Students from IGBIS Malaysia
encourage them to discover and learn. The play-based approach uses guided inquiry to nurture curiosity to develop in all areas, from social-emotional to cognitive to pre-academic skills. “Our youngest learners are encouraged to be
inventive and creative while learning to negotiate and work collaboratively,” says Azra Pathan, elementary school assistant principal. “We watch them and notice their interests. With this information, we provide more ‘Provocations’ during the second semester, which are geared towards their interests.”
MAKE THE PHYSICAL SPACE COUNT A warm, nurturing and well-equipped physical space in early years education is crucial for encouraging exploration and social interaction. According to The American School in England
(TASIS) there should be three ‘teachers’ in every early years classroom: the adults, the children and the environment. “A purposeful learning environment is designed to evoke curiosity, interest and joy from young learners,” says Melodi Jordan, head of lower school.
“Children should have the opportunity to learn in
diverse spaces with a range of materials. Opportunities for messy play, construction and the use of natural materials communicate creativity and exploration and are part of learning. Giving choices around what and how to play send the message children have ownership of their learning. As students develop, the physical space should be adjusted to provide further challenge. In this way, the child’s interaction with the physical space enables their success.” The learning space is also seen as the third teacher at
The British School of Brussels. “It facilitates and enables learning,” says Esther O’Connor. “Our environment is designed to stimulate curiosity, with materials and spaces curated to reflect the diverse interests of our learners.” The school’s outside environment has equal importance to the indoor spaces, offering children the opportunity to connect with nature and unleash their curiosity. “From muddy adventures to scientific explorations, the great outdoors serves as a rich learning environment for us.” Outdoor learning is also a key feature of Globeducate’s
early years practice. At many of its member schools classrooms open directly to the outdoors so children can garden, ride scooters, make pancakes in the muddy kitchen and build shelters and dens. Access to nature is also a crucial part of the Copenhagen
International School’s early childhood programme. The school is situated in the regenerated Nordhavn area of the city, once the old industrial port. The school has an extensive outdoor playground and proximity to green spaces enable frequent outdoor learning opportunities. “Field trips are an important part of the curriculum,” says Catalina Gardescu. They allow children to engage with nature, promoting physical activity, sensory exploration, and an appreciation for the environment. Inside, the CIS environment includes bright, spacious
classrooms filled with natural light. The furniture is flexible and child-sized, allowing for easy reconfiguration to support different types of learning. “As well there is access to a variety of learning materials within the classroom to encourage self-directed play and learning, which is a core component of the Reggio Emilia approach integrated into CIS’s curriculum,” says Catalina Gardescu. A fluid learning environment is central to the Bavarian
Above: Students from Copenhagen International School (CIS) 78
International School’s city campus in Munich-Schwabing, which uses a centre-based approach with two home-room
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