One learning space in the centre

In this area there is normally at least one staff member or student sitting on the edge or in the sandpit with the children, making sure all children are safe.  For the climbing its down in the sandpit with a soft landing if they chose to jump off or lose their footing, staff are there to ensure they are careful but also letting them learn their own safety aspects within reason.  Like letting them jump off the box into the sand, gives the child the power for their own learning, someone is there if the child needs to hold a hand to help them.

There is a shed with all the digging toys, buckets, spades, trucks, sand wheels, and more.  The children have access to this when its open to get out what they would like to use with what has been put out.

Each day there is a different set up and the toddlers can ask for something else to come out or move things around, such as climbing boxes with planks that come off the boxes.  One child decided to move a plank (with help) off a blue step up to the sand so it made a slide.  The children love climbing in the sand pit.

Another day, this was asked by a child if we could put up the wood, the child was confidence to ask for materials to build what he had in mind.  The child knew what he wanted and where he wanted the items to go. (Ministry of Education, 1996)

There is so much learning going on in this play area, including digging and putting sand into buckets, onto walls, on hands and just picking it up to drop. Teachers sit with the children building, digging as this encourages the children to get involved by knocking down castles or adding extra sand to the top of the castles that are made by the teachers, as the children seem to enjoy this getting done "children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised" (Ministry or education, 1996, p. 84).

Another thing in this area are swings, there are hook at the top for a couple of swings to be attached, children will often point to the hooks asking for the swings and going to the shed where they are stored.  By letting the child decide and the teacher to help them get what they are asking for gives "the confidence and ability to express their ideas and to assist others" (Ministry of Education, 1996).

Reference:

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Falling Leaves

Task four: Response to feedback

The feedback was really good, she liked my interactions with the children and trying the Te Reo phases.  She likes how I supported the children in the things they wanted to do, like washing their own face after morning tea.  

My visiting lecture I noticed looked over at a child crying and i quickly explained to her about the child and how she was new and only went to certain people so we stand back while she adjusts and sticks with the adult she is wanting.  My lecture liked me explaining this to her so she knew I wasn't just ignoring the child i was following what the staff and students were all doing and letting the child decide for herself.

I felt really good at the end of my meeting and went away to read my comments again and it put a smile on my face.

I have learnt a lot from my feedback, I have learnt more phases in Te Reo from Angela my visiting lecture that I can use in every day practice on things we use all the time.  I was happy to get these new phases to try out and the staff members were happy about this too as they can use these new phases as well.

I have responded to the feedback by talking with the staff about making up a resource board with more Te Reo phases to put up and around the room to share with the staff members and other students that come into the infants and toddlers room.  With this we are all learning new words and teaching the children at the same time.

I have responded this way cause i was pleased with everything else and the thing I did struggle with was the Te Reo as its a second language for me and I struggle with English at some point.

About the Centre

​This childcare centre is a full day care centre and is from birth to 5 years old, its got a good child to adult ratio and a big area for children to learn and play in.  Has a nice spacious natural outdoor environment for children. This provides wonderful opportunities for physical activity, for exploration and for working with natural science, such as the children’s edible garden. 

 

​The centre is multicultural and it shows around the centre and with different cultures for staff and children.The centre places high value on supporting children’s literacy. Writing materials and books are placed both indoors and outdoors throughout the centre. The home library service fosters a home centre partnership for emerging literacy opportunities.

The toddlers and infants have a separate area to the over twos and are separated by a fence, this fence does have a gate and of course you can look though and put your hands though to make contact with the overs.  Toddlers and infants where I'm based has also got a low wall between the two area but gates are open for infants to come over to the toddlers room and visa versa.


For more photos check out the slide show here

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License Criteria

Number of children:
​​Under 2 years (0-24months) = 30 children
Over 2 years = 60 children

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Hours open:
7.30am - 5pm
Monday - Friday
Closed Public holidays and 5 weeks over Christmas holidays
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Staffing:
The centre employs 15 full-time (including Diploma of Teaching ECE, Bachelor of Education, Graduate Diploma of Education ECE) qualified and registered teachers. The supporting staff includes part time students, a manager, an administrator, a chef and kitchen assistant.

Currently all are female from several ethnic groups: Maori, Chinese, Korean, Indian, and Samoan, thus we are able to offer these languages in our centre.

This centre is also used as a practicum venue for ECE students from recognised learning institutions. These students ensure that teachers keep abreast of current thinking and teaching practice, and students benefit from the experience of centre teaching staff

The Philosophy

Our centre has an inclusive policy. Ramps are provided throughout the centre for children who may need physical assistance. Our centre works closely with specialised agencies to support children with special learning needs.



MITCEC philosophy is based on the belief that each child and family is unique. Respect for the community, environment and for each child, family and teacher is strongly valued and practised.



We believe that children learn by following their interest areas and we aim to provide opportunities and learning experiences to promote and enhance their knowledge.



Our programme follows Te Whäriki, our national curriculum document. This aims to ensure that all children:

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Grows up as confident, competent learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valuable contribution.

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As it complements Te Whäriki, aspects of Reggio Emilia are incorporated into the centre’s values and programme.



These include:

*looking at the image of the child (how the child thinks and views the world)
*promoting a sense of respect for each child, family and teacher
*encouraging the child to be the researcher
*developing the environment as the third teacher
*valuing parent partnership for promoting the child’s learning and well-being.

To support children’s transition to school, the centre enjoys a partnership with a local school. Children who are nearly five years old spend a morning each week in the new entrant classroom. We found this to be of benefit to all involved in developing a deeper understanding of the pedagogical approaches of both educational settings.