​"Either pedagogy – like all human sciences – is remade, reconstructed and updated based on the conditions of the times, or it loses its nature, its function, its proper capacity to correspond to the times we live in"

- ​Loris Malaguzzi, (1969)

Our Practice

At The School House we work within the local childcare regulations, the ECEBC Code of Ethics and alongside the BC Early Learning Framework.  We engage in long term, short term, group and individual projects that are co-constructed by children and educators.  Pedagogical narrations are an important part of our practice and we make these inquiries visible to children, educators and families.  These narrations help children think critically about their work, and enable us (educators) to look beyond what can be seen and to question and deconstruct our assumptions. They becomes the tools that highlight the children’s interests and upon which our curriculum is constructed.

The four living inquires that guide our practice

Excerpt from page 66 of the BC Early Learning Framework

Weel-being and Belonging

Nurturing a sense of well-being and belonging supports children as they learn about and investigate the world around them.

Engagement with Others, Materials and the World

Children construct meaning as they engage with materials, other children and adults, the environment, the community and the world. 

Communication and Literacies

Children use multiple modes of expressive languages to communicate ideas, participate in relationships, and make meaning in their homes and communities.

Identities, Social Responsibility and Diversity

A positive personal and cultural identity is the awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself.

Our Commitments

  • The School House is committed to creating nurturing early years environments that are responsive to children, families, and educators wellbeing and belonging. 
  • The School House is committed to acknowledging - ongoingly - the First People of this land and working towards truth and reconciliation, and good relations for a better today and tomorrow for all of us - including land, animals and plants therein. 
  • The School House is committed to creating practices wherein learning happens as a matter of care - educational spaces where children are seen, heard and valued as active contributors in our shared worlds. 
  • The School House is committed to decolonizing praxis; paying attention to the assumptions within our shared histories, knowledges and stories.  And to work towards disrupting the power and privilege embedded in so many early education practices and principles that limit who the child is, can be, and live in the world.