The ages of 0 to 6 year is one of the most important periods of any individual's life because of the amount and the nature of brain development that happens during this period. Preschools play an extremely important role during this period. We believe that, preschools are not places where the child just spends 2-3 hours a day and is just a preparation for the child to get out of the house and into a regular school. We do not believe preschools are only places where the child learns to socialize with other children, has fun, does some colouring, dance, music etc. and learns to be away from home. A good preschool program ensures that there are tangible and intangible learning objectives, and has a clear methodology to ensure that these objectives are achieved.
Every child is special, different and an individual in his/her own right. During the preschool years, they develop and evolve very fast with very different skill sets at different stages. We must keep pace with their changing needs.
A quality preschool program revolves around the child. The 4 major components that are instrumental in shaping the learning of the child in school are :
|The curriculum and methodology|
|The learning tools offered to the child|
|The teachers who facilitate learning|
We are tightly integrating these 4 components in a way that will have the most beneficial impact on the development of the child.
Our curriculum is well researched with multiple best practice methodologies integrated including Montessori, multiple intelligence theories, thematic approaches and more keeping the Indian academic and social context in mind.
It is developmentally appropriate and is based on the age of the child, thus making it highly individualised for every child.
Such a comprehensive child-centric curriculum comes with clearly set objectives in all major areas of development such as Practical Life, Sensorial, Language, Mathematics, Science, History, Geography, Personality, Socio-emotional, Creative abilities and more.
It has been designed by alumni from IIT and IIM backed by over 15 years of experience in the preschool industry.
It is related to the child's developmental readiness, interests, questions, style of learning and the cultural context in which the child finds himself.
We follow a well structured methodology to implement our curriculum and meet the objectives set for every child.
Our Montessori methodology would essentially be as follows:
Development through work by hands.
Teachers are facilitators.
Self Learning Environment.
Each child at his own pace.
Mixed age grouping.
Auto corrective didactic materials.
Freedom of movement, choice and speech.
Daily observation and assessment.
Socially vibrant environment.
Encouraging the child’s inherent desire to do and learn.
For a child below 6, curriculum comprises the environment which in turn means the tools that we offer the child to learn.
It is essential that a young child gets daily experience with learning aids which has specific usage, derived from the curriculum.
Every material in our environment has been designed and created keeping in mind the objectives.
We try and achieve every objective through the materials, because children at this age need concrete experiences to understand and follow any concept.
Once they work with the materials they move on to abstract learning on paper with our own specially designed workbooks and activities.
The materials are non-toxic, extremely attractive and scientific.
Our teachers are intensively trained on every aspect of the methodology, curriculum and objectives.
Training is given to ensure that the curriculum objectives for each child are met consistently without creating any disturbance in the child’s work or thought process.
The philosophy is the most critical part of their training and they understand the importance of their attitude and behaviour in terms of impact on the child.
We have an appropriate student – teacher ratio to ensure that every child's needs are met without making him excessively dependent on an adult for learning.
To ensure that the set goals are being achieved, teachers observe, record & assess to maximise the child's potential.
We are tightly integrating these 4 components in a way that will have the most beneficial impact on the development of the child. So all the 4 components are interwoven and this results in an Early Learning program that will aid in building adults who are not only academically equipped, but also socially adept & clear thinking individuals.
We believe preschool education should give as much exposure as possible to the child in all areas of development. Appropriate stimulus is the key to early learning. Hence, the activities have been designed keeping the child in mind and ensuring there is "directional" play all the time. It would involve
|Individual learning with materials|
|Small group activities in art, language and gross motor skills|
|Learning through a thematic approach|
|Occasional support learning through role plays, presentations, story telling|
|Project based learning for older children|
We believe the child’s home environment plays a very important role in early learning and shaping the child’s personality. Keeping this in mind, we will have several parent feedback sessions and guidelines that can be followed in the house to ensure that the school and home together foster the child’s development.
Critical Non Academic Learning
The curriculum provides many opportunities for children to make choices and decisions about their work. Children have the choice to work in small groups/individually depending on their needs at different times.
During the course of working through the day, we constantly create opportunities for children to develop their language skills as well as focus on their emotional development. We encourage them to receive help from and offer help to other children, thus inculcating a sense of social awareness. Mixed age grouping also helps them become better learners.
We also lay emphasis on creating environmental awareness and help them develop practical skills like cutting, sieving and gardening. We also offer ample activities for development in the areas of art.
Physical development is not just about running around or cycling, it is taken very seriously and there are a series of activities that are designed keeping in mind the age and growth of the child.
Development in early years happens at a phenomenal speed and is constantly varying. Hence, assessment in early years has to be a continuous process. We have a system that constantly checks on the child's progress and helps us keep updates and records about the child more efficiently. This helps us share information with parents also on a regular basis. Constant assessment keeps the teachers completely keyed in with the progress of the child which enables us to keep challenging the child and hence we can avoid a situation where the child is bored or has lost interest.