As children play they explore and discover new things; they develop theories, test them out and come to new understandings. These experiences have an essential role in the development of thinking skills, problem solving, investigation and inquiry. Through play the children learn the skills that are necessary to be a successful, independent learner.

The environment in the ELC, both inside and outside, is designed to invite inquiry, curiosity and opportunities to explore. The children have time to develop relationships with the space, the materials and with each other.

These relationships influence the ways children play and the types of learning they are exploring through their play. For example, playing in the block area is likely to foster mathematical or scientific play that involves gaining understanding of the shapes of blocks, how they connect together, how to create a balanced structure and how to solve problems.

Our Approach to English Language Instruction in the ELC

English language skills are taught through a holistic and integrated approach. Language concepts are taught throughout the day in a variety of contexts and integrated within a co-constructive approach to learning.  This approach to learning communication skills contextually within the broader perspective of the philosophy of Reggio Emilia deemphasizes the more traditional methods of learning languages that follow a specific phonics, “Letter of the Week” or worksheet-based type of program to learn language.

To develop English language skills teachers work with children to co-construct their learning, and utilize teachable moments that emerge from an inquiry-based program. Teachers interact with children individually and in small/whole group sessions to teach targeted language skills in context to what is being studied. In this way, vocabulary and language usage is developed in a way that is more developmentally appropriate, meaningful and relevant to each child.

A child-centered, literacy-rich environment encourages children to explore and interact with materials that support their development of reading, writing and speaking both independently and in small groups.
 

Mother Tongue/Home Language

Though the language of instruction at NIS is English, we value the many different languages our children bring to our community.

In school, we encourage children to express their thoughts, feelings and ideas using all of their languages, both verbal and non-verbal. We ask parents to continue to use their mother-tongue language at home so as to continue their child’s growth in all of their languages.

It is important to have a strong mother-tongue as this will be the language through which a child builds understanding and makes connections too throughout their life. In the ELC where necessary and possible, teachers will use a children’s home language to help them develop a better understanding of concepts being explored, as this helps to strengthen both languages and build connections between them. This strategy also helps children’s emotional and social growth by making their first language and cultural identity a valuable part of our community.

Children understand however, that teachers expect them to attempt to communicate in English, and that when they are in a group of children who have different mother-tongues everyone should try to speak English so as to be inclusive.

There are a few times during the day, such as morning meeting and story/singing time, when all of the children are part of the same activity. However, throughout most of the day, children are encouraged to make choices about how to spend their time and what inquiry they would like to focus on.

We do this by providing an environment that is carefully planned to encourage curiosity, questioning and inquiry. We also offer opportunities to participate in small group work facilitated by teachers.

Through this environment and small groups, teachers are able to help children develop the attitudes and skills needed for their future learning, such as self-management skills, critical thinking, asking questions, problem solving, communication skills and a sense of ownership in their own learning. 

Young children learn best through hands on experience, by having the opportunity to create their own theories and test them when playing with a variety of materials and resources. They also learn more effectively when they can make connections between their previous experiences and new encounters with situations, materials and ideas.

The ELC environment is carefully planned to promote a range of experiences that allow children to pursue their interests, make connections and develop their own theories. These opportunities also encourage the children to develop their ability to focus for longer periods of time.

As children become interested, excited and sometimes even frustrated they are motivated to pursue activities and sustain their focus in order to achieve their self-determined goals

It is important that children engage in a variety of opportunities to develop their understanding of numbers, the connections between them, and different math concepts such as using data, patterning and shapes. Through play and inquiry the children develop conceptual understandings that help them make sense of facts and knowledge as they encounter them both in the ELC and beyond.

The focus of the PYP curriculum is on critical thinking and developing understandings, which go well beyond memorizing facts and pieces of knowledge. Mathematic skills and thinking is integrated into many of the projects and Units of Inquiry, and we also incorporate stand-alone math inquiry into our program.