Our teaching and learning philosophy in LC2 (and across Hobsonville Point Primary) is fostered through our commitment to make learning authentic, purposeful, engaging and enjoyable for all of our students. We build strong relationships with our colleagues and our students to ensure we honour who we all are, and what we all bring to our LC2 whānau.
Two approaches that inform our practice are Reggio Emilia and Play Based Learning.
Reggio Emilia
The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education which values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place within it.
The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education which values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place within it.
Reggio sees the environment as the third teacher and as such, recognises its potential to inspire children. An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests.
The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. The space is cared for by the children and the adults.
Play Based Learning
Play Based Learning is just as it sounds: students learn through play. Deliberate acts of teaching are intertwined through observation, questioning and by posing provocations that spark student's interests and develop skills.
Play Based Learning is just as it sounds: students learn through play. Deliberate acts of teaching are intertwined through observation, questioning and by posing provocations that spark student's interests and develop skills.
Play is an essential part of a child’s social, emotional, physical and cognitive development. For many teachers and parents ‘play’ has attracted a negative ‘time wasting’ connotation but in reality play is a vital part of every child’s development. It allows them to test ideas, work through uncertainties, explore social interactions and make sense of the world around them. Play has no predetermined outcome or time limit. It is not about an end product but about a process. It’s the exploration of ideas that is crucial. Play is children’s work.
Young children’s play allows them to explore, identify, negotiate, take risks and create meaning. The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).
