Our Vision

At Buttercups Early Learning Centre we view children as capable, confident and resilient individuals who learn through responsive and reciprocal relationship. Our whanau’s aspirations for their children are of paramount importance to us. It is essential that we foster a partnership between teachers and parents around the child's learning journey. This partnership is a vital component of the Reggio Emilia Educational philosophy which we are inspired by.


The Children

We understand the importance of the bicultural partnership which exists in New Zealand and implement all aspects within our practice. At Buttercups we value diversity and this is reflected in our practice and learning environment. We see each child as unique including priority learners and endeavour to respect their opinions and their understanding of the world.


The Environment

 There is much detail and attention in our environment which we believe functions as “the third teacher”. As a Reggio inspired centre we have a studio or “atelier” which is filled with various resources that children use to represent concepts which they are learning about in a hands-on way. 


The Teachers

The teacher’s role is to observe children, take their ideas and evolve them for further investigation. Teachers will document children’s progress through various media while fostering connections between home, the centre and the community through communication with parents and caregivers about the projects being implemented. Every teacher is a vital asset at Buttercups because they develop the child holistically into competent and confident learners


Our Curriculum

Teachers work together to plan the possible directions of a project, the resources required, and possible parent and/or community involvement. Throughout a project teachers help children make decisions about what, how and why they want to learn about the topic. Teachers use sight, smell, sound, touch to teach concepts, which gives children a deeper understanding through their experiences. Group work is viewed as a vital component of learning, and children are encouraged to talk, critique, compare, negotiate, hypothesize, and problem solve throughout the group work. The relationship and collaboration with the home, the centre and the community all support the learning of the child.