Information for Parents - Early Learning 2017

Information for Parents Junior School | Early Learning

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CONTENTS

THE GEELONG COLLEGE

Early Learning Philosophy... 4 Pastoral Care/TripleR Beginning at the College....... 5

VISION

Orientation Date of Commencement Welcome BBQ Beginning at Early Learning Groups and Staffing Session Times Arrivals and Departures Parking Bus Travel................................................ 6 Outside School Hours Care & Vacation Care Visitors to the School

Communication............................ 7 Need to Know................................... 8 Daily Routine Snack and Lunch Birthdays Rest Time and Relaxation Mindfulness Walks/Visits Bush Kinder............................................ 9 Specialist Classes What to Bring to EL...................... 10 What Not to Bring to EL Parent Participation PSPA Health........................................................... 11 Absences Policies and Procedures 2

The Geelong College is an innovative and caring community of learners committed to making a positive difference to an ever changing world.

MISSION

The Geelong College is a Uniting Church co-educational day and boarding school that creates outstanding opportunities for its community of students, encouraging and inspiring all to be positive contributors to our world.

TERM DATES 2017 TERM 1

Tuesday 31 January Monday 13 March Friday 31 March

Students commence Labour Day holiday Term ends

Friday 14 April Monday 17 April

Good Friday Easter Monday

TERM 2

Wednesday 19 April Tuesday 25 April Monday 12 June Friday 23 June

TERM 3

Tuesday 18 July Friday 22 September

TERM 4

Tuesday 10 October Monday 6 November Friday 8 December

Students commence Anzac Day holiday Queen’s Birthday holiday Term ends Students commence Term ends Students commence Mid-term break Term ends

Welcome Welcome to The Geelong College and to our Junior School community. Early Learning holds a special place in the context of the College as the first step in their child’s learning journey for many families.

The Early Learning environment is purpose-built to meet the needs of very young children and their families, and is situated within the Junior School in close proximity to other sections of the school.

Children can see and experience their future learning at school and easily access outstanding Music, Library and Physical Education facilities.

Early Learning is caring, stimulating and exciting, and provides a secure base from where children can investigate their world. The beautiful displays, featuring children’s words, drawings and photographs, create a sense of belonging and help to make their learning visible and to stimulate discussion and reflection with families, staff and other children.

At Early Learning we see young children as competent and able to construct their own learning, and through our Reggio Emilia-inspired program, we encourage children to explore, investigate and create using the “one hundred languages”.

Our programs have been recognised by the Australian Children’s Education and Care Quality Authority (ACECQA) with a rating of Exceeding National Quality Standard.

“The environment was rich and well designed which empowered the children to engage independently with the materials and equipment and enabled the educators to engage in interactions that supported relationships. The environment was set up in response to the children’s interests, strengths and capabilities, and provided opportunities and possibilities for children’s learning as it incorporated materials that reflected the lives of the children and their families. Children were able to actively explore their environment, discover and create using a variety of open ended materials that were freely available and lent themselves to innovative uses.”

(ACECQA Report 2014) Family involvement and community is an important part of Early Learning. Parents and grandparents are welcome to come in and work alongside staff on projects and excursions, and share aspects of their home and family life with the children.

Socialisation with other families is encouraged through a range of social events hosted by the parents’ association and Early Learning staff, and through regular interaction at drop off and pick up times. During their time at Early Learning, children begin to form friendships which often last right through their school years and beyond.

We look forward to sharing this special time in the life of your child with you.

Ros Molyneux Director of Early Learning 3

Early Learning philosophy The Geelong College Early Learning provides a safe, secure and supportive environment where young children can flourish. We are committed to best practice in the provision of education and care.

Our programs are inspired by the vision of the Reggio Emilia approach to learning and are an important component of the educational offerings at The Geelong College.

‘We recognize children as social beings from birth, full of curiosity and imagination, and having the potential and desire to find connections and meaning in all they experience. We acknowledge their ability to reflect upon and contribute to their own learning through their many languages of expression and communication.

We recognise all children have a right to be heard, to be respected and to feel a sense of belonging to their family, school and community. We see this as the foundation for becoming responsible citizens of the world.’1 The philosophy at the Geelong College Early Learning is guided by the United Nations Convention on the Rights of the Child and the Early Childhood Australia Code of Ethics. These documents guide educators’ professional practice in relation to children, families and communities.

