A North Shore Preschool for Everyone
At the heart of our philosophy is the importance of acknowledging the child’s well-being, emotional and individual needs.
We, at Mairangi Bay Preschool, believe in a Reggio and RIE based approach, thus treating each child with respect and sensitivity. We recognise children as learners with unlimited potential hence we feel our role is to extend their knowledge through investigation and problem-solving.
We emphasise each child’s strengths and interests by providing an engaging, fun, environment which encourages children to learn through play and peer interactions.
Our point of difference at Mairangi Bay Preschool is the homely environment and our parent/ whanau and community relationships we hold. We also believe in providing the children a secure yet challenging environment where they feel comfortable and safe to take risks in their learning.
We believe that if we treat children with acceptance and friendship they will learn to find love in the world.
We are Multi Lingual – English, Mandarin, Cantonese, German, and Te Reo
We offer a variety of outdoor and indoor activities at our preschool. One of our key focuses is to provide a quality active movement programme allowing young children to develop such skills as:
Children who have competent skills have high self-esteem, self-confidence and a feeling of empowerment. Positive feelings can impact on their approach to further learning and also on their ability to relate and interact to their peers.
- Spatial Awareness
- Decision Making
The Reggio Emilia Philosophy: Inspiring Our Teaching
The Reggio Emilia philosophy guides our practice and inspires our teaching here at Mairangi Bay Preschool.
The Reggio Emilia philosophy is an educational approach from a province in Northern Italy named Reggio Emilia. The approach is based around four principles:
- Children leading their learning,
- Children learning through a range of rich and meaningful learning experiences,
- Children developing relationships with other people and material items in the world,
- Children must be able to extend themselves and express themselves in many ways—through “The Hundred Languages”
Project Work and Investigations
The teachers spend a lot of time observing and listening to the children. They notice their interests and then meet regularly as teams to plan around what the interests are. A project or investigation then begins and can go on for short periods of time (just a few days) or long periods of time (sometimes several months). The teachers take on the roles of facilitators in these projects and will learn alongside the children, promoting discussions and interactions, setting up provocations or changing the environment, providing new resources or materials and documenting the learning and progression of the project.
Documentation of Learning
The documentation of children’s learning and experiences plays an important role in the learning process. Not only does it show the children how much we value their work, but it allows the children to revisit their learning at later stages and share their learning with their families and friends.
The Learning Environment as “The Third Teacher”
The layout and design of the learning environments and the resources that are chosen is a significant part of the philosophy. Areas for small group activities are developed, a range of open ended materials including natural and sensory rich items are carefully selected, provocations (resources, books and materials set on a table or in an area) to inspire the children and extend on their interests.
We are very proud to use Storypark here as a tool for involving parents and whanau into the learning that happens at the centre.
Storypark is a secure online portfolio which is owned and controlled by the parent. Your child’s teaching team will add stories, photographs, videos and other documentation that shows the learning and development which will be sent directly to your email inbox. You are able to comment on our updates, add your own and share your child’s Storypark page with friends and family near and far.
We have been using Storypark since 2015 and have found it very successful in strengthening the relationships between the Centre and home. We look forward to sharing it with new families who enrol.
For more information about Storypark, click here!
Relationships and Community
Building relationships with each other and the local community is important in Reggio as it adds depth and meaning to the children’s learning. Working together as a team—the children, parents and teachers—helps to give children opportunities to discuss ideas, negotiate, debate and support each other.
The Reggio Emilia Philosophy in the Context of Aotearoa New Zealand
The Reggio Emilia Philosophy in Italy is very special and unique. We as teachers can only be inspired by the principles and ideas of the philosophy and incorporate it into our teaching here in New Zealand. What this philosophy looks like outside of Reggio Emilia Province will vary from country to country, city to city and even classroom to classroom. We appreciate the people of Reggio Emilia sharing their approach to learning and teaching with us but we must make it relevant to our setting here. Fortunately here in Aotearoa, the New Zealand Early Childhood Curriculum Te Whaariki supports the ideas behind the Reggio Emilia philosophy and the two are closely aligned.