Our Educational Philosophy

Enhanced Learning and Playing Through Whole-Body Movement


Whole-body movement encourages children to learn and play. Children make sense of the world through play. Through active learning, children use their senses, such as touch and sight, to help themselves in problem-solving skills with the environment. Whole body movement activities such as log rolls, rolling inside of a barrel/tunnel, prone on stomach or inverted (upside down) on top of a large exercise ball provides vestibular input for children to develop their motion, equilibrium, and spatial orientation. This is important for children to learn to maintain balance, and for them to successfully interact with their environment for fine motor, visual motor, gross motor, sports and self-care activities. As children imitate and explore through play, they use language and thinking skills to refine their ability to plan, negotiate, resolve conflicts, regulate and mature emotions and behaviour, initiate friendships, and understand empathy. With these skills attained through active whole-body movements, social interaction with fun, and senses learning through play, the children will look forward to their classes, which is truly enriching.


The Effect of a Montessori-Inspired Classroom to Develop Independent Learning in Children


A Montessori-inspired curriculum encourages the child to be an independent learner. The key focus in a Montessori curriculum focuses on vital developmental milestones in children, especially between the ages of three to five years of age. Since teachers do not fully control the classroom, the children guide the activities that they will be doing throughout a session. With this child-centred learning environment developed, children will naturally learn to respect each other and build a sense of community. Through a Montessori system, children are encouraged to naturally learn self-discipline, and this is done through hands-on learning sensory-based materials build around their specific needs and abilities, which can be found within easy reach of the child, with furniture sized in accordance to the size of a child to sit comfortably. Furthermore, older children work with the younger ones, which fosters peer-to-peer learning. Specific rules are enforced by the teachers despite giving children the freedom to lead their own learning, this refines important skills such as concentration, self-control and motivate, further developing an orderly learning environment for the children to learn self-discipline and independence.


Thematic Experiences and How It Helps with a Child’s Emotional Attachment


With the implementation of a theme of animals found in different parts of the world, children will develop a global perspective of the world seen and unseen through their learning experience. A thematic experience will give children an insight into what the world has to offer and is used in context for teaching them the fundamentals of language skills. Animals from different colours, habits, sizes, and looks can pertain to the children’s fondness of living things, such as a child who has a knack for remembering the names of sea creatures. This will result in the child forming an emotional attachment to such creatures and develops their empathy and respect for the environment around them. Exposure to a wide variety of environments and animals broadens the thinking of the child, how they view the world, and address them in a variety of ways, which inspires creativity. Furthermore, a child following a concept or theme can do so at their own pace, which naturally encourages the child to try more challenging areas, which accelerates their learning experience. Following a theme and a child’s emotional attachment to a particular character creates a comfortable pace for each specific children, rather than inflicting the same rate on every student in class.

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