How We Support Children’s Learning

"Early childhood is a period of momentous significance for all people growing up in (our) culture… By the time the period is over, children will have formed conceptions of themselves as social beings, as thinkers, and as language users, and they will have reached certain important decisions about their own abilities and their own worth."

Donaldson, Grieve and Pratt; Early Childhood Development and Education: Readings in Psychology. (Cited in Te Whāriki)

We believe that children should be learning about what really interests them and teachers are trained to support that learning. When children take an interest in something, whether it be something they have seen, experienced, or have a fascination with, the teachers will work with them to research and explore the topic. Teachers will discuss and record the learning and give the child the chance to come back to the learning at a later time.

The process of assessment, planning and evaluation respects children as confident and competent learners. Kindergarten learning focuses on the whole child, acknowledging their social, emotional and interest-related learning. The learning opportunities that are planned or that happen spontaneously should encourage learning dispositions such as fun, interest, excitement, perseverance, motivation, delight, joy, wonder, reason, question, amuse, challenge, explore, discover, and should empower every child.

Parents and Whānau

Parents and whānau should be involved in all aspects of their child's learning, because parents and whānau have information that supports children’s learning, just as teachers do. We want our kindergartens to be communities of mutual respect where everyone’s contribution is valued and respected for the value it adds to a child’s wellbeing and learning.

Teachers

All teachers employed by Wellington Kindergartens in teacher positions are qualified and registered, having undergone at least three years of tertiary education. They keep up to date with the latest in teaching and learning theory through regular professional development and through the support of Senior Teachers – experienced teachers who provide pastoral and professional support to kindergarten teams on an individual and group basis.

Our Programme

Te Whāriki, the New Zealand early childhood curriculum, is implemented in all our services.

Teachers use children’s interests as part of the programme to make the most of learning moments. When a child talks about or shows interest in something, a teacher will work with them to increase their knowledge and skills. Children who are encouraged and assisted to learn will become confident and competent lifelong learners.

Teachers use the Te Whāriki framework to discuss and plan how they can support this learning. In their programmes they will:
· Extend children’s thinking
· Support their learning dispositions and the development of their social skills
· Provide challenges and provocations
· Provide quality resources
· Make available learning opportunities to meet children’s learning interests and needs
· Support their learning of literacy and numeracy

Teachers keep folders for each child. These may include written records and digital images of progress and development.

Noticing, Recognising and Responding  
Teachers will talk to the children, parents and whānau and each other to develop the programme for the kindergarten based on children’s learning interests and needs. This process is ongoing as everyone involved notices children’s learning, recognising what is significant for children and responds to support the children’s learning.

We welcome any feedback or ideas you have. If you would like further information on our programme, please talk to the teachers or refer to Te Whāriki – the early childhood education national curriculum (available on request).

Children with special learning needs are welcome.