View of children

Children are competent; that is, social, inquisitive, knowledge-seeking and active in their own learning. Each child carries with it the skills and abilities and an innate desire to explore and understand their environment. All children are unique and we want to give them a lot of opportunities to use and develop their skills. The staff strives to reach a common approach where children are encouraged and their skills and interests are emphasised. The children’s differences and strengths are utilized and they are encouraged to help each other and learn from each other. Trilinguas pedagogy is influenced by the Reggio Emilia philosophy and Loris Malaguzzi, who said that “Children have 100 languages but are deprived of 99″ Reggio Emilia philosophy is not an pedagogy, but an approach – a way of looking at human beings and their environment.

We believe that children learn:

  • through language and communication
  • through social interaction with other children and adults
  • through challenges, exploration and problem solving
  • through reflection and feedback
  • with all their senses

Social and Interpersonal Skills

Human beings are social, and much of students’ learning involves social interactions:

  • Getting along with other children and adults and developing good relationships with teachers
  • Helping others and developing caring attitudes
  • Playing and working cooperatively
  • Following department rules

Learning how to learn is as important as learning itself—in fact, learning depends on the acquisition of learning skills:

  • Self-help skills to promote a good self-image and high self-esteem
  • Knowledge of self, family, and culture
  • Sense of self-worth • Persistence, cooperation, self-control, and motivation to learn
  • Growing confidence
  • Responsibility for age-appropriate tasks
  • Turn taking during activities with other children


Our role as pedagogues

We strive to be co-exploring teachers who support, inspire and challenge children’s theories and exploration. Instead of giving ready answers, we ask open and reflective questions. We add material that challenges and inspires kids to explore their ideas and explore their environment. The children get the opportunity to test their theories, both individually and together. In collaboration and reflection with other children they get the opportunity to learn from each other and benefit from each other’s way of thinking, doing and being. We often divide the children into small groups which gives us greater opportunity to follow each child’s development and learning. We want to give all children opportunities to develop by showing that we believe that all children can, setting positive expectations and encourage and;

  • support each child to use their full potential and to encourage and give children time to do things themselves
  • design activities based on the children’s thoughts, world of experience and interests
  • provide an environment that encourages exploration using all senses
  • provide children with questions and challenges that take them a step further
  • create situations for interaction and co-operative learning
  • make learning enjoyable
  • discuss and reflect with the children to continuously develop and improve our preschool

Both parents and staff have a shared responsibility for the development of the child in a dialogue with each other. Our goal at Trilingua is to build a good relationship with you parents in order to achieve the best possible environment for the children.

Areas of teaching

Pedagogic environment and materials we want to provide environments and material that challenges, inspires and attracts curiosity to experience the outside world. Our environments should consist of venues that invite to communication and collaboration. This changes along with the child groups’ abilities, interests, and the selected projects. The educational environment should also encourage exploration and investigation where children are involved in planning, doing, documenting, reflecting and evaluating their learning processes together.

Creativity and other forms of expression Music and rhythm is an important tool that we use much of at Trilingua. Every day is music and singing in focus during some part of the day. One educator work with all children in the preschool; to in a fun way give the kids an experience of music, rhythm, song and movement. The children get the opportunity to create themselves with various materials and techniques, such as painting, clay and weaving. The creative work often connects with the theme the children are working with. We also try to, as much as we can, use the materials nature has to offer and of course use recyclable materials.

Natural science and technique We work with everyday learning in science. We utilize the nature we have around the nursery and the natural conditions that are given in the form of weather and seasons. We strive to be outside every day of the year. We always strive to make visible and to increase children’s interest in everyday technology, science, ICT and its importance for us. All departments have a room with a scientific focus, where materials are gathered for exploration and experimentation.

