Reggio Emilia Approach
My World is a local family-owned business. The influences of the highly regarded Reggio Emilia schools of Italy are at the core of all My World Child Care Centres.
We are focused on helping your child learn. Each child is an individual and learns differently, and our staff are trained to help prepare your child for the challenges of today, school and later life. We do this through providing a positive learning environment. Our child care centres are personal and professional.
Education
The Reggio approach means simply, allowing children to guide their Educators in choosing the classroom environment that will challenge and maximise their curiosity. At the heart of this system is the powerful image of the child. Rather than seeing children as empty vessels that require filling with facts, Reggio educators see children as full of potential, competent and capable of building their own theories.
Respect
My World promotes a strong and positive image of the child. More specifically, we believe that all children are born as capable and competent, and have preferences, interests and opinions on the world and how it affects them. We listen and encourage each child to voice their ideas and suggestions, and know that their concerns and dislikes are valid.
Environment
The environments are set up so that children may freely engage in activities, use materials and make choices with little adult intervention. They will be able to use art materials, select books and serve themselves meals because of the purposeful design of the environment. This respectful process lends itself to children as they learn independence and gain confidence in their abilities.
Each child is an individual, created with a unique destiny, unique abilities and interests. In taking a holistic approach, we recognise the connectedness of mind, body and spirit. We believe that it is our role to foster, stimulate and develop each child’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning.
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