Early Years Curriculum

Recognising that each child develops at their own pace, educators observe and respond to individual needs, creating learning experiences that match their abilities and interests. For instance, teachers might engage children in storytelling, group discussions, or listening games based on their developmental stage and preferences.

Language and literacy development begin at birth and evolve throughout the early years. At AIS, we nurture these skills from Infant Care to Elementary School through rich, tailored opportunities for communication. Teachers provide daily speaking and listening activities that are well-matched to children’s developing abilities and interests, drawing upon observations and assessments to plan for progression.

As children progress to our four-year-old classes (P4), we use the PreLit program to build essential pre-literacy skills, such as phonological awareness and oral language. This structured yet flexible framework complements our play-based approach, enabling children to progress at their own pace. PreLit lays the groundwork for reading and aligns with the literacy strategies in our Elementary School, ensuring a seamless transition. For example, children might participate in rhyming activities or sound games that strengthen their readiness for formal reading instruction.

During early childhood, children build the foundation for their identity as learners and their ability to make decisions within learning groups. Through play, children develop autonomy, confidence, and the ability to make informed choices. Play provides essential opportunities for cognitive, social, emotional, physical, and brain development.

As children play, they become skilled group members, initiate and complete projects, ask meaningful questions, and explore imaginative worlds. Over time, they construct, define, and negotiate their identity and role within a learning community, actively situating themselves as learners who collaborate, reflect, and grow.