Mathematical development We work actively with mathematics in daily activities, and strive to make mathematics in everyday life visible to the children. Our goal is to help children develop their ability to discover and use mathematics in meaningful contexts. We consciously integrate math activities in preschool daily activities such as circle time, singing times, projects, indoor and outdoor play, dressing and undressing, and at meals. We have a wide range of construction and sorting materials that give children the opportunity to build, create and sort.

Literacy We work toward all children experiencing the world of books, stories, letters, rhymes and words. We place a great emphasis on helping the children learn literacy skills. To develop their language and literacy skills, preschoolers must work on a variety of capabilities:

  • Speaking language skills
  • Phonemic Awareness
  • Vocabularies
  • Conversations with other children and adults
  • Proficiency in language
  • Literacy skills related to writing and reading
  • Letters of the alphabet
  • Listening comprehension
  • Motivation to read
  • Print awareness
  • Ways to use and appreciate books


What we use ICT for

  • Making illustrated stories and movies
  • In support of multilingualism; tales, songs, pictures and music in the children’s different languages
  • For multiculturalism; we look at pictures and find information about different countries and cultures
  • As a tool for pedagogical documentation
  • To increase children’s influence, they may take photos and choose which we will put into the portfolio or on the wall.
  • Search for information on current questions and thoughts
  • Making and keeping contact with preschools around the world through Skype and via email (letter)

Pedagogical documentation Pedagogical documentation is a collective tool which makes it possible for us to review, visualize and evaluate our own activities and how they contribute to children’s development and learning. Pedagogical documentation enables us to follow the children’s learning processes and strategies, and to visualize the thoughts and ideas for children, teachers and parents. Our documentation can visualize among other things what the children are interested in right now, how the kids are doing things, what the kids are doing, what they are trying to create an understanding of, how they work together and communicate with each other and how they use the materials. Our documentations linked to areas and goals we strive to reach in the Curriculum for the preschool (98/10).

Portfolios Children have their own portfolio that serves as a tool for them to see their own development and strengthen them in a positive way. The key is that the content is positive and reinforces the child’s self-confidence. The child should be able to proudly show off his/her portfolio, what they can do and what they are good at. We keep the portfolios personal and ask you to only look in your own child’s folder. In the portfolio we document and visualize the child’s interests, development and learning as well as the child’s own reflections. It should be a positive memory from the preschool period. The purpose of the child’s portfolio and the pedagogical documentation is to present the child’s learning processes to; The child – The parent – The pedagogue

Theme work Exploration, curiosity and desire to learn is the foundation of our educational activities. We want children to develop an understanding of themselves and their world, and our activities are based on the children’s experiences, interests, needs and opinions. We encourage children’s creative thinking and provide a lot of positive reinforcement to their own solutions. In order to stimulate the senses and develop the children’s world of experience, we work with various forms of expression and tools; singing, drama, ICT, art and design, dance and movement, mathematics, science and technology. With a project-oriented approach the children’s learning can become versatile and consistent. By working with projects, we want to arouse children’s interest and get them to explore and develop themselves. Learning may thus get a touch of challenge and exploration and adventure to it. Children’s interests can be seen on the “Interest board” in each department.

Child influence Activities are based on the children’s thoughts, ideas and interests. The children lead the way throughout the projects and activities. The staff are co-exploders and challenge thoughts and questions. The preschool is actively working with the children to give them responsibilities based on their own ability during the day. Children should be able to make their own choices, to express their wishes, dare to speak and express their opinion. All children, regardless of age, gender, and language ability, should have an equal right to participate and influence at the preschool. We are responsive and attentive to children’s nonverbal expressions such as facial expressions, body postures and other emotional expressions.

Child Council To create a practice where children have influence and feel involved in what is happening at our preschool, we work to create many different forums for influence. One of them is the children’s Council; children between 2-5 years come as representatives of their group and meet the principal. The Preschool Council is a forum for participation and an exercise democracy. In the Children’s Council children can influence, express their thoughts and ideas about the preschool and take part in questions relating to “life” at the preschool.