Philosphy

Our Kids Philosophy

The key component of the Our Kids philosophy revolves around actively listening to the children in our care – with eyes, and ears. We believe in facilitating children as they direct their own learning paths. We acknowledge each child’s individuality and unique interests, while striving to develop their full potential within a prepared environment, full of options and opportunities.

We believe children are born to self-educate, given the right learning environments. We also believe children learn best when they’re able to pursue their own interests in ways that are meaningful to them. The central themes of the Our Kids philosophy are:

Inclusive Atmospheres

Our Kids teachers strive to create inclusive atmospheres where every child feels comfortable and secure in knowing their voice and presence is valued in a safe, respectful, and nurturing learning environment.

Active Listening

Children learn through imitation, imagination and inquiry, and our teachers support these themes through actively listening to children and responding to their needs and interests. We believe in observing and tuning in to what children are doing, in order to build on their learning. This is opposed to interfering with their desire to explore, discover and engage with their spontaneous imaginations.

Relationships are Key

We believe strong relationships between children, families/whānau, and the teaching team, are the building blocks for creating a warm, rich, and diverse learning community. Forging authentic, reciprocal and trusting relationships with families enables us to understand and meet the needs of each child.

Environment is Central

We consider the environment to be the third teacher. It’s a place where innate curiosity, wonder, respect and discovery take place to enrich imagination and creativity, and to drive children’s interests.

Our Kids Early Childhood Educators

Our team of fully qualified and committed teachers actively listen to children to support and help them develop their own ideas and working theories, effectively acting as facilitators of children’s learning, avoiding unnecessary interference with the child’s own self-directed learning whenever possible.

We promote a collaborative culture amongst team members, where individual and collective knowledge is shared and valued and there is regular reflection and commitment to continually improve our programmes.