© Little Hands ELC 2019

Little Hands Southport

Little Hands Morayfield

LITTLE HANDS EARLY LEARNING CENTRES EDUCATION

At Little Hands ELC we are passionate about the learning journey the children and educators go on every day while they spend time in our environment. Our Curriculum is grounded in the Early Years Learning Framework and inspired by Reggio Emilia &  RIE approach.

EARLY YEARS FRAMEWORK

The Early Years Learning Framework provides a powerful and positive baseline. Its principles, practices and learning outcomes support and enhance young children's learning from birth to five years, as well as their transition to school.

One’s essence reflects the framework’s fundamental view of children’s lives being characterised by belonging, being and becoming, we have embedded this thinking into our practices and how we frame each child’s experience with us.

We believe that each child’s experience is simply a natural extension of who they are while establishing strong foundations for wellbeing.

EARLY YEARS FRAMEWORK

The Early Years Learning Framework provides a powerful and positive baseline. Its principles, practices and learning outcomes support and enhance young children's learning from birth to five years, as well as their transition to school.

Little Hands reflects the framework’s fundamental view of children’s lives being characterised by belonging, being and becoming, we have embedded this thinking into our practices and how we frame each child’s experience with us.

We believe that each child’s experience is simply a natural extension of who they are while establishing strong foundations for well-being.

Reggio Emeila Approach

The Reggio Emilia Approach originated in the town (and surrounding areas) of Reggio Emilia in Italy out of a movement towards progressive and cooperative early childhood education. Since its development at the end of World War II in the 1940's, this inspiring and innovative educational approach to early childhood learning has been used worldwide. Loris Malaguzzi, is broadly recognised as the 'father' of the approach and widely documented and promulgated the philosophy as an alternative to the more traditional, rote learning styles of early learning.

It is unique to Reggio Emilia and is not a method. There are no international training colleges to train to be a Reggio Emilia teacher. Outside of the region of Reggio Emilia, all schools and preschools are Reggio Emilia inspired. At Little Hands ELC we apply an adaptation of the approach specific to the needs of our community...this is important as no two Reggio Emilia inspired communities will look the same as the needs and interests of the children, their families and our educators, will always be different.

How The Reggio Emilia Approach and Little Hands ELC Supports Our Families

We consider parents and families to be a vital component to the Reggio Emilia philosophy and, therefore, part of our community. Parents are viewed as partners, collaborators and advocates for their children. Educators respect parents as each child's first teacher and involve parents in the development of the curriculum as much as possible.

We encourage our parents and families to volunteer and participate in our Centre programs as this can allow for this educational philosophy to continue when the child leaves the classroom (ie we can then better collaborate about the home expectations and needs and those that are supported and encouraged here at Little Hands ELC). We want to know our families better, their traditions, their routines, their talents, their expectations and we want you to know us too! We understand that not all parents and families can participate as actively as they might like to, so we have developed mechanisms to allow our parents to participate in the planning and evaluation process. We do this via various mechanisms including:

How The Reggio Emilia Approach (and Little Hands) Sees Children

The Reggio Emilia approach views children as being worthy of being listened to and feels that adults can actually learn from children as well as the other way around. Here at Little Hands ELC, Educators are encouraged to allow the children to guide their own curriculum based upon their own interests and curiosities. The classroom environment is also geared to accommodate for the needs of the children. Children are encouraged to develop their own curiosities and potential in order to understand the world around them and how they fit within this.

RIE / Pikler Approach

Resources for Infant Educarers or “RIE” was founded in 1978 by early childhood educator Magda Gerber, who advocated respect between a parent and child and said adults should allow their children to solve problems without interference. 

We not only respect babies, we demonstrate our respect every time we interact with them. Respecting a child means treating even the youngest infant as a unique human being, not as an object.

Here are 9 points that we are guided by and put together by Janet Lansbury.

1. We communicate authentically. We speak in our authentic voices (though a bit more slowly with babies and toddlers), use real words and talk about real things, especially things that directly pertain to our babies and that are happening now. We encourage babies to build communication skills by asking them questions, affording them plenty of time to respond, always acknowledging their communication.

2. We invite babies to actively participate in caregiving activities like diapering, bathing, meals and bedtime rituals and give them our full attention during these activities. This inclusion and focused attention nurtures our parent-child relationship, providing children the sense of security they need to be able to separate and engage in self-directed play.

3. We encourage uninterrupted, self-directed play by offering even the youngest infants free play opportunities, sensitively observing so as not to needlessly interrupt, and trusting that our child’s play choices are enough. Perfect, actually.

4. We allow children to develop motor and cognitive skills naturally according to their innate timetables by offering them free play and movement opportunities in an enriching environment, rather than teaching, restricting or otherwise interfering with these organic processes. Our role in development is primarily trust.

5. We value intrinsic motivation and inner-directedness, so we acknowledge effort and take care not to over-praise. We trust our children to know themselves better than we know them, so we allow children to lead when they play and choose enrichment activities, rather than projecting our own interests. We encourage our children’s passions and support them to fulfill their dreams.

6. We encourage children to express their emotions by openly accepting and acknowledging them.

7. We recognize that children need confident, empathic leaders and clear boundaries, but not shaming, distractions, punishments or time out.

8. We allow children to problem-solve and experience and learn from age-appropriate conflicts with our support.

9. We understand the power of our modeling and recognize that our children are learning from us through our every word and action about love, relationships, empathy, generosity, gratitude, patience, tolerance, kindness, honesty and respect. Most profoundly, they’re learning about themselves, their abilities and their worth, their place in our hearts and in the word

FIND OUT MORE

If you want to find out more please book a tour to see our child care centre, if you're ready to enrol your child please visit out enrolments page for more details.