Each child at Seedlings Early Learning Centre will have their own child portfolio. The portfolio is a record of the individual child’s learning journey that children, educators and parents/whanau contribute to on an on-going basis. Educators in consultation with each other, the child and whanau will set a learning objective for the child. Educators will then use effective teaching strategies to support the child’s learning and development in that area. Progress and outcomes of the learning objectives are documented using narrative stories which are often revisited time and time again by both children and adults alike.
Throughout the year the centre will hold celebration of learning evenings. This is an opportunity for us all to come together to celebrate the learning and achievements of the children at Seedlings Early Learning Centre. This may be in the form of individualised meetings or as a whole centre event where we celebrate and share some of the projects and events that have been taking place. This is also an opportunity for you to get to know our educators and families a little more and familiarise and contribute within your child’s early learning environment.
At Seedlings Early Learning Centre it is our aim to support children and their families to ensure the transition from the early childhood setting to school is an enjoyable and exciting experience for both parent and child. Ensuring the child’s sense of wellbeing is nurtured as they adjust to life beyond the early years is important.
Educators will provide opportunities to work in a collaborative partnership with our parents involving them in their child’s transition.
We acknowledge that families have varying aspirations and expectations regarding their child and school readiness. It is our belief that through working together collaboratively to reach a shared understanding positive outcomes for children can be reached. Importance is also placed on empowering and involving children through the provision of varied opportunities and experiences based on each child’s interest and needs.
Here at Seedlings Early Learning Centre we believe that the following are just some of the important factors to consider when focusing on your child’s readiness for school:
The child’s interest in caring for the environment and those around them | |
Interest in literacy and numeracy | |
Their ability to care for themselves and their belongings. | |
Showing an interest in learning | |
Ability to concentrate and persist with difficulty | |
A developing confidence | |
Ability to appropriately express their thoughts and feelings | |
Ability to do thing’s independently | |
Comfortable in group situations with others | |
Ability to contribute their own ideas in a group and to collaborate with others | |
A sense of themselves as confident, competent and capable learners |
Seedlings Early Centre has a comprehensive Transitioning to School- School readiness Policy and accordingly we invite you to read this and discuss with us your child’s individual needs.
Here at Seedlings Early Learning Centre, we pride ourselves on the positive reciprocal relationships we have with our local schools. We value the opportunity to visit your childs local school as part of our commitment to provide regular excursions into our community.
The Curriculum at Seedlings Early Learning Centre is based on the New Zealand Early Childhood Curriculum Te Whariki. The curriculum encompasses events, experiences, activities, interactions, care and education, both planned and spontaneous within the learning environments.
Four principles are at the centre of the early childhood curriculum. Following these principles are four strands consisting of; Wellbeing, Belonging, Contribution, Communication and Exploration. Each of these strands has several goals and learning outcomes for the individual child.
Empowerment - The early childhood curriculum empowers the child to learn and grow
Holistic Development – The early childhood curriculum reflects the holistic way children learn and grow
Family and Community – The wider world of family and community is an integral part of the early childhood curriculum
Relationships – Children learn through responsive and reciprocal relationships with people, places and things
Here at Seedlings Early Learning Centre educators facilitate, support and plan with children to ensure early learning is extended laying the foundations for a child’s future learning.
Relationships, trust and interactions that are respectful, responsive and reciprocal are seen as a key to a successful curriculum and accordingly we place a huge emphasis on this.
The curriculum at Seedlings Early Learning Centre is also influenced by Reggio Emilia and Rie philosophies, our centre specific philosophy and our educator’s individual teaching philosophies.
Ongoing Internal Evaluation processes will assist us in strengthening and refining our curriculum.
If you are interested in reading more about Te Whariki, Reggio Emilia and the Rie Philosophy; please talk to our educators or alternatively click on the links below for some interesting readings:
RIE Philosophy:
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Te Whariki: |
Primary Caregiving is a programme that follows children’s individual needs. Your child’s primary caregiver will ensure your child’s daily routines and needs are met within a secure and loving environment. When your primary caregiver is away a secondary appointed Primary Caregiver will resume those responsibilities.
“In an infant and toddler program learning takes place through the interactions and relationships the children have with adults who care for them, through the daily routines and through the children’s play”
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(Hutchins and Sims, 1999) |
Reciprocal relationships and the interactions that occur within those are very important within the primary caregiving programme. Love and respect plays an intricate part of ensuring your child forms a healthy attachment with members of the teaching team.
Routines are viewed as valuable learning opportunities. Caregiving that is respectful to babies allows them to anticipate what is happening around them, and to them which is vitally important for the baby’s developing sense of wellbeing. The importance of time allows precious opportunities for warm reciprocal relationships to develop between your baby and their Primary Caregiver.
Children are encouraged to solve their own problems and to develop their inner confidence by allowing time for children to try things on their own. Giving children time in an unrushed relaxed environment is seen as important for development.
Educator’s support and respect children by modelling behaviour we want to teach. A guidance approach is taken regarding pro social behaviour in which adults recognise and acknowledge their individual needs.
Your child’s primary caregiver is also responsible for supporting your child through their transition from the Nursery through to the Preschool when the time comes. This will be done in consultation and collaboration with you the parent.
The care and educational programme at Seedlings Early Learning Centre has a flexible approach within a safe, calming and predictable environment for both infant’s toddlers and young children. The programme focuses on children’s interests and offers learning experiences that are linked to the curriculum goals. These may be focused on individualised planning or group planning and may be routine and often spontaneous. The programme places importance on our partnerships with our parents and those ultimately responsible for the care and wellbeing of the child.
Opportunities are provided for children to develop their confidence, independence and exploration. It is the role of our educators to support children during this time of growth and learning.
Educators continually plan, assess and evaluate the programme to ensure the delivery of a high quality curriculum where children experience positive outcomes.
The Infants and toddlers programme ensures children have a primary caregiver who is responsible for and in tune with their individual daily needs. (You can read more about this under “Primary Caregiving”).
Young children are encouraged to share their ideas, enquire and research with the support of our educators who will use effective teaching strategies to guide and extend children.
Our environment has been purposefully developed and designed to promote interest, participation and sustained engagement. The environment has spaces of interest where learning areas are aesthetically pleasing and rich in materials and resources.