Attachment Theory

Research indicates that strong supportive relationships promote a child’s brain development in the early years (0-3yrs), especially the parts of the brain that are active in social and emotional function (Seigal, 1999). Research also shows that children with secure relationships are more likely to explore the world around them, (Bernhardt, 2000) have a positive sense of self and be able to regulate their emotions. (Rolfe, 2004). All of these attributes contribute to children’s overall learning and development, enabling them to “grow up as competent and confident learners and communicators” (Ministry of Education, 1996).

Primary Teachers for Teina (children under the age of 2)

Parents/caregivers will always be the most important people in a child’s life. When in care it is important for children to form a secure relationship with another adult who they have confidence will care for them in their parents/caregivers absence.  Through primary care the child will learn to be comfortable with another adult who will provide them with consistent care.  The child will also learn to feel secure and comfortable within the wider centre environment.

When an infant begins settling at Tuatara Kids, they are assigned a primary care teacher.  The primary care teacher assumes overall responsibility for daily communication and information sharing with families, the child’s well-being, learning and development. The primary teacher is also responsible for understanding the child on a deeper level, their routines, likes and dislikes, and for sharing this knowledge with the secondary key teacher and the teaching team.  They are also responsible for supporting and documenting the child’s development and learning in their learning journal and on Storypark. If a child’s primary or key teacher is away they can rely on their secondary key teacher to support and meet their needs. As the child becomes more comfortable at the centre they may choose to have their routines done by other teachers within their group. This is the child’s choice which the teachers will always accept.

Key Teachers for Tuakana (children over the age of 2)

When your child indicated they are ready to transition to Tuakana they will be supported to settle into the Tuakana environment over a period of time, with short visits at different times of the day with the Tuakana children. We understand that children are each unique in their own personalities, and therefore our transition process is personalised to suit you and your whanau. We will host a meeting with you to discuss this process and how you feel about your child’s readiness. Once your child is settled, the key teacher steps back slightly in consideration of you and your child’s individual needs. By stepping back, we allow your child to strengthen their relationships with other teachers and a team approach is taken for your child’s well-being. Although your child is now cared for by the teaching team, our team works with continuity of care at the forefront, meaning that there is consistency with the same teacher in the sleep room, preparing meals, or supporting children with toilet learning, each week.

Your child’s key teacher continues responsibility for closely observing and documenting learning assessments for your child, and compiling these into their learning journal and Storypark, whilst inviting contributions from other teachers and from families.