“In the kindergarten years, children are full of energy; they are active contributors to their learning and their choices and interests need to remain the driving force for building skills, knowledge and understanding. Therefore, high quality child-centred pedagogy with this age group requires that educators provide secure nurturing environments where children can safely test out their developing skills and take risks within set boundaries. Such environments also need to be rich in opportunities for play, and be places where children are able to use their energy to make choices and solve problems and conflicts, and where they can develop resilience and an ‘I can do’ attitude (Lindon, 2014). Meaningful learning experiences in a well-resourced play-based setting leave children feeling confident and competent with high self-esteem and high aspirations.
Early childhood educators thus need to provide environments where children can engage in self-chosen pursuits; they also need to recognise when and how to support children’s discovery and construction of knowledge, and to take advantage of teachable moments – unexpected learning opportunities that arise spontaneously” (Ministry for Education and Employment, 2015, p. 29).
The Project Approach
The Project Approach builds on the natural curiosity of the children as it enables them to interact, question, connect, problem-solve, communicate and reflect. This kind of authentic learning extends beyond the classroom making learning connected to real life (Chard, 2014). Kindergarten Educators become facilitators in the children’s learning whilst children become active participants in and shapers of their worlds .
|K1.4||Ms R. Portelli|
|K1.5||Ms R. Farrugia ( Ms C. Darmanin)|
|K1.7||Ms R. Spiteri (Ms M. Abdilla)|
|K1.8||Ms E. Formosa (Ms L. Ebejer)|
|K1.9||Ms J. Saliba (Ms J. Aquilina)|
|K1.11||Ms C. Borg ( Ms D. Ellul)|