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Contribution

"At Poppies, opportunities for learning are equitable and each child's contribution is valued."

Children's development occurs through active participation in activities. Collaboration with the teachers and with other children plays a central role in this development. The Poppies programme recognises, acknowledges and builds on each child's special strengths and allows the child to make a contribution, acknowledging that he/she has the right to active and equitable participation in the community. Making a contribution includes developing satisfying relationships with adults and peers.

The early development of social confidence has long term effects, and the teachers at Poppies are trained and experienced in helping children to initiate and maintain relationships with peers. Through interactions with others, children learn to take another's point of view, to empathise with others, to ask for help, to see themselves as helpful to others, and to discuss or explain their ideas to adults or to other children. This strand of the programme builds especially on the principles of Empowerment and Relationships. It aims to empower children to find out what they want to know and to understand their own ways of learning and being creative. Experiences in this strand will be supported by the Poppies teachers who provide the "scaffolding" necessary for children to develop and who ensure active and interactive learning opportunities are equitable for all children.

Whilst working with the children ,the teachers at Poppies establish strategies which actively promote equitable opportunities for children and counter actions or comments that categorise or stereotype people. We provide support and encouragement for behaviour that is both socially and individually appropriate.

We use strategies that encourage children's social integration. We observe and value children as individuals, so that their interests, enthusiasm, preferences, temperaments, and abilities are the starting points for everyday planning, and comparative approaches are avoided.

Children's cultural values, customs and traditions from home are nurtured and preserved to assist children to participate successfully at Poppies and in their community. Our programme ensures a balance between communal, small group and individual activities which allow opportunities for interaction, co-operation activities and privacy. By the time children move to school, we aim for Poppies children to:

  • perceive that their families are welcome and valued
  • respect and enjoy working with their peers who are different in some ways
  • feel positive about their own gender and ethnicity; about the opposite gender and other ethnic groups
  • have developed an awareness and understanding of equity and some
  • ability to identify and challenge bias, prejudice, and negative stereotyping
  • be confident that their interests, strengths, knowledge, abilities and experiences will be recognised and built on in the learning programme
  • be able to see that others have a different point of view and be able to understand, to some extent other's feelings and attitudes
  • be able to express their needs and feelings whilst considering the needs of others.