Bright Beginnings Early Learning Centre - Howick

Welcome to our new families and children!

We, at Bright Beginnings Early Learning Centre (Howick), have been organising the transition visits of our new children along with their parents/ whanau. Transitions are the moves children and young people make from their home to an early learning centres or from one centre to another centre. Individuals respond to change differently. Some may be excited, some take it in their stride, while others experience anxiety. During early childhood transitions parents/ whanau and even teachers can experience these emotions, as do the transitioning children. Not only for the children but also for their families, transitioning process is a significant milestone in child’s learning. This new experience is a time of change that can create excitement and uncertainty.

Here at Bright Beginnings Early Learning Centre, we believe in achieving optimal transitions which is when the children feel that they belong in the new place; when the educators feel that they belong as part of this new group of children; and when the families feel that they belong to the settings.

Reggio Emilia Approach

As inspired by Reggio Emilia approach and following our centre’s philosophy, we strongly believe in each child forming their own personality during the early years of development and they are endowed with “a hundred languages” through which they express their ideas. Children at Bright Beginnings Early Learning Centre are learning how to use symbolic languages such as painting in everyday life, which is also quite evident by their art works displayed on each room’s display boards.

Whanaungatanga (Relationship)

One of the Maori theoretical principles of Tikanga is whanaungatanga. It is defined as the relationship, kinship, sense of family connection – a relationship through shared experiences and working together which provides people with a sense of belonging. The focus of Whanaungatanga is on togetherness and relationships to enhance a sense of belonging.

In Bright Beginnings Early Learning Centre, we believe that children are the core of relationships between children, families and teachers. It is crucial that young children are given the opportunity to build these connections and be able to seek help when needed. When these needs are met, children can develop a sense of belonging. Fostering a sense of belonging for children can create an environment where learning can thrive and a greater motivation to succeed.

As a Reggio Emilia inspired centre, we also embrace the concept that learning is based on close interaction between teachers, parents, and children as children are collaborators and work best when included in a community. Both the parents and the teachers play important roles in their learning journey.

Teachers Play a Role

In order to build a sense of belonging, young children need to learn the process of developing their skills to work with others. They must learn to play cooperatively, help others, have a sense of empathy, and be a part of a team. These skills are developed over time through healthy routines and consistent expectations that are set in the classroom. Routines can help young children understand what to do so that they can focus on how to do things with others. Routines such as classroom jobs and keeping a consistent schedule can help young children feel and be a more confident participant of the classroom.

Parents Play a Role

When teachers and parents work together, it helps to create a positive sense of community for the child, which can have a positive impact in areas such as children’s early learning skills and behaviour. Developing a sense of belonging from a young age also allows children to feel confident in exploring new ideas, engaging in learning and being self-expressive.

Why Us?

• Encouraging the use of natural materials
• A strong transition into school
• Teaching team inspired by the Reggio Emilia approach supports your child’s creative potential.
• Healthy, tasty hot meals cooked fresh
• 20 ECE hours available/free sessions for 3 year olds
• A boutique, homely feel to our centres
• Strong connections between teachers and whanau.

What will the children learn?

While some of these teacher provocations are planned, projects often move in unexpected directions due to the open ended nature of the provocation and also due to the immense potential of a child’s mind. Thus, program planning involves open-ended and often prolonged projects that are based on the teacher-child, child-parent and teacher-parent interactions. Projects also give children the opportunity to make a connection between what they know and what more can they know about the topic. Hence in its true sense, a project is considered a vehicle of learning.

The centre environments strongly reflects our inspiration – The Reggio Emilia philosophy, from Reggio Emilia, Italy.

The centre environment is one of its kind and is definitely worth a visit. The image of the child is very powerful and is strongly visible in the centres. The current whanau of children is very diverse and multi cultural. Our normal day involves a pleasant blend of the Reggio Emilia approach, diverse cultures and many open ended opportunities, all under the umbrella of Te Whaariki, the NZ early childhood curriculum. Our onsite chefs prepares hot and nutritious meals for children. A diverse menu incorporates the various cultures of the families. Teachers skillfully support children’s learning through meaningful experiences. Artifacts, re-cycled material and unique recourses are the special characteristics of the centre. We encourage a very strong and powerful image of the child. Detailed portfolios reflect the child’s learning. Families often contribute to the child’s development through their portfolios, through open discussions and through parent evenings.

All children over 4 years of age participate in a multifaceted Transition to School program.

Sessions, short days and full days are the options of enrolment available.

Our philosophy

Bright Beginnings Early Learning Centre believes in providing a creative and open ended environment which encourages infinite learning for the children and strong relationships between teachers, children and families.

Our proactive quality environment acts as the third teacher for our children. Teachers aim at spending quality time talking and listening to the children. Respect is the key word and it is emphasised in all aspects of the day, whether it is routines, educational program or interactions between children and adults.

There is flexibility in the day’s routines, at the same time care is taken that each individual child’s needs are recognised and respected.

We believe in partnership and as a team we focus on extending this respect to children, families and team members.

We provide a stimulating, unique and natural environment that allows children to engage in experiences that they plan and implement. We believe in giving children complete ownership of their learning and their experiences.

We work towards planning for the children in a triadic manner, with teachers, parents and children being completely involved with centre life.