Our philosophy is to let children learn naturally and happily through play. We encourage little ones to enjoy experiences that bring learning to life. At Puddle Lane, children can be curious, engage with nature and enjoy the freedom to express themselves. Our culture is to nurture happiness, confidence, and creativity.
Our practice is rooted in the learnings of Philosopher Fredrich Froebel. The following Froebelian principles will help you to gain a sound understanding of our approach to early years education.
Unity and connectedness
Everything in the universe is connected. The more one is aware of this unity, the deeper the understanding of oneself, others, nature and the wider world. Children are whole beings whose thoughts, feelings and actions are interrelated. Young children learn in a holistic way and learning should never be compartmentalised for everything links.
Creativity and the power of symbols
Creativity is about children representing their own ideas in their own way, supported by a nurturing environment and people. As children begin to use and make symbols they express their inner thoughts and ideas and make meaning. Over time, literal reflections of everyday life, community and culture become more abstract and nuanced.
The central importance of play
Play is part of being human and helps children to relate their inner worlds of feelings, ideas and lived experiences taking them to new levels of thinking, feeling, imagining and creating and is a resource for the future.
Children have ownership of their play. Froebelian education values the contribution of adults offering ‘freedom with guidance’ to enrich play as a learning context.
Engaging with nature
Experience and understanding of nature and our place in it, is an essential aspect of Froebelian practice. Through real life experiences, children learn about the interrelationship of all living things. This helps them to think about the bigger questions of the environment, sustainability and climate change.
Knowledgeable, nurturing educators
Early childhood educators who engage in their own learning and believe in principled and reflective practice are a key aspect of a Froebelian approach. Froebelian educators facilitate and guide, rather than instruct. They provide rich real-life experiences and observe children carefully, supporting and extending their interests through ‘freedom with guidance’.
The value of childhood in its own right
Childhood is not merely a preparation for the next stage in learning. Learning begins at birth and continues throughout life.
The relationships of every child with themselves, their parents, carers, family and wider community are valued. Relationships are of central importance in a child’s life.
Information taken from Froebel.org.uk.