Philosophy
Our program principle is Emergent in practice and based on a Constructivist Theory of education.
Our program principle is Emergent in practice and based on a Constructivist Theory of education.
Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences. Constructivists concentrate on how children derive the concepts through which they make sense of the world, with a concentration on real-life experience (e.g., teaching about recycling by bringing the children to a recycling center).
Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences. Constructivists concentrate on how children derive the concepts through which they make sense of the world, with a concentration on real-life experience (e.g., teaching about recycling by bringing the children to a recycling center).
Within Constructivism is the Scaffolding of support used to guide children while learning. The term Scaffolding is used to define varying levels of support. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge.
Within Constructivism is the Scaffolding of support used to guide children while learning. The term Scaffolding is used to define varying levels of support. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge.
“Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires."
“Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires."
Our program pedagogy is a Reggio Emilia approach.
Our program pedagogy is a Reggio Emilia approach.
The 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.
The 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.
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 Reggio Emilia philosophy is based upon the following set of principles:
The Reggio Emilia philosophy is based upon the following set of principles:
- Children must have some control over the direction of their learning;
- Children must be able to learn through experiences of touching, moving, listening, and observing;
- Children have a relationship with other children and with material items in the world that they must be allowed to explore;
- Children must have endless ways and opportunities to express themselves.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers” and active constructors of knowledge. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone else is important because everyone is a “subjective agency ” while existing as part of a group.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers” and active constructors of knowledge. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone else is important because everyone is a “subjective agency ” while existing as part of a group.
Parents are a vital component to the Reggio Emilia philosophy; they are viewed as partners, collaborators, and advocates for their children. Teachers respect parents as each child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves the classroom. Some parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. The parents' role mirrors the community's, at both the school-wide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation.
Parents are a vital component to the Reggio Emilia philosophy; they are viewed as partners, collaborators, and advocates for their children. Teachers respect parents as each child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves the classroom. Some parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. The parents' role mirrors the community's, at both the school-wide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation.
In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of passively observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001).
In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of passively observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001).