Learning Common One 

"Childhood is not a race to see how quickly a child can read, write and count. It is a small window of time to learn and develop at the pace that is right for each individual child. Earlier is not better." - Magda Gerber

"Education is a natural process carried out by the child and is not acquired by listening to words, but by experiences in the environment." - Maria Montessori

The early years are an unending eave of sensory experiences that children eagerly engage with their whole selves - we call this PLAY.

"Play is the highest form of research." - Albert Einstein

"Children need the freedom to appreciate the infinite resources of their hands, their eyes and their ears, the resources forms materials, sounds and colours." - Loris Malaguzzi

"The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences." - Loris Malaguzzi

"Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more." - Louis Malguzzi

"Childhood is filled with natural wonder and curiosity. The learning environment must reflect a classroom and outdoor space that inspired a sense of wanting to investigate, to find out and to explore." - Kathy Walker

"Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood." - Fred Rogers

The teaching and learning philosophy in LC1 is fostered through our commitment to make learning authentic, purposeful, engaging and enjoyable for all of our students. We build strong relationships with our colleagues and our students to ensure we honour who we all are, and what we all bring to our LC1 whānau. 

 

We set the scene for what learning is all about, even in the most subtle of ways, as our role is to determine our young children's view of themselves as a learner.  We treat our role with careful consideration and create learning spaces to nurture curiosity and wonder.  Children are natural inquirers and play is a vehicle through which children investigate their world, test their theories, explore and create.  Our teachers are mindful of creating opportunities for rich, sensory, play-based experiences for their children as part of their programme.  Children engage in investigations that are of interest to them and hold meaning.  They may work individually or in groups and through these learning opportunities we not only teach traditional academic content but more importantly develop key dispositions of learning, including social and emotional skills.

 

We take inspiration from the Reggio Emilia approach so children are not reliant on a teacher sitting in front of them to direct their learning as learning can take place anywhere and at anytime.  The physical environment is thought of as 'the third teacher' therefore it is thoughtfully designed so that children have access to materials and provocations to ignite their curiosity and wonder.  Children learn from their peers, materials, experiences and teachers.  The primary role of the teacher is in guiding and supporting the children towards new understandings, knowledge and skillsets through their natural interests and questioning,  We help them to make sense of the world around them and their place within it.  One of our key tasks is in taking natural learning moments and turning them into 'teachable moment's as we observe and react to what we notice.  

 

The learning environment is very much a shared space where we begin to teach our children to have ownership and with that come different roles and responsibilities.  The children learn to manage the resources, materials in it and are active participants in developing an inclusive and safe environment through a restorative approach to conflict resolution.
 

An interesting watch

Ideal age children should be starting school - Nathan Wallis discussing starting school.