Our Philosophy
Our Philosophy at Little Discoverers is based on the holistic way in which the tamariki learn, our approach to education for our young tamariki is founded on the principals, strands and goals laid out in Te whariki in our early Childhood Curriculum. We foster an emergent curriculum which tamariki develop play and social skills to help them become competent and confident learners. We also recognize that family and community are essential to learning and development, with every child situated within the ECE setting but also the home, whanau, community, and beyond. LEARN, At Little Discoverers we provide an environment that is a safe and secure place where each child is treated with respect and diversity is valued. All children need to know that they are accepted for who they are and that they can make a difference. EMBRACE, We embrace the values and all that is embedded with Tiriti o Waitangi within our teaching and learning program. We believe that biculturalism must be integrated within our teaching and learning program, by supporting and encouraging Māori learners. We believe through recognizing this unique identity, language and culture, they can achieve education success as Māori learners. CREATE At Little Discoverers we have created an environment that brings consistency and continuity. This is because we believe that children need consistency and continuity, especially at times of transition. A foundation of remembered and anticipated people, place, things and experiences will give them the confidence to engage successfully in new settings. DISCOVER To treat all children/tamariki with respect and to take them on a journey that will develop these little adventures, to discover, explore, play & conquer in their own world. WHANAU We strongly believe that parent-teacher collaboration is key in successful education experience. We provide an open-door policy where parents/caregivers/whanau are encouraged and welcome to discuss issues regarding their child and Centre in a respectful and honest manner.
