Introducing Buddhi Kindyland – An exclusive early learning facility for the young child where creative learning is keenly encouraged. At Buddhi Kindyland, we do this through a blend of the best international Early Childhood Education practices and curricula. What is special, however, is our value for individual differences and the emphasis on a learn while you play education.
At Buddhi Kindyland we believe children learn best through play experiences. Children build their knowledge and skills through active learning. Our child-centred curriculum encourages choice, learning autonomy and socio-emotional development. We also believe that learning is an ongoing, evolving process – an individual continuum of acquired competencies and this reflects in our program, which is not defined by a fixed curriculum, any prescribed content or a predicted timeline. Our program emphasizes creative & verbal expression through the arts and language, and the wonder of discovery, curiousity & problem thinking through active exploration.
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. We believe that all children should feel equally valued and supported in our learning environment and no child is marginalized in our classrooms or school community. Our endeavour therefore will be to provide and sustain an environment that allows for such a holistic development in our children.
The Buddhi Kindyland early learning program follows the Reggio Emilia model for learning, and our curriculum is based around children’s interests through play, while simultaneously being embedded in the principles of New Zealand’s Early Childhood Curriculum, Te Whāriki.
Our goals are…..
- To provide an environment which, promotes active play & exploration, social interaction with adults & other children, autonomous access to materials and a facilitative teaching environment.
- To provide learning opportunities which are sensory, authentic and are based on the interests of children.
- To foster the ‘self’ through relationships with adults who express acceptance and respect for all children.
- To recognize that all children learn uniquely and to celebrate differences.
- To foster each child’s individual & creative potential by encouraging autonomy of learning.
- To create an environment that promotes learning thru’ exploration, discovery, curiosity & problem thinking.
Play is an important aspect of our program and the foundation of learning in our early learning environment. Our play–based approach includes both child-initiated and teacher-supported activities wherein our teachers encourage learning through authentic interactions that extend children’s interests and knowledge. Most importantly, free play that is child-directed and internally motivated, is a key feature at Buddhi Kindyland.
Discovery learning is another unique feature of our early learning program, where young children are naturally engaged in learning about their environment through unrestricted play with others. In so exploring their environment they “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 understand their environment and build their own body of knowledge as opposed to being told the facts. It almost always involves curiosity and discovery, and invariably provides opportunity for creativity. It helps build camaraderie as children have real opportunities to socialise and build friendships through play.
The Project approach is an important aspect of the Buddhi learning model and provides a great opportunity for older children as they transition to collaborative learing. Being emergent in nature, projects flow out of children’s interests and time spent 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 sometimes take days or weeks to complete to each child’s satisfaction, which is when the project is deemed over. It allows children the time and space to own and take charge of their learning as they set the context themselves. They also have the freedom to collaborate with their friends, or work individually, all of which lays the foundation for meaningful and independent learning in later years.
Our inquiry focus enables our teachers to bring mathematical, language, science and cultural connections to learning. Answering questions that emerge during their play and activities allows children to acquire new knowledge and skills in authentic and meaningful ways. It also allows children to remain engaged and focused on their learning because they set the context themselves.
Through these approaches our teachers are able to create learning moments based around children’s authentic learning which are then depicted in their learning story portfolios.
Children also have plenty of opportunities to come together daily as a group during Mat-Time, Story & Read Aloud sessions, Music & Movement activities, Games and Meal times. Mat-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 and 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.
Transitions are very important at Buddhi Kindyland and our teachers support children in various ways as they move from home to our early learning 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 young children at Buddhi Kindyland. Every child’s teacher, is both their buddy and parent-at-school. Such relationships further extend to homes and our teachers are there to help families throughout a child’s learning journey.