Philosophy

Our nursery is small enough to maintain high standards whilst striving to give the best possible child care. We aim to care and nurture each individual child, recognising that each child has their own gifts. We aim to create a home from home atmosphere.

We have an ethos of inclusivity  and awareness of different views, faiths, cultures and races which are valued. We have mutual respect at nursery, positive and polite behaviour is encouraged. The voice of the child is valued, we listen to ideas and feedback given.

We encourage children to make their own choices helping them to learn what is right and wrong.

All children are unique.

 

Reggio Emilia

Reggio Emilia is a small city in northern Italy. The first pre-school in this city was founded after the second World War by a group of parents who decided they wanted to build their own school. Inspired by this Loris Malaguzzi, a teacher himself gave them help and guidance. Malaguzzi was influenced by many theorists which he blended together, including Maria Montessori, Jean Piaget and Lev Vygotsky. Malaguzzi’s understanding was that children learn through experiences within a stimulating environment. Children of Reggio are viewed in terms of their strengths. The term ‘a child is born with a hundred languages’ means the way in which children express, communicate, have ideas, their emotions and the way they think.

Reggio teachers provide children with a wide range of materials and media (many of these are natural and recycled resources), believing that by doing is of great importance. When children’s activities are displayed they help parents be aware of their child’s experiences, with children being aware that their efforts are valued.

The key values of the Reggio approach:

  • The environment.
  • Creativity.
  • Time.
  • Learning and teaching.
  • Reflective practice.

The Hundred Languages

No way. The hundred is there.

The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.

A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.

The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.

They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.

They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

Loris Malaguzzi – Founder of the Reggio Emilia Approach