​OUR PERSONAL TEACHING PHILOSOPHY

​​

 

For the early years

 

の教育理念

 

1歳から6歳までの幼児期の教育は、一人の人間としての人格形成に大きな影響を与えます。私たち教育者はそれをサポートし、より豊かなものに導く手助けをする為にいるのです。子どもは生まれる以前から家族や社会、文化、環境に身を置いており、生まれてからその取り巻く環境の中で多くを学びます。子どもにとって日々の生活『遊び』は、探索と実験そして発見です。その『遊び』を通して実社会を学び、興味を見出だし、自我を芽生えさせ、他者とのかかわりを学んでいくのです。

 

幼児期は人間の核を作り上げる重要な時期です。私達は子どもの自由な発想が引き出される環境づくりと、子どもが安心して自己表現をできる温かい場づくりに従事します。またその教育には、教師、子ども、家庭、社会すべての連携が必要となります。子どもを取り巻く社会すべてのより良い関係により、子どもは社会を学び、その中で生きる自分を確立していくのです。

 

幼児期の言語発達も、子どもの感情表現において非常に重要です。子どもは様々な方法で言語に触れて学んでいきます。言語を使って自分を表現することにより、子どもはより多くのことに興味を持つことができます。絵本に興味を持つこともそうですが、物を触った時の感触などを言葉で表すことにより、自分の感じたことを言葉で伝えて共有できるという喜びを味わうことができます。言葉による『遊び』は他者との関わりを深め、子どもの社交性を育てます。

 

Little Ozの教育者は以下のことに従事します

 

・子どもの遊び、楽しみ、感情、感覚の創造

 

・一人ひとりの子どもの人格の尊重

 

・異なるものへの尊重と平等(個人・性別・人種・文化・信条)

 

・子ども、家族、教師の権利の尊重

 

・探究・コミュニケーション・問題解決によって行われる学びの創造

 

・学びの過程の記録と収集

 

・自己表現と学び、コミュニケーション能力の育成

 

・より豊かな自己表現のために、様々な道具や素材を使用した自由な遊びの提供

​Little Oz

Extend and enrich children’s learning from one to six years and through the transition to school. The teaching Framework is fundamentally characterized by belonging, being and becoming. Even before birth, children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships.  As children participate in everyday life, they develop interests and construct their own identities and understanding of the world around them.

​

We believe that play based experiences are meaningful, and through active exploration, children gain confidence, learn strategies for thinking and reasoning and develop working theories for making sense of the natural, social, physical and material worlds. 

​

Early childhood is a time to foster children’s learning through acknowledging each individuals characteristics of belonging, being and becoming in play based reflective environment. It is the belief that early childhood years are the most vital in one’s life. Children learn through play as well as interpreting their understanding of life around them. We strive not only as an educators but as role models to provide a safe, secure, stimulating environment where children feel free to explore and express themselves. 

​

We believe that strong collaborative relationships between children, families, culture, educators, professionals and the community empower children to co-construct and further develop their own identity, voice and understanding of the world they live in. The community culture is built upon trust, respect, empathy, right and responsibility. 

​

Literacy development is a key element in the early years of children. It allows for children's emotions, feelings and voices to be expressed. It identifies problems and offers solutions to possible learning difficulties. Children explore and engage literacy in personal and meaningful ways. Using resources from their family backgrounds and time spent in the world. They explore and expand ways to use language. Engage with ranges of texts and gain meaning from those texts. Children show their families, peers, community and educators that they are effective communicators. They develop dispositions for learning, curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Through active participation in literacies children develop interest and construct their own identities and understanding of the world they live in. The pedagogical paradigms guide their steps in the classroom to inspire and discover language, words and ideas in their own different and unique ways through play and set activities.

​

Our team of teachers are committed to -

​

• The value of play, of fun, of emotions, of feelings.

• A respectful image of each child who is competent and capable.

• The value of differences (individuals, gender, race, culture, religion) the value of equality. 

• Respecting the rights of children, parents, family members and teachers. 

• The child’s role in constructing knowledge through exploration, communication and problem solving. 

• The documentation of learning experiences. 

• The use of a wide range of media and materials to self-expression, learning and communication.​