Our educational philosophy is based on Lev Vygotsky’s philosophy of Constructivism. We believe social interactions are critical in the age of 2-3. Knowledge to the child is co-constructed between them, teacher and family. We also emphasis in developing child's self-regulation through internalization. To achieve that, kid's development occurs through language, visual symbols and stories.
Grimm's education extends the love inherent in human beings to include love for all people, animals, plant life and the inanimate world. This outlook is based on a belief in holistic and collective harmony. We also emphasis on inter-connection, unity in diversity, the use of science and technology for the welfare of all and maintaining an ecologically balanced world.
Children stay in our Nursery school for a short time, but during this time, the seeds of their future are planted in the attitudes and character formed in these critical developmental years. The essence of this neohumanist education curriculum is expressed when children retain the following essential ideas, forming the basis of a healthy psychology which, once “planted” continues to grow and flourish throughout life.
“I am good, I love and I am loved” – the basis for self-esteem, optimism and positivity
“I love to motivate myself and to learn” – the basis for a life-long enthusiasm for continual growth and self-improvement
“I love to help others and the world around me” – the basis for service-mindedness and meaningfulness that comes from the satisfaction of making an active contribution in the world
“I am happy when others are happy” – the basis for a strong personality with a moral conscience, empathy for all, cooperative spirit and collective consciousness.
“I am never alone or helpless, the force that guides the stars guides me too”- the basis for a spiritual sense of connectedness, security, and trust in the benevolence of the universe.
We provide high quality experiences for children. These experiences are built on the following set of GRIMM key values:
Children are encouraged to develop their own theories about the world and how it works and to explore these collaboratively in great depth. Children are viewed as co-constructors of knowledge, learning alongside other children and adults through working in partnership with them. When children work on a project of interest to them, they will naturally encounter problems and questions they will want to investigate.
Our aim is to create an amiable nursery where children, educators and parents feel at ease and happy.
Recording children’s learning
We aim to make the process of how children learn and what they are learning visible. Much attention is given to detailed observation and documentation of learning. The learning process takes priority over the final product.
Observation of children’s interests and concerns
Our observations help us to guide and extend children’s learning. From our careful observation and dialogue, we understand that children naturally and actively engage in the search for meaning and, in doing so, are in constant process of constructing meaning. We put children at the heart of the learning process ensuring that they are fully involved in planning and reviewing their learning and that they can engage in meaningful exchanges with adults and other children in such a way as to extend their ideas and viewpoints.
Understanding how we learn
Children and adults explore ideas together, learning from one another and building their knowledge and understanding together. Transcriptions of children’s words and dialogues, photographs and drawings are used for groups of adults and children to reflect on the learning that is taking place. Our documentation enables children, educators and parents to share each other’s learning.
Self-esteem, safety and security
A positive self-image and high self-esteem give children the confidence and security to make the most of opportunities, to communicate effectively and to explore the world around them. Feeling safe and secure helps children to become confident learners. Self-esteem of both children and adults is supported and developed through knowing that their ideas, questions and explanations are important and worthy of discussion and consideration.
Exploration through play and projects
We plan starting points for the children to explore and provide open-ended resources that encourage the children to develop their own thinking and ways of learning.
Listening to children’s voices
We pay careful attention to what children say. Listening to children provides us with many valuable insights and understandings as well as helps us to focus our attention on the ways in which children make sense of their world. We aim to listen to the hundred or more languages of our children, both verbal and non-verbal, and try to recognize and value all forms of expression and communication.