Sophia Preschool

About

A Reggio inspired Early Chilhood Centre.

Story

There have been many visitors to the preschool who report there is a certain feeling to coming into the spaces. People notice the calm atmosphere and next what they notice with surprise that it feels just like a home with the cosy corners and soft spaces that many homes have. Because we are in an old refurbished villa the spaces allow for quiet morning circle times where children can begin their day making the transition from home to preschool and from leaving their parent to re-establishing that relationship with that significant other person in their lives, their teacher.
On walking through the environment the other distinctive quality is the earthiness of the materials available to play with. This deliberate policy of limiting plastic and choosing natural or recycled materials throughout the environment, e.g. natural materials for art, sculpture, collage, provocations, construction, recycled items for imaginary play etc, has an enhancing effect on the environment endowing it with an aesthetic quality and authenticity.
The thoughtful planning and consideration for the environment with the day to day care for all the spaces and the organisation of resources is a tangible way that management and teachers show that children are valued and respected.

Mission

The vision on opening the preschool in 2006 was to create a better place for children that gave them green, living nature spaces to play in and a working garden to be responsible for. The challenging question asked originally is still a relevant one today. “How might a centre look and feel if it was moving towards the premise that we do no more damage to the planet and our fellow species?”

Our learning continues every day. We are constantly defining and redefining sustainability, for a start. We are learning about new ways to use and re use materials and engage children in conversations about sustainability.

The other facet of the creation of a better place for children was the establishment of a centre that held a view of children…..as strong, rich, confident, creative and curious with all the ability to construct their own learning. This first philosophy statement acts as the corner stone to how relationships with the children are forged and how teachers see themselves as co learners alongside the children in an equitable way. This view of the child involves more than being positive; it challenges us to look at the cultural constructs of what it is to be a child at this present time and know that our view of children contrasts with many popular and media driven viewpoints. We celebrate a child who has a unique voice and this voice is encouraged, respected and sought out in many different ways. With this emphasis on communication and multiple literacies, it is hoped that when children leave the preschool they are confident communicators who believe their contribution is a worthwhile one.

We also hope that with the emphasis on relating to others and how relationships underpin all that we do, that these children will carry their awareness of social issues with them and stand up for their rights and the rights of others throughout their lifetime.

Teachers build this sense of self worth in children by listening to what the children have to say and thinking about and reflecting on what they are communicating. We believe that children bring valuable experiences, theories, knowledge, skills and questions to preschool with them.

There is a commitment to sharing the children’s learning with parents and the community. Teachers place importance on understanding how children construct knowledge together and acknowledge that being part of a group, with the all the skills of give and take inherent in the process of being in a group, is a rich source of learning. We place great value on the children’s ability to socialise, accept others viewpoints and value the unique contributions of their peers, understanding that responsibility to each other is an integral part of belonging to a group.

Teachers recognise that there are many ways for children to show their thinking, knowing, understanding, expressing and support children to explore the ‘one hundred languages’ of children.

Parents are valued by the centre as members of a learning community, their contribution is encouraged and their aspirations for their children respected. The ideas, skills and knowledge that families bring to the preschool and the exchange of ideas between parents and teachers create a collaborative partnership. As educators share documentation with whanau, they are given a new window into their child’s relationships, learning and interests.