Curriculum

Preschool education is not just about art, music, dance, fun and fantasy. A good preschool program ensures that there are tangible and intangible learning objectives, and has a clear methodology to ensure these objectives are achieved.

Every child is special, different and an individual in his/her own right. Between the age of 2 and 6, they develop and evolve very fast with very different skill sets at different stages. We must keep pace with their changing needs.

Curriculum tree 1

A quality preschool program revolves around the child. The 4 major components that are instrumental in shaping the learning of the child in school are:

– the philosophy

– the curriculum and methodology

– the learning tools offered to the child

– the teachers who facilitate learning

The Crayonz preschool program is inspired by the Montessori philosophy & also incorporates other best practices. Crayonz has clear objectives in all major areas of development such as physical, socio-emotional, cognitive, language, maths and more. We follow a methodology based on the Montessori philosophy to implement our curriculum and meet the objectives for every child.

For a child below 6, curriculum comprises the environment which in turn means the tools that we offer the child to learn. It is essential that a young child gets daily experience with learning aids which have specific usage, derived from the curriculum. To ensure that the set goals are being achieved, teachers observe, record & assess to maximize the child’s potential.

Crayonz Curriculum

Our curriculum is┬ácompliant with all respected Early Education policies. It is based largely on the Montessori philosophy, keeping in mind today’s Indian social and academic context. It is developmentally appropriate and is based on the age of the child. This makes it highly individualised for every child.

We believe preschool education should give as much exposure as possible to the child in all areas of development. Appropriate stimulus is the key to early learning. Hence, the activities have been designed keeping the child in mind and ensuring there is “directional” play all the time. It would involve:

– individual learning with materials

– small group activities in art , language and gross motor skills

– learning through a thematic approach

– occasional support learning through role plays, presentations, story telling

– reading

– field trips

– project based learning for older children

– cultural celebrations

Objectives

We have clear objectives drawn from scientific & tested Early Education theories. The objectives are defined keeping in mind the child’s capabilities as well as what we have to prepare him for in various areas like –

– Fine Motor skills, Gross Motor skills, Sensorial Development

– Language

– Mathematics, Science, Environment

– Creative areas like art and music

Materials

Every material in our environment has been designed and created keeping in mind the objectives. We try and achieve every objective through the materials, because children at this age need concrete experiences to understand and follow any concept. Once they work with the materials they move on to abstract learning on paper with our own specially designed workbooks and activities.

The materials are non-toxic, extremely attractive and scientific.

Teachers

Our teachers are intensively trained on every aspect of the methodology, curriculum and objectives. The philosophy is the most critical part of their training and they understand the importance of their attitude and behavior in terms of impact on the child.

Assessment

We assess the child almost everyday to see if we are helping them reach the objectives. This regular monitoring gives us a keen insight into the working of the child and helps us give them appropriate activities.

If a child can’t learn the way we teach, may be we should teach the way they learn. – Ignacio Estrada