The philosophy considers ideas from many sources, including: • The Geelong College Vision and Mission Statements • The National Quality Framework • The Early Years Learning Framework for Australia – “Belonging, Being, Becoming” • The Victorian Early Years Learning and Development Framework Principles from these frameworks guide our philosophical approach. These include: • Partnerships with parents, other professionals and the community • Respect for diversity, including understanding Aboriginal and Torres Strait Islander ways of knowing and being • High expectations and equity • Ongoing learning, reflective practice and quality improvement • Integrated teaching and learning approaches Central to our philosophy is the importance of an active learning environment for children, families and educators. This means that adults and children are actively involved together in all aspects of children’s learning. Ideas and perspectives of all our community members are respected, and it is recognized that children and teachers learn within a social environment.

We advocate for the importance of outdoor learning and children’s right to a connection with the natural environment.

We value play as the optimal mode of learning for young children and believe that “play must be intrinsically motivated and personally and socially meaningful to the learner… and that every act of play contributes to theories the learner is constructing”. 2

PASTORAL CARE Early Learning children form close relationships with the teaching team and each other in their class.

Teachers work hard to create a positive, supportive and caring learning community which prioritises children’s wellbeing.

The Geelong College’s wellbeing program, TripleR, stands for resilience, relationships and reflection. Specific initiatives to enhance wellbeing are integrated into the school’s learning programs at all Year Levels.

Resilience – I Can. Students are supported and challenged to develop an outlook that sees setbacks as an inevitable part of the human experience and to face difficulties knowing that they offer possibilities for personal growth.

Relationships – I Care.

Students learn about establishing and maintaining positive relationships which demonstrate care and concern for others as well as themselves.

Reflection – Now I See. Students learn a range of self-managing and self-awareness skills including mindfulness, goal setting, good decision making, impulse control, identifying emotions and expressing them appropriately.

4 1. Excerpt from vision statement for Reggio Emilia Australia Information Exchange

2. Youngquist and Pataray-Ching (2004)

Beginning at The College Orientation Early Learning children attend an orientation session in their new class on the whole school Orientation Day on Friday 2 December 2016. Parents are requested to stay with new children during this session.

Children will have the opportunity to meet their teachers and classmates, as well as become familiar with the learning space.

DATE OF COMMENCEMENT The academic year for 2017 will commence on Tuesday 31 January.

Welcome bbq A BBQ evening for the Junior School parents and students will be held on Friday 10 February 2017 at 5.30pm. This is a relaxed family event and is an excellent way to meet other families from your child’s class and across the Junior School in general. Details will be sent prior to this event.

BEGINNING AT EARLY LEARNING Each Early Learning group will consist of children who are beginning their educational experiences outside the home, and other children who have attended day care or have already been at Early Learning with us for one or two years. The group will become acquainted with the room and environs, the staff and each other. This “settling in” period will focus on the prior experiences that each child brings, recognising that children need unhurried time to settle together. The program will facilitate the establishment of routines, limits and behaviours that will encourage and enhance positive learning for each child, individually and as a valued part of the group.

For children who have had prior Early Learning experience, the new environment, different staff, routines and other children still take time to adjust to. It is helpful for staff to be aware of any additional information about your child so that they can better understand them and plan well for their needs.

Groups and Staffing Children are grouped into four classes – two Early Learning 3 classes (for children aged 3 - 4 years) and two Early Learning 4 classes (for children aged 4 - 5 years). Children usually attend Early Learning for two or three years prior to moving into Prep.

Staff-to-child ratios are very generous at Early Learning, with all staff holding Early Childhood qualifications. Each class is led by a teacher and an assistant teacher and at different times throughout the week a third staff member assists each class.

Session times Monday – Friday: All day: 9am – 3.15pm Mornings: 9am – 12noon (Early Learning 3 only)

Arrivals and departures Early Learning begins at 9am and children are welcomed in by staff at this time. Please accompany your child into the room to settle them with the group. During the first few weeks, some children may need time to settle, but once they are used to the environment and have developed relationships with the staff we encourage prompt arrivals and parent departures so the children can begin their day. Please be punctual when collecting your child, as children may become anxious when waiting for collection. If you are delayed or are unable to collect your child on time please telephone the school or arrange for a named authorised person to collect your child on time.

