campuses in Munich-Schwabing and Haimhausen. “Learning through play allows children to have voice, choice and ownership while developing skills, knowledge and understanding,” says Nicola Moloney, vice principal and PYP coordinator at the BIS campus in Munich-Schwabing. “The IB focus on early years lays the groundwork for


every child to actively engage in their lifelong learning journey, fostering exploration and curiosity, creativity, resilience and a global mindset from the very start,” says Renee Ng of IGBIS Malaysia, the only school in Malaysia to offer all four IB continuum programmes. “We empower every student to find their voice and positively impact the world.” The Copenhagen International School’s (CIS) early


years programme (for children aged 2–7) combines the IB PYP with elements of the Reggio Emilia approach. “This unique combination creates a dynamic learning environment that fosters creativity, critical thinking and a love for inquiry-based learning,” explains Catalina Gardescu. The IB PYP framework focuses on developing inquiry-based and critical thinking skills and provides a structured curriculum, while the Reggio Emilia approach allows children to explore their interests through hands-on activities in a nurturing environment. “We chose this blended approach to provide a holistic education that caters to diverse learning styles,” says Catalina Gardescu. The International School of London’s (ISL) early years


programme follows the EYFS framework because of its highly regarded holistic approach to child development. “We also integrate the philosophy of the International Baccalaureate Primary Years Programme with the EYFS,” says the school’s Catherine Lister. “Our curriculum emphasises the importance of


play-based learning, which aligns perfectly with our commitment to fostering a love of learning in a natural and engaging environment.” Other schools design their own curriculum, including


The International School of Kuala Lumpur, which uses its own early childhood ‘Provocations’ programme for its youngest learners. Students are invited to explore, create and build using open-ended and hands-on materials to


“ A PURPOSEFUL LEARNING ENVIRONMENT IS DESIGNED TO EVOKE CURIOSITY, INTEREST AND JOY FROM YOUNG LEARNERS. CHILDREN SHOULD HAVE THE OPPORTUNITY TO LEARN IN DIVERSE SPACES WITH A RANGE OF MATERIALS.“


MELODI JORDAN, THE AMERICAN SCHOOL IN ENGLAND (TASIS)


Above: Students from Copenhagen International School (CIS) 77


GLOBAL EDUCATION EARLY YEARS


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