Carol Jane
Montessori Nursery
Our Ethos
We are committed to ensuring every child at Carol Jane Nursery benefits from both exceptional learning experiences and an environment which supports their health and well-being. We aim to work in partnership with parents: together we can give your child the best start to life.
Philosophies Underpinning our Practice
Our diverse curriculum is rooted in the Early Years Foundation Stage (EYFS) and inspired by a variety of theorists and philosophies. However, there are four main schools of thought from which we take specific inspiration.
Developed by Italian Doctor, Maria Montessori, 1870-1952, Montessori is the name of an approach to early education that focuses on the immense capacity of children to absorb information when given the freedom and independence to learn at their own pace. Children are able to make their own choices and correct their own mistakes. The Montessori Method has a focus on respecting the unique individuality of each child and on cultivating their respect for others, the community and the environment.
MONTESSORI
Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment. This presents new risks and challenges and new opportunities to learn from nature.
FOREST
SCHOOL
The Reggio Emilia approach to early education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them. Educators employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving. We also use the nursery environment as a ‘third teacher’ to create new learning experiences and allow for the easy exploration of various interests.
REGGIO
EMILIA
Vygotsky believed children learn about their world through physical interaction. Vygotsky’s sociocultural theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in a child’s development. Vygotsky claimed that initial development was prompted by the child’s immediate social interactions, but that, as learning became internalised, there was a shift to the individual level. He believed children were apprentices who learned from and alongside those with greater experience who understood their abilities and needs.
LEV VYGOTSKY
