Our Commitment to Learning

 

’Play is the highest form of research”

Albert Einstein

 

Our Curriculum is child centred and educator framed. Our knowledgeable educators are trained to develop exciting learning programmes that reflect and respond to your child’s needs. Our programmes are not planned months in advance, they emerge on a daily basis, building on your child’s interests. Using the Early Years Learning Framework we value and recognise your child’s ideas, interests and strengths, planning play experiences that allow your child the opportunity to guide their own learning.

 

The Early Years Learning Framework describes childhood as a time of belonging, being and becoming.

 

  • Belonging is the foundation for living a fulfilling life. Children feel they belong through their relationships with their family, culture, community and place. We cherish our role as your extended family and part of your child’s community.

 

  • Being recognises the importance of the here and now. Our curriculum reflects the value we place on childhood, a time to simply ‘be’ – to play, investigate and enjoy an unhurried time to pursue their own interests.

 

  • Becoming is about the wonderful learning and development that young children experience. We recognise the knowledge, understanding, identity, skills and potential that your child brings with them to Starbright.

  

To maximise the learning opportunities for each child, our curriculum is designed to be fun! Our learning environments are carefully planned to inspire curiosity, a feeling of wanting to explore and to discover.  Together with their peers, we celebrate your child’s efforts, their achievements, their struggles and their perseverance.

Our indoor and outdoor environments provide your child with a wide range of experiences that develop positive relationships and effective communications. The engaging learning spaces stimulate the senses, invite exploration and discovery and challenge children as active learners. We encourage the children to connect with nature inside and out.  

 

“Enabling environments mobilise the energy, attention, curiosity and focus of children’’

 Howard Gardner

 

Young children use many different ways to demonstrate their understanding of the world and express their thoughts and creativity. We value and celebrate every child’s way of thinking, of discovering, of learning. Our daily curriculum recognises the importance of drawing and sculpting, dance and movement, painting and role-play, modelling and music in your child’s development.

 

“The hundred languages of children’’

Loris Malaguzzi, Founder of the Reggio Emilia Aproach

 

We have implemented a secure online curriculum to enable you to be a part of your child’s learning and development.

By logging in to your child’s secure portfolio you can share observations of their learning, progress, likes and dislikes. You can comment on observations and programmes and share ideas with their educators. Using your input we can further develop and customise our learning programmes to extend and challenge your child.

We understand the time constraints that come with a busy family life and therefore have chosen this collaborative programme to help you get involved in your child’s learning in whichever way best suit you. It allows you to connect and get involved in all aspects of our centre’s operation at the time and place best for you.   

 

Our Early Childhood Teacher

 

Overseeing our curriculum at the centre is our early childhood teacher, who strives to ensure that our environment, educators and learning programme are maximising your children’s learning opportunities. With a degree in early education and teaching they co-ordinate the planning and experiences provided for your children throughout the centre, ensuring quality education and care programmes.

 

The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education”

a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream."

Loris Malaguzzi, founder of the Reggio-Emilia method

We are a private early learning centre that uses the inspiring approach to early childhood education  ‘Reggio Emilia’ for children between the ages of 15 months to 5 years. Our philosophy is inspired by the educational practices and beliefs of Loris Malaguzzi and Reggio Emilia, and our curriculum follows the Early Years Learning Framework.

The Reggio Emilia approach was developed by Loris Malaguzzi and parents in the villages around Reggio Emilia in  Northern Italy following the devastating effects of World War II.

After the war, parents and educators sought a new approach to teaching their children based on the idea that a child's early years of development have a significant impact on who they become in later life.

Loris Malaguzzi, a young and inspiring teacher worked for more than 40 years with families, teachers, children, and other theorists to provide children with an enriched experience in their early years that has caught the attention of early childhood educators worldwide.

  

Why Starbright Early Learning Centre Embraces Reggio Emilia?

 

The Reggio Emilia approach to early childhood education is based on over forty years of experience in the Reggio Emilia Infant/Toddler and Preschool centres in Italy. We have embraced this concept because Reggio Emilia philosophy engages the minds of young children through providing an attractive, child focused, creative and welcoming environment. 