As you enter and leave Early Learning, the attendance book must be filled in and signed. Please fill in each column as applicable.

Parking Ample parking is available in the bitumen and gravel car parks to the left and right of the entrance gates on Minerva Road. We encourage short term parking in the bitumen park for greater convenience at the start and end of the day. The duty of care we owe the children and families is one of our highest priorities.

Please drive slowly (15 km/h), be vigilant especially at the internal crossing and respect the no right turn rule as stipulated at the gates when exiting the school. Car parking is also available in neighbouring streets. Crossing supervisors are on hand to see the families safely across the road at peak times.

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Bus travel Early Learning children may arrive and depart by school bus if parents and teachers feel they are able to cope with this arrangement. Bus travel is governed by our Delivery and Collection of Children policy, and requires prior arrangement before the child begins bus travel. Please see the Director of Early Learning for more information about this policy.

It is vital that we have the most current information available to assist us with our supervision duties.

Parents are required to fill out a schedule of the days your child/children will be requiring the bus. We understand that circumstances can change either permanently or incidentally. When a permanent change occurs please forward the details to BusCoordinator@geelongcollege.vic.edu.au or phone 5226 3773.

In the case of an incidental change in the bus routine we request that you advise Vicky Henderson at Reception: JSHOS@geelongcollege.vic.edu.au or phone 5226 8433 (please do not communicate changes through the Student Planner). Conveying this information through these channels is extremely important for the purposes of safety and efficiency.

Outside School Hours Care & Vacation Care A Before School Care program runs each morning for Early Learning children. We offer a broad range of child-centred, engaging and fun activities for children aged 3-12 years in our Outside School Hours Care and Vacation Care programs.

Our OSHC and Vacation Care programs are thoughtfully and professionally coordinated to incorporate the five key outcomes identified by Victorian Early Years Learning and Development Framework: Identity, Community, Wellbeing, Learning and Communication. A thoroughly planned and evaluated approach ensures students extend and enrich their academic and social growth through their involvement in our before and after-school experiences.

We choose to run two programs to cater purposefully and sensitively for both pre-school and school-aged children.

• A Before School Care program runs each morning for Early Learning children from 8am to 9am, Monday to Friday, at a cost of $6 per child. Please book for this as places are limited.

• The Early Learning afternoon session finishes at 3.15pm. Children not collected at this time will be placed in the OSHC program at Early Learning and charged accordingly from 3.15pm. The OSHC program in Early Learning operates from the EL 3B classroom.

• The Junior School OSHC program is located in the Junior School Multi-Purpose Room and can be contacted directly after 3.15pm on 5226 8470. The OSHC program closes at 6pm. A charge of $10 per 15 minutes, or part thereof, applies for each child picked up after this time.

• All children attending OSHC must be booked in.

• The Vacation Care Programs run for the first week of the term break from 8.30am to 5.30pm, children need to be booked in prior to the commencement of the programs.

Fees for 2017 Fees for OSHC programs vary depending on whether a child is a permanent or casual user of the service.

Charges will be placed on your term account. A charge will be applied to your account if you have a child booked into OSHC and you decide not to send them. To avoid this charge please phone before 10am on the day of your booking to cancel. Sibling discounts are offered on all OSHC and Vacation Care charges • OSHC Fees Full Time (3.15 – after 4.30pm) $23.50 per child Full Time Siblings $21.50 per child Part Time (3.15pm – 4.30pm) $15 per child Part Time Siblings $13 per child A special reduced weekly rate of $90 per child applies for five full sessions accessed in a week.

• Vacation Care fees (to be paid via credit card where possible) will be advised on the booking form, which can be found on the Parent Portal ahead of each term break.

Enquiries For bookings, cancellations and enquiries please telephone Mandy on 5226 8444 between 8.30am and 5pm or email: Mandy.Weeks@geelongcollege.vic.edu.au

Visitors to the School Visitors to the school must sign in at Reception and collect a visitor badge to be worn while on school grounds.

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Communication COLLEGE TO PARENTS Parent Portal: Specific information for current families such as news, events, uniform shop details and more can be found on the Parent Portal (https://gnet.geelongcollege.vic.edu.au). The portal is a passwordprotected area that also contains specific information on your child.

