Approach & Priorities | Hansel And Gretel Care Child

In our centre, we use the Reggio Emilia approach.

The Reggio Emilia philosophy is a worldwide approach to teaching and learning in early childhood education. It is first started in Italy by its founder Loris Malaguzzi in the 1970s. It is based on the beliefs that children have rights and should be given equal opportunities to develop their highest potential during their early years.

This approach enables us to see clearly the amazing potential of all children. We see every child as resilient and capable. Our programme promotes children’s curiosity which drives their understandings of the world.

Therefore, the Reggio Approach suits best for our Hansel & Gretel Child Development Centre because we believe that it is capable to help meet the various needs of children in the 21st century.

Our desire is to make the process of children’s learning more visible. We use documentation approach to systematically record children’s work through photographs, video recordings and observations.

1. Security and safety. Our centre is secured by 24 hours CCTV surveillance camera and alarm system. Safety gates are installed.

2. Serving nutritious meals with balanced nutrition is our priority. Our menu is carefully planned by qualified nutritionist following the guidelines from the Ministry of Health, Malaysia.

3. Daily health screen by teachers

4. We provide quality diapering care and potty / toilet training

Our Disciplinary Approach

.We do not practice physical punishment.

.We believe in the “Power of Guidance” through role modelling and giving positive rewards.

.Children will be encouraged to verbalize their feelings and concerns using words to develop problem-solving and negotiating skills.

.The role of adult is to be a mediator who leads the children to positive problem-solving.

Loris Malaguzzi’s theory of ‘The Hundred Languages of Children’ which offers to us a deeper understanding of listening as a ‘culture and as an approach to LIFE.’

The child is made of one hundred.

The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking.

A hundred ways of listening of marveling of loving, a hundred joys for singing and understanding.

A hundred worlds to discover, to invent, to dream.

The child has a hundred languages (and a hundred, hundred, hundred more) but they steal ninety-nine.

The school and the culture separate the head from the body. They tell the child:

To think without hands, to do without head, to listen without speak, to understand without joy, to love and to marvel only at Easter and Christmas.

They tell the child: to discover the world already there and of the hundred the steal ninety-nine.

They tell the child: that work and play, reality and fantasy, science and imagination, sky and earth, reason and dream are things that do not belong together.

And thus they tell the child that the hundred is not there.

The child says:

No way, The hundred is there.

– Loris Malaguzzi, 2000 –

Flexible Time
Monthly Project-based Approach Child-centered
Caregivers' Roles & Responsibilities
Educator Nurturer Supporter
Conducive Environment
Related to the theme

Rich & Creative
Documentation of every child’s development progress
Observation Report

Assessment Portfolio

PEDAGOGY

PRIORITIES

Our Disciplinary Approach

ACTIVE PLAY & LEARNING

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