The First 5 Years
The first five years of life are the most important for establishing the best foundation for children’s future learning (Carr, 2001; Ministry of Education, 1996; Taskforce Report, 2011).
By three years old children’s brains have completed their organisation and are ready to hardwire the connections that will serve children the rest of their lives (Perry, 2008).
Throughout the early years and especially at ages four and five, the best thing we can do for children is give them space to move, secure caring attachments and the ability to see themselves as powerful learners (Brainwave Trust). The part of the brain (the frontal lobe) that deals with writing, understanding text, using texts and numbers develops more fully after the age of 6 (Gurian & Stevens, 2004) and is largely dependent on adequate development of movement, attachment and attitude (Perry, 2008). A good attitude toward learning is a key component of later success.
At Nelson Tasman Kindergartens we provide high quality programmes designed to provide children with the basic skills they need to be effective and powerful learners. The most up to date research on learning in early childhood shows that where children are given the opportunity to practice meaningful skills in a safe and encouraging environment they will not only develop new abilities, but more importantly they will develop a positive image of themselves as an able learner (Dweck, 2006). This attitude is an invaluable in setting the foundation for future educational success (Lucas & Claxton, 2010; Sousa, 2011).
At Nelson Tasman Kindergartens we recognise that the leading research on educational success identifies having a qualified and professional teaching team is the most influential element in children’s learning (Taskforce Report, 2011). We recognise this by hiring 100% qualified and registered teachers within our Kindergartens and Centres.
We also run a comprehensive professional development programme to ensure that teachers are provided with the most up to date information available within the early childhood education profession. We are also running research projects throughout the Association that we aim to publish in academic journals to inform the entire early childhood sector.
Literacy, numeracy, science, technology, music, dance and sport are all alive and well within our teaching and learning programmes. They are used as opportunities for children to practice their learning skills so they can take the taonga (gift) of a positive self image with them as a foundation for all their future learning.
In order for children to flourish they need the time and space to develop strong roots, Nelson Tasman Kindergartens provides fertile ground based on the latest research in early childhood teaching and learning. We are a not for profit organisation so you can rest assured that every dollar we can get is turned back into children and their learning. Nelson Tasman Kindergartens are simply the best possible start.
By three years old children’s brains have completed their organisation and are ready to hardwire the connections that will serve children the rest of their lives (Perry, 2008).
Throughout the early years and especially at ages four and five, the best thing we can do for children is give them space to move, secure caring attachments and the ability to see themselves as powerful learners (Brainwave Trust). The part of the brain (the frontal lobe) that deals with writing, understanding text, using texts and numbers develops more fully after the age of 6 (Gurian & Stevens, 2004) and is largely dependent on adequate development of movement, attachment and attitude (Perry, 2008). A good attitude toward learning is a key component of later success.
At Nelson Tasman Kindergartens we provide high quality programmes designed to provide children with the basic skills they need to be effective and powerful learners. The most up to date research on learning in early childhood shows that where children are given the opportunity to practice meaningful skills in a safe and encouraging environment they will not only develop new abilities, but more importantly they will develop a positive image of themselves as an able learner (Dweck, 2006). This attitude is an invaluable in setting the foundation for future educational success (Lucas & Claxton, 2010; Sousa, 2011).
At Nelson Tasman Kindergartens we recognise that the leading research on educational success identifies having a qualified and professional teaching team is the most influential element in children’s learning (Taskforce Report, 2011). We recognise this by hiring 100% qualified and registered teachers within our Kindergartens and Centres.
We also run a comprehensive professional development programme to ensure that teachers are provided with the most up to date information available within the early childhood education profession. We are also running research projects throughout the Association that we aim to publish in academic journals to inform the entire early childhood sector.
Literacy, numeracy, science, technology, music, dance and sport are all alive and well within our teaching and learning programmes. They are used as opportunities for children to practice their learning skills so they can take the taonga (gift) of a positive self image with them as a foundation for all their future learning.
In order for children to flourish they need the time and space to develop strong roots, Nelson Tasman Kindergartens provides fertile ground based on the latest research in early childhood teaching and learning. We are a not for profit organisation so you can rest assured that every dollar we can get is turned back into children and their learning. Nelson Tasman Kindergartens are simply the best possible start.