Reggio Emilia Approach

Our goal is to create a quality learning environment for all children through our project work and curriculum, teachers, and family interactions.

In our project work we will use the How Does Learning Happen? framework which is a provincial document for use in working with young children.

The Sunflower School is committed to the provision of quality education and care of eighteen months to 10 year olds. We believe that children learn best when they are given the opportunity to explore and interact with an environment in a constructive way at their own pace. Consequently our programs are designed to provide the maximum opportunity to experience a variety of materials, ideas and social situations at a level appropriate to the individual child.

We provide a stable physical environment that encourages the child to develop self-confidence and communication skills. Through our comprehensive and sensitive approach to developing the individual, The Sunflower School aims to provide an appropriate education that enables our children to successfully approach challenges that lie ahead. We believe that parents and family play an integral role in a child’s education and welcome them to share in the learning journey.

Carlina Rinaldi, Executive Consultant to Reggio Children, writes, “In this sense, among the first questions we should ask ourselves as teachers and educators are these: How can we help children find the meaning of what they do, what they encounter, what they experience? And how can we do this for ourselves? These are questions of meaning and the search for meaning (why? how? what?).” These questions are fundamental to the work of children, families and educators at the Sunflower School.

A little animation about the Reggio Emilia Approach to early years education:

Relationships are highly valued and we carefully consider the various relationships between children, parents, teachers and students as we plan our program. Teachers view themselves as co-constructors of children’s knowledge, and therefore are directly involved in the children’s inquiries. To provide for the greatest consistency in your child’s care, at least one primary staff person rotates with each group of children from the toddler room until they reach the school age years.

Ongoing staff development is recognized as fundamental to providing quality child care. Time is made available to the teachers on Easter Monday and throughout the year for the purpose of professional growth both for individual teachers, and for the staff as a group.

The teachers are committed to supporting the parents’ role as the primary facilitators of their child’s development, and to respecting the diversity among families, which is inherent in the culture of our community. Parents are always welcome in the School and encouraged to participate spontaneously in the program; parents teach us about their children. We value the close relationships between teachers and families that occur over the years and value the partnerships which develop around educating children.