The Early Years at IGBIS includes Fireflies, for children who are 2 years old; Early Years 1 and 2 learners, who are 3 to 5 years old; and Kindergarten students, who are 5 to 6 years old.

The programme promotes holistic, child-centred teaching and learning that nurtures the emotional, social, physical, creative and cognitive development of the child. All learners experience a culturally diverse, nature-inspired setting where a carefully planned balance of play, teacher and child initiated inquiry and provocations stimulate their learning in a safe and nurturing environment.

The IGBIS Early Years curriculum is comprised of written, taught and assessed curricula.  The written curriculum is a collection of developmental continua that comprises social-emotional and physical development; numeracy and literacy; and understanding and application of the Arts and Sciences. The taught curriculum centres on daily planning, observation and reflection,with a focus on attitudes that build relationships and play (inquiry) that stretches all learners. Taught curriculum is co-constructed with children and reflects on their voice, choice and ownership. The assessed curriculum is based on the ongoing process of observing, documenting and reflecting on each child’s daily routines, relationships and building new meaning and understanding.

The principles that guide teaching and learning in the Early Years:

• Children develop at different rates.
• Children learn in different ways.
• The process of learning is more important than the product.
• Play is essential to learning and enhances children’s cognitive, motor, language, and social and emotional skills.
• Real-life and life-like activities enhance learning.
• The learning environment will be safe, secure and one in which each child is valued, challenged and can take control of his or her own learning.
• The building of each child’s self esteem and self worth is extremely important.
• Learning is a lifelong process.

Students will:

• learn to interact and negotiate with each other by direct and indirect modelling of caring, sharing and respecting one another;
• be provided with the opportunity to develop problem-solving skills in many settings;
• be given the freedom to express their opinions, thoughts and feelings; and
• develop independence, responsibility and leadership through everyday activities and routines.