Moulding young minds and laying the foundation for life skills are most effective when children are engaged in meaningful experiences and interacting in an environment that builds strong teacher-parent partnerships.
At The Little Skool-House, our teachers teach and care for their young charges with passion. All our teachers are qualified in early childhood education and go through intensive curriculum training quarterly to stay abreast with the curriculum demands and best practices in their profession.
They nurture the children's development with love and professional expertise, and involve the mums and dads to ensure that the same spirit of learning continues at home.
Parents are involved in our Community Learning and Parent Support Programmes as we recognise that they play an important and active role in providing a positive and supportive learning environment at home. They are always involved in their children's learning and the celebration of the children’s achievements at the centre.
The education at The Little Skool-House International has kept on pace with the changing needs of our society. It is based on well-founded research and best practices in early childhood education. The emphasis is on enabling our children to apply what they have learned during their early school years into the broader aspects of life in the later years. We help develop children to become inquirers, independent thinkers, creative innovators, risk-takers and effective communicators in support of Goal 2 of the Melbourne Declaration on Education Goals for Young Australian, that all young Australians become:
- Successful learners;
- Confident and creative individuals; and
- Active and informed citizens.
In offering our programmes, we share the vision for children’s learning as described in the Early Years Learning Framework for Australia - that children’s lives are characterised by belonging, being and becoming.
"Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. Belonging is central to being and becoming in that it shapes who children are and who they can become. … Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. … Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society." (The Early Years Learning Framework for Australia, 2009)
Our Literature-Based approach to programming uses meaningful children's literature such as stories, poems, rhymes and newspaper reports as the key medium to seed the learning process in children and provide them the contexts to make sense of the world they live in.
Identification with the settings and characters in the stories are key factors to children's understanding of their world, enabling them to communicate with their environment more readily through the arts, verbal expressions and the written language.
The acquisition of new knowledge and new skills become a natural process via a language-rich environment, where teachers engage them in high levels of interactions supported by ample reading and resource materials at libraries, discovery and learning centres located at different parts of each classroom. Children are given many opportunities to develop an enjoyment for the quest of knowledge and a love for learning. These are life skills which are critical to ensure successful transitions into their future intellectual pursuits.