Our "How" is backed by 4 principles that guides our development.

The 1st principle believes that all children are active learners who learn at different pace and are motivated towards areas of their interests. As such the lesson plans are not static and fixed but based on observations of children’s interest.

The 2nd principle is quality relationships between child, centre, family & community. Because we recognise the importance of quality conversations and being present with each child, we have kept to a low children-teacher ratio.

Intentional learning space and curriculum is our 3rd principle. This is space built on trust for growing and learning; one that allows for mistakes, acknowledges efforts and encourages each to thrive

Our 4th principle relates to our team’s need to wiggle and wobble. Teachers must develop ongoing learning and reflective practices to inspire us to do better each day.

“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” - John Dewey. Combining the great works of early childhood researchers such as Erik Erikson, John Dewey, Lev Vygotsky, Howard Gardner, Maria Montessori, Jean Piaget and our fundamental principles, we pack our approach simply as Play. Discover. Create.

Play - Our belief that every child is an active learner anchors our commitment to provide ample opportunities for children to play. We are guided by 4 Rs when crafting such experiences -Respect, Reciprocation and Response when interacting with the child and Research to support his or her interests.

Discover – We simplified and adapted Culture of Thinking (I See I Think I Wonder) in guiding children to develop a thinking routine and making this thinking visible in our spaces.

Create – This is perhaps the highest order for every child, to pack their learning and create an awareness or advocate for a belief to make their difference to their future world.