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Our Philosophy

Our Beliefs

“Train up a child in the way he should go, and when he is old he will not depart from it.” (Proverbs 22:6)

Little Kiwis Early Learning Centre is a Christian-based Centre.  We believe that growing up with God’s love builds and prepares our children for their future.  It is our desire therefore to embody the love of God in their lives, to help lay the foundations for their personal well-being, security, as well as sense of belonging.  It is also our belief that encouragement towards personal excellence and commitment to our community is essential in edifying our children towards greater heights of personal development.  We value our children’s learning, and we seek to provide holistic avenues through which they can explore and grow.

Our Programme

The foundation of our educational programme is based on two core elements:


  1. The plant of our programme is firmly rooted in Christian faith.  Through pastoral care, spiritual training, and modelling of love towards others, we seek to provide children with a full learning experience founded on Christ’s love and mission.
  2. The New Zealand Early Childhood Curriculum, Te Whāriki, is essential to our educational programme. We extend and support children’s learning through the interweaving of its four principles – Empowerment, Holistic Development, Family and Community, and Relationships – and its five strands – Well-Being, Belonging, Contribution, Communication and Exploration. We aspire for children to“…grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society” (TeWhāriki, p. 9)


Our Environment

Our environment is clear in its purpose to provide possibilities for children’s learning via different facets within it. It is equipped with richness and room for exploration, which draws out children’s curiosity and inclination to learn and work at their own pace.  We endeavour to achieve this through aspects of:


  • Reggio Emilia’s innovative approach to the design of the environment as the ‘Third Teacher’. In order to develop children’s confidence and competence in work and exploration, an attractive, educational and interactive learning environment is nurtured. At Little Kiwis we see children as co-workers and co-learners, we work toward an environment that acts as “…a kind of aquarium which reflects the ideas, ethics, attitudes, and cultures of the people who live in it” (Loris Malaguzzi, founder of the Reggio Emilia Approach).
  • Montessori’s educational methodology further supports our programme by bring elements of order and structure within the environment, to facilitate children in making competent choices for leading their own learning.  An orderly environment “…ministers to a sense of comfort in us, and aids our efficiency”.  Therefore the prepared environment gives each child the ability to engage in purposeful activity (Dr Maria Montessori).


Our Teaching Practices

Our professional teaching team seeks to at all times perform with the highest degree of professionalism and genuine care in providing enjoyment, satisfaction and development for all children.  We are committed to reflective teaching practice, centre-review, and are always open to continual improvement of outcomes for children, their families, and ourselves as educators and the service.


Partnership with Parents, Whānau and the Community

At Little Kiwis we acknowledge and respect parents as their child’s primary educator.  We are committed to partnership with parents/whānau, and we acknowledge Te Tiriti o Waitangi and the bicultural heritage of Aotearoa. We celebrate culture within our community through participation in festivals, as well as via outdoor trips based on children’s interests. We believe that children’s learning is greatly determined by the partnership that involves parents, education providers, and also the community. Positive collaboration between these parties is vital to sustaining children’s learning, as well as enhancing their development. This therefore sets the foundations for future learning as they transition into primary school.

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