Early Years Programme
The PYP focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. At the heart of the programme’s philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning. New School’s Early Years curriculum provides a holistic programme that balances the development of concepts, skills and character. Our approach focuses on the total growth of the developing child addressing social, physical, emotional and cultural needs, in addition to academic welfare.
Our curriculum is guided by the framework of the IB Primary Years Programme and influenced by the philosophy of Reggio Emilia. The PYP framework supports a play-based curriculum for early learning, creating an environment for children to develop social, communication, research, thinking, physical and self-management skills. It is a centre where play, wonder, joy, curiosity and creativity are the ways in which children learn with a strong image of the child, working from the perspective of what children can do as reflected by the philosophy of Reggio Emilia.
The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. Four transdisciplinary themes of global significance provide the framework for exploration and study in Early Years education:
- Who we are
- How we express ourselves
- How the world works
- Sharing the planet
The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. Four transdisciplinary themes of global significance provide the framework for exploration and study in Early Years education:
- Who we are
- How we express ourselves
- How the world works
- Sharing the planet
The environment is also crucial in this process and a place where adults have thought about the quality and the instructive power of space. The layout of that space fosters encounters, communication and relationships, which are all crucial to learning. Learning is not a linear process but a spiral progression. The teaching role, therefore, is different as teachers observe students in action, compare, discuss and interpret, together with other teachers their observations. These interpretations and discussions are then shared with the students and the next stage is developed.
The philosophy of both the Primary Years Programme and the Reggio Emilia Approach encourages children to wonder and to ask questions, and we strive to create an environment to support this way of thinking.
