Our multi-age, child-led program draws inspiration from the Reggio Emilia philosophy, a world-renowned system of education. Nature-based learning is also infused throughout our program, enhanced by our outdoor yard space and location within close proximity to beaches, parks and woodlands.

Reggio Emilia is recognized for its student-initiated, inquiry-based and interdisciplinary approach to education. This approach aligns with our teaching philosophy and is one we value as an effective proven pedagogical model.  We also recognize the educational approach as being specific to the Italian culture in which it was established; our version has its own flavor, in our unique location. The following are five principles of Reggio, elements of which we have integrated in our program:

• The environment as third teacher

• The child as protagonist, collaborator and communicator

• The teacher as partner, nurturer, guide and researcher

• The documentation as communication

• The parent as partner

“Enrolling our child at Greenhouse was the single best decision we have made as parents. 

Our son has thrived in its creative and nature-forward environment, guided by skilled educators. 

Thank you Rebecca, Cara, Carie and Anastasia for seeing our child as he is while helping him grow into the best version of himself. We are forever grateful for your guidance and community through these foundational years.” 

-Andy Zeelie-Varga

THE LEARNING ENVIRONMENT

Our physical environment is carefully considered to enhance learning, ultimately acting as “the third teacher”. Within the environment everything is thoughtfully chosen and placed with intention; comprising attractive and age appropriate materials and experiences which are inviting and stimulating; enhancing sensorial exploration. Overall, the space is welcoming, comfortable and relaxing; a place to feel at home. The aim is to help the child feel rooted and give them a sense of belonging, creating an “amiable space” - L. Gandini. 

There is easy access from the interior to the outdoor play spaces helping to enable flow of movement. There are large windows, which frame the yard allowing the outdoors to filter in; whereby nature inspires learning. Outdoors there is a private enclosed play space which comprises a sandpit, water area, mud kitchen, garden growing beds and a sheltered area for activities in all weather. Both indoor and outdoor environments support quiet and active play in addition to individual and group experiences.   

We believe, through an environment richly intriguing and full of discovery and wonder, children will —in their own rhythm—thrive. Green House Studio program is comparable to the “Atelier” in the Reggio setting—akin to an artist’s studio as a creative hive of activity, where children learn through their encounters with their environment and engagement with one another in a supportive, adaptive and responsive atmosphere.

A PLAY-BASED EMERGENT CURRICULUM

Our emergent curriculum evolves naturally out of a continual process of conversation, observation, provocation and reflection with the children rather than through a dictated lesson plan. This might include a brainstorming discussion—as a group—to tease out personal interests. With open-ended questions we begin to compile ideas and focus areas, the basis for further consideration. This provides a certain amount of freedom whilst at the same time beginning to work within a larger focused framework. The educator—as researcher—responds, by adjusting the play materials/ provocations/ day-to-day activities to invite further exploration and learning. When the enthusiasm dries up, the educator initiates a new direction based on the children’s input. Collaboration is the cornerstone of the Reggio Emilia approach and its construct of a young child as “rich in potential, strong, powerful and competent” - L. Malaguzzi.  In viewing the child through this lens, we strive to establish richer experiences reflecting their choices and interests which echo their unique temperament, personality and the diversity in the way they learn. 

“Play”, can at times be undervalued for its direct contribution to young children’s learning. It might only be seen as “children having fun”. Research in the field of Early Childhood Education proves how in fact, play serves many other valuable purposes; offering understandings of concepts, the value of which span physical, cognitive, social and emotional development; making the opportunity to play freely, vital to each child’s overall healthy development. During the first five years, children form their neural pathways and connections. Through play, children’s brains are shaped and numerous skills developed such as, creativity, communication, imagination, dexterity, problem-solving, resilience, self-regulation and relationship building. 

At Green House Studio “play” is a freely chosen activity a child can quit when they feel done. More than this, play is for play’s sake and not with the main goal of production. Without a primary focus on producing a finished product with extrinsic reward (e.g. an art project to satisfy an adult agenda), children are freer to continue, intrinsically motivated until their creative process meets its natural conclusion. We recognize that children communicate their knowledge in symbolic language before they are able to read or write. They develop competencies in using language, drawing, painting, clay, collage, movement, performance etc; multiple pathways of expression which are referred to as- the hundred languages of children. Our program aims to provide the opportunity for these diverse forms of individual expression to flourish.

