In the Primary Years Programme (PYP), it is acknowledged that experiences during the early years lay the foundations for all future learning. Research indicates that the rapid rate of development that occurs in the physical, social, emotional, intellectual and aesthetic domains is particularly significant. Although development usually occurs in recognizable and predictable directions, it is unique in each child, occurring at varying rates for each child. For many children, these early years also mark the first transition from home to group experiences outside of the family and to new physical environments. At VIS, we strive to make this adjustment as successful as possible by encouraging the development of secure and trusting relationships with new adults and peers.
We aim to support students’ interests, build up their self-esteem and confidence, as well as support the development of skills in all cognitive areas in relevant ways. Children, from birth, are full of curiosity, and the PYP provides a framework in our Early Years Centre which gives crucial support for them to be active inquirers and lifelong learners.
The PYP curriculum framework is unique in focusing on both how children learn as well as who they are as learners. It presents students as powerful agents of their own learning and competent partners in the learning process. Students’ needs, interests and competencies form the basis of the curriculum, which, in turn, guides students to acquire knowledge and skills, develop conceptual understanding, demonstrate positive attitudes and take responsible action. To ensure equal and balanced investment in each of these outcomes, emphasis is placed on the five essential elements of the PYP curriculum: knowledge, skills, concepts, attitudes and action. Learn more about the PYP.
“Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.” (Froebel 1896)
Children are keen observers and explorers. Through their experiences of the world around them, they naturally develop intricate, multilayered perceptions of it. To complement and nurture these complex and rapidly growing abilities of children, the teaching process in the early years includes collaboration among children and the significant adults in their lives. It also includes guidance to enable our youngest learners to build on their natural capacities to question, observe and connect their understandings to construct new meaning.