We are a firm believer in child-lead learning and our curriculum has been carefully designed after a thorough research in Early Childhood Learning. We believe that early childhood is not so much about learning but becoming learners and hence our curriculum focuses on providing different perspectives and experiences. We the educators use inquiry based methods and experiential learning to create personalized learning experiences to meet the unique development requirement of each child.
Our curriculum takes inspiration from Reggio Emilia and Montessori Principles. The learning environments are carefully and thoughtfully designed as they form a crucial part of early learning in both philosophies. Then environment is referred to as ‘the third teacher’ and are extensions of the learning modules. Below are the five areas of learning our curriculum focuses on:
Foundation: Our curriculum lays a lot of emphasis on children’s social emotional development and character building. We ensure that children are provided enough opportunities to learn to cooperate, solve problems, negotiate as well as be independent.
Physical Development: Activities are planned to strengthen both gross and fine motor development. Our curriculum also includes a focus on physical well being and healthy eating habits.
Linguistic and Literacy: Preschoolers are keen listeners and are also fascinated by language. This is the age when their vocabulary expands at a rapid rate. We use phonics to teach children to read and write. Children learn the 42 letter sounds of the English language, rather than the alphabet. They are then taken through the stages of blending words to develop reading and writing skills. Classroom areas, materials and activities are developed to empower children to connect sounds to letters, pictures to words, and writing strokes to meanings.
Creative Thinking: Inquiry based learning encourages children to think creatively. Children are naturally curious, our objective is to build this curiosity to experiment with cause and effect relationship. The activities are planned to help them use their senses while interacting with materials and environments. Children are introduced to mathematical concepts such as counting, patterning and geometry through practical lessons.
Scientific: Children are curious about their physical, natural and social worlds which leads them to eager investigation. We use ‘wonders of everyday life’ to plan lessons that help them in exploration, discovery and investigations.
Unlike traditional schools, we do not believe in report cards because we believe that it’s too early to start grading the students as they have just begun their learning and they are all at different development milestones. We understand that as parents you would like to understand your child’s progress and hence we keep making note of observations and milestones. An observation report is shared with parents on a monthly basis that documents all the notable milestones and highlight the activities of the month. Children like to own and share what they do so we also maintain a journal of the kids which documents their learning, their development and experienced through the preschool year.
We do not believe in home work! We strongly believe that young children are constantly learning by trial and error and they do so by pacing their activities. Expecting them to finish a task within a certain amount of time is taking the joy of learning from them. All the child needs to do for academic learning can be achieved during the hours s/he is with us. We would rather have them jump ropes, climb trees, go on a slide backward, dig in the dirt or help set the dinner table instead of doing homework.Program
Both the philosophies use the below principles:
In both the Montessori and Reggio Emilia methods, children are encouraged to use their senses to explore and direct their educational experience.
Both the methods relies heavily on the Environment. The classrooms are designed in a way that the children can think and act freely. The classrooms should allow for free exploration and self guided learning.
Since both the systems believe in child-lead learning, teachers are not expected to facilitate and direct learning in a classroom. Educators act as guides to encourage child’s interaction with the environment or tools and also ensure a positive experience in the classroom