St Albans Community Preschool

St Albans

3 Thames Street, St Albans, Christchurch 8013

Availabilities
Childcare Type
Education and care centre
Ages
2 - 5

St Albans Community Preschool is a non-profit preschool that has a long history in the suburb of St Albans and we strive to give as much back to the community as we can. Our core teachers have over 50 years of experience between them. Their passion for early childhood education and dedication to the preschool's values of respect, individual well-being and sense of family, is something the we are very grateful for.

EMOTIONAL LITERACY

Emotional literacy can be defined as the ability to understand, process and express emotions while using them effectively and constructively. An individual’s skills with this impact a persons ability to effectively use emotional literacy when empathising with others, emotional regulation, ensuring that past experiences do not create obstacles for current understanding and decision making.


Emotional literacy is the foundation of emotional intelligence, and is something that is continually developed as we learn through life’s many experiences. In early childhood education, emotional literacy is an important part of each child’s personal learning journey, but it is not always seen as the most crucial set of skills to be emphasised in the programme of a centre.


The social and emotional development of a child is now recognised in research and literature as the most vital areas of early childhood development. Supporting a child’s social and emotional development is ingrained within Te Whāriki and should also be ingrained in each of us as teachers and as an early childhood education centre. The strands within Te Whāriki all point towards supporting children to the ultimate goal which is “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”.


The curriculum is acknowledging of social and emotional development and by using emotional literacy within our programme, we are ensuring positive life skills for children. Emotional literacy is the foundation of the child’s deepening understanding of emotions, such as empathy and which in turn is supportive of them as a whole as they grow into those competent and confident learners.



How do we use emotional literacy in our programme?


Over the last two years, we have built on our own personal and professional knowledge on the emotional wellbeing of children and how to improve children’s circumstances through developing their emotional literacy. We have gained further understanding through The Incredible Years course, and other professional development. We have also done extensive research and reading on various understandings of emotional intelligence from around the world, and used this knowledge in our own practice. Through those steps, we have reflected on our progress and how it has positively influenced our children. We have also reflected on how we can improve.

Thanks to the wonderful Incredible Years course, we have the roots of knowledge which support us as teachers to improve positive behaviours and expression of emotions. This has supported us in our understanding of the underlying issues that influence children’s as individuals and their behaviours which needed closer attention. We have highlighted children who needed closer attention and developed specific plans to support their improvement of positive behaviour. Those plans are similar to each other but were developed to cater to each child and how they responded to our plan. The plans revolve around encouragement and praise which builds their confidence and self-appreciation. We highlight them when they make good choices, and ignore negative behaviours. If negative behaviours were to persist, we would encourage them to make the right choices using forecasting such as “I know you are a good friend and will give such and such a turn with blah dee blah when you are ready”. We have also provided constant and consistent praise for children with higher needs as we watch them play or follow out a routine/task which is important as a contributor of our preschool. Other times we have used stickers as visual reminders of their personal positive behaviours which were rewarded for.

We have developed visual reminders such as flash cards and charts which are specific to our children and what is required of them. It has supported them in the understanding of is an expectation, and influenced positive communication between us as teachers and them as learners. These flashcards were used frequently at the beginning of this year to influence one child in his understanding of preschool and where his belongings are kept, when it was his turn to have his nappy changed etc. and often sought them out as a way to communicate with teachers as he has only basic language skills. When he saw the personalised photos of his belongings, it brought him a sense of joy and comfort. This was an excellent way of showing him we are responsive to his needs and emotions.

Overall, we are supporting our children to be strong communicators. We want children to acknowledge their own feelings and feel enough trust in us as teachers and in our environment to be able to express the negative as well as the positive. The Incredible Years programme helped us as teachers to be more open and responsive to our children and the underlying reasons behind their behaviours. It has allowed us to practice our own skills of empathy, and model that when responding to others in a distressed or overjoyed state. Giving our children the opportunity to express themselves and be a listening ear, shows them that they can trust us and not automatically jump into problem solving mode. They are affirmed and acknowledged as individuals. This brings us closer to our children and we are continuing to develop stronger relationships with them and their family. When a child looks to us for attention, our reactions determine  that trust they’re looking for. It is our job as educators to be the people they can turn to and communicate openly with. Emotional literacy is facilitated through communication and contribution, and is a two way road.


