Our Philosophy
Children’s development is shaped by their inherent curiosity and interaction with the environment. The brain’s growth depends on experiences and connections between neurons. Environmental factors have a significant impact on cognitive, physical, social, and emotional development. Every child deserves a safe and loving learning environment, regardless of their background. The constructivist approach, incorporating cognitive and social constructivism, is crucial in early childhood education. Children learn actively through self-discovery, exploration, and engagement with others and their cultural context. Providing stimulating learning zones that cater to children’s curiosity is vital for their development.
Learning and Development
In KAWNI, our young learners are encouraged to find balance in their universe – MIND(MOON) BODY(EARTH) AND SOUL (SUN); as their physical, emotional and spiritual development is dependant on a striking balance of all three. By aligning the control centres (MIND, BODY & SOUL) our young learners can develop coping skills that can help them manage stress and comprehend difficult emotions. Finally, harmony in one’s universe (MIND, BODY & SOUL) can foster resilience in our young learners – the capacity to recover from setbacks and challenges – and promote a sense of self-awareness and assurance.
Learning principles
Children flourish in secure, respectful relationships by fostering genuine connections for meaningful learning, ensuring inclusion in decision-making, actively developing trusting and equitable relationships, cultivating positive connections for self-esteem and social growth, nurturing a sense of belonging for exploration and learning, building secure relationships for a strong identity, and creating an inclusive environment for expression.
Predictable routines provide children with confidence and security. These routines foster continuity, aid in adapting to transitions, develop relationships, encourage a sense of belonging and self-confidence, allow freedom in play, and gradually increase responsibility. Transitions, challenging but opportunities for growth, involve children in preparation and learning new settings’ traditions. Overall, routines and transitions create a secure environment, effectively organizing the children’s world for successful interaction and learning.
Learning is influenced by the environment, considered a third teacher. This is achieved by creating diverse indoor and outdoor spaces, establishing welcoming and flexible learning areas, allowing family contributions, fostering appreciation for the natural world through outdoor spaces, incorporating natural elements like plants and water, diversifying the environment to unfold various intelligences, and empowering children to make choices in their interactions.
Learning through play promotes holistic child development by nurturing physical, social, emotional, and cognitive well-being. It actively engages children in social learning experiences, fosters creativity, supports healthy development through symbolic play, and recognizes the interconnectedness of mind, body, and spirit through sensory exploration.
For children to learn, educators must prioritize cultural respect. This involves developing cultural competence, fostering understanding and positive attitudes towards differences, creating a community valuing each person’s uniqueness, treating children fairly, and intentionally engaging them with diverse learning opportunities.
Fostering a continuous learning environment for children and educators involves building on prior knowledge, planning intentional teaching experiences, encouraging reflection and curiosity, identifying areas needing support, allocating diverse resources, committing to continuous improvement through planning, observing, and assessing, providing feedback, challenging thinking, analyzing information, and reflecting on pedagogy for early childhood learning and development.