Philosophy Our aim is to facilitate the child’s optimum development in all areas – socially emotionally, intellectually, physically and spiritually. This is done through creating an environment, which is balanced between structure and choice. In order for children to develop the skills, which they need for life, it is important that they are able to explore, manipulate and discover within a caring, secure, stimulating and supportive environment. Initiative, problem-solving skills, curiosity, independence, confidence, self-esteem, humour and creativity are all attributes that we are sensitive to. Our aim is to develop these when interacting with the children and planning for their day at school. We do not adhere specifically to any one philosophy, such as Waldorf or Montessori systems, but take from the various approaches what we feel to be most beneficial to the child. We are committed to a philosophy of anti-bias. We regard as positive the inclusion of children with special educational needs into our programme. (For more information, refer to the policy document on Learners with Special Needs) We also attempt to promote this through including children from families who are unable to afford the full fees. Bursaries are available to 10% of applicants and are also dependent on the financial status of the applicant and when an application is made. (For more information, refer to the policy document on Bursaries) All in all, we strive to incorporate inclusion and diversity both economically, socially and culturally thus representing a more real balance of our current South African socio-economic status quo. This is informed and dependant on variables such as application, intake and capacity. With regard to “school readiness”, we are aware of formal school requirements and take these into consideration from the time your child enters. We do not believe this to be something that is achieved under pressure during the year before school. However, the preschoolers are involved in a specific daily programme to prepare them for the demands of Grade One. We do refer to Outcomes Based Education in the planning that is done weekly by the educators. We thus focus on literacy, numeracy, life skills, and arts and culture. If there is an emphasis, it is on the emotional and social development of your child. Unless this is in place, optimum learning in other areas will not occur. The staff concentrates on assisting children towards independence through establishing a healthy sense of attachment. Children are encouraged to identify and verbalise feelings and staff model this in their interactions. Discipline rather than punishment is used. We believe that inappropriate behaviour should be dealt with through positive, productive discipline and guidance, aiming towards self-knowledge, self-control and inner discipline. Our approach is always to look behind the behaviour for indicators as to how to assist a child who is vulnerable or having difficulty in co-operating. Staff meetings are held weekly which include discussions around children who need specific input. We also evaluate the programme and discuss specific events and educational input in these meetings.
Posted on: Wed, 10 Jul 2013 14:32:12 +0000
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