The educators who inspired us
Daisy’s Daycare is inspired by three educators: Lev Vygotsky (1896-1934), Loris Malaguzzi with the Reggio Emilia Approach (1920-1994), and Emmi Pikler (1902-1984). We have combined elements from their theories to create a strong theoretical foundation for our pedagogical approach at Daisy’s Daycare.
“The most effective and meaningful development occurs within the zone of proximal development.”
Lev Vygotsky – Theory of the Zone of Proximal Development
At Daisy’s Daycare, we draw inspiration from the Russian psychologist Lev Vygotsky, particularly his concept of the Zone of Proximal Development (ZPD). Vygotsky emphasized that each child is unique, with their own pace and way of learning. The ZPD describes the space between what a child can already do independently and what they can achieve with the right guidance. It is within this zone that the most effective and meaningful development takes place.
Supporting children within their own ZPD is essential, as tasks that are too easy fail to challenge them, while tasks that are too difficult can lead to frustration or fear of failure. By providing just the right level of guidance and challenge – often referred to as scaffolding – we help children not only acquire new skills but also build confidence and enjoyment in learning.
This approach requires seeing each child as an individual and continuously observing what they can already do, where they need support, and how we can guide them to grow just beyond their current level. Acting outside of the ZPD can be counterproductive, as it may overwhelm or discourage the child.
"Language is not just a means of communication, but also a powerful tool for thinking and learning."
Social Learning and the Role of Language in Development
In addition to the Zone of Proximal Development, Vygotsky emphasized the importance of social learning and the crucial role of language in children’s development. According to his theory, children grow not only through independent discovery but especially through interaction with others. By playing, talking, and learning together with adults and peers, children explore new perspectives and develop new skills. At Daisy’s Daycare, we actively encourage collaboration and social interaction. In our small groups, we create an environment where children can inspire, challenge, and support each other.
Language plays a central role in this process. Vygotsky viewed language not just as a means of communication but as a powerful tool for thinking and learning. Through language, children make sense of their experiences, organize their thoughts, and develop problem-solving skills. Our educators use language intentionally to guide children in their learning process, asking questions, encouraging conversation, and introducing new words and concepts. Daily reading moments are also incorporated to further stimulate language development.
We see it as our responsibility to create a language-rich environment where children not only learn to speak but also learn to think through language. In this way, we contribute to both their cognitive and social development and lay a solid foundation for their future growth.
At Daisy’s Daycare, we deliberately work from this vision because it allows us to provide a safe, nurturing, and stimulating environment where every child feels seen and valued. By carefully responding to each child’s needs and abilities, we help them reach their full developmental potential.
Loris Malaguzzi and the Reggio Emilia Approach
The Reggio Emilia approach focuses on creating an inspiring learning environment where children, educators, and parents learn and grow together. It emphasizes creativity, collaboration, and the individual potential of each child.
The vision of Daisy’s Daycare is inspired by Loris Malaguzzi and the Reggio Emilia approach. Malaguzzi, an Italian philosopher, is the founder of this method. The Reggio Emilia approach is often described as the pedagogy of listening, placing emphasis on listening rather than simply telling. It views the child as a whole, seeing children as talented individuals and natural researchers. The focus is on what children can do, rather than what they cannot.
As an educator, this means connecting with each child’s unique personality, interests, and creative abilities. It requires careful observation, active participation in activities, and attentive listening.
All observations are documented in a dossier. Educators create opportunities for children to express themselves and have their voices heard. Children guide the direction of activities, so few activities are pre-planned. Educators must remain open to new ideas and creative opportunities, adapting their guidance based on how children learn and engage (ThiemeMeulenhoff, 2019; Becker, 2018).
"Children have an inner strength that allows them to explore the world around them and develop in their own unique way."
Emmi Pikler
At Daisy’s Daycare, we draw inspiration from the educational philosophy of Emmi Pikler, a pioneer in the care of young children. Her approach emphasizes the natural, independent development of the child, with respect and trust at its core.
Pikler believed that children are naturally competent and capable of guiding their own development, as long as they are given the space to do so at their own pace. Rather than constantly directing or correcting children, our role as caregivers is to provide a safe, calm, and nurturing environment where they can explore and grow independently. This vision aligns perfectly with our belief that calmness, structure, and trust within the group are essential for healthy development.
At Daisy’s Daycare, we encourage children to follow their own rhythm and develop independence. We do this by carefully adapting activities and interactions to their needs and abilities, without rushing them. At the same time, our educators provide the support and presence necessary for children to always feel seen, heard, and safe.
By working from Pikler’s philosophy, we emphasize respect for the child as an individual. We trust that every child has the inner strength to explore the world around them and to develop in their own unique way. This trust forms the foundation of a loving and stimulating environment where children can thrive freely.
Each psychologist has their own valuable theory. By combining insights from different psychologists, we are able to provide calmness, space for individual development, and the best care for every single child.
