NURSERY & PRESCHOOL
“A castle party” - Rije, PREP, 2023-2024
AURORA ECOSYSTEM
“We are and we need to be convinced of this - in an ecosystem: Our journey on earth is a journey that we take together with the environment, with nature, with the cosmos; Our organism, our morality, our culture, our feelings are connected to the environment, to the universe, to the world. And therein lies the web of our life.”
Loris Malaguzzi
“To make a school which is lovable (industrious, inventive, livable, documentable and communicable; a place of research, learning, reflection and recognition) where children, teachers and families are happy - this is our purpose. To give it organisation, contents, functions, procedures, motivations and interests, this is the strategy which aims to bring together the centralities, intensify relations between the protagonists.”
Loris Malaguzzi
WELCOME TO
AURORA
Glorious Learning Journey
We look forward to creating new adventures and fond memories with you and your child. We are very excited for your child’s learning journey, which will be filled with endless inquiry, exploration, investigation and discovery.
“We think of a school for young children as an integral living organism, as a place of shared lives and relationships among many adults and very many children. We think of school as a sort of construction in motion, continuously adjusting itself.”
Loris Malaguzzi
THE IDENTITY OF AURORA
Aurora International School of the Arts is a school inspired by the Reggio Emilia Experience to learning and teaching. The school was established and started designing the concept and facilities in September 2015. The school opened its doors to its first children in March 2016 in a setting chosen to embrace the concept of creating a peaceful and comfortable ‘home away from home’ environment for children to learn and grow in. The school fosters life-long learning for children aged 12 months to 13 years, supporting self-discovery, imagination, and creativity.
Our vision is to provide a Reggio Emilia inspired early childhood and primary years education that embraces each child as a competent and capable citizen of the community immersed in a nurturing and sustainable environment, surrounded by people who are fully invested in the development of the whole child.
Our mission is to inspire and develop the potential in each child through learner-led investigations in a natural, nurturing, and sustainable environment. We embrace the rich local culture and foster independent exploration, encourage social interactions, and invite children to represent their ideas and reflect on their learning through project work, problem-solving, critical thinking, and creative processes.
“We know it is essential to focus on children and be child-centered, but we do not feel that is enough. We consider teachers and families as central to the education of children. We therefore choose to place all three components at the center of our interest. Our goal is to build an amiable school, where children, teachers, and families all feel at home. Such a school requires careful thinking and planning concerning procedures, and interests.”
Loris Malaguzzi
THE IMAGE OF THE CHILD
At the crux of our educational philosophy is our image of the child: an active and curious learner, capable of constructing their own knowledge and understanding of the world. They are not passive recipients of information but rather active participants in their own learning process. We value their innate sense of wonder, creativity, and natural inclination to explore and discover.
“Young children are powerful, active, competent protagonists of their own growth: actors in their shared history, participants in society and culture, with the right to speak from their own perspective, and to act with others on the basis of their own particular experience and level of consciousness. All children seek identity, individuality, completion, and satisfaction through dialogue, interaction, and negotiation with others. Their contexts for action are ceaselessly changing, intersecting worlds of classroom, community, and culture, with adults nearby to serve as partners, resources, and guides.”
Carolyn Edwards
Every child is seen as resilient, confident and competent. We believe that children can express their own ideas, make independent choices, and are able to play and work well with others. In this concept resides our focus on the children’s autonomy and on the importance, we give to children’s opinions and choices.
“Children (like poets, writers, musicians, scientists) are avid seekers and builders of images. Images can be used to make other images, passing through sensations, emotions, relationships, problems, fleeting theories, ideas about what is possible and coherent and about the apparently impossible and incoherent. The art of research dwells in the hands of children, and they are keenly sensitive to the pleasure of wonder.”
Loris Malaguzzi
THE ENVIRONMENT
AS THE THIRD TEACHER
At Aurora, the environment is recognised as the third teacher, playing a vital role in shaping the educational experience. Designed with a “home away from home” concept in mind, the school embraces repurposed and natural materials to create a nurturing and inspiring atmosphere. The intentional use of these materials not only promotes sustainability but also enhances the connection between our learners and their surroundings. The thoughtfully designed spaces allow for ample natural light and a smooth flow, creating an inviting and engaging environment conducive to learning and exploration.
By considering the environment as a teacher, our school cultivates a space that supports and inspireslearners, fostering their curiosity, creativity, and overall well-being. In addition to the carefully designed interior spaces, teachers at Aurora extend the idea of learning beyond the classroom walls, incorporating balconies, terraces, gardens, playgrounds, and cross-class collaborations into the educational experience. These opportunities for hands-on exploration, physical activity, and connection with nature, enrich learners’ understanding of the world and encouraging a sense of wonder and curiosity, they come to be firm in their beliefs that learning happens everywhere, and is not co fined to the walls of a classroom.
