We acknowledge the Traditional Owners of the country on which we live, learn, play and create.
We are grateful to First Nations people for being custodians of the land for countless generations.
A particular appreciation goes to the Gayamaygal people, the Traditional Owners of the land upon which Rosey Pot is located.
Rosey Pot Kindergarten is deeply inspired by the Reggio Emilia education approach. It is with this deep connection we strive to nurture and support the relationships between our educators, children, and families.
When you walk through our gate and enter Rosey Pot you will feel our soul. There is a whispering throughout our service. Using all your senses you can feel our natural rhythm in our environment. The breathing in and the breathing out, allows you to witness the dance between the interactions of the educators and children. There is a connective flow. Educators hear this whisper which allows them to tell the story with a richness and transparency. The story of the children’s Belonging to our environment, their Being in the moment and the Becoming of themselves and Blooming.
As educators we have all answered the call to this most sacred work of service to human development, working with young children and their families. It is with this knowing that we believe that we are the researchers of children’s learning supporting children’s resilience, sense of identity and wellbeing. Children are competent involved learners and value opportunities for wonder, we think of children as professional wonderers.
By providing children with a holistic approach to early childhood education we honour the child’s whole being, including their families supporting their learning in a more tangible, relevant, and meaningful way.
Our environment is the third teacher. It provides children with spaces for creative freedom to develop joy, trust, and solidarity. Our environment supports relationships and interconnections with children, materials, and the natural environment.
Our documentation gives a visual representation of the whispering of the children’s voices. We follow the children’s journey. The following of the imaginings of the children and giving form through their 100 languages.
Children possess ‘a hundred languages’ with which they make sense of the world. As Malaguzzi eloquently expressed in his poem ‘No way. The Hundred is there’ (Reggio Children, 1996): ‘ Children have a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking, of listening, of marvelling and loving’. Through the children’s hundred languages, children have and construct ways of expressing their thoughts and making sense of their worlds.
To give children the opportunity to see their learning visible, educators authentically document children’s learning. This documentation is captured through photographs, transcripts of small group discussions, explorations of a topic recorded on audio, and children’s symbolic representation of their theories and ideas such as drawing, sculpting, painting, group collaborative projects and more. By providing this documentation it allows children to revisit their discovery process and provide beginnings for further learning. It becomes our tool for research.
At Rosey Pot, our mealtimes are seen as a ritual. The ritual of nourishing ourselves, our conversations and our relationships with educators and friends.
Ensuring that educators have a holistic and constructivist approach to understanding children and their development, we are completely honoured to be a part of your child’s Wonder of Learning journey.
‘Every child is a different type of flower, together we are a garden’.
“When our children walk in here, you allow them to be artists, adventurers, scientists, superhero’s and most importantly, you allow them to be THEM. For that, we are all forever grateful”
Angie French - on behalf of the parents at Rosey Pots
