To suit the age and individual needs of each child, our curriculum offer activities based on themes which are relevant and age appropriate.
This approach allows us to build upon the multiple intelligences (logical-mathematical / musical /
spatial / bodily-kinesthetical / interpersonal / interpersonal / naturalist) inherent in each child to help us empower them.
- Ample learning and play area with an age-appropriate range of toys and learning materials, helping to stimulate our children’s natural curiosity to explore and discover
- A variety of interactive activities to develop our children’s gross, fine motor and self-help skills
- Interacting with objects to form a solid foundation for early numerical counting and
- Storytelling, rhymes and songs to enhance vocabulary and language skills
We set up learning corners to provide children with various hands-on learning experiences:
- Create art, music and movement through imagination
- Promote curiosity to discover and learn
- Encourage independent reading and active listening skills
- Refine control, coordination and balance in gross and fine motor tasks
- Recognise and use simple relationships and patterns in daily experiences
- Take responsibility of actions and form healthy habits
- Develop an awareness for safety at home, in school and at public places
We integrate learning goals from Ministry of Education (MOE)’s Nurturing Early Learners (NEL) Framework into our learning principles.
We motivate our children to express ideas and feelings creatively through art using experimentation and imagination. We also encourage them to share their thoughts on their experiences. A wide range of art materials are available for children to create their own masterpieces.
This social setting allows children to open up through sharing ideas and expressing themselves freely.
When children listen attentively, they demonstrate respect to their peers and their little minds also process why things happen and how they work. In addition to helping them build the confidence to speak to an audience, we want our children to learn the purpose of conveying meaning when they share so that they can develop self-awareness.
Encouragement is constantly provided by our teachers who use such moments to lead children to expand their thought processes.
Role-play allows a child to use his/her imagination to slip into a make-believe character. Children may choose to emulate adults who have the most impact on their lives; very often, it is either a family member, or a teacher. This fantasy fosters creative expression, social and cooperative skills amongst peers as they engage in such a group activity. It also trains them to model good pronunciation and expressive skills.
This may be child-directed or mixed with teacher-selected play. We allow our children to set the pace and this route of exploration will lead to new ideas and experiences. Through group play, children communicate, interact and build relationships with others. They acquire vital social skills such as sharing, taking turns, respecting personal space, following directions and develop the ability to collaborate on the “theme” of the play activity.
Children explore and learn to understand mathematical concepts best when they work hands-on with materials specially provided to reinforce lessons taught or challenge a child’s thinking. Discoveries and successes motivate our children to explore further. They will also be taught how to incorporate numbers, patterns, shapes and simple spatial concepts in daily experiences.
YMCA Plain English Speaking Awards (PESA) is an annual National speech contest organised by the YMCA of Singapore, in partnership with the Ministry of Education, …