CHILDREN'S PLAYGARDEN

Program Values
Six pillars of the Children's Playgarden program
( Inspried by the Reggio Emilia approach )

1. Environment

The environment is an important component of a child’s educational process and is used as one of the vehicles to provoke learning. Within the classroom there are many “first” experiences for children in their learning and development. The classroom is where they learn how to throw a ball, build relationships and learn that ice is also water. This is where children take on the responsibility for investigating, exploring and questioning areas of interest. Why do the roots of plants grow down and not up? Within the classroom we observe children and how they use their environment to better understand how space inspires learning to happen.

2. Project Work

Children are capable of navigating and directing their own learning with support and guidance from teachers. Through project work, children explore various topics of interest while using various materials. We respect children’s time and therefore projects can last from one week to several months.

3. Building Relationships

Within project activities we emphasize relationship building and the learning that comes from strengthening and challenging these relationships. We understand collaboration to occur in various configurations which include: children with each other; parents and children; teachers with children; and parents, teachers and children together. Within many of our projects parents add to and contribute greatly to their child’s learning. Within our centre these collaborations happen through:

• volunteering on special projects
• providing certain areas of expertise
• bringing in recycled and beautiful materials

4. Observation and Documentation

There is great emphasis placed on observing each child to determine their individual needs, interests and learning styles. Through observations we gain information that helps us to determine a project topic or a particular direction a project will go. Children, along with their teachers, continue to document their work where it will be displayed for all to see and enjoy. See our photo gallery for examples.

5. Exploration of Artistic Materials

Children have many ways of expressing their thoughts, questions, knowledge, and understanding of the world and their surroundings. We value the use of different materials within the program. Some of the many materials used include: clay to sculpt, drawing materials, drama, music centres, and using recycled materials.

6. Child-directed Programming

Children’s curious nature must be nurtured in a supportive environment. The responsibility of the teacher is to nurture and build on this curiosity with each individual child and with children as a group. Teachers listen, observe, and ask questions in order to understand what the interest is for the group. Snack, lunch, rest periods and outdoor play are important parts of the day, while the remainder of the time is used to engage in project work and other activities.