Our programs are designed, implemented and evaluated by our highly qualified early childhood teacher, who adopts a Reggio Emilia approach to teaching and learning which encourages multi-modal inquiries which fuse language, mathematics, science, information technology and sustainable development. Together with the specialist teacher and highly skilled teacher’s assistants, L’Atelier for Children also offers music and dance, art and Portuguese which are all complimented by sensory rich learning environments to stimulate curiosity and a sense of wonder.

Children's learning is based on their interests. They act as co-constructors of their learning. The classroom environment is a 'third' teacher. We see the child's surrounding as an excellent medium through which a child's learning experience can be enriched. Through conscious use of space, colour, natural light, displays of children's work, and attention to nature and detail, the environment serves as another teacher.

L’Atelier is a thoughtfully designed, enquiry based preschool. It was the original
Scarborough kindy and has been and child based learning centre for over forty years. It
represents a place to explore, create, dream, wonder, learn and build. Our approach is
inspired by the Reggio Emilia philosophy, where the environment is considered the third
teacher and children are encouraged to express their ideas in many different forms. Our
program fosters a love of learning and prepares children for a positive transition to kindy
and preschool.
Our Preschool supports the special learning and developmental needs of children aged 2
to 5 years in a safe, caring, and creative environment. We take pride in building strong
relationships with our families and fostering a sense of being, belonging and becoming
with every child. Being, belonging and becoming represent that a child’s life is shaped by
relationship, experiences and their journey of growth.

L’Atelier for Children Philosophy
At our preschool, we believe that every child is born curious, capable, and full of
potential. Drawing inspiration from the Reggio Emilia approach, we view children not
as empty vessels to be filled, but as active participants in their own
learning—researchers, thinkers, and creators who make meaning through
exploration, relationships, and play.

The Child as a Competent Learner
We honor children ages 2–5 as capable individuals with unique strengths, interests,
and perspectives. We trust in their ability to ask questions, solve problems, express
ideas, and participate in meaningful decision-making. Their voices guide our
curriculum, and their wonder becomes our foundation for learning.
The Environment as the Third Teacher
Our learning spaces are intentionally designed to spark curiosity, independence, and
collaboration. Natural materials, open-ended resources, and opportunities for
sensory discovery invite children to explore at their own pace. The environment is
warm, beautiful, and flexible—changing in response to the children’s needs,
questions, and evolving projects.

Relationships at the Heart of Learning
We believe that learning emerges through relationships—with peers, educators,
families, and the wider community. Strong, respectful connections create the
foundation for emotional security and joyful exploration. Collaboration, cooperation,
and empathy are cultivated daily as children work together, negotiate meaning, and
share their discoveries.

The Hundred Languages of Children
Children express themselves in countless ways—through art, movement,
storytelling, dramatic play, construction, music, inquiry, and more. We honor these
“hundred languages” by providing diverse materials and creative outlets,
encouraging children to communicate their ideas, feelings, and identities in multiple
forms.

Teacher as Researcher and Co-Learner
Educators in our program observe carefully, listen deeply, and learn alongside
children. Rather than directing learning, we scaffold it—asking thoughtful questions,
offering materials that extend ideas, and designing experiences that provoke
curiosity. Documentation of children’s work makes learning visible and helps shape
future curriculum.
Project-Based, Emergent Curriculum

Our curriculum emerges from the interests, questions, and experiences of the
children. Projects may last days or months, evolving as children investigate, test
theories, revisit ideas, and build deeper understanding. Through these long-term
explorations, children develop problem-solving skills, creativity, resilience, and a love
of learning.

Partnership with Families
Families are our children’s first and most important teachers. We value their insights
and invite them to participate in the life of the school. Open communication,
transparency, and shared celebrations help us create a strong, supportive
community that surrounds every child.

A Joyful Community of Learners
Above all, we strive to build a preschool environment where children feel safe,
respected, curious, and joyful. We celebrate exploration, imagination, and the natural
desire to learn. Our Reggio Emilia–inspired philosophy guides us as we nurture
confident, compassionate, creative thinkers prepared for a lifetime of discovery.

L’Atelier for Children is a private preschool centre that uses the “Reggio Emilia” style education system for children between 2 and 5 years. Our philosophy is inspired by the educational practices and beliefs of Loris Malaguzzi and Reggio Emilia and our curriculum follows methodologies laid out in the Early Years Learning Framework.
The children’s learning is based on their interests. They act as co-constructors of their learning. The classroom environment is a “third” teacher. We see the child’s surroundings as an excellent medium through which a child’s learning experience can be enriched. Through conscious use of space, colour, natural light, displays of children’s work, and attention to nature and detail, the environment serves as another teacher.
We believe that children have an endless number of ways of learning. This is thus reflected in the many materials, methods, instruments, activities, ideas and tools that our curriculum presents to children.
Our teachers see children as competent, full of potential and active in constructing his or her own knowledge through interactions with others. They try to understand as fully as possible the child’s viewpoint and abilities. All children have preparedness, potential and curiosity, and interest in engaging in social interaction, establishing relationships, constructing their learning, and negotiating with everything the environment brings to them.
As early childhood educators we value the importance of a play-based curriculum. Through a mixture of explicit teaching, inquiries and free exploration, children learn, explore and develop. We also focus on developing independence, resilience and ‘big’ school readiness, to prepare your child for the transition to more formal schooling.
Nature play is vital to a healthy childhood. We spend extended periods in our beautiful outdoor environment actively exploring. We also bring nature indoors to support our curriculum. There is no better space for children to learn than the outdoors, and there is no better play resource than nature.