Friedrich Froebel
High Scope
Maria Montessori
Johann Heinrich Pestalozzi
Reggio Emilia

Philosophies

The kinds of traditional play that children have done naturally for generations is still at the foundation of the work that we do, and need to do, with children. We have the wisdom of the sages through the ages, but we also have the wisdom of the children right here, right now.
Unlike the pleasant, clattery noise of children’s laughter and play, a clattered physical environment is disruptive to children. Clattered environments are mentally noisy causing children’s thought patterns to be interrupted, and resulting in children being unable to optimally function in the...
Kindergarten is a time for the full flowering of the imaginations of children, the time for “mature role play” as an engine of mental and social-emotional development.
Throughout the world there is a growing concern that children are being exposed to a range of cultural pressures that may be damaging to their long-term health and wellbeing. How can we ensure we are promoting the form of adult life that we value and wish to perpetuate?
I really believe every child should have the opportunity to experience woodwork – for many children it is the key that unlocks their learning.
Children's play tells family members and early childhood teachers so much about development.
The Project Approach offers teachers a way to develop in-depth thinking while engaging the hearts and minds of young children.
The first weekend in May 2016 found a small delegation from the UK in a little village in Germany, rediscovering Froebel in Keilhau, the great educator’s valley for education.
The most important thing in encouraging constructive play for young children is to understand the value of this kind of play, in and of itself, and not to view it as preparation for future academic success and development, or as a bridge to symbolic/fantasy play. Children should be encouraged and...
Friedrich Froebel was counter-cultural in his day, vehemently protesting an educational system in which children were forced into a mould instead of being valued and nurtured as individuals. Our results-driven system is not fundamentally different.

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