“We value space because of its power to organize, promote pleasant relationship among people of different ages, create a handsome enviroment, provide changes, promote choices and activity, and its potential for sparking all kinds of social, affective and cognative learning. All of this contributes to a sense of wellbeing and security in children.”
Loris Malaguzzi
“ No way
The Hundred is there.
... Children have a hundred hands, a hundred ways of thinking, of playing, of speaking, os listening, of marvelling and loving...”
Loris Malaguzzi
THE ONE HUNDRED LANGUAGES
We believe children can represent ideas and construct knowledge in a variety of symbolic and graphic modes. This approach emphasizes the importance of children’s symbolic language, conceptualized as the “100 languages”, where ideas and knowledge-building are expressed through many creative processes, such as speech, writing, drawing, painting, sculpture, construction, music, movement, and light and shadow exploration, to name a few.
Our teachers observe and listen to the “100 Languages” children use to express themselves as individual learners and as “teachers”, facilitating opportunities for further investigation and learning. These investigations take the form of projects, where children actively participate, explore, and question the world around them.
Our curriculum emerges through collaboration and a continuous dialogue between teachers and children as teachers observe, interpret, and document each child’s learning journey. They become researchers together. It is a curriculum that is accountable for learning in an authentic, emergent way, that is flexibly adjusted as children pursue extensive investigations of their world, guided by teachers who share their sense of adventure and amazement. Assessment is the process of observing, interpreting, and documenting what our children do, know, and understand.
“Knowing where you are, where you find yourself, helps you to develop a sense of your own identity and your place in the world… Every place has its own spirit, its own past and its own aspirations.”
Jerome Bruner
INQUIRY BASED LEARNING
At Aurora we decide, through pedagogical discussion amongst teachers each year, to decide upon a project that the entire school will research for the following year. Inquiry based learning provides many opportunities for children’s ideas to be valued, their creativity to be encouraged, their interests to be nurtured, and for their learning needs to be met. When engaged in a project, children gain knowledge and understanding by working for a long time investigating and responding to authentic, engaging, and complex questions, problems, and challenges. Inquiry based learning encourages critical thinking, creativity, and collaboration.
Teachers and children will start their investigations from open-ended questions, co-building knowledge together.
Children are given many opportunities to work through their ideas. They are encouraged to depict their understanding of the world and their ideas through various representations. Working on long-term projects allows children and teachers to explore and investigate concepts together, and in doing so, develop creative intelligence, divergent thinking and improve problem-solving skills.
We consider it essential to teach our children to inquire, as they consider and explore the many possible answers to the same question. At Aurora, we value the thought processes rather than the outcomes or results to be achieved. Children and teachers will leave for a journey of discovery, building the path as they go.
“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.”
Loris Malaguzzi
PLAYFUL PEDAGOGY
Play sets the foundation for the development of critical social and emotional knowledge and skills. Research consistently highlights the power of play in children’s learning and development. Through play, children learn to forge connections with others, to share, negotiate and resolve conflicts, and learn self-advocacy skills. Play is a fundamental value of our educational experience, for us, it is a language that supports discoveries and a better understanding of the world around us. Children are given the opportunity to develop this language and the other ninety-nine through play.
“Our experience also confirms that children heed a great deal of freedom: the freedom to investigate and to try, to make mistakes and to corfect mistakes. to choose where and with whom to invest their curiosity, intelligence, and emotions. Children need the freedom to appreciate the finite resources of their hands, their eyes, and their ears, the resources of arms, rearerials, sounds, and colors. They need the freedom to realize how ressed. thought, and imagination can create continuous interweavings of 6s. and can move and shake the world.”
Loris Malaguzzi
PARTNERSHIP WITH FAMILIES:
EXCHANGING IMAGES OF THE CHILD
At Aurora, parents are viewed as vital components and contributors to the school’s philosophy and are encouraged to involve themselves in every aspect of their child’s learning experiences. Teachers acknowledge and recognize parents as the child’s first teacher. In the process of learning, teachers, parents, and the child are viewe as collaborators. The exchange of ideas between parents and teachers is vital in creating a more positive and productive learning environment.
We provide an open and always ongoing relationship and connection between families and teachers through various means of communication.
• Documentation
• Communication through Storypark and emails
• Family assemblies
• Daily conversations
• Individual parent-teacher conferences
• Encounters with an expert
• Cultural Celebration and workshops
“The ideas and skills that the familes bring to school and, even more important, the exchange of ideas between parents and teachers favor the construction of a new way of educating and help teachers to view the participation of families not as threat but as intrinsic element of collegiality and intergration of different wisdom.”
Spaggiari
BAMBINI PROJECT - AURORA FIRST ENCOUNTERS
The Pleasure of Wonder
Following Reggio Emilia Experience, we deeply value the importance of the early years and the significant role that discovery, exploration, and relationships play in a child’s development. First Encounters is the project designed specifically for young children from 6 months to 18 months old.
Through this project, our youngest learners will have the opportunity to engage in gentle, wonder-filled engagements that nurture their curiosity, senses, and social-emotional growth. Importantly, parents will join their children for these enriching encounters, giving you the chance to witness our caring teachers in action and learn alongside your little one.
Whether it’s investigating sensory materials, sharing songs and stories, or simply spending time in our warm and enriching environment, each experience will be thoughtfully designed to support your child’s development. You’ll have the opportunity to observe your child’s interests and growth, and our teachers will partner with you to ensure your family feels supported every step of the way.
Here’s to many more years of discovery, growth, and wonder together!
TE WHĀRIKI: THE EARLY CHILDHOOD CURRICULUM OF NEW ZEALAND
The Early Childhood Curriculum of New Zealand, Te Whāriki, guides and influences our learning and teaching. Teachers look at the interests, strengths and needs of the children and the aspirations of the family. It supports every child to be strong in his or her identity, language, and culture. In Te Whāriki children are positioned as confident and competent learners from birth. They learn by engaging in meaningful interactions with people, places, and things – a process that continues throughout their lifetimes.
Teachers observe children considering their interests, understandings, and aspirations when planning experiences and projects. Learning is flexible and responsive, evolving over time to children’s spontaneous and changing needs. Children have a strong disposition to explore and discover, so their natural curiosity is valued when teachers listen to their questions and ideas.
“Te Whāriki encompasses the child in their uniqueness, as well as their being part of a whole. It reflects the child’s holistic development, and the effect of the total enviroment on that decelopment. Te Whāriki also regconises the child as the living link to the past, the embodiment of the present, the hope of the future.”
Tilly Reedy
“Marama Moon“ Kate, Frangipani, 9.1.2024
“Te Ra - The Sun“ Nara, Frangipani, 9.1.2024
“Kotahi te kākano, he nui ngā hua o te rākau - A tree comes from one seed but bears many fruit.”
Te Whāriki (Ministry of Education, 2017)
This whakataukī emphasises that in our commonality we are all different. In early learning we celebrate those differences while maintaining our relationship with each other.
‘Children are 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.’
Te Whāriki: The Early Childhood Curriculum New Zealand
WELL-BEING
The health and wellbeing of the child are protected and nurtured.
All children have the right to have their health and wellbeing promoted and to be protected from harm. They also have a right to experience affection, warmth and consistent care.
Protecting and nurturing health and wellbeing includes paying attention to aspects of physical care, such as healthy eating and nutrition and opportunities for physical activity. Safe, stable and responsive environments support the development of self-worth, identity, confidence and enjoyment, together with emotional regulation and self-control.
CONTRIBUTION
Opportunities for learning are equitable, and each child’s contribution is valued.
Children develop by participating actively in the opportunities that are available to them. These typically involve collaboration with adults and other children.
Te Whāriki recognises and builds on each child’s strengths, allowing them to make their own unique contribution. Every child has the right to equitable opportunities to participate actively in the learning community.
To make a contribution, children need to develop responsive and reciprocal relationships with teachers and with other children. Teachers play an important role in helping children initiate and maintain relationships with peers. It is through interacting with others that children learn to take another’s point of view, empathise, ask for help, see themselves as a help to others and discuss or explain their ideas.
(Te Whāriki - New Zealand Early Childhood Curriculum)
THE LANGUAGE OF FOOD
The kitchen is one of the fundamental elements of the children’s experience at learning’s environment. A multisensory kitchen - atelier of flavours, colours and smells where the theory of the hundred languages finds its meaning by qualifying the role of food in children’s growth.
Mealtimes foster a balanced relationship between health, taste, and the pleasure of being at the table together.
We believe in the importance of children discovering the immeasurable richness provided by tasty food, eaten in good company.
At Aurora, proper nutrition is a priority. Our children are fed with wholesome healthy food alternatives whenever possible, with a diet consisting of fresh fruits, organic vegetables, lean meats, and whole grains which are recommended for optimum growth and brain development.
At Aurora, wherever possible we follow these procedures:
• All meals for children are made by Aurora’s chefs.
