Growin Early Education Centre Ardross

Children should be given autonomy and be involved in everyday curriculum decisions in order to direct and enhance their learning.

Children should be seen as important contributors to their own learning, and should be encouraged to seek knowledge and construct meaning about ideas and concepts.

Early childhood teachers should scaffold learning and support children to enhance their learning and development, allowing them to progress through the zone of proximal development.

Learning should be conducted in social contexts which allow for collaboration between peers, educators, families and communities.

Play is an essential part of the curriculum and allows for children to engage with the world around them and explore with different environments, roles and identities and actively engage with objects, people and representations in order to make sense of their social worlds.

​Early childhood settings should be designed to facilitate a collaborative, problem-solving, inquiry-based approach to teaching and learning. An emergent curriculum should be used for planning learning experiences within an early childhood setting which allows educators to respond to children’s current interests and questions. This allows for a more child-directed curriculum.

​Children are capable learners and should be offered a range of hands-on experiences within a play-based context in order to enhance their skills and knowledge for life-long learning.

“Play is the highest form of research” – Albert Einstein