“Each child is unique and the protagonist of his or her own growth. Children desire to acquire knowledge, have much capacity for curiosity and amazement, and yearn to create relationships with others and communicate.”
— Loris Malaguzzi
Our Philosophy for Trend Tots
This is how we uniquely define the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline.
We view a child as a unique individual who has his/her own personality,
identity and interest. It’s their right to learn and develop irrespective
of their gender, ethnicity and background.
We acknowledge that children learn individually or by collaborating with
peers and adults through active exploration. This view is influenced by
Vygosky’s socio constructivism. Its our duty to provide an environment
rich in possibilities and provocations to further their interest and empower
them to learn and share their knowledge with others.
We consider children as natural learners, in which the children will lead the way through following their interest. We believe in emergent curriculum in which planning and developing children according to their interest. Educators role is as expressed by Elizabeth Jones, ‘we are the stage directors’.
We believe ‘teacher as researchers’ and consider that teaching and learning are an ongoing process and we need to keep upgrading Educators professional knowledge. We believe that an educator role is a co learner along with children. They will act as experts in many cases.
We give importance to the partnership between children, educators and whānau which brings the best learning outcome by identifying and understanding identity, culture and the interests of a child, which is supplementary to the professional knowledge.