How Does Our Philosophy Translate into our Environment?

When you walk around our preschool room you will see that our tools and equipment centre around providing multiple pathways for children to express themselves and listen to each other. We think of our main preschool room as that of a studio. A place to plan, work, investigate, research, discuss, listen and think. You will see a child painting, some children having a discussion about a topic of interest, a teacher having a meeting with a group of children to revisit and further their investigation and research into a project they have been working on for some months, some children writing and drawing, a child quietly reading a story, a small group of children role-playing with the animal figurines and making patterns with the jewels and rocks. You will notice the documentation of the pathways, patterns and voices of the children throughout the room. You will notice the children’s small journals, the preschool’s large journals, the wall panels and the notebooks. At Nimbin Preschool we spend a lot of time discussing and thinking about the indoor environment and aesthetics, the tools we have available, the items we add every week to challenge and stimulate thinking, even the colours that exist in the space.

 When you walk around our preschool yard you will see our focus on the natural environment. We are busy designing our new outdoor space to incorporate physical and quiet areas. We have worked hard to maintain a space free from large amounts of commercially purchased equipment. We value nurturing the garden and promoting a sustainable self-sufficient lifestyle. We are building a chicken house, a new workshop where we can build and construct together and a new cubby. You will observe ways that we try to listen to each other and listen to the natural environment. We strongly acknowledge the rights of creatures and rights of each other.

How Does Our Philosophy Translate into our Actions or our Daily Routine?

If you were to spend the day at our preschool, you would observe that we have large blocks of uninterrupted time for children to work, think, learn and be social. We strongly believe that all people learn in a social context, and construct meaning together. This is called social-constructionism. It forms the base of our theoretical understandings of how we live and grow together. Most of a child’s experience at preschool is about learning how to be with others. How to make a friend; how to lose a friend; how to share a friend; how to be a friend. These are very important events that cannot be taken for granted. Our daily routine allows time to explore these things. Our day is broken up by small and group meetings, and times to eat. Children are able to access their lunch boxes and learn to understand their bodily needs. A gathering for lunch breaks up the day and signals a move into a quieter, calmer latter half of the day. Where children and adults alike can enjoy a siesta time, to relax and work quietly or even sleep if you chose, whilst the hottest part of the day passes. At the end of the day we get ready to go home together. Some children await the arrival of their parents to pick them up, whilst others prepare to get on the local bus that takes them into Nimbin.

 How Does Our Philosophy inform the way that we Treat Others?

Our philosophy centres around caring and listening to the ‘other’ with a sense of altruism, generosity, respect and responsibility.  We encourage children to think about their rights and the rights of others.