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Preschool Education

Introducing Buddhi – An exclusive pre-school and early primary educational facility (K-3) for the young child where creative learning is keenly encouraged. At Buddhi, we do this through a blend of the best international Early Childhood Education programs. What is special, however, is our value for individual differences and the emphasis on learn while you play education.

At Buddhi we believe children learn best through play experiences. Children build their knowledge through active learning. Our child-centered curriculum encourages choice & decision making, autonomy and social competence. Learning is an ongoing, evolving process – an individual continuum of acquired competencies. Our program also emphasizes self-esteem, social development, creativity, and kindergarten readiness.

We believe that children learn best by exploring concepts through hands-on activities. We believe that children learn best through long blocks of uninterrupted play. We believe that children learn best with opportunities to explore both outdoors and indoors. We believe that children learn best with a caring, respectful relationship with peers and adults. We believe that children learn best in an atmosphere, which celebrates the joys of everyday life. Our endeavour would be to provide all the children in our classrooms with support in socio-cultural, linguistic, cognitive and conceptual knowledge areas. We would want all children to feel equally valued and supported in the learning environment. No child should feel that he/she is marginalized in the classroom community.

Program Implementation

Buddhi follows the Reggio Emilia model for learning and our curriculum is based around children’s interests and is embedded in the principles of the NZ Early Childhood Curriculum, Te Whāriki

Our goals are…..

  • To provide an environment which, promotes active play & exploration, interaction with adults, other children & materials, and with the teacher who is a facilitator.
  • To provide learning opportunities which are concrete, real and are based on the interests of children.
  • To foster self-esteem through relationships with adults who express acceptance and respect for all children.
  • To recognize that all children learn uniquely and to allow any differences to surface in daily activities.
  • To allow outlets for the expression of each child’s individual creative potential.
  • To create an environment that allows children to apply problem-solving techniques in their daily activities individually and with peers and adults.

Play is an important aspect of our program and the foundation of learning in our preschool environment. Through a variety of activities set in a stimulating play-based environment young children at Buddhi get ready for the primary years.

Discovery learning is another unique feature of our preschool program. Children explore their play environment and “discover” things and thereby make sense of their world. It’s as simple as that! This kind of learning is never routine. It involves open ended problems and new situations. It provides children with challenge and the opportunity to explain and justify answers as opposed to being told facts. It almost always involves curiosity and discovery and invariably provides opportunity for creativity. It helps build camaraderie as children are not pre grouped or paired. They find their own partners or form their own groups.

Projects in our preschool are emergent in nature and flow out of the time spent by our children with their teachers in activities jointly done. For example, they may watch or work together with a teacher who is sewing, cooking, gardening or creating art. This may take days or weeks to complete to each child’s satisfaction, which is when the project is deemed over. This allows children the time and space to go beyond the superficial and take charge of their learning from the very beginning, and lays the foundation for meaningful and independent learning in later years.

Our inquiry focus enables children to learn about literacy, mathematics, language and culture through their own interests. In this way, children are engaged and focused on their learning because they set the context themselves. Through this approach our teachers are able to create learning moments based around children’s interests and are depicted in their learning portfolios.

Children come together daily as a group for Circle Time, Story Time, Read Alouds, Music & Movement, Games & Meal times. Circle time helps children develop better communication skills and social confidence. Listening to stories widens their imagination, helping them cross cultural boundaries, encounter other experiences and feel what others feel. Reading aloud introduces children to literacy and print. Music and movement allows children to explore their bodies in a very different way that promotes a sense of rhythm, harmony and melody. Games brings children together outdoors where they learn to participate in organised leisure, begin to play by rules and learn to assess risk and make decisions for themselves, all with the support of their teachers.

Transitions are very important at Buddhi and our teachers support children in various ways as they move from home to our early childhood setting. We know that very often a child needs to start at the centre with someone they trust (their parent or caregiver) and then build up from short visits to longer visits, in order to gain the trust and confidence to come in and participate independently. Beginning in this positive way creates a happy and settled space for learning. It naturally follows therefore that one of the most important aspects of our learning culture is the teacher-child relationship and this forms the centre of the learning experience for children at Buddhi. The high teacher to child ratio at our centre ensures that every child has access to her teacher, who is both their buddy and mom-at-school. Such relationships further extend to families and our teachers are there to help families throughout a child’s learning journey.