Page 13 - Pebbles Room

Pebbles Room Curriculum Inspiration

Rhythms & Rituals
We believe in the importance of rhythm throughout the day rather than the
traditional use of routines. The rhythms and rituals of the day include special
care moments shared with key teachers. Rhythms and rituals give children
a sense of security and wellbeing. Our day is predictable yet flows, it is not
set in stone or inflexible but is able to be moulded for the needs of the
children and their families. In the Pebbles room we are working towards
individual rhythms, interests and children’s needs. Meal times will vary on a
day to day basis, allowing children to eat when they are hungry or working
alongside parents to develop a routine that suits their child within the
preschool environment.
Throughout the day the room will be set to cater for different age groups and
interests, allowing the environment to be our third teacher. We offer a wide
range of experiences from quite spaces, messy play, climbing both indoors
and outdoors and many other areas of play. We will also incorporate music
and movement through both planned and spontaneous group times.
Partnerships Participation
Relationships are the core of our We ask and invite the children to be
philosophy and practice. We want active participants in our
to develop strong, reciprocal environment, especially during their
relationships with parents and special care moments, such as nappy
children, a partnership that is full of change, sleeps and eating times. It is
trust and respect. We believe the important the children know what is
foundation to building these happening and they need time and
relationships is through getting to space to be able to respond to each of
know each whānau’s culture and these moments. For these moments
understand their aspirations for to be respectful and valuable for
their child. We also take the time to children we encourage participation
get to know each child’s little cues from parents and whānau who hold
and interests through sensitive valuable knowledge in which we can
observation, slowing down and use to ensure children’s needs are met
tuning in. and develop a sense of well-being that
we can link into our curriculum.
Communication Protection
Open and honest communication is Children need to establish an intimate,
a vital part of each day. We responsive, trusting relationship to
communicate both verbally and non thrive and learn. We assign a teacher
verbally with the children as we go to share all special care moments and
about our daily rhythms and rituals. to know your child and family the best
We value the input of open and we can. Your child’s key teacher will
honest communication with all share in the joy of the children
parents and within our teaching developing self mastery and support
team so we can provide quality care them in their new learning
and education for the children. environment.