Bulletin: Parents will be emailed a link to the College Bulletin each week during term time. The Bulletin provides a wrap of College-wide news and events, as well as class-specific information. It is important that parents take time to read the Bulletin each week.

College website: The College website (www.geelongcollege.vic.edu.au) features general College information, news, photos and videos.

Social media: “Like” The Geelong College on Facebook to stay up to date with the latest news and events. Follow us on Twitter to learn more about educational opinions and insights.

Special publications: The College publishes its community magazine Ad Astra twice a year. Ad Astra contains articles on school learning programs and events, as well as content about Old Collegians. The College also releases a yearbook, Pegasus, at the end of each school year.

Student Planner: All children have a Student Planner. This book assists staff and parents in clear two-way communication. We encourage you to communicate via the planner, which is checked daily. Notes may also be sent home in these books.

Class information: Staff document children’s learning in many ways. Examples of these can be found in our “Group Reflection” book in the signing-in area, in your child’s Learning Journal and in displays on the classroom walls. We also encourage you to be a regular visitor to the classroom to see, learn and understand what and how your child is learning and to be a part of that journey.

Portfolios: Staff collect special samples of children’s work throughout the year and build a portfolio for them to take home at the end of the year. Portfolios contain special memories of the year documented in photos, words, drawings and other artwork, and is a beautifully presented keepsake.

Friendship lists: Each class has a friendship list that is found on the Parent Portal. This is an important place to arrange social activities for your child so it is important that you register on the list by visiting the Parent Portal, selecting the friendship list icon and logging in.

PARENTS TO COLLEGE We encourage parents to contact the school with any areas of concern or for advice. The primary contact is the child’s class teacher. For matters of urgency, reception can relay a message to the teacher. The Director of Early Learning is available for urgent matters. Our School Counsellors and Chaplain are also available to support students and their families. If you wish to have a longer discussion, we ask that you make an appointment with the teacher concerned.

To report absences or contact teaching staff should you be running late for pick up or inform staff that an authorised person will be collecting your child, please call the direct classroom number.

Key Contacts Peter Miller, Principal Roger Smith, Deputy Principal Sondra Wood, Head of Junior School Ros Molyneux, Director of Early Learning Early Learning 3A Early Learning 3B / Early Learning OSHC Early Learning 4A Early Learning 4B Cathie Thornton and Kate Sculley, School Counsellors Rev Tim Edwards, College Chaplain

5226 3107 5226 3111 5226 8433 5226 8437 5226 8437 5226 8438 5226 8477 5226 8478 5226 3186 5226 3140

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NEED TO KNOW Daily Routine Each morning begins with group time (morning meeting) which gives us time to greet each other, listen to each other and plan our time. Typically we then move to indoor play, followed by morning tea together and outdoor play. Children are encouraged to continue with investigations and projects for sustained periods of time, and our timetable is flexible to allow for this. A balance of activity and rest, a variety of experiences and positive reinforcement are planned to ensure that all children are given a safe, happy and educational experience.

Following outdoor play, the children eat lunch and take a break during rest time. Once they have recharged, children often continue with project work or participate in small group games. Afternoons may include a walk or run on the oval, a visit to the cubby building area, with music, stories or discussions concluding the day.

Snack and Lunch In the interests of health and dental hygiene, we encourage children to eat healthy, nutritious food.

Families provide their child’s snack and lunch in named lunchboxes. For younger children, you may wish to separate snack and lunch into different containers. Please send along spoons (named) if your child has yoghurt or similar foods.

Food such as fruit, dry biscuits, cheese, yoghurt (not tubes), raw vegetables, dried fruit, sandwiches, wraps, rolls or sushi are encouraged.

A canteen menu with prices is available on the Parent Portal. To order lunch from the canteen, write your child’s name, class and selected items on a paper bag with the money enclosed and leave it in the canteen box in the foyer first thing in the morning. A price list of items is available on the Parent Portal.

Water is available at all times. We ask that children bring their own water bottle from home to encourage them to drink plenty of water.

Please let teaching staff know if your child has food allergies. We prepare, cook and taste a variety of foods within our program.

NUTS ARE NOT ALLOWED TO BE BROUGHT TO EARLY LEARNING FOR THE SAFETY OF ALL CHILDREN As part of our commitment to sustainability and the environment, we encourage “nude food”. We discourage pre-packaged foods and encourage the use of reusable containers. Any food packaging will remain in the children’s lunchboxes to be emptied at home. Food scraps are recycled as a part of the Early Learning program.

