M’Chigeeng Binoojiinh Gamgoonhs implements a blend of theory and practice. Educators see children as competent, capable of complex thinking, curious, and rich in potential. The Centre’s program development is shaped by views about children, the role of educators and families, and the relationships among them. We place great emphasis around four foundations that are central to children’s learning and growth: belonging, well-being, engagement, and expression.
Relationships are at the very heart of the How Does Learning Happen approach. This approach creates environments that inspire and support creative thinking and invention. Educators will place great value on using materials and activities that provoke investigation and group learning. The children have three teachers in this scenario of learning. The first teacher is the parent. The parent takes on the role as the active partner and guide in the education of their child. The second teacher is the educator. The educator assumes the role of researcher and intentionally engages children in meaningful work and conversation. The environment is the third teacher. The environment plays a central role in the process of making learning meaningful to create learning through exploration, play, and inquiry. The Centre is confident it is the child’s relationship with parent, educator, and environment that ignites learning.
Our curriculum is emergent in nature and is based on the interests of the children. Our intent is to focus on the processes of discovery, to teach them how to learn by observing and using available resources. The educators act as guides in the hunt for information. It requires educators to actively seek out and chase the interests of the children. It is the process of creating and the enjoyment of creating together that is at the forefront of our curriculum.
The Centre recognizes that learning to teach is acquired within the context of classroom experiences and discussions with colleagues. We believe that learning to teach efficiently is a lifelong endeavor. As such, we define ourselves as co-learners with our children and parents, constructing learning together. This transformation in teaching practices can only happen in an environment where collaboration and discussion are highly valued.
M’Chigeeng Binoojiinh Gamgoonhs trust that if we want to promote the desire for learning, then we must create environments in which children and educators feel safe. This security will enable us to move through environments that reflect our values; celebrate children and educators as uniquely creative individuals.