our curriculum
FLIGHT framework
Different from the traditional curriculum, the FLIGHT curriculum focuses on embracing children’s
everyday experiences as the sources of curriculum. The content of the curriculum arises from children’s fascination and experiences with the world.
It's based around five key concepts: Image of the Child, A Practice of Relationships, Mighty Learners, Responsive Environments and Transitions and Continuities.
How we are using this framework
The staff all view children as highly competent individuals. We encourage them to share their thoughts and ideas with their peers as well as us because we believe that even as adults, we still have some things we can learn from children. We have them practice relationships by encouraging open communication in many different environments and develop their learning by having them try many different activities. Here, children learn through experience: touching, tasting, smelling; using all of their senses to communicate and absorb the wonders of their world.
REGGIO EMILIA theory
This approach is formed around the assumption that children form their own personality during early years of development and are endowed with "a hundred languages", through which they can express their ideas. The children's use of many media is an integral part in symbolic/cognitive expression involved with learning. It's very student centered and utilizes self-directed, experiential learning in relationship-driven environments. It's based upon principles of respect, responsibility, and community through exploration and discovery.
How we are using this approach
We have a variety of materials in which children can use to express themselves, with the staff helping open children's eye in creativity. The toys that children play with have very an open-ended purpose, as in children can play with them how they like.
Realizing that physical space also fosters a key role in encounters, communication, and relationship, we have many different areas in which children alternate between. Here, nature is seen as another teacher: one that helps us express ourselves. Children spend times outdoors and learn how to properly care for the environment.
There is no preset curriculum, so staff (in advance) prepare an environment rich in materials, observe and as listen to children. The learning process is not linear, it is spiral progression in which we see ourselves as partners to help enhance children's learning.
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