THE FOLLOWING ARE SOME CONCRETE EXAMPLES OF ACTIVITIES SPANNING THE DEVELOPMENT AREAS:

NATURE-BASED LEARNING

Our program at Green House Studio aims to instill in children an appreciation and respect for nature. Research shows that children who play outdoors regularly show signs of improved well-being, have more active imaginations, lower stress levels, and have greater respect for themselves, others and the environment. Day to day there are opportunities for children to form this valuable connection to nature through their engagement with provocations in our indoor environment. Additionally, when playing outdoors and whilst on local excursions, attention is focused on the beauty, wonder and endless learning opportunities prevalent in our natural surroundings.

In our yard we have a garden growing area, allowing children the opportunity to help care for plants and enjoy the growing and harvesting process. By slowing down and observing the change and renewal through the seasons of the plants and trees or noticing the sounds and behaviours of insects, birds and animals—which play such an integral role in the garden’s system—time spent exploring this environment is deeply nourishing. 

We also strive to model an awareness and respect for nature through our business choices.  Our furniture is sourced with a commitment to environmental responsibility and sustainability. Our main wood furniture products are made locally on Vancouver Island with FSC® C012337-certified, sustainably sourced wood. The glues are soy based, non-toxic and formaldehyde free. When they ultimately reach the end of their life-cycle, they are then fully recyclable and compostable.

Whenever possible we reuse items which for others no longer have a use. This offers both an opportunity for creatively imagining a new purpose and reduces the environmental impact of waste. Our priority is to help support both a healthy child and sustainable planet.

OUR TYPICAL DAILY SCHEDULE IS AS FOLLOWS:

( please enquire if you require extended hours )

Our regular periods of outside time are noted as a minimum however, we might—depending on the day—have our circle time, snack times, or lunch outside. Our care routines are an integral part of our schedule but the timings, overall, are somewhat flexible day-to-day.

THE EDUCATOR’S ROLE 

As educators, our place in the environment is to facilitate the exploratory process by observing, listening, reflecting and responding to the children as they work at play; a partnership of learning and growing together with the children leading the way. We provide the children support balanced with autonomy, to allow for personally meaningful goals. 

Blurring the separation between teacher and student, we believe, brings the teacher down off their powerful pedestal (found in some learning environments) to a place of collaboration, where children aren’t fearful of being wrong.  In turn this creates a more welcoming, warm environment fostering care, appreciation, respect and more creative outcomes.

Our low ratio gives space for extra teacher input and helps to inspire and guide, to listen, respond, question, and otherwise support the children in their creative explorations.

Another role of the educator is to capture through documentation, the children’s evolving experiences as they unfold. This supports the emphasis on process over product where we draw attention to the moments throughout the days that formulate a bigger picture of growth through learning.  This is used to initiate valuable reflective dialogue for future analysis and reflection by our educators, the children and their families.

“The Green House Studio has been a dream come true for our family, it has been a home away from home for our kiddos.  The space is bright and welcoming, the educators are so skilled and caring, and my heart is at ease knowing that our children receive the best care in a small community, when not at home with us.  I love that the children go outside every day for adventures, play, and fresh air.  I love that the kids get a chance to create art projects, learn new songs and stories, and explore the world with their peers.  The Green House Studio is everything I had hoped for in a daycare setting.  As a bonus, we have connected as a community with the other families which has been such a gift.  We're so grateful!.” -Glenna Garramone

PARENT ENGAGEMENT

The Reggio Philosophy was built on a highly collaborative social connection between children, teachers and parents. It emerged from the energy and spirit of a community coming together; social collectiveness is its founding principle. By parents having an active role in their child’s education, it deconstructs the divide between “school” and home. 

Through documentation of the learning process, day-to-day, parents are provided the opportunity to be involved in their child’s experience without being present. This is displayed to view in the Studio but given drop-off and pick-up times are busy transitions, our private blog also provides a space for parents (in their own time) and educators to share what is happening on a weekly basis within the group. Sometimes the process can be more revealing than the product, for example, indicating struggles overcome to illustrate determination and growth.

Parents will have the opportunity to contribute their thoughts and ideas in response to our current projects, or simply enjoy a glimpse of the activities their child has experienced. This will also allow parents the chance to discuss aspects of what they have seen, with their child at home.  This active involvement works to support the children, parents and educators in their role.

We are more than just a daycare; we are a community of wonderful families which we welcome you to be a part.

Green House Studio wishes to recognize and acknowledge the Esquimalt and Songhees Nations on whose traditional territories we live, work and play.