Pedagogies

FUELING A LIFETIME OF HUNGRY MINDS

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What the Acadekidz Toddler and Preschool programmes achieve

Cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them

Nurture children’s healthy development and support their growing sense of self

Provide environments and experiences to engage children in active, creative, and meaningful exploration, play, and inquiry

Provide inquiry-based learning opportunities

Foster communication and expression in all forms

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The underlying principles of the pedagogies

“How Does Learning Happen? Ontario’s Pedagogy for the Early Years, (2014)”  is organized around four foundational conditions that are important for children to grow and flourish: Belonging, Well-Being, Engagement, and Expression.

1) These foundations, or ways of being, are a vision for all children’s future potential and a view of what they should experience each and every day. These four foundations apply regardless of age, ability, culture, language, geography, or setting. They are conditions that children naturally seek for themselves.

2) Belonging refers to a sense of connectedness to others, an individual’s experiences of being valued, of forming relationships with others and making contributions as part of a group, a community, the natural world.

3) Well-being addresses the importance of physical and mental health and wellness. It incorporates capacities such as self-care, sense of self, and self-regulation skills.

4) Engagement suggests a state of being involved and focused. When children are able to explore the world around them with their natural curiosity and exuberance, they are fully engaged. Through this type of play and inquiry, they develop skills such as problem solving, creative thinking, and innovating, which are essential for learning and success in daycare and beyond.

5) Expression or communication (to be heard, as well as to listen) may take many different forms. Through their bodies, words, and use of materials, children develop capacities for increasingly complex communication. Opportunities to explore materials support creativity, problem solving, and mathematical behaviours. Language-rich environments support growing communication skills, which are foundational for literacy. http://www.edu.gov.on.ca/childcare/research.html

In the MAKING THE PYP HAPPEN: A curriculum framework for international primary education, 2007, p. 7”, “it is acknowledged that experiences during the early years lay the foundations for all future learning. Research indicates that the rapid rate of development that occurs in the physical, social, emotional, intellectual and aesthetic domains is particularly significant. It is our responsibility as educators to recognize and maximize this crucial stage of learning.

Although development usually occurs in recognizable and predictable directions, it is unique in each child, occurring at varying rates from child to child, and inconsistently for each child. For many children, these early years also mark the first transition from home to group experiences outside of the family and to new physical environments. The daycare must strive to make this adjustment as successful as possible by encouraging the development of secure and trusting relationships with new adults and peers.

Teachers of students in the early years are encouraged to support students’ interests, build up their self-esteem and confidence, and respond to spontaneous events, as well as support the development of skills in all cognitive areas in relevant ways. Children, from birth, are full of curiosity, and the PYP provides a framework that gives crucial support for them to be active inquirers and lifelong learners.”

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