Pachamama (141)

Environments: our touchstone and cornerstone

Pachamama Early Education and Childcare was established with the understanding that children deserve to spend their early years in an environment that inspires creativity and learning, while being immersed in a genuine acceptance of diversity.

We understand that most children spend their years of formal education in institutional-like environments.   Pachamama was founded on a commitment that it would not bring forward in their early years the institutionalisation of children.

Pachamama provide children with an opportunity to feel the comforts of home while enjoying the benefits of a quality early years education.

Pachamama is a home away from home steeped in nature, creativity and diversity.

Our multi award-winning Pachamama has attracted international attention for extraordinary learning environments inspired by the outcomes of evidence-based research.

Creating Pachamama involved back-breaking efforts and a painstaking attention to detail.  The most challenging aspect was the lack of a precedent to follow, no model to guide us.

Pachamama grew out of gut feelings and deep reflections of what was best for the children.

The greatest strength of Pachamama is our understanding how everything in the organisation is connected and how all aspects of the operation influence the development of the children.    This resulted in a growth over a short eight years from 20 to 200 children per day and from 5 to 55 employees.

Our challenge now is not growth, but continual improvement.

While Pachamama’s heart and soul are our loving and dedicated educators, our unique learning environments are our cornerstone and touchstone.  They are the foundations upon which Pachamama is built and sets its standard.

Our environments are truly our third teacher.  They are fundamental to educator longevity and, therefore, the quality of education we are able to provide.

Our Pachamamaity blog is intended to address many of the aspects that make Pachamama different in hopes that this may ignite some ideas  with other practitioners or students of early years education.

After all … it’s all about the children wherever they may be and providing them with the best possible outcomes.

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