. Small and large muscle development
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