Our Approach

 Our approach is unique and comprehensive and is based on accepted research that clearly indicates that the deepest, most genuine learning occurs for children through play. Based on this principle , our approach synthesizes different child development theories to cater to individual children's needs

Our approach for Under two's

Te Whariki is at the core of our curriculum at Little One’s Garden Early Education Centre. Our Under two’s rhythm’s and routines are inspired by the beliefs and teachings of Dr. Emmi Pikler. This approach to caring and educating is often referred to as the ‘Philosophy of Respect, trust and care'. At Little One’s Garden Early Education Centre we believe that ‘Respect’ is the glue that can grow lasting relationships, relationships that not only allow us passion but also give us companionship, understanding and support to make through challenges of life. Respect is about taking time to develop relationships, slowing down, listening to children not through our ears but also through our eyes, sensitively observing children’s ways of communicating, inviting and waiting for responses and treating them as fellow human beings.

 Primary care giving is one important aspect of Megda Gerber’s philosophy. We believe that children thrive and learn when they experience trustful relationships with their teachers, peers and whanau. Te Whariki states that “In order to thrive and learn, an infant must establish intimate, responsive and is reliant on whether they establish an intimate, responsive relationship with at least one other person”. The primary caregiver develops a relationship with the child and their family. They engage in care moments like nappy changing and bottle feeding and meet the child’s needs throughout the day.

 Free movement:

•  We believe that every child develops at their own pace. We do not prop or put children in ‘tummy time’ until they can get into these positions for themselves. Therefore, we do not use high chairs, but infants are fed by their caregiver’s on their knees until they can sit at a table by themselves alongside their peers.
• We cherish feeding, nappy changing, dressing and sleeping as care moments to strengthen our bond with children as we believe that ECE setting is like a caring home-a secure and safe place where each member is entitled to respect and to the best of care. At these care moments the adult is fully present with ‘Head, heart and hands’ and provides respectful care and attention to the child

 We follow infant’s individual routines:

•  As these routines can change so quickly, the relationship between the care giver and parents is very important. Teachers and parent discuss and share any changes as they happen, working in partnership and collaboration with each other.

 Other aspects of our teaching include:

•  trust in the child as an initiator, explorer and self-learner;
• time for uninterrupted play and freedom to explore and interact with their peers;
• providing an environment to children which is physically safe, cognitively challenging and emotionally nurturing.
• We believe that when we care for children, it’s not only that we make kids feel cared for but we also raise them as people who are emotionally and intellectually capable of caring for others. When the child feels emotionally secured, appreciated and respected, they thrive and engage in meaningful learning.
• We follow each child’s individual routine and endeavor to provide them comfort and best care possible. We also believe that it’s important to have a rhythm of the day which we follow every day to give children predictability.                                         

Our approach for Over-2's

Te Whariki is at the core of our approach for Over two' which is also inspired by the beliefs of Dr. Emmi Pikler and Regio Emilia approach. This approach to caring and educating is founded on the following aspirations for children:

“to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.” (Te Whariki, Ministry of Education. 1996)

At Little One’s Garden Early education Centre ‘Respect, Trust and Care’ underpins our practice in Over’2 as we believe that with respect, trust and care can grow lasting relationships, relationships that not only allow us passion but also give us companionship, understanding and support to make through challenges of life. We show our respect, trust and care to children by taking time to develop relationships, slowing down, listening to children not through our ears but also through our eyes, sensitively observing children’s ways of communicating, inviting and waiting for responses and treating them as fellow human beings.

 Other aspects of our teaching include:

• Child -led approach to learning: Adults are encouraged to slow down, listen to children, discover what interests them and then provide them with ways to nurture these interest.
•  Learning and play are not considered to be separate, but rather as being related to each other.  We consider teachers/parents as a co-learner and collaborator with the child is their learning and facilitate activities based on children’s interest.
• Children are encouraged to develop their own curiosities and potential in order to understand the world around them.
• We trust child as an initiator, explorer and self-learner.
• WE provide an environment to children which is physically safe, cognitively challenging and emotionally nurturing.
• Children are given time and opportunity to engage in uninterrupted play and freedom to explore and interact with their peers but we also believe that it’s important to have a rhythm of the day which we follow every day to give children predictability.