 

The Reggio Emilia Approach is based upon some of the following set of principles:

 

The child as an active participant in learning

 

Children are strong, interested, capable and curious.

 

Children learn best working with others: with other children, family, educators, and the community.

 

Children have “the hundred languages” through which show us what they know in many ways - they move, draw, paint, build, sculpt, do collages, act, sing, play music and more

 

Children learn from the spaces they are in – they need beautiful, orderly space where everything has a purpose and can help children learn.

 

Children are capable of long-term, sustained learning when the topic is of interest to them.

 

Making learning visible      Curriculum and documentation

 

Learning is viewed as a journey; The Reggio Emilia Approach takes a child-led project approach. The projects aren’t planned in advanced, they emerge based on the child’s interests.

 

“The Educators observes and documents the daily life of the children to make learning visible”

Documentation of children's work in progress is viewed as an important tool in the learning process for children, educators, and parents. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, and the children's interpretation of experience are displayed.

Documentation not only serves the teacher in a way to keep track of all areas of a child’s development, but also allows the child to follow his/her own development. It is an easy and accessible way to show parents and other loved ones the development and progression of the child.

 

The Educator, Parent and Child as collaborators in the process of learning.

Parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. Educators respect parents as each child's first teacher and involve parents in every aspect of the curriculum. 

The role of our Educators in this type of learning environment is to provide a safe and nurturing environment for  all children to discover and interpret the world around them.

 

Our Educators incorporating aspects of the Reggio Emilia into their curriculum will:

 

Build on the strengths, competencies, and curiosities of the children (the “image of the child”)

 

Encourage, support, and develop collaborative learning

 

Have less structured rooms, but carefully planned spaces and well-organised materials, so that children are free to spend more time on projects that interest them and are often able to move between activities at their own pace (“the environment as the third teacher”)

 

Offer a wide variety of basic art media, including paints, clay construction, drawing , collage (“the hundred languages”)

 

Listen to and implement children’s ideas for projects on which to work (“negotiated curriculum”)

 

Display the children’s creations and photographs, showing the children at work in the classroom (“documentation”)

 

Build a portfolio of children’s work  (“documentation”)

 

Make a great effort to communicate with parents and to help parents feel involved in their child’s project work (“parents as partners”)


 

Natural Resources and Play

 

Natural play resources are an integral part of the play environment within our Service. Studies have confirmed the benefits of utilising natural resources against potential risks that maybe associated. Such benefits include:

 

  • Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility.
  • Children build higher immune systems, therefore resulting in less sickness (Which we all appreciate!)
  • Exposure to natural environments improves children’s cognitive development by improving their awareness, reasoning and observational skills.
  • Children develop an affinity with nature and a positive environmental ethic when regularly in contact with natural environments

These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education. Combined with collaboration with peers, educators and families, this environment can support and sustain interest and curiosity in our world and their role in it. 

It allows them to risk take with support heightening the complex and increasingly abstract thinking in a way that digital technology cannot.

 

With all planned experiences, if risk is involved, we carry out a risk assessment to guide us on not only procedures but ensuring that the activity is age appropriate, allow for scaffolding and open ended interpretations. Educators are also regularly informed of changes to safety requirements from bodies such as Kidsafe.

 

If you would like some more information about using natural resources or risks in play, below are some useful websites for your perusal.

Kidsafe: www.kidsafensw.org

Early Childhood Australia: www.earlychildhoodaustralia.org.au

www.whitehutchinson.com/children/articles/benefits

 

Sharing Information- it’s a team effort!

 

Effective partnerships are characterised by two-way communication in which services and families are equally responsible for information exchange. As part of this two-way communication, we provide families with information about the service in general, which include:

  • Newsletters
  • Noticeboards
  • Emails
  • Family handbooks that include current information about the service’s policies and procedures
  • Daily information exchange with families when children are dropped off and collected from the service
  • Organising family information sessions about issues such as nutrition or guiding children’s behaviour

 

Please share with us as much information about your child as possible, this not only includes interests and special milestones but even a bad night’s sleep or a busy couple of days, all information can be useful and helpful.