I am inspired by nature, the great outdoors, and the wide variety of pedagogies (sets of teaching principles or styles) that encourage children to connect with their innate sense of curiosity, wonder and joy.
I do not follow one single approach as each child is different and different styles and methods work better from different children. Instead, I draw elements from a range of different pedagogies, philosophies and approaches and use them in a way that brings out the best in the children I have each day. As you will see from the below information on some of my main inspirations, there are many common elements – a child-led approach, empowering and believing in each child’s natural ability to grow and develop in their own way and at their own pace, and the positive influence of nature on a child’s curiosity, mindfulness and sense of belonging.
Reggio Emilia – this approach centres learning around the child, who is seen as an individual of unlimited potential. They are understood to be creative and intelligent, capable of exploring and discovering for themselves within the context of rich relationships with other people and materials.
The Curiosity Approach – “Promoting awe and wonder in early childhood”, the Curiosity Approach is dedicated to prioritising curiosity, creativity and holistic development. Its aim is to create the ‘thinkers and doers’ of the future.
Forest School – a long-term program that supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting. Its roots reach back to the open-air culture, friluftsliv, or free air life, seen as a way of life in Scandinavia where Forest School began. it helps learners develop socially, emotionally, spiritually, physically and intellectually. It creates a safe, non-judgemental nurturing environment for learners to try stuff out and take risks. Forest School inspires a deep and meaningful connection to the world and an understanding of how a learner fits within it.
Montessori – based on self-directed activity, hands-on learning and collaborative play. It provides a safe, engaging and nurturing environment for the child, promotes the child to trust in themselves and their world, develops confidence in their emerging abilities, develops gross motor coordination, fine motor skills, and language skills and offers opportunities to gain independence in daily tasks.
Hygge in the Early Years – reconnecting children with calm, joy and purpose through gentle, nature-inspired teaching practices. It is a slower form of pedagogy (set of teaching principles), and fosters connection and communication through a mindful teaching approach and a warm, intentional physical learning environment.
Te Whāriki – a whāriki is a woven mat in Māori, representing how all the parts of a child’s learning and development are woven together by the child’s educators, carers and family. It is the early years curriculum used throughout New Zealand. Children are understood to learn at their own pace, and are given opportunities to explore what they are naturally interested in. It emphasises the importance of well-being, belonging, contribution and communication within a culturally responsive environment.
Wild Things - Droitwich Childminding 