Programme planning is based on Te Whariki the early childhood curriculum from the Ministry of Education.
When your child starts at Kinderland Educare they begin their learning journey. From nursery through
to preschool, our team facilitates fun and interesting experiences through play, that nurture the
children’s development and build valuable foundations for the future – with the goal of preparing them
for the transition to school.
Young children learn best through play and enjoying what they are doing. Our team of teachers are
inspiring for creative learning by providing as many hands-on activities as possible for the children.
This holistic approach allows the teacher to interact at the child’s level with the focus on guiding
children through the learning process rather than showing them how to learn.
This process allows children to develop resilience, learn to cope with many issues positively,
communicate well and solve problems. We encourage children to become CONFIDENT LEARNERS.
The world is changing so quickly that children have to constantly learn new skills and be confident in
how to apply those new skills.
Our curriculum is central to a child’s program and includes all the interactions, experiences, activities,
routines and events, unplanned and planned that occur in our centres.
We use a holistic approach in response to each child’s individual needs and interests and provide
environments that are conducive to learning and exploring, focusing on the Reggio Emilia approach to
teaching and learning.
As teachers we observe, plan, and reflect on children’s learning, so that we can evaluate progress
and plan opportunities to extend their progress. Our aim is to promote children to grow up as
competent and confident learners and communicators, healthy in mind and body, secure in their
sense of belonging and in the knowledge that they make a valued contribution to society.
We work in partnership with families to develop learning programs that are responsive to children’s
ideas, interests, strengths and abilities, and recognise that children learn through a balance of play
and incidental teaching. Our families are seen as ‘partners’ in our work. We approach our families
with understanding, support and interest to work together for the good of the child.
We strive to communicate openly with our immediate and wider communities, recognising that these are the
communities of our children, and the need to understand these communities if we are to understand
our children.
Kinderland Educare understands and values the varying needs and learning styles of children and Therefore: