Schoolhouse By The Bay

The Childcare programme is for children from 18 months to below 7 years  of age. Our Kindergarten programme is for children from the ages 2 1/2 to below 7 years. The activity based programmes are designed to meet the developmental needs and interests of each  young child.

Through a gap analysis based on the syllabus for Primary One in the local school system, we have clearly confirmed that our curriculum not only meets the entry criteria of the system but, in fact, goes beyond it in some areas. Therefore, your child will be fully prepared for a successful entry into the Singapore local school system.  

By looking at the “whole” child as opposed to addressing academic skills only, we also give the child other important tools to ensure that they are fully prepared to cope with all aspects of their school life. We teach in a way that develops a love of learning by allowing children to explore and discover in the process of learning. While the teachers have a clear framework of goals and outcomes in their planning of the curriculum, under our child-directed learning model, the children will guide the teacher in the process of reaching the goals and outcomes. By allowing children to have input into the process as well as offering opportunities to use materials in a variety of ways, we are developing creative and critical thinkers.

We want our children to become independent learners. We want them to develop the independence to work in their own and not always need to be directed by others. The ability   to make wise choices only comes through the practice of making choices and then being able to accept the consequences of those choices.

The social and emotional well being of a child is crucial to their overall success. Children need to develop confidence in their ability to work with others and to communicate their needs and feelings in a po sitive way. Our programme is designed to ensure that your children will develop in all of these areas. Teachers  and parents are working together to support each child in becoming the best that they can be.

Different types of learning takes place at all times of the day. There are times where children work individually, in small groups and in large groups. There are times when learning is teacher directed and other times when it is child initiated. Learning is practical, hands on and relevant to the lives of the children. This helps to ensure that  the knowledge and skills that are gained can be applied. Research confirms our belief that young children learn most efficiently when they are engaged in interaction rather than  in merely receptive or passive activities.

Our Activities

Circle time    

Many activities and discussions occur during circle time. It may be  a time for calendar, music, storytelling, drama, show and tell, discussion of projects/activities, and games. The possible learning experiences are endless. During calendar time children may learn about days, months, years, time, counting, word recognition, weather patterns, and special events. While storytelling children learn to be interested in books. Show and tell can be an excellent opportunity for children to develop confidence and public speaking abilities. It also gives other children a chance to practice their questioning skills (where did you get that?). Circle time is a time to share experiences, build on knowledge, and build a classroom community.

Music & Movement

During music children learn to represent feelings through sounds and dance. They learn to control their voices and bodies. They learn to value music, appreciate musicians, and identify instrument sounds. Rhythm and beat are explored through games that involve voice, instruments, and body movements. Drama is also used to promote creativity, extend thinking, and express ideas.

Snack/Meal Time    

Snack time is a great learning opportunity where a class comes together to relax and reflect  on daily events. It can be a time to learn about table manners, nutrition and self help skills.   On occasion food is prepared by a class. This teaches children about ingredients, measurement, portion size, nutrition, taste, and texture

Gross Motor  

Children learn about balance, movement, gravity, space, and flexibility through active games. Older children create and play games with rules (tag, soccer, baseball, etc.). Children use these games flexibly to meet social and intellectual needs. They often negotiate rules and invent their own. While physically active the brain is also intellectually active. A physically  able body promotes a physically able mind.

Teacher Directed Activities  

The range and scope of these activities is large and dependent on the teacher. A good teacher chooses and engages children in appropriate activities that have goals in mind. A teacher directed activity may involve individual children, small groups, or large groups. For example, during a project on dinosaurs a class can be involved in various activities. One group could be compiling a list of types of dinosaurs, another could be creating a dinosaur land out  of play dough, and another could be writing a prehistoric story. The main focus is that the activities, although teacher initiated, are relevant to the lives of the children. The activities are hands on, developmentally appropriate, and meaningful.

Learning Centres

The learning centres that are available to the children are provided for self-directed learning.   This gives children an opportunity to plan their time, choose their activities, decide how to work (individually, small groups, pairs, etc.), and interact with teachers. The most important thing about centres is that teachers are constantly interacting with children. Teachers expand the children’s thoughts, provide new challenges and role model behaviour and language. Some examples of learning centers are:

Blocks                

Block play is exciting to watch because it expands over the years as mathematical and spatial skills develop. For example, toddlers will often stack blocks and knock them over. As they do this they learn (even though they might not verbalize it) about gravity, balance, size, shape,  and colour. As children get older they begin to build sturdier towers, bridges and enclosures. They recognize designs and patterns, and build works of art. Older children recreate structures, cities and landscapes from their knowledge of everyday life. Mathematical and scientific concepts such as grouping, adding, subtracting, gravity, balance, and geometry are constantly explored. In addition children must learn to work as a team, cooperate and share ideas.

Dramatic Play

The dramatic play centre can take many forms. It may be a kitchen, a grocery store, a pet shop, a garden, or a baby nursery. This type of play is essential for children to develop a  sense of self and the world around them. Pretend play is complex. Children carry out action plans, take on roles, and transform objects as they express their ideas and feelings about the social world. They learn to negotiate, problem solve, be imaginative, and guide their behaviour. Children learn about the perspectives of others as they learn about the social world around them.

Creative Art    

Children learn about representation and aesthetic awareness through art. As their drawings develop they often demonstrate knowledge in new ways. For example, a young child's seemingly random marks on paper are often linked to an idea or story. Children do not have any conformed ideas about creativity. They often portray sounds and actions through art.  When supported this can lead to creative thinking patters that allow for “thinking out of the box”. While doing art children experiment with colour, size, texture, 2-D and 3-D objects, and constantly problem solve. Creative art can be a medium for learning all subject areas (math, science, language, writing, etc.).

Reading and Writing

Children learn about reading by looking at books over and over again in a risk free environment. In this environment children will choose books over other activities because they are interested without pressure. Their initial reading attempts are praised. Older children and adults role model reading strategies so younger children can learn from them. Teachers are available to support younger children in taking care of and enjoying books, learning about story sequence, picture representation, and simple word patterns (rhyme). Older children learn about story structure, word formation, punctuation, decoding strategies (picture cues, phonics, etc), and creativity (imagining a different ending, examining illustrations, etc). Most importantly it is a quiet, calm place conducive for learning and filled with beautiful stories, pictures, words and art.

Computers

Computer programmes such as Hyperstudio, Kidpix, Kidpiration and Wiggleworks are excellent tools that enable children to explore, discovery, create and problem solve.

Experiential Learning Programme