Birthdays We enjoy celebrating birthdays at Early Learning. Your child’s birthday will be celebrated by the class and you are welcome to bring in non-food treats to share with the class, eg balloons.

Rest Time and Relaxation Each child staying for the full day will have a rest time. This is a quiet time when experiences such as stories and relaxation are planned. Some children may fall asleep, but they are not expected to sleep.

Young children may like to bring a small soft toy to keep with their sleeping bag for rest time.

Mindfulness Children also participate in regular mindfulness experiences as part of our whole school social and emotional learning program, TripleR. TripleR stands for resilience, reflection and relationships.

Walks/Visits We often walk around the school grounds as a group to look at the many areas of interest, enjoy the large open spaces, observe nature and take in some fresh air.

Please complete the Local Excursion Form in your information package and return it to your child’s teacher, together with your Early Learning Enrolment Form. This allows us to take the children around the school grounds, to the Enviro garden, the billabong, the Arts Centre, the Gym, the “woods”, the cubby building area and the ovals.

From time to time, we invite special artists/performers to enhance our program. Parents will be notified of details prior to each presentation and children not attending sessions that day are invited to join in.

Parents will be similarly notified should an excursion outside the school be planned.

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Bush Kinder Each term Early Learning children visit Bush Kinder at either our bush campus or another local bush location.

While we spend time daily in the outdoor environment, visiting the bush extends on these experiences and allows children to explore the outdoors with no toys, props or equipment. Sticks, stones, trees, flowers, rocks, hills and logs become their playthings, and they are immersed in the smells, sounds and textures of nature. Favourite activities include cubby building, log climbing, storytelling and walking through the bush.

We find children play very differently in the bush, and build many skills which enhance their communication, collaboration and resilience.

Parents will be advised prior to each visit to Bush Kinder.

Specialist Classes Early Learning children attend Music, Library and Fundamental Motor Skills classes, which are provided by specialist teachers. These classes may be alternated between the different terms and classes. In addition, Early Learning teachers provide these experiences in the classroom daily as part of our group times together.

Fundamental Motor Skills The Early Learning Fundamental Motor Skills program aims to give children experience in seeing, hearing, touching, processing, making perceptual judgements and reacting. This is achieved through carefully sequenced activities, using a variety of common and specially designed equipment. Activities include running, hopping, skipping, jumping, balancing, crawling, climbing, throwing and catching, all of which children really enjoy.

Library Early Learning children participate in a weekly library session in the Junior School Library. They are encouraged to select from picture and non-fiction books to borrow to enjoy with parents and family members. They learn how to borrow and return and navigate the library space. Stories are chosen for reading that invite participation. Beginning reading strategies such as predicting, identifying rhyming words and the conventions of books, eg left-to-right print, finger-pointing at words, are introduced. They learn the purpose of fiction and non-fiction books and discover the joy of books and reading.

The Teacher-Librarian in turn visits the EL4 children’s learning area weekly to participate in ongoing project work with individual children, small group and whole classes. Research can be undertaken with interested children, books explored in detail relating to a focus of inquiry and pre-literacy experiences extended.

Music Children enjoy hands-on music experiences including singing, moving, dancing, playing instruments, games, listening activities and pre-literacy activities. The program integrates the benefits of both the Kodaly and Orff approaches to music education.

Through our music program we aim to lay the foundation for future musical development, and a love and appreciation of music. Specifically we aim for the children to develop a sense of rhythm and pitch, to explore their own singing voice and to experience and actively participate in a wide range of musical experiences.

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What to bring to Early Learning Uniform: The College Uniform Shop is the only official authorised supplier of the school uniform. For more information please refer to the Uniform Guidelines 2017 or the Parent Portal.

Spare Clothes: Each child will need to bring a complete change of uniform, named, which will be kept in their locker. Please provide two changes of clothes for Early Learning 3 children.

Bags for Early Learning: All children require the College school bag, available at the Uniform Shop.

Children will be provided with a Library bag.

SunSmart: A College broad-brimmed hat must be provided for your child during Terms 1 and 4.

Sunscreen must be applied at home and each child needs to bring their own named, roll-on combined sunscreen/insect repellent to be kept in their locker. Children will be supervised and encouraged to reapply their own sun protection during the day.

