CSRIS Little Genius – Early Childhood Education Centre in Cambridge
Welcome to CSRIS Little Genius, an Early Childhood Education Program of CSRIS, where children from 3-4years and 5-6 to school age are cared and enriched with education in a warm, stimulating and learning environment, with a primary focus on positive social development and education.
Our Kindergarten is open plan, with large indoor and outdoor areas, as we believe that children need space to grow and learn!
We provide quality, qualified early childhood teachers and resources to enhance the children’s learning and ensure their development and wellbeing.
Staff is trained in First Aid and CPR alongside their Early Childhood Teaching qualifications. We have a cohesive team of enthusiastic, caring, and experienced educators.
CSRIS Little Genius Teaching and Learning Philosophy for the Education and Care of Children:
At CSRIS Little Genius we provide a service of education that fosters 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” (Te Whariki page 9).
Our school aims to maintain high quality relationships, provide a stimulating learning environment, reflect the principle of partnership in Te Tiriti o Waitangi, and deliver appropriate individualised learning programmes for children. We strive to establish quality assessment and evaluation documentation based upon recognising meaningful learning. Teachers follow a process of noticing, recognising and responding to children’s interactions with people, places, things and ideas.
We maintain a stimulating and safe environment that promotes challenge and risk taking. Children are encouraged to learn through experiencing a range of play activities. We aim for these to be child initiated and uninterrupted periods of play with teachers acting as resources themselves, facilitating the learning. We prefer modifiable equipment, made from natural resources where possible, so that our areas of play remain inviting and motivating.
At the heart of individualised learning is responsive, reciprocal relationships- Ako. Teachers endeavour to know children’s strengths and interests facilitating equitable, child initiated activities. This is reflected in our planning, assessment and evaluation cycle. We identify what learning is happening for the child and then look for ways that this can be supported and/or extended following their interests and is documented accordingly.