WELCOME

To ISR Early Years Programme

WELCOME

To ISR Early Years Programme

AT ISR, WE BELIEVE THAT EVERY CHILD IS UNIQUE, NO MATTER HOW YOUNG.

Children are natural inquirers from birth; they have the capacity to learn about, interact with and interpret the world around them. Our youngest learners are 2 at the beginning of the school year. Over and over again, we at ISR are amazed to see our little ones go above and beyond expectations every single day.

Experiences during the early years lay the foundation for all future learning. To learn, children need to feel nurtured, safe, accepted for who they are. At ISR, we are committed to ensure the safeguarding of all our students.

WHAT MAKES THE EARLY YEARS PROGRAM
AT ISR SPECIAL?

In preschool, we have mixed age groups. ISR decided on this approach after researching a wealth of materials in order to find out what is the most age-appropriate model for young children. Mixed age groups in Early Years classrooms resemble family, they allow children to develop socially, emotionally, and academically in a harmonious way, children become more independent, and they learn to support each other rather than becoming fully dependent on their teacher as the only source of knowledge and help. This also means that each preschool class, depending on the student’s age, is a two or three-year programme with older children in the group moving up to the next grade while the younger ones enjoy being part of the same group for another year.

In Early Years, we strive to create a welcoming, home-like environment, which simultaneously fosters learning in sometimes unconventional ways.

Instead of bright plastic mass produced toys, children use “loose parts’’- materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. Thus we ensure that children are the ones who use their creativity and thinking skills to decide what the materials are going to represent – as opposed to the manufacturers.

Young children learn through their senses. Therefore, we strive to keep our classrooms as natural as possible. In this overstimulated world, natural materials tend to have a calming effect, which is especially important for young children who are leaving their familiar environment for the first time.

In the forest, the learning potential is limitless and this natural environment complements that of a school. Therefore, frequent trips to the forest are organized throughout the year for our older EY students. Research shows that children are stimulated by the outdoors and typically experience, over time, an increase in their self belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional well-being.

PLAY IS LEARNING

“Play is often talked about as if it was a relief from serious learning. But, for children, play is serious learning. Play is really the work of childhood.” (Fred Rogers)

ISR implements the IB Primary Years Programme (IBPYP) throughout Primary, including Early Years. The IBPYP recognizes play as the primary vehicle for inquiry. We believe that children learn best when they are encouraged to be active, inspired to play and explore, challenged to be creative and supported to develop critical thinking. Through play, children develop empathy and social skills, they learn to cooperate, take turns, resolve conflicts, they experience being a leader and to follow somebody else’s initiative. Through play they also develop early literacy and numeracy skills.

They develop ideas, create, use their imagination, and talk about what they see and experience. As children explore their world and interact with the learning community around them, they learn to move from an egocentric perspective to a more inclusive one.

HELPING YOUR CHILD ADAPT

Starting school is an exciting yet stressful time in a child’s life. It’s not only parents that feel anxious; children experience a range of emotions that can feel overwhelming.

ISR creates a warm and nurturing environment for our youngest learners. Our outstanding educators focus on the cognitive, social, and emotional well-being of students while helping them reach their potential.

Teachers stay in close contact with parents through newsletters, weekly emails, the Seesaw web app, and student-led conferences. Timely and effective communication helps everyone ‘stay on the same page.’ There is also a parent WhatsApp group chat to encourage playdates and communication outside of the school walls.

We also empower parents and guardians as the child’s first educators. ISR’s educators are very experienced when it comes to coaching parents on how to help their little one learn to write, read, and follow important household routines.

We look forward to developing a partnership with your family during these valuable early years.

A TYPICAL DAY IN EARLY YEARS

It is important for young children to establish a routine, as it gives them a sense of security and trust. Everyday, children start the day interacting with their teachers and peers through self-initiated and teacher-guided activities. During the week, they meet with their PE, Art and Music teachers, who enhance children’s learning in their own special way. Children then spend about an hour outside, moving, playing and learning in fresh air. Before heading outdoors children eat a snack brought from home. After outdoor play it is time for lunch,with the option to either bring it from home or to choose a school provided option. Quiet time is an important time of the day, which allows them to recharge their batteries. The length varies depending on children’s age and needs. The last part of the day is dedicated again to self-initiated and teacher-guided activities.