“ REGARDLESS OF THE CURRICULUM, EFFECTIVE EARLY YEARS PRACTICE IS MAKING SURE LEARNING IS FACILITATED THROUGH A PRACTICAL AND PLAY-BASED APPROACH. THE CHILD NEEDS THE FLEXIBILITY TO BE CURIOUS AND SEARCH OUT THEIR OWN SOLUTIONS.”
OANH CROUCH, GLOBEDUCATE
DOES CURRICULUM MATTER? The concept of curriculum takes on a less rigid meaning in early years settings. In the UK, the Early Years Foundation Stage (EYFS) uses a play-based approach and sets standards for the learning, development and care of children aged 0–5, which all nurseries, schools and childminders must follow. The International Baccalaureate also offers early years
provision as part of its Primary Years Programme (PYP), which focuses on developing a child’s physical, cognitive and socio-emotional skills. Play is the number one tool for effective learning at
this stage, according to Globeducate’s Oanh Crouch. The group’s network of 60 international schools in 12 countries uses the research-led Birth to 5 Matters programme, which provides non-statutory guidance for the EYFS, encouraging settings to help children develop and learn through play. “Regardless of the curriculum, effective early years practice is making sure learning is facilitated through a
practical and play-based approach,” says Oanh Crouch. “The child needs the flexibility to be curious and search out their own solutions.” A growing number of international schools follow
the International Curriculum Association’s early years programme (IEYC), launched in 2016 to supplement its primary and middle years programmes that are taught in over 1,000 schools in 90 countries. “We saw a growing demand for an internationally-minded early years curriculum,” says Sarah Blackmore, director of the association. The programme, for 2–6 year olds, is now taught in over 400 schools in 60 countries and is particularly strong in South East Asia, East Asia and Africa. “Play is the IEYC language,” says Sarah Blackmore.
“We understand the critical importance of early childhood education. It can’t be a diluted version of the primary programme. Through carefully designed play-based experiences, children develop essential cognitive, social and emotional skills in a fun and engaging environment.” There is also an emphasis on international mindedness and global competence, allowing young learners to contribute to their community. Creating an environment where children can learn
independently under the guidance of expert educators is at the heart of the early years curriculum at The British School of Brussels (BSB). The programme is guided by Birth to 5 Matters and designed to harness the power of free-flow exploration, allowing children to delve into their interests. “We provide living experience of making choices,
innovating, taking responsibility, facing challenge, thinking flexibly and learning how to learn,” says Esther O’Connor, team leader primary at BSB. “Our early years children embark on a journey of inquiry-led discovery. We recognise that children develop in different ways and we believe in each child having opportunities to interact in positive relationships and environments that encourage their engagement.” As the popularity of the International Baccalaureate
Above: Students from IGBIS Malaysia 76
(IB) increases globally, schools are increasingly adopting its PYP early years programme for 3–6 year olds, where play is the primary driver for inquiry. It is used by the Bavarian International School, which has
Students from The International School of Kuala Lumpur (ISKL)
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98
