"Wonder is the beginning of Wisdom"
Children are born with a natural desire to explore and learn and we support them with this. We do this by creating an enabling environment (both physical and emotional) and through the relationships and interactions that the children experience. We do not plan ahead, rather we remain “in the moment” with the children as they explore and learn. We observe carefully, and enhance the learning whenever we spot a “teachable moment”.
We have created a method of education that is a hybrid of the Person Centred Approach, Ubuntu Philosophy and other Early Years Educational Models.
The foundation for our education begins with love and respect for the child. This is the cornerstone for a life of emotional well-being and resilience. From here children learn to love themselves, others and life. This is the base for all other learning to take place.
Our aim is to ensure that all children leave us capable, strong, resilient and confident. We achieve this by employing well qualified staff and with a low ratio of children to adults to ensure that children are able to spend quality time with the teachers.
The Image of the Child
Children are viewed as competent, curious, natural researchers who are full of knowledge, potential and interested in connecting to the world around them.
Each child is unique and has experienced so much in their life. This means that every child views every moment differently. It is our job to ‘tune in’ to each child so we can discover the best way to support them in their development.
The Role of Families
We recognise the fact that a child’s family are their first educators.
Families are invited to take active roles in contributing to the processes of discovery and learning.
We aim to build relationships based on co-operation and mutual respect. Regular meetings with families to keep them up to date with what we have been doing at Busy Bodies. Share successes and discuss what we have been learning at the setting and at home.
Teaching in the Moment
Young children are experiencing and learning here and now, not storing up their questions/learning until tomorrow or next week. It is in that moment of curiosity that we best find ‘teachable moments’.
Teachers are positioned next to the children so they can observe and listen to them. They are then in the perfect position to teach children in line with their individual differences.
The 100 Languages of Children
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 marvelling 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 more) but they steal ninety-nine.
The schools 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 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.
The Role of the Environment
The environment is the third teacher.
The environment is recognised for its potential to inspire children. An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper into their interest.
Playing and Exploring Outdoors
Children’s sense of balance, touch and well-being are all nurtured by unhurried outdoor experiences.
We believe children should have access to the outdoor area from the moment they arrive.
We recognise that some children prefer to be outside exploring whist others prefer quieter games inside. With the free flow system children can make the choice where they want to play and what they want to play with.
Your child’s Key Person will keep up to date records of your child’s learning and development at Busy Bodies. These Learning Journeys will be shared with you on a regular basis.
Teachers plan and teach in the moment alongside the children. They see and recognise teachable moments and then act on them.
The teachers then write these observations up and pass them on to the Key Person. These observations are used to plan next steps both in the setting and at home.
Teachers as Partners
At Busy Bodies the adults are willing to learn alongside children. They work together in partnership rather than that adult being ‘in charge’ and having all of the knowledge. The role of the adult is to plan starting points for the children to explore and to provide open ended resources which encourage the children to develop their own thinking and learning. The adult watch and listen carefully to what the children do and say and use the observations to guide and extent each childs learning.
Five Core Values
Our practices and attitudes are underpinned by these five core values:
Respect - Respect for children, parents and each other.
Quality - We aim to provide the highest quality experience, environment and relationships for children, parents, team members and the local community.
Uniqueness - We strive to maintain and develop our unique qualities.
Achievements - We aim to foster in each and every child a love of learning , an enquiring mind and desire to discover.
Professional Workforce - We aim to develop a highly professional workforce through in house training and ongoing professional development, motivation and the pursuit of excellence.