Two Peas in a Pod Early Learning Centre provides an environment and learning culture for children to be active and engaged learners. A child’s ability is one factor in achievement; however, the amount of effort a child makes has, even more to do with their success in learning. Each child has the natural ability to question, interpret and understand the world around them. The educational focus is on the individual strengths and needs of the child and children are always encouraged to explore, have opinions and provide suggestions.

Reggio Emilia was inspired by a strong emphasis on the importance of family and community and the belief it ‘takes a village to raise a child’

Therefore, at Two Peas in a Pod Early Learning Centre we offer open-ended learning opportunities and inquiry-based teaching to support children’s growth and development in all areas. We believe it is important to provide opportunities for children to experiment, discover, explore, create, investigate, practice theories, solve problems and express ideas with the support of other children and the educators. We believe in celebrating children’s play, discoveries and learning through reflection and meaningful documentation.

An integral element of the Reggio Emilia Approach is the physical environment and immediate surrounds. Driving this approach, we believe that if children are given beautiful and stimulating materials to work with, and allowed to work in an environment that is well organised and maintained, then they will in turn maintain and respect their own (and the broader) environment.

Reggio Emilia was inspired by a strong emphasis on the importance of family and community and the belief it ‘takes a village to raise a child’. At Two Peas in a Pod Early Learning Centre, educators work closely with families and the community in order to provide the best possible education and care for every child. Families are encouraged to take an active role in the education process through consistent collaboration. Constant communication between the families, educators, children and other families are fundamental to this approach and creates a rich social environment for everyone involved.

We believe children have the right to express their ideas, thoughts, emotions and learning in a variety of ways. Educators offer a variety of rich opportunities for children to express themselves through art, dramatic play, music, dance along with the ‘typical’ ways of communicating such as re-telling, creating stories, discussions and negotiations.

An enabling curriculum strives towards ethical, creative, intellectual and equitable practices, cognisant of the rights of all children.

An assessment culture in our programs is critical factor in achievement as this involves children, teachers and parents in planning how learning will occur, monitoring and, importantly, explaining how progress can be assure for all.

We believe children have the right to express their ideas, thoughts, emotions and learning in a variety of ways. Educators offer a variety of rich opportunities for children to express themselves through art, dramatic play, music, dance along with the ‘typical’ ways of communicating such as re-telling, creating stories, discussions and negotiations.