We, the Little Einsteins family of Teachers, Children and their families believe:
That our families entrust to us their most precious taonga.
We holistically care for the children given to us – their minds, bodies and souls, and we facilitate authentic, trusting, reciprocal relationships with them and their families. We provide plentiful resources, beautiful spaces, excellent teacher to child ratios, and appropriate group sizes. We ensure that children have the best time that they possibly can have by providing exciting opportunities to learn and explore when in our care. We acknowledge that our children get the most out of our programmes and our environment when their families are welcomed in, and maintain an open door policy, with many and varied invitations during the year for families to join us and spend time and to share kai.
That Early Childhood holds the most privileged place in Education
Neuroscientific research tells us that the brain development of a person is most significant between the ages of birth to 5 years old. Children are born ready to learn. They cultivate 85 percent of their intellect, personality and skills by aged five. The first months and years of their life set the stage for lifelong development. With beautiful calm environments, intelligent and thoughtful teaching, love and respect, we get the chance to make sure that stage has the maximum potential.
That the natural environment is the third teacher
Nature provides us with the richest and most meaningful learning opportunities – opportunities we cannot pretend to imitate. Based on the premise that 'there is no such thing as bad weather, only bad clothing,' we celebrate every season and weather system, using the vastly varying learning opportunities that these provide as valuable tools for teaching and learning. We expose children on a regular basis to paddocks, animals, extensive gardens, and forest-land to extend their learning, and instil in them the importance and knowledge about environmental sustainability.
That the most important teaching tools are love and respect.
At the heart of individualised learning is responsive, reciprocal relationships- Ako. Every single child is worthy of our love and inclusion. We don't just love teaching, we love the children we teach. We understand that sometimes the children who need the most love ask for it in the most unloving of ways. Our routines, rituals, cares and activities are completed in partnership with children. There is no lesson that cannot be learned when a child's emotional needs are being met, using love and respect as a platform.
That Te Whāriki, our curriculum, guides us in the primary responsibility of putting ‘relationships first’ and embracing Te Tiriti o Waitangi and the principle of partnership.
We acknowledge and reflect the unique place of Māori as tangata whenua, giving children the opportunity to develop knowledge and understanding of the cultural heritage of both parties to Te Tiriti o Waitangi. We reflect this in our practice by ensuring programmes include authentic and rich tikanga me ona Te Reo Māori (Māori customs and language).
That children who have their needs met – social, emotional, physical and spiritual, will develop in their own time to meet their full potential.
The role of the teacher is to know the child well, and to notice, recognise, respond and extend. To facilitate meaningful discussions, and ensure purposeful play. To integrate rich literacy, numeracy, science, technology and engineering into play, and promote the dispositions of curiosity and perseverance. To promote a child's sense of self as a confident and competent learner, and to immerse themselves in Professional Learning and Development as a lifelong learner. To plan collaboratively in a child-led cycle for both individuals and groups based on strengths and interest, and record this in quality assessment to share with the child and their family. We do not push children to advance more quickly, but respect children's varying rates of development and scaffold them to reach their potential. We support families to have their children remain in ECE until the school requirement age of six years old.