Sleeping Bags: Each child needs to bring the prescribed sleeping bag for rest time. These must be clearly named on the outside of the Velcro tab and are kept in your child’s locker. If you wish to have a sleeping bag made please telephone Andie Jose on 0409 428 066.

Name Tags: Name tags must be attached to all of your child’s items, including shoes and socks, sleeping bag, snack/lunch containers, sunhats, drink bottles and bags.

What not to bring to Early Learning Toys from home: We discourage bringing toys from home, however during Term 1, your child may feel more comfortable with one familiar toy for rest time. Please make sure they are clearly named and not a precious toy as loss or breakage can be extremely distressing. Please keep weapon replicas, super-hero toys, dress-ups and war toys at home.

Parent participation Parents are able to be involved in the Early Learning program in many different ways. This may include assisting in the classroom, attending excursions and special events, or working on class projects with your child. Special days such as Mother’s and Father’s Day and Grandparents’ week are celebrated throughout the year and greatly enjoyed by family members.

Preparatory School Parents’ Association The PSPA is an active and friendly committee offering a wide range of services for the benefit of College community. Year level parent representatives assist the Junior School Coordinator/s to facilitate social and school-based activities. Information regarding the events planned during the year will be published in the College Bulletin.

The PSPA supports and enhances the programs at Junior School through the organisation and funding of a number of specific activities throughout the year, such as: BBQ lunch on the last day of each term; Mother’s Day and Father’s Day presents; healthy lunch for “Jump Rope for Heart” Day; Easter eggs; Santa visit; Welcome and Christmas BBQs. The PSPA meets on the first Friday of each month. For more information contact Rachael Taylor (Junior School Coordinator) via the office at Junior School.

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Health There may be some aspects of your child’s health which should be discussed with the Director and the teacher. Diagnosed disorders or illnesses, medications, allergies or recurring problems need to be discussed and documented. This information is confidential and is invaluable to staff when planning a program for your child. Medication must be handed to staff on arrival and details of dosage and time to be administered must be recorded in the Medication Record. Verbal authorisation from the parent for the administration of medication may be given in an emergency with written confirmation on the medication record following as soon as possible.

Sickness: Please do not send a sick child to Early Learning. Children who are unwell are often contagious and unable to enjoy their time at Early Learning. Please keep them at home until they are well again.

Accidents or Sudden Illness: In cases of accident or sudden illness affecting children, your child’s teacher will decide what action is to be taken. Parents will be contacted as soon as is practicable.

Emergency and medical attention and the school nurse will be called. Any and all costs incurred will be the responsibility of the parents. A child may not attend Early Learning unless the child’s parent/guardian has authorised the school to arrange emergency medical, hospital or ambulance attention should this be deemed necessary by school staff. Authorisation is recorded on the Early Learning Enrolment Form.

When a child becomes ill after arriving at school, the teacher will notify the parent/guardian. If unable to make contact with either, the teacher will contact the designated emergency contact. Arrangements will be made for the child to be taken from Early Learning as soon as practicable and until then, the child will be made comfortable and remain under close observation.

Absences Please telephone Early Learning on the classroom direct line between 8am and 8.45am if your child will be absent. Also please notify your child’s teacher of any infectious diseases that occur in your family.

We are bound by strict Health Regulations on the exclusion from Early Learning of children who have or have been in contact with infectious diseases, which includes the incidence of head lice.

Policies and Procedures A copy of the Early Learning Handbook is available on the Parent Portal. This contains all relevant information about our policies and procedures.

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The Hundred Languages The child is made of one hundred. the child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.

A hundred, always a hundred ways of listening, of marvelling, of loving, a hundred joys for singing and understanding. a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream.

The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety nine.

The school and the culture separate the head from the body.

They tell the child: to think without hands to do without head to listen and not to speak to understand without joy love and marvelling only at Easter and Christmas.

They tell the child: to discover the world already there and one of the hundred they steal ninety nine.

They tell the child: that work and play reality and fantasy, science and imagination, sky and earth, reason and dream are things that do not belong together.

And thus they tell the child that the hundred is not there.

The child says: No way The hundred is there.

Loris Malaguzzi 1920 – 1994

SHAPING THE FUTURE www.geelongcollege.vic.edu.au +61 3 5226 8437 CRICOS: 00142G 12