We deliver quality early childhood education and care

Our Philosophy.

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. We facilitate
authentic, trusting, reciprocal relationships with children and their families.

We provide plentiful natural resources, beautiful spaces, excellent teacher to child ratios and
appropriate group sizes. We ensure that children spend quality time with us by providing
exciting opportunities to be immersed in self-driven learning and exploration, enjoying
teachers with sound pedagogy as resources for their development. We acknowledge that our
children get the most out of our programmes and environment when their families are
welcomed in, and the curriculum centres around the whānau unit. We maintain an open door
policy, with many and varied invitations to our cultural events for whānau and friends to join
us - to spend time and 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 five years old. Children are born ready to learn. Children will
cultivate 85 percent of their intellect, personality and skills by aged seven. The first 1000
days from conception will set the stage for lifelong development. With beautiful calm
environments, intelligent and thoughtful teaching, love and respect, Early Childhood teachers
are in the best position to make sure that a child’s potential is realised. Our curriculum and
teaching values identity, as strength of identity is the surest marker for a child’s future
lifelong success. 

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 upon 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 a love for nature and an understanding
of sustainability. We respect natures’ well researched and documented positive impact on
mental health - the lowering of blood pressure, reduction in the stress hormone cortisol and
decrease in anxiety - a benefit for both ourselves as teachers and the children we teach. 

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 will ask for it in the
most unloving of ways. We are guided by the care and development theories principles of
Hungarian paediatrician Emmi Pikler and Educarer Magda Gerber, working alongside children as
their partners. We believe there is no lesson that cannot be learned when a child’s emotional
needs are being met, working in partnership and 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.