Childhood is a time of infinite wonder and possibility that is also significant to the development of the brain and therefore the child and how they view the world.
We aim to create a space that young children can explore their interests, follow their curiosities, and learn about their world in an environment that empowers them to safely explore risk and be active participants.
Teaching and learning is viewed as a collaborative process where teachers can gently guide and support children by carefully observing their play, listening to their inquiries, and using these observations to facilitate their learning. This encourages the development of autonomy and cultivates a deeper understanding of their world.
We encourage children to put their theories into practice and continuously observe them in the process. This enables teachers to gain an extensive understanding of how each individual child learns and develops. It also also constantly evolves the teacher’s knowledge of early childhood.
The teacher acts as a coach and a researcher who will document their findings to share with colleagues, families, children and the wider community to elevate the image of the child as capable and competent learners who can be active contributors to society.
Written by Dr. Loris Malaguzzi, and translated by Lella Gandini and Eva Tarini The Rights of Children Children have the right to be recognized as the bearers of important rights: individual, social and legal. They both carry and construct their own culture and are therefore active participants in the organization
Observation and Documentation One day Max brought a paper plate mask from home. It was something that he had created as part of an activity at a birthday party he attended over the weekend. Later on in the day I observed four kids sitting around the table in our mini
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
