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Early Years (Foundation 1 and 2)

In Foundation 1 and Foundation 2, children engage in a variety of learning activities designed to equip them with effective strategies for growth and development. Differentiated instruction will be supplemented with hands-on activities and field trips that contribute to cognitive and physical development.

PK1 - Early Years

NAISR's Early Learning focuses on providing a safe, nurturing environment in which your child can:

  • Enjoy their first school experience and develop a love for learning
  • Develop a range of social and interpersonal skills, and begin to learn how to effectively collaborate and interact with others
  • Increase self-confidence, self-motivation and, consequently, self-discovery
  • Think in a variety of ways through reasoning, imagination and intuition while concurrently exploring and evaluating each new experience
  • Acquire the language base that will facilitate academic and personal successes during the first years of Primary School and beyond
  • Engage in physical activities that promote good health, motor/coordination skills and teamwork
  • Explore music and art via hands-on instruction/activities in both areas
  • Begin to develop an appreciation for the importance of the NAISR Core Values

Curriculum

At NAISR our Early Learning Programme is based on the International Early Years Curriculum (IEYC). This is a comprehensive, research-based curriculum that supports children in their cognitive and social--emotional development. Our approach is constructivist and concept-based, inquiry-driven, and rests on a solid foundation of child development from methods such as Reggio Emilia, Anji Play and Montessori.

Social and Emotional Development

Social and emotional development is an integral part of the Foundation Years curriculum. While children of a young age are naturally egocentric, we encourage them to become increasingly aware of others and be in control of their own actions.

As an Early Learning Team, we are constantly modelling and teaching positive ways of interacting with the children. We also set time aside during the week to give students opportunities to practice and talk about effective cooperation, tolerance and mutual respect. This is done through stories, discussion, role-play, games and activities encouraging even the most timid children to participate. This time is also an opportunity for children to share their feelings within a non-threatening environment. In this way, we aim for children to reach a good level of social maturity before moving into the Primary School.

The Physical Environment

The physical learning environment in our Early Learning classrooms is designed to provide experiences that promote development in all of the areas mentioned above. Classrooms are set up to include blocks, dramatic play, toys and games, arts and crafts, a library or book corner, discovery, sand and water, music and movement, cooking and information technology. Outdoor play is also an important part of the daily routine.

Emergent Literacy

As children move through Foundation 1 and 2, they gain the abilities and skills to begin reading and writing. While children may not begin doing this independently until Year 1, they gain much knowledge of these skills through principles of emergent literacy.

Emergent literacy learning acknowledges children's learning as exploratory, holistic and social in nature. In Foundation 1 and 2, the aim is to help students develop a positive attitude toward reading and writing. A variety of opportunities for children to begin to understand the concept of print are provided. Children spend time listening to stories, retelling stories and gaining new information in many forms.

Rest Time in Foundation 1 and 2

As a full-day programme, rest time is very important for children and provides rejuvenation for the afternoon programme. Younger children may need more rest time than older children. At NAISR, we support this by providing quiet time every day after lunch for the Foundation 1 and 2 students.