Infant/Babies learning environment
Toodlers learning environment
Preschool (3-4 years) learning environment
Transition to school
Transitional to school programme
At The Rainbow Corner Early Learning Centre, we have a deep understanding of what makes children tick. Our focus is on helping each child develop their potential through a healthy mix of educational and recreational activities.
Te Whāriki, the NZ curriculum, shows us that "Children are Confident and Competent Learners" which is why our educational programme encompasses this principle.
It used to be said that "It takes a whole village to raise a child". We believe it takes a "whole team to raise a child". Our expertise and experience in the industry is combined with our experienced and passionate teachers.
Our goal is to provide your child with a safe, clean, nurturing and caring environment, where your child will feel secure and able to let their individuality and talents shine.
At The Rainbow Corner Early Learning Centre children can achieve and learn to fulfill their potential.
Our Planning Framework
At The Rainbow Corner Early Learning Centre, we extend children’s learning using their interests. We recognise the common threads of learning that are happening in the Centre and then implement strategies, teachers’ goals and experiences in relation to the child's interests. This allows for flexibility in direction and while we still focus on learning, we direct it to be relevant to what the child is interested in. Of course, if anything new or spontaneous pops up, we also capitalise on these moments.
Our planning cycle is simple:
First, we “Notice”
This may be through stories, anecdotal observations and photos with learning being identified. We record what we see, what we notice, what we see as valuable to the children, special moments. We then identify and record the common threads of interest/focus.
Second, we “Recognise”
From what we have noticed, as a team we identify the learning that is evident (learning we can see). We record these on the form “What Learning has Taken Place”. We then identify our goals: What are we going to do to extend this learning? These are called “Teacher Goals”.
Third, we “Respond”
We brainstorm ideas on what experiences we can provide to extend the learning identified and that supports our teacher goals. This is recorded in a “web” format. It is “how we intend to respond”.
Fourth, we “Record”
We collect evidence of the learning and interests being extended and include any spontaneous events or changes in interests that occur throughout the cycle.
Last but not the least, we “Revisit”
We evaluate the process we have been through. We put together all our documentation (the cycle), laminate it into a book and have it accessible to the children and parents. Children are then given the opportunity to revisit the learning and interests.
Lastly, we “Reflect”
It is important to reflect upon the extension that has taken place, so we know things like how well the experiences went, what was unplanned, was it in the best interests of the child, were learning, abilities and strengths extended, were the experiences meaningful for the children, how were our teaching strategies, what can we do better/different next time and where to next?