Tiny Hoppers Programs

Our Tiny Hoppers centres follow the philosophy of Emergent Curriculum. Our educators are trained in taking careful observations during children’s play so that they may record and document the needs and interests of their group of children and each individual child. Teachers then reflect on these observations to formulate questions about the learning that is happening and use them to design a classroom environment and activities that test and answer these questions and provide children with learning opportunities that are of specific to the interests and needs of the children in the group. Curriculum is constantly being adapted, developed, and adjusted to move with the ever-changing needs and interests of the children. Our classrooms contain open ended materials and equipment, as well as loose parts so that teachers can use this equipment to support the play and learning as it is happening as well as set up interesting and exciting learning environments to greet the children each morning. The play and learning are then documented through a variety of means including documentation panels, photographs, videos, webbing, displays of children’s work and projects, portfolios, and curriculum pathways, allowing the educators and children to reflect on their learning while providing parents and families a clear view and understanding of the learning that is going on in the classroom. Families are included in the planning process through documentation panels and are encouraged to participate and contribute to activities happening in the classroom. The cultural and special needs of each child is included and reflected in the classroom. The teachers take the role of researcher, exploring and learning about the children and their needs so that they can create inclusive classrooms. The children are the focus in the room and their play and learning guides the direction of the curriculum. Teachers are provided with mandatory, annual emergent curriculum training by Tiny Hoppers Head Office.