Welcome to our Cliffe Pre-School website. Cliffe Pre-Learning alliance preschool is a friendly and caring preschool situated in the heart of our community.
We are registered with Ofsted to provide term-time sessions for children aged 2-5 years old. We are a registered charity and non-profit making organisation run by a voluntary management committee of parents and a highly qualified and dedicated team of staff. At Cliffe Pre-School, we believe that children learn best through play and first hand experiences. We therefore offer an exciting range of activities for children to discover and explore, from mark-making and messy play to construction and ICT. We have an extensive outdoor space which we make make full use of through out the year!
We are also very proud of our strong links with Cliffe VC Primary School, which successfully support the children in their transition to school. Must be a valid email address. The neutrality of this article is disputed. Relevant discussion may be found on the talk page. The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. By the 1970s Malaguzzi’s method was known and appreciated by many educators especially thanks to the first exhibit opened at the Modern Museet in Stockholm, Sweden. On May 24, 1994, the non-profit organization Friends of Reggio Children International Association was founded to promote the work of Loris Malaguzzi and organize professional development and cultural events.
In 2003 the municipality of Reggio Emilia chose to manage the system and the network of school services and toddler centers by forming the Istituzione Scuole e Nidi d’Infanzia. This allowed municipal schools and preschools to have independent programs and activities with support from the government. In February 2006, the Loris Malaguzzi International Centre opened in Reggio Emilia, Italy, as a meeting place for professional development and research of the Reggio philosophy. Children must have endless ways and opportunities to express themselves. The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.
Reggio Emilia’s approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children’s needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Reggio Emilia’s tradition of community support for families with young children expands on a view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. Teachers respect parents as each child’s first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child’s learning by planning activities and lessons based on the child’s interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of passively observing the child learning.