At Arnold House School, the foundation of learning begins with a strong focus on the voice of the child. This is especially true for the younger boys in Pre-Reception, Reception, and Year 1, where we take a thoughtful, individualised approach to their early development. From their first steps into the classroom, their interests, ideas, and enquiries are at the heart of the learning process.
In these early years, observation becomes a powerful tool. Our educators meticulously observe the boys, paying attention to their individual needs, emerging interests, and natural curiosities. This helps inform how we structure the environment and plan learning experiences that are meaningful and engaging. In Pre-Prep, boys are often still discovering their world through play and social interaction, so this attention to their development allows us to create a responsive, nurturing setting that supports their growth.
As the children grow and develop, they gain the confidence to share their ideas more openly, becoming increasingly direct in expressing their thoughts and preferences. In the early years, children may begin to articulate their ideas through play, artwork, and conversation, and as they progress, they continue to refine their communication skills.
Central to our philosophy is the work of Loris Malaguzzi, who championed the idea that children are not merely passive recipients of knowledge, but active participants in their learning journey. According to Malaguzzi, children are powerful learners with inherent potential. They have the right to express themselves, to communicate, and to be heard. This belief is core to our approach at Arnold House, where we view every child as a communicator and a symbol user—someone whose voice and perspective can shape their learning environment.
Vygotsky and Piaget’s theories both emphasise the importance of valuing the child’s voice in learning. Vygotsky’s concept of the “Zone of Proximal Development” highlights the role of social interaction in cognitive development, where a child’s voice is central to collaborative learning. Through guided conversations and play, children construct knowledge together with others. Piaget, on the other hand, focused on the active role of children in their own development. He believed that children learn through interactions with their environment, and that their voice in these explorations helps shape their understanding of the world. Both theorists emphasise the agency of the child, underscoring the importance of listening to and supporting their individual learning processes.
At Arnold House, we recognise that every child has the inherent right to have their voice heard. Article 12 of the UN Convention on the Rights of the Child states that every child has the right to express their views, feelings, and wishes in all matters affecting them, and for those views to be given due weight. This principle highlights that children are active participants in their own lives, and their voices must be valued and respected at all stages of their development. By ensuring that every child’s perspective is acknowledged and integrated into their learning, we empower them to become confident, articulate individuals with a strong sense of agency.
At Arnold House, respect, democracy, and the value of everyone’s input are integral to our school culture. We ensure that every boy feels comfortable sharing their ideas, knowing that their voice will be heard and appreciated. This ethos creates an inclusive environment where learning is not just about acquiring knowledge but about exploring, questioning, and growing together as a community.
Collaboration with families is also key. Parents play an integral role in this process, providing valuable insight into each boy’s background, personality, and previous experiences. By understanding a child’s home life, learning style, and disposition toward new experiences, we can ensure that the educational approach aligns with their unique needs. Parental input during the admissions process and active participation through the online Tapestry learning journal lay the groundwork for this partnership and allow us to create a holistic understanding of each boy.
The approach to learning in Pre-Reception, Reception, and Year 1 at Arnold House reflects the belief that children are active, capable learners. Through observation, family collaboration, and a culture of respect, we provide a space where every boy’s voice is heard and valued, allowing them to thrive as strong, confident individuals.
Victoria McKenzie
Head of Pre-Prep