Happy Days Family
Poised on the threshold of learning is our nursery section.The learning process starts from Day 1 – in the Nursery and continues until the child has grown into a youth. The tiny tots start on their road of discovery and learning in a bright, cheerful environment. Learning not just through books but also through our activity based curriculum. Our trained and caring staff is dedicated to taking care of the little ones.Festivals are celebrated to inculcate Indian culture and traditions. Students are encouraged to dress in ethnic coloured clothing and songs and bhajans are sung.To develop a sense of enquiry and a love for the environment, the toddlers are taken on nature walks around our campus and familiarised with the vegetation and flowers. Green Day is celebrated and trees are planted, emphasising the importance of conservation.Fruits and vegetables are introduced through the senses .A colourful exhibition to celebrate “fruit day “ isorganised. The kids taste, smell and draw the fruits, thus developing a taste for them.A healthy and nutritious meal is served to the students every day and they learn to eat and share with their peers.
All that takes place within Happy Days in terms of learning and teaching, building relationships and professional development stems from one overriding factor – the image of the child as described by Loris Malaguzzi. Rather than seeing the child as an empty vessel waiting eagerly to be filled with knowledge, Reggio educators believe strongly in a child with unlimited potential who is eager to interact with and contribute to the world. They believe in a child who has a fundamental right to ‘realize and expand their potential’. This is a child who is driven by curiosity and imagination, a capable child who delights in taking responsibility for his or her own learning, a child who listens and is listened to, a child with an enormous need to love and to be loved, a child who is valued. Indeed the way in which children’s many strengths and abilities are valued and ‘listened to’ is fundamental to this approach. The child is a protagonist, collaborator and communicator.
(Madhuri Arora) COORDINATOR