This uniqueness is supported and enhanced by a learning environment that is respectful of the child as he/she seeks to make meaning of the socio-cultural context in which he/she lives.
EtonHouse provides a curriculum approach that represents the best in 21st century pedagogical thinking from around the world.
The EtonHouse Inquire-Think-Learn Curriculum Framework has been developed to support teachers in responding to a learning context of the 21st century … a time of rapid change where “learning how to learn”, creativity and critical thinking must be the focus of a quality early childhood programme.
As early childhood educators we do not just work with academic content (number, reading and writing). We aim to support the holistic development of the learner, that is their physical, emotional, social, intellectual, creative and language development.
There are 8 big ideas that underpin the EtonHouse Inquire-Think-Learn curriculum framework.
- an image of the child as competent. Children are respected as strong and competent learners, curious and interested in their world and who are acknowledged as sophisticated thinkers and communicators
- an understanding that play and conversation are the central modes of learning
- a recognition that the curriculum has research-based intellectual and pedagogical integrity
- the importance of seeing the learner within a socio-cultural context where knowledge is constructed as the child interacts with both the physical and interpersonal environment
- the ongoing commitment by educators to view themselves as researchers who work with colleagues, children and families, to deepen their own understanding of their teaching
- the facilitation of flexible environments that recognise that children learn not only from their teachers and peers but also from their interactions with the physical environment
- a demonstration as educators of accountability for children’s learning through reflective pedagogical documentation.
- the establishment of a reciprocal partnership with parents, recognizing them as the child’s first educator
As part of this inquiry based learning approach, young children at EtonHouse are respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources that extend and challenge their thinking.
In pre-school settings at Broadrick, Newton, Thomson, MB718 in Singapore, the International Baccalaureate (IB) Primary Years Programme (PYP), with its inquiry-centred, multi-disciplinary philosophy is equally a foundation for teaching and learning. All of these settings have accredited International Baccalaureate World School status.
The IB PYP is a framework for international education designed to foster the development of the whole child as a global citizen. It supports the intellectual, aesthetic, physical, cultural and social needs of the student. This is achieved through learning that is identified to be engaging, relevant, challenging and significant. The framework of the PYP sets learning objectives (what we want our students to know?), combined with the application of sound classroom practice (how best will they learn?) and effective, appropriate assessment (how will we know what they have learnt?). These three components, along with the attributes of the IB Learner Profile, form the basis for implementation of the IB programme.
EtonHouse Newton and Orchard (now moved to Thomson) were the first stand-alone pre-schools in Singapore to acquire the IB PYP World School status.