Colwill Kindergarten Philosophy
At Colwill Kindergarten we endeavor to provide a safe and secure environment that promotes and extends children’s interests, independent exploration and problem solving.
Our programme is child initiated and is based on the 4 principles and 5 strands of the Te Whaariki Early Childhood Curriculum. We foster children’s learning and development through empowerment, relationships, holistic development, family and community. We believe as Bronfenbrenner’s Ecological Approach states that parents/whanau are the children’s strongest link to the kindergarten and work in partnership with them to provide quality education.
At our kindergarten we believe as Margaret Carr (1998) believes that all children have individual interests and learning dispositions and develop at differing rates. Interests are identified and extended by planning from observation and individual assessment. Using the project approach we employ a range of teaching strategies guiding children into complex learning about topics of interests. Children determine their own pathway through the project resulting in them being highly motivated, feeling actively involved in their own learning, and producing work of high quality. We believe in the Humanistic Theory, that learning should be fun and is a life long process. We aim to teach children ways to access their learning.
Our kindergarten environment is accepting and welcoming. Staff promote positive social interactions, which include co-operation, fairness and support for each other resulting in increased self-esteem and sense of humour. This environment encourages children to form new and lasting relationships with children and adults.
We believe in the value of employing only fully qualified staff, which have the ability to critically reflect on their practice and are committed to ongoing professional development.
We believe in inclusive education, that all children have a right to attend kindergarten regardless of special needs. Mainstreaming is a two way process benefiting everyone involved in our children’s education. We acknowledge as Vygotsky’s (1978) Co-constructive Theory states that gender, race, culture and environment effect how children think. This belief ensures we view children in a holistic way.
Our limits for behaviour management evolved from the Co-constructivist Approach and are clearly and fairly set. The teachers model positive reinforcement and redirection and the children are encouraged to use these strategies to help solve conflict both peacefully and independently.
The kindergarten honours Te Tirity O Waitangi and we are working towards a commitment to bi-culturalism e.g. by using Te Reo, waiata and providing equipment that reflects our Maori culture. We appreciate that we are part of a multi-cultural area and endeavour to reflect and celebrate all cultures in our teaching programme.
Our aim is for children to grow up as confident and competent learners that will make a valuable contribution to society.
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