PHILOOSPHY

WE EXPLORE,  WE PLAY, WE WORK

WE ALSO PROTECT OUR PLANET 

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Our programs are inspired by the Reggio Emilia philosophy and built in response to our children’s ever changing interests. Our classrooms and outdoor space inspire exploration, discovery and creative thinking.

We see children ascapable, curious, natural learners with a desire to not only understand, but to be involved in the world around them.

By honouring children through loving, respectful, and nurturing relationships, we see children that explore their capacities not only friends but also problem solvers. We encourage the growth of engaged critical thinkers, kind hearted individuals, and compassionate members of society.

Children express themselves through open ended, imaginative, and multifaceted invitations and projects both indoors and outdoors. These projects focus on the use of mainly natural materials and utilizing the child’s innate desire to explore. The children play, touch, observe, and learn through hands on responsive curriculum.

Hazelwood practices daily recycling, composting and repurposing. We strive to minimize our impact on the environment by purchasing materials, equipment and furniture that is either repurposed or made from natural materials. When visiting our classrooms it is clearly evident in the welcoming, warm and cozy natural feel of all of our beautiful and intriguing spaces.


RESPONSIVE CURRICULUM- INVITING AND ENGAGING CHILDREN IN THEIR INTERESTS

Nests-

The children observed some feathered friends busy in the pond. They were serenaded by a beautiful hummingbird  close to the school. We decided to bring out the binoculars to have a closer look.
The children observed robins pecking at the ground. Some birds had berries and sticks in their mouths. Others kept flying away just as we got them in our sights. We practiced being still and keeping our voices low.

As part of this interest the educators invited the children to collect nesting materials and build a bird just like the birds do.The children eagerly collected moss, twigs, bark, cotton, and grass with their ideas already forming.

Once we got to the forest the groups of children explored their ideas and attempted their strategies. They thought about creating soft areas for the eggs and chicks, perches, patios and “bug traps” for a quick meal. Others thought about predators and built walls around their nests to keep them safe.

A child commented, ” How come it feels like this would be easier for the birds to do? Oh maybe they pollinate and use honey in the nest to glue it”. This started an intriguing discussion amongst the group and created a new found appreciation for the life of birds!

We wonder what extended learning and experiences might be further provoked through this invitation? Might the educators introduce a variety of books related to birds and nests? Might there be invitations through art? Might there be props or dramatic play, how about games. The possibilities for extended learning are limitless and the children will lead the way!