We're about building the soil in which learning occurs.

We focus on creating the environment in which a child's development can flourish.

Registration Form Part A

  • Date Format: DD slash MM slash YYYY
  • Guardian or Parent Information

  • Child(ren) Information & Attendance

    *Note that we do not provide childcare during these training events.

Our Philosophy

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These global philosophies are integrated into our entirely new approach.

Montessori

  • independence
  • help each other
  • problem solving
  • put things away
  • kindness to benefit the group
  • mixed age group
  • unfettered time is essential
  • work at own pace
  • develop own work rhythm

About Montessori

In a true Montessori school you will find independent children who are encouraged not only to do things for themselves but also to think for themselves. You will find children who have learnt how to explore and solve problems for themselves. Most importantly you will see small children helping each other and who, without being asked to, will put things away and perform acts of kindness purely to benefit the group as a whole.

The Montessori approach is based upon the natural laws of human development. The younger children learn from watching the older children and the older ones benefit by helping the younger children. The mixed age group allows the children to develop socially, intellectually and emotionally.

In a Montessori school you will see children choosing their activities independently and moving from one activity to the next. You will experience an atmosphere of calm and see young children concentrating for surprising periods of time. Children work individually, in a group or with a friend. 

Maria Montessori observed that unfettered period of time was essential for the children to develop the kind of concentration that you see when a child becomes involved with something that is essential for his development. The adult observes the child and will not interfere so long as the child is working with the material productively. When a difficulty arises she is able to step in and give help but is always careful never to give more help than is needed. Children work at their own individual pace and naturally develop their own rhythm and work pattern.

Each child’s individual needs are assessed through observation so that he is shown new things when he is developmentally ready and new knowledge is always built on what he already knows.

International Baccalaureate

  • works with schools, governments, organisations to develop programmes that encourage students to:
    • become active
    • become compassionate
    • become lifelong learners
    • understand that other people can also be right

About the International Baccalaureate

Aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments, and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right. For more information: The ‘Learner Profile’ and ‘Transdiscpliary Themes’ outlines important elements and how to achieve these.

Reggio Emilia

  • children have rights
  • children have the active role of apprentice / researcher
  • learn through touch, movement, listening, and observation
  • child is viewed as an active constructor of knowledge, powerful, competent, full of potential
  • most work is in the form of projects with opportunities to explore and question
  • organisation of the physical environment is crucial rhythm

About Reggio Emilia

The Reggio Emilia philosophy is based upon the following set of principles:

  • Children must have some control over the direction of their learning;
  • Children must be able to learn through experiences of touching, moving, listening, and observing;
  • Children have a relationship with other children and with material items in the world that children must be allowed to explore;
  • 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. The foundation of the Reggio Emilia approach lies in its unique view of the child. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires."The child is also viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding.  Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation. The organization of the physical environment is crucial.

Centre for Inspired Teachers

  • rethink teachers role from information provider to ‘instigator of thought’
  • learn through play and movement

About the Centre for Inspired Teachers

A process that encourages teachers to rethink their role in the classroom, from information provider to ‘Instigator of Thought’. A focus on learning through play and movement.

AnjiPlay

  • self determination
  • learning in play
  • time and freedom to express complex intentions in play
  • outdoor materials are key
  • allow for risk, imagination, discovery and teamwork
    rhythm

About AntjiPlay

AnjiPlay is the internationally-recognized early childhood curriculum developed and tested over the past 15 years. Self-determination in play, ownership of discovery, learning in play and the time and freedom to express complex intentions in play means that AnjiPlay is TruePlay. The outdoor materials are key, allowing for allow for risk, building, discovery, imagination and teamwork. Adults are there to support, but not interfere or direct play.

Art of Learning

  • breaks down the ways in which we learn and how we can apply our unique way of learning so that children:
    • explore how they learn
    • take control of their learning
    • express themselves creatively
    • develop life-long love of learning

About the Art of Learning

Josh Waitzken is the author of "The Art of Learning" and has created a non-for-profit that brings these techniques to education. “When children explore how they learn they become empowered to take control of their learning, express themselves creatively, and develop a life-long love of learning.” He breaks down ways in which we learn and how we can then apply our unique way of learning to all areas in life. He trains adults at the top to reach their full potential in a way that is authentic to themselves; revealing how they learn and how to harness that.

About Us

Alithia is learning space for collaborative innovation, holistic development and a range of hands-on activities designed for children aged 6 to 12 in Valla, NSW.

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You don't have to live on the Mid North Coast to get involved with Alithia. If you love what we're about, get involved!

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