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Koroboro International School

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Early Learning Village

KOROBORO EARLY CHILDHOOD YEARS:

Students generally range in age from three to five years olds and the early Learning Village children participate in the IEA Early Learning Curriculum. For many children KoroBoro marks the first transition from home to group experience outside of the family and to a new and exciting physical environment. The school's primary goal is therefore to ensure that this adjustment is as successful as possible by encouraging the development of a secure and trusting relationship with new adults and peers.

Early Childhood Years are distinctive from the primary years in several ways and the rapid rate of development which occurs in the physical, social, emotional, intellectual and aesthetic domains is particularly significant. Although the progression usually occurs in recognisable and predictable directions, it is unique in each child, occurring at varying rates from child to child.

The experiences that contribute to children's development and learning are defined by social and cultural contexts - the family and the home, the school environment, the children and adults within it; the wider community. The young child engages with the world in a direct and interactive manner and KoroBoro’s Early Childhood Village programme encourages an active learning approach through which children construct meaning from experience with the social and physical world that surrounds them.

Every day children in the Early Childhood Village programme are given opportunities to learn and develop through exploration, play and a variety of structured activities. We continually and consistently encourage each child to grow and develop individually and acknowledging each child's uniqueness.

Young children need extended periods of time and as much space as possible to explore, investigate and play, with a variety of materials, in order to learn about themselves, other people and the world around them. An environment that reflects the natural, developmental stages of learning characterises our programme and our classrooms and outside play areas are well equipped and organised for young learners.

Children's interactions in and with these spaces stimulates them to become active learners, by providing ongoing opportunities for them to:

  •  make choices and decisions
  • use materials in flexible and imaginative ways
  • initiate inquiry and ask questions
  • work collaboratively with others
  • sustain their interests and extend their knowledge
  • develop understanding

Children in the IEA Early Childhood curriculum do real work that allows them to demonstrate what they know. The demonstrations can be as simple as stringing beads or as complex as inquiring about what are “mini-beats”. We take great pride in offering young children a day full of enjoyment in learning and being together in school.

 

Play is fundamental at KoroBoro
In productive play, the fun is in the doing. Through play children explore their world, discover how to get along with others, test their skills and muscles, try out new ideas and feel competent enough to try different activities.

When we enrich children's play, they learn:

  • cooperation
  • problem solving
  • language
  • mathematics

And they develop:

  • curiosity
  • self-esteem
  • strength and coordination
  • self-direction
  • values

Types of play we see at KoroBoro:

  • Solitary Play: playing alone
  • Parallel Play: two or three children doing the same type of play near each other
  • Cooperative Play: groups of children playing together
  • Structured Play: games that follow rules
  • Free or Self-Directed Play - when children choose what they want to do

Productive play is learning!
The IEA Early Childhood Village Programme supports young learners getting ready for the formal schooling that commences in Kindergarten.

For reading, writing, speaking and listening, this means we explore Language by:

  • talking, singing and playing
  • making time to read together each day
  • choosing our books with care
  • surrounding our young children with reading and alphabet materials
  • fostering an awareness of print and how we use it
  • providing a variety of writing tools and materials
  • displaying writing and drawing

For Mathematics we explore by:

  • surrounding our young children with materials to count and sort and classify
  • daily calendar and accounting activities
  • fostering an awareness of mathematical concepts and how we use them each day

For Science, Social Studies, Visual Arts and Personal, Social and Physical Education we investigate through an exploration of our ‘Units of Inquiry'.