We are group of management and education specialists that provide quality preschool education. We are committed to giving your child the best start in life by helping them develop their intellectual, emotional, physical and interpersonal skills through our holistic integration curriculum.
First three years of children’s life is the critical period for children’s brain development, and that deprivation over those years will result in persistent deficits in cognitive, emotional and even physical health. Whilst infants and toddlers’ growth and development sequence are fairly predictable, within this framework, children grow at their own rates. We understand that each child has his/her own personality, temperament, and learning style. All children have different family background and experiences. Therefore, children who are of the same age can be at vastly different developmental levels.
Our Play & Learn program emphasizes the holistic development of infants’ emerging physical, sensory-motor, perceptual, cognitive, language and social-emotional skills that heavily considers developmentally appropriate activities for our infants.
Our Seedling programme delivers culturally and developmentally appropriate experiences, provide safe and enriching positive learning environment. The programme framework, follows closely the Early Years Development Framework (EYDF) published by Early Childhood Development Agency in 2013, Republic of Singapore. The programme focuses on children’s developmentally appropriate holistic development such as self-help skills, language development, motor development, social emotional development, values and character building. This programme also prepares children to transit to a more formal education in their preschool years.
“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” ~Jean Piaget
Aligned with Piaget’s cognitive development theory that viewed children as active, self-motivated and able to learn, the Sprouter programme aims to build a good, age-appropriate foundation to stimulate the children’s curiosity and develop their sense of confidence for 21st-century children. This researched-base curriculum equips the children with knowledge needed through inquiry-based, experiential learning, and Information Technology, infused with character building, and growth mindset.
SPROUTER 1
As our Sprouter 1 gain more self-esteem, they feel ready to take on the world. Our curriculum augments that confidence by providing activities to nurture them into efficient problem-solvers. Our print-rich environment, as well as our phonics lessons and readers, offer children multiple opportunities to use their language and will inculcate a love for learning in them. At the end of the school year, they will be ready to take on new challenges.
SPROUTER 2
We structure our curriculum around six key elements of development to ensure the holistic growth of our children. Our Sprouter 2 programme offers experiences that help children learn about themselves and the world around them. It builds on the children's prior knowledge and skills that they already possess. Our Sprouter 2s participate in age- appropriate activities that help develop their cognitive skills, with a focus on efficiency.
SPROUTER 3
In order to prepare the Sprouter 3s for their lives ahead, we take into consideration their intellectual, physical, emotional and social growth. Our curriculum provides opportunities to develop the children in those domains through various activities. Sentence builders, readers and other forms of literature will expose our Sprouter 3s to more advanced reading and writing levels. There are also other activities to elicit the children's curiosities and problem-solving skills such as the Lego Wall and the S.T.E.M Corner. These activities encourage first-hand observation of cause-and- effect which is fundamental to understanding more complex scientific concepts in the future. The collaborative nature of our activities also aids in strengthening the children's interpersonal skills. The second-half of the year will see the children through a Pre-Primary Programme, which gives them ample preparation for their primary school education.
We design different stages of Chinese language learning based on the developmental characteristics of young children.
PG (Pre-Nursery):
From the PG stage, children are introduced to Chinese. Through daily learning activities and daily life, they gradually understand simple Chinese. At this stage, lessons are mainly conducted through music and games, making it easier for children to adapt to Chinese learning, spark their interest, and lay a solid foundation for future study.
N1:
Building on the PG stage, children are encouraged to confidently express themselves in Chinese and practice speaking it. They also begin to recognize and read some simple words, learn basic picture book stories, simple classical Chinese poems, Chinese numbers, and consolidate their learning through songs, dance, and art activities.
N2:
By the N2 stage, children already have a certain level of expressive ability. On the basis of understanding what they have learned in Chinese, more emphasis is placed on developing reading recognition skills and gradually training their writing skills, including basic strokes and numbers. They also continue to learn stories, classical poems, vocabulary, and participate in songs, dance, and art with expanded content.
K1:
With an established foundation in speaking, recognition, and comprehension, children begin to learn more complex strokes and characters in writing. The level of difficulty in learning stories, classical poems, vocabulary, songs, dance, and art is also increased.
K2:
At this stage, children start learning Pinyin to develop their phonetic reading and spelling skills. They practice writing characters with correct stroke order and learn to write number words. Gradually, they are guided to read aloud stories and sentences, preparing them for entry into primary school.
Kemampuan berbahasa sangat penting dalam perkembangan anak. Dasar dari pendidikan anak usia dini adalah untuk membantu anak mengembangkan keterampilan mendengar, berbicara, membaca, dan menulis dalam Bahasa Indonesia.
Selain menguasai keterampilan berbahasa Indonesia, anak-anak juga diberikan kesempatan untuk mempelajari adat dan budaya suku-suku di Indonesia melalui berbagai aktivitas yang menarik.
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