Theories

Maria Montessori

We encourage the children to become independent learners, to seek challenges and respect each other's boundaries. We strongly dis-encourage reward systems and prefer to use language to encourage and reinforce positive behaviour. We praise the children in a way that makes them think about what they have done and how that has had a positive effect, for example: ‘Now we have helped tidy away the toys together, we have more time to play at the park’ rather than ‘that’s a great job’. It is reflective in our setting that the children respect peers and boundaries; they can deal with conflict effectively and are able to resolve disputes without the intervention of an adult. Our Hygge environment entwined with the philosophy of Montessori has a huge impact on children’s wellbeing, self-esteem, self-confidence, and self-awareness; additionally, it supports independent learning through real life activities daily embedded into our routine.

See more in our behaviour and Hygge approach policies

Les Vygotsky

Children are supported to develop skills, reach milestones, and become lifelong learners through adult’s skilful use of ‘scaffolding’ (helping a child reach the next part of their development – supporting not telling, to ensure authentic learning processes takes place at the child’s own capacity and speed. The adult plays the role of the ‘more knowledgeable other’, who knows when to step in and when to step out of the learning zone. Through using children’s interests to inform our next steps and planning for each individual child ensures children are developing a genuine love for learning. Being a boutique setting we can provide the children with much needed adult interaction. Adults support their key children in their learning journey and inform parents on a frequent basis of their child’s development.

John Bowlby

When children start their journey with us, they are assigned a key person with whom they secure an attachment with; this supports each child to settle in with ease. The key person will be responsible for tracking development and liaising with parents. Eventually children settle into the setting and are happy to be with all staff, but only having one at the beginning is important, just as it is with a newborn baby and the main carer.

Frederich Frobel

The Early Years Foundation Stage is the framework we use to ensure children are developing at the expected rate, alongside the development matters guidance (staff use this checklist when considering next steps and current development). Providing the children with learning experiences through play is key. Young children thrive on having fun and learning in the process without even realising they are being educated. We embed a curriculum enriched with laughter, enjoyment, and bundles of learning opportunities. We follow the children’s interests and plan around what they are interested in, as well as in-cooperating multicultural,festive activities for better understanding of the world around them.