Pre-School By-The-Park
Our How
At By-The-Park, we believe that every child is an active contributor and a social being, one who is capable of making a difference through his words, actions and deeds.
Our Principles
4 Principles guide our practices:
- Child is an active contributor. Our programmes are designed to invite children to learn and keep them engaged.
- Quality relationships. Relationships are formed amongst children, with their teachers, and the families. Through inter-connectivity, children build social and emotional skills.
- Intentional learning spaces. The thoughtful design of our learning spaces enable children to explore independently, safely and encourage creativity.
- Ongoing learning and reflective practice. Through reflection, we engage in a cycle of reinforcing and consolidating experiences, for both our teachers and children.
Our Values
We are planted in these values:
Curiosity
Compassion
Commitment
Courage
PLAY.
Discover.
Create.
Core to By-The-Park is our Play.Discover.Create. approach.
Play – Believing that every child is an active contributor, we provide a variety of opportunities and learning experiences for them to engage in meaningful play. Our experiences and spaces invite children to play, make connections and build relationships.
Discover – As children are naturally curious, learning experiences activate their sense of the world. Our curated materials and activities to spark their keenness to explore, wonder and discover some more.
Create – This is an outward expression of a child’s thinking and learning process. By creating an expression of their experience through artwork or handicraft, or forming a memory, children become aware about themselves and the world around them.
We want our young learners to thrive and achieve positive learning outcomes:
• Knowledge
• Skills
• Learning Attitudes
Pre-School By-The-Park
Curriculum
Our practices and approach support an Emergent Bilingual Curriculum, so the learning stems from our children’s interests and is teacher-facilitated. Through observations of children’s cues and curiosity, we design experiences that are of interest and matter to them.
In an emergent curriculum, teachers are responsive to the children’s interests, needs and abilities, and are the observers, participants and facilitators of the experiences. Learning is made to inspire delight and curiosity.
