Caterpillar Preschool we strive to provide a program that offers diverse experiences
in a safe environment with enjoyment and inspirations. We believe that children learn best when the
curriculum is created reflecting the child’s interest and knowledge while
extending their learning. Children are
exposed to opportunities for social and emotional learning by working together
with their peers and develop social competency which is critical to long term
success in education and in life.
"We think of a school for young children as an integral living
organism, as a place of shared lives and relationships among many adults
and very many children".
It has also been important to us that our
living system of schooling expands toward the world of the families,
with their right to know and to participate. And then it expands toward
the city, with its own life, its own patterns of development, its own
institutions, as we have asked the city to adopt the children as bearers
and beneficiaries of their own specific rights. (Edwards et al., 1998,
pp. 62, 63)" Loris
Malaguzzi / Founder of the Reggio Emilia Approach
believe learning through play creates a variety of experiences which support
cognitive, physical, emotional and social growth of the child. At Caterpillar Preschool, children learn
actively through investigation, experimentation and play with inspiring
materials; they learn to be independent and to work co-operatively with others;
and most importantly, they learn to understand themselves and their emotions to
become socially competent members of society.
Teachers and children work
together as collaborators. When teachers
set up a classroom, ‘the Atelier’, a workshop environment is created with various
activities which are called invitations that are inviting and
interesting. These are used to provoke discussion and questions between the
children and the teachers; in this way the children are supported on their
learning journeys. Teachers are
researchers and co-learners. Through constant observations teachers are able to
deconstruct, to find out what the children already know, what they are learning
and what they wish to know more about. This helps the teachers to further their
learning in different ways, such as painting, drawing, clay representation,
drama, music and many more up to a hundred as ‘the hundred languages of children’ mentioned. Through group and
one-to-one discussions, teachers and children revisit documentations in forms
of conversations, photos and videos; both, teachers and children create their
learning concepts which will support their future learning in life.
The environment is the
third teacher in Reggio Emilia schools.
Our Atelier, the big room and our Light room, the small room, both are filled
with diverse materials for children to explore; we also have a Nature
garden and an outdoor playground to enhance our curriculum. When children and teachers set sail to their
journey of learning, documentations panels are displayed to share the
learning process with families.