Our Driving Principles
Image of the Child
Children are viewed as competent, curious, full of knowledge and potential and interested in connecting to the world around them. The image of the child is where teaching truly begins.
Educators as Partners
Educators are viewed as facilitators of children’s learning experiences. As co-learners, partners and resource guides they listen, document, challenge and support the children’s learning in a collaborative relationship with their educators.
An Emergent Learning Process
Ideas are shared, work is exchanged and opportunities are created to extend and build upon theories that are uncovered. In this way of working, projects may occur that could last for days, weeks a term or even a year!
The Role of Parents
Parents are an essential component of the approach with knowledge and competencies to be shared as part of the school community. Parents are warmly, regularly and actively invited to connect with the experiences of their children.
Children are Connected
The child is a member of a family and a community rather than an isolated individual. The child learns through interactions with peers, adults, objects and symbols.
The Environment as the Third Teacher
Through the conscious use of space, colour, light, displays of children’s art and attention to aesthetics, nature and detail, the environment plays a crucial role and is often referred to as ‘the third teacher’. Space is designed to encourage encounters, communication and relationships. The environment is offered to children as a rich context to invite research, with indoor and outdoor Ateliers and Piazza’s at the heart of the school.
The Language of Art
Art is a core inspiration, not an option or additional extra. Children have access to art at all times and are supported with time spent in the Ateliers. Through experiencing materials such as wire, clay, drawing, paint or charcoal for example, they discover the properties of these materials and use them to express their ideas, theories and feelings about the world around them.
The learning processes are documented in a variety of ways to make learning visible to the children and parents at school. Documentation allows children to re-visit their experiences, reflect upon them and extend on their learning.