You guys are all fantastic! Me and my family are so grateful to have found a home away from home not only for our boy but for us as well! In this very short time I have felt like I have found a family in NZ, everyone always has time to be a listening ear and to give advice! Thank you for everything you do, not only for us but for every single special human at your school! Louise Henderson Lewis

Love the whole environment they have created. Children are valued and encouraged to be creative, caring and use their imagination and uniqueness. As a parent so feel communicated with and that you too are a part of the culture. Jocelyn Anne

Absolutely recommend this preschool to everyone who is looking for a school that loves your children like they are their own. Amazing and wonderful staff that are so welcoming and loving xo Bailey Strickland

We love our preschool so very much...our 3 older boys came here & now our youngest It is a wonderful environment to learn through play. The teachers are all so kindhearted & caring. Supporting our children & often a frazzled parent too. They regularly have family & community events which is so much fun. This preschool is definitely worth checking out. Emily Ashdowne

The staff here are amazing, they go above and beyond to create a fun supportive nurturing care facility, nothing is ever a problem and everyone is always smiling no matter what. They are always the same staff, and the teacher child ratio is wonderful. They have 20 hours free even for 2 year olds. This preschool has a real community feeling where everyone looks after each other. I have trialled 4 other preschools and nothing compares to St Albans Community Preschool. Nicki Sutton


ST ALBANS COMMUNITY PRESCHOOL PHILOSOPHY

St Albans Community Preschool is a positive and nurturing environment.  We encourage children to learn and grow by recognising and supporting each child’s individuality, curiosity, cooperation, independence, and creativity. The children’s exploration is guided and supported by qualified, experienced teachers whose curriculum engages family and whanau.


We are responsive to the strengths, interests and learning needs of each child.  We document the children’s work and experiences to inspire the sharing of information among teachers, family members, and peers. We seek open communication with parents and whanau in order to match families’ aspirations for the children with our learning programmes. We acknowledge the unique place of Maori as tangata whenua and the partnership inherent in Te Tiriti O Waitangi and see to provide equitable learning opportunities for all.

OUR VISION

To ensure that children have a childhood full of play adventure and investigation and to create a learning environment that is a reflection of our commitment to continually building reciprocal relationships within our community.

OUR CORE VALUES

RESPECT

Respect and nurture self and each other’s needs and individual differences and recognise the principles of the Treaty of Waitangi. (We acknowledge the unique place of Maori as Tangata Whenua and the partnership inherent in Te Tiriti o Waitangi and see to provide equitable learning opportunities for all).

INDIVIDUAL WELLBEING

Provide an environment that encourages every individual to be physically, emotionally and spiritually safe and secure. (We acknowledge the importance of relationships and aim to help children build foundations to become learners, thinkers, doers and successful members of their communities).

HAVE FUN

Place an emphasis on having fun and learning through play using Te Whāriki as a source of inspiration. (Each Child’s exploration is guided, supported and challenged by qualified and experienced teachers who implement a curriculum that engages the children and families in our care, hands-on experience with open-ended materials, and relations at the forefront of our practice).

SENSE OF FAMILY

Provide an inclusive environment that embraces a sense of family which is welcoming, positive and supportive.

INNOVATION

Place an emphasis on continuous improvement by being innovative and dynamic. (Each Child’s exploration is guided, supported and challenged by qualified and experienced teachers who implement a curriculum that engages the children and families in our care, hands-on experience with open-ended materials, and relations at the forefront of our practice).

WORKING TOGETHER

Focus on teamwork which involves parents/caregivers and whānau|families. (We encourage parent|whānau participation in the decision-making concerning their child).

COMMUNICATION

Have open and honest communication. (Documentation of the children’s work and experiences at Preschool inspire the sharing of information and ideas among teachers, family members, children and peers).

VALUING OUR STAFF

Invest in our staff through professional development and support. (Staff and Board provide a positive nurturing environment which supports the holistic way children learn and grow).

OUR COMMUNITY

Provide many and varied experiences utilising the people and services within our local community.

ENVIRONMENT AS A THIRD TEACHER

Use and/or create an environment where learning opportunities are inspiring, varied, challenging and emergent.

The Education Review Office | Te Tari Arotake Mātauranga (ERO) is the New Zealand government’s external evaluation agency. It evaluates and report on the education and care of learners in schools, kura, kohanga reo, puna reo, and early childhood services.

ERO Report

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