• All fresh milk is from organic seeds and natural cereal is cooked daily for children such as almond, chestnut, walnut, green beans, pumpkin, black beans, red beans etc.
• We refrain from using artificial flavourings and seasonings in our cooking, instead, we use the natural flavours from vegetables, sugar cane, salt, seaweed etc.
• Our menu was carefully created with just the right nutritional balance and variety in accordance with dietary guidelines and recommendations for a young developing child.
• Our beverage choices are water, homemade nut milks and an afternoon fruit/vegetable smoothie. We occasionally serve fresh, raw juices but do not serve processed, bottled juices or any other sugary drinks. Although our food is rich in flavour, we strive to keep our meals low in sodium and sugar.
“The nutritional educational project, which draws content and communicative strategies from the kitchen, tends first and foremost to create a sense of well-being in the kitchen and families, fostering a balanced relationship between health, taste, and the pleasure of being at the table together.”
Maddalena
A DAY AT AURORA
Example of an Aurora Day. This is a general daily schedule for the Aurora children. The times for lunch and nap change depending on the children’s age.
7:45 - 8:30
8:30 - 9:00
9:00
Morning arrival – this is the time for the children to arrive at school.
Arriving during this time ensures the children start the routines of the day together and fosters a sense of belonging.
Breakfast
Assembly – a time to gather and introduce daily routines and plan the morning. Project discussions and research time for class.
9:00 - 11:00 Reggio inspired time – possibilities include the following:
• Dramatic play
• Construction
• Project time
• Small group explorations
• Outdoor time
• Swimming
• Field Trips
• Light-table investigations
• Library
Lunch – shared with teachers in small groups on terraces.
11:15 14:30 - 14:45
Children who only attend in the morning prepare to go home and are picked up. Full-day children change clothes and prepare to nap.
12:00 - 14:00 14:00 - 14:15 15:30 - 16:00 16:00
Wake up – the children slowly rise from their nap and prepare themselves for the afternoon.
11:45 - 12:00 14:45 - 15:45
Nap time and quiet time – the children sleep in the cool, cozy space with beautiful rhythms with a nap set provided by the school.
Afternoon tea
Reggio inspired time.
Departure – parents are invited to begin picking up their children during this time.
Teachers meet for pedagogical planning in teams.
OUR COMMUNITY
At Aurora, the community plays a vital role in supporting children’s learning and growth. Each member of the school community, regardless of their role, contributes to the overall nurturing and supportive environment. This community includes various individuals, such as the director, pedagogista, teachers, atelierista, cleaners, kitchen staff, security, and other valued members of the school community. Collaboration, respect, and a shared commitment to children’s learning and well-being are essential in creating a strong community that supports children’s exploration, curiosity, and sense of belonging.
TEACHERS AS FACILITATORS
Everybody who is involved with Aurora is integral to the development of the children.
Each room has a differing number of adults depending on the age and number of children in each class. In charge of pedagogy in each class is the Lead Teacher or the Co-Teachers, who head the projects, documentation and are the first point of contact for communication with families. The Co-Teachers in each class support the Lead Teachers with their responsibilities, documentation and care of the children.
With a deep understanding and knowledge of tools, materials and mediums used in Reggio Emilia schools, our Atelierista helps the children and teachers to realize their long-term projects, making them become real, effective, with a high sense of aesthetic, and multi-dimensional.
The Pedagogista has the responsibility to coordinate with the teachers ensure the Reggio Emilia educational projects and experiences is followed through pedagogy, projects and environments. Through professional development and coordinates with experts. The Pedagogista is also a reference person for families wanting to discuss learning and teaching at Aurora.
THE TEAM AS COLLABORATORS
All the staff members of the school meet once a week to discuss and broaden their ideas, and they participate together in service training.
Thus we have put together a mechanism combining places, roles, and funtions that each have their own timing but that can be interexchanged with one another to generate ideas and actions. All this works with a network of cooperation and interactions that produces for the adults, but above all for the children. A feeling of belonging in a world that is alive, welcoming, and authntic.
“Learning is the key factor on which a new way of teaching should be based, becoming a complementary resource to the child and offering multiple options, suggestive ideas, and sources of support. Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn.”
Loris Malaaguzzi
Copyright © 2024 Aurora International School Of The Arts
Spring Hill Education Vietnam, Primavera Aurora & The Common Ground Collaborative
All rights reserved
AURORA INTERNATIONAL SCHOOL OF THE ARTS
11 - 11A - 13 - 15 Tran Ngoc Dien Street, Thao Dien Ward, Thu Duc City, Ho Chi Minh City, Vietnam +84 (028) 3744 2991 | info@auroraschool.vn | www.auroraschool.vn