The Preschool Experience

THE PRESCHOOL EXPERIENCE

Key Developmental Milestones

Preschool marks a crucial developmental stage in a child's life, characterized by numerous significant milestones. Among the key achievements during this period are the development of social skills, as children learn to interact with peers and form friendships. Cognitive milestones include the acquisition of language and literacy skills, as well as basic mathematical concepts. Motor skills also see significant progress, with children refining their abilities in tasks such as drawing, cutting, and tying shoelaces. Emotional development is another vital aspect, with preschoolers learning to identify and manage their feelings, as well as developing empathy towards others. Moreover, preschool serves as an introduction to structured learning environments, laying the foundation for future academic success. Through play-based activities and guided instruction, children in preschool embark on a journey of discovery and growth, preparing them for the challenges and adventures that lie ahead in their educational journey.

Personalising Learning

In the Lower School at ISB we embrace the unique potential within each learner tailor educational experiences to individual strengths, interests & pace empower learners to explore their passions integrate technology seamlessly cultivate critical thinking, and collaborate across diverse perspectives develop learners who confidently navigate the complexities of our world

BECOMING INTERNATIONAL CITIZENS

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

To support our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens

Strand Areas of Focus & Development

Identity

Diversity

I know and like who I am and can talk about my family and myself and name some of my group identities

I can talk about interesting and healthy ways that some people who share my group identities live their lives

I know that all my group identities are part of me but that I am always ALL me

I can feel good about myself without being mean or making other people feel bad

I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both

I like being around people who are like me and different from me, and I can be friendly to everyone

I can describe some ways that I am similar to and different from people who share my identities and those who have other identities

I want to know about other people and how our lives and experiences are the same and different I know everyone has feelings, and I want to get along with people who are similar to and different from me

I find it interesting that groups of people believe different things and live their daily lives in different ways

I know my friends have many identities, but they are always still just themselves

Justice

Action

I know when people are treated unfairly I know some true stories about how people have been treated badly because of their group identities, and I don’t like it

I know that life is easier for some people and harder for others and the reasons for that are not always fair

I know about people who helped stop unfairness and worked to make life better for many people

I care about those who are treated unfairly

I can and will do something when I see unfairness this includes telling an adult

I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do

I will speak up or do something if people are being unfair, even if my friends do not

I will join with classmates to make our classroom fair for everyone

PLAY-BASED LEARNING

Across our Early Years classrooms at ISB, we see every child as strong, confident and competent We recognize that strong children have their own ideas, a desire to express their opinions and to make independent choices. Based on this, we use a play-based approach to education that recognizes the intrinsic value of play in facilitating growth and development across various domains Play-based learning encourages children to explore, experiment, and engage in hands-on activities that are both enjoyable and educational

One example of play-based learning is a dramatic play area, where children can immerse themselves in different roles and scenarios For instance, they might take on the roles of chefs in a pretend kitchen, doctors in a medical center, or astronauts in a spaceship Through this imaginative play, children develop language and early literacy skills as they engage in conversations and storytelling, enhance social skills by collaborating with peers, and foster creativity by inventing narratives and solving problems

Another example is sensory play, which involves providing opportunities for children to explore various materials and textures using their senses. This could include activities such as playing with water, sand, playdough, or sensory bins filled with items like rice, beans, or natural materials Sensory play stimulates cognitive development by encouraging curiosity, experimentation, and sensory exploration It also promotes fine motor skills as children manipulate and mold materials, as well as social interaction as they share and communicate with others during play

The benefits of play-based learning for younger children are numerous. Firstly, it promotes holistic development by addressing cognitive, social, emotional, and physical domains simultaneously. Through play, children naturally engage in activities that support their intellectual growth, social skills, emotional regulation, and physical well-being Additionally, play-based learning fosters intrinsic motivation and a love for learning, as children are actively involved in activities that are meaningful and enjoyable to them

Furthermore, it allows for individualized learning experiences, as educators can design activities, select materials and use questions to meet the unique interests, strengths, and needs of each child. Play-based learning provides a rich and dynamic approach to early childhood education, where children are empowered to learn through exploration, discovery, and play In our early years classrooms our educators pay careful attention to what each child has to say and think, taking their ideas and using them to plan next steps for learning The role of the educator is to plan starting points for the children to explore and to provide open-ended resources that encourage the children to develop their own thinking and ways of learning Our early years educators learn alongside the children, watching, listening and using their observations to guide and extend each child’s learning By embracing play as a fundamental aspect of learning, educators create environments that are engaging, supportive, and conducive to children's overall development and success

PRESCHOOL LEARNING MODULES: Water

Our 5 Senses Changes

Description

Connected Disciplines

Conceptual Understandings

An exploration of how water moves and interact with different materials and forces

Science- Physical Sciences

Learners understand that:

Water takes on different forms

Water moves in different ways

People can manipulate water

An exploration of how we use our five senses to explore the world around us

Science- Physical Sciences

Learners understand that:

Our senses provide different ways for the body to receive information about the world

The different parts of our bodies help us to be able to do things

Learning Engagements

Water play provides learners with both important sensory and motor opportunities as well as an opportunity to begin to explore important concepts such as cause and effect Through this unit learners have an opportunity to observe and interact with water in order to investigate and understand some of its basic properties Learners take part in numerous explorations that involve moving water, observing how the water interacts with various materials and how it responds to different actions Learners experiment with concepts such as absorption and evaporation

This unit is designed to develop core vocabulary to describe movement and change

Drawing a child’s attention to the five senses and discussing them increases their understanding of and ability to communicate about the world around us

Through this unit learners have an opportunity to use their five senses to explore their natural environment Through the use of a variety of materials, learners are supported as they learn about different body parts and how they help us hear, smell, taste, touch and see Through questions and provocations, learners are supported as they make observations using their different senses

This unit is linked to reading fiction and nonfiction books as well as developing the vocabulary to express their likes and dislikes

An exploration of how some changes happen quickly and other changes take place over time

Science- Physical Sciences

Learners understand that:

Some changes can be observed and described

Some change can happen quickly and some happen over a longer period of time

Changes are constantly occurring around us in both the natural and the human-made world

Observing change allows learners to begin to develop an understanding of how and why changes occur

Through this module learners observe and participate in experiments that demonstrate simple cause and effect

Through multiple experiences with cooking, learners observe changes that occur quickly Through planting seeds, learners investigate changes that take place over longer periods of time After participating in these experiences learners interact with a series of photos that describe the change process for each item

This module is linked to reading fiction and nonfiction books, developing vocabulary to explain observations and providing them with opportunities to document their observations through mark making

INTERPRET INFORMATION

Learners are ab e to: carefully observe and describe objects, events and processes ident fy some relationships between those facts, pieces of nformation

FOREST AND OUTDOOR LEARNING

Forest learning and outdoor education provide young children with a wealth of benefits that contribute to their overall development and well-being.

GradeK-30minutes

At ISB, we believe that : exposure to natural environments fosters a sense of wonder and curiosity, promoting a love for learning from an early age. outdoor settings stimulate sensory experiences, allowing children to explore different textures, smells, and sounds, contributing to their cognitive development. physical activity is a natural outcome of outdoor education, promoting gross motor skills, balance, and coordination as children engage in activities like climbing, running, and jumping. outdoor learning enhances creativity and problem-solving skills as children navigate natural challenges and come up with imaginative solutions.

spending time in nature has been linked to improved mental health, reducing stress and anxiety

socially, outdoor education promotes teamwork, communication, and cooperation as children engage in group activities and learn to share and take turns developing a connection with the natural world at an early age instills a sense of environmental stewardship, fostering a lifelong appreciation for nature and a commitment to conservation

DEVELOPING EARLY SOCIAL, LITERACY AND MATHEMATICAL SKILLS

In the Preschool children are in the early stages of developing their sense of self and becoming part of a group.

They are being supported in developing independence, coping skills as well as beginning to follow classroom routines.

The beginning of this process involves supporting children to develop skills necessary for a successful transition from home to school.

The Preschool years provide the opportunity for children to extend and develop language, listening and communication skills

Teachers provide an environment which is rich with stories, songs and rhymes where children can develop an interest and engage with meaningful literacy experiences

Children are encouraged to share their thoughts and ideas with their teachers and classmates and become confident participating in large and small group settings

Children experiment with drawing and writing by making meaningful marks.

The children are provided with a broad range of learning opportunities to develop their understanding of number, shape, pattern, measurement and space

Materials, such as, blocks, puzzles, and manipulatives encourage the development of mathematical language, counting, matching, and sorting

BECOMING AN INDEPENDENT LEARNER

Strand Areas of Focus & Development

Collaboration

Thinking Self-Management Research

How can I actively listen to others?

How do I share my ideas and build on the ideas of others?

How do I work together to achieve our shared goals?

What do I think I already know about this topic?

How can I decide if information is helpful and accurate?

How does information from different sources connect to each other?

What questions do I have?

How can I find the best evidence for my questions?

How can I organize and record my information?

How do I set effective goals and where am I now in achieving them?

IDENTIFY CURRENT KNOWLEDGE AND UNDERSTANDING

TRANSFERABLE Thinking skills:

identify what they currently know and understand about a particular idea, concept or topic identify gaps in their knowledge and understanding of a particular idea, concept or topic, as well potential misconceptions

CONSTRUCT QUESTIONS:

conduct preliminary research around a broad topic which allows the topic to be narrowed appropriately

construct a powerful research question that requires analysis and conceptual depth

construct smaller questions that lead to a possible answer to a bigger question

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and transferred from one context to another. T r a n s f

How do I feel and what is contributing to how I feel?

Do I need support?

SPECIALIST PROGRAM

Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Each program is taught by a Specialist in the respective field.

The Physical Education and Heath program focuses on the following areas:

Motor Skills & Movement Patterns

Concepts, Principles, Strategies & Tactics

Understanding Healthy Lifestyles

The Arts program focuses on the following areas:

Creating & Performing and Responding & Connecting to visual & musical artworks

Beginning at an early age, children are actively involved in outdoor activities like forest hikes and bicycle riding, experiences that persist throughout their school years These engagements not only forge connections with nature and wellbeing but also instill stamina for walking, laying down the groundwork for lifelong physical movement Indoors and small groups, children delve into fundamental locomotor skills and also learn the importance of taking turns. Children are provided individual feedback and are coached to aid in motor development and growth

Through activities like obstacle courses, yoga and many different repetitions in a variety of movement activities, children refine their movement skills, further enhancing collaboration and play experiences while stimulating body and space awareness, sensory and motor development We believe in fostering a holistic approach to physical development from the outset of their educational journey. Body

In Preschool our young learners explore and share their perceptions of the world around them in a safe and supportive environment Creativity is nurtured, fine motor skills refined, and communication facilitated as learners explore the elements of Art through open ended experiences In our Preschool Visual Arts programme, young minds are introduced to an array of artistic mediums, from sculpture and construction to painting, drawing, and textiles Hands-on engagement is at the heart of our approach, empowering our budding artists to immerse themselves in the tactile process of crafting both individual masterpieces and collaborative works of art Witnessing their individual creations seamlessly meld with those of their peers to form collective treasures fills our students with boundless joy and pride Within the welcoming spaces of our ECC common area and Chateau, an ever-evolving gallery proudly showcases the imaginative endeavors of our young talents, shining a spotlight on both individual brilliance and collective achievements Visual Art is a primary language of expression for our preschool learners, the programme plays a crucial role in enriching the preschool experience and lays the foundation for future artistic expression and appreciation of the Arts

Our youngest ISB students experience music naturally, much as language is learned In every class they hear a wide range of multicultural songs that open their ears to different harmonies and styles, using props such as scarves to move with the music This allows students to physically experience the interconnection of music and movement When they feel comfortable, they join in singing and echo rhythm and melody patterns, which are similar to words Small percussion instruments are explored and played by students to begin manipulating and understanding sound Because the language is music, every student has immediate access to activities in music class