PRE-SCHOOL CURRICULUM OPTIONS

Pre-School

Curriculum Options

In Hong Kong we are fortunate to have an abundance of pre-schools offering a variety of educational approaches and curricula. But what are differences? Playtimes explains how to choose the best one for your child.

Choosing the right curriculum and educational establishment for your child can be really tough. As a parent, you know it’s your responsibility to give your child the best start in school life, laying the foundations for a bright future, but sometimes it’s tricky to work out where exactly that would be.

Influential educator, Dr Maria Montessori, described children as “travellers just entering the great world of human thought,” with parents and educators as their guides. While traditional pre-schools tend to be more teacher-led and focused on knowledge transmission, there is an increasing appreciation of progressive childled, play-based programmes, which emphasise the individuality of each child and aims to foster a love of learning.

Montessori

Through scientific observation, Dr Maria Montessori found that children learn best by doing, not passively accepting pre-existing knowledge. Children are viewed as having an inherent love of learning and being capable of initiating their own education in a carefully prepared environment. The emphasis is on self-directed learning, where the child mainly interacts with the classroom materials, reaching out to the teacher when support or guidance is needed. While the name ‘Montessori’ has been widely used, the essential elements of an authentic programme include multi-age classrooms, guided activity choices, uninterrupted periods of work time, a specially prepared environment with Montessori materials and a Montessori trained teacher.

At the International Montessori School (IMS) in Hong Kong, one of the largest Montessori schools in the world, the classroom is set-up into several workstations featuring ‘practical life’, ‘sensorial’, ‘language’ and ‘cultural’ activities, in varying degrees of difficulty. The teachers demonstrate the proper use of the materials, and guide children to make appropriate choices for their learning stage. Children work on the materials individually or in small groups, only beginning a new task when the previous one is completed.

A Montessori education encourages collaboration across the ages as older children become role-models and reinforce their learning through educating others.

Guidepost Montessori

Pros: Children are free to learn in different ways and advance at their own pace, cultivating a love of learning, independence and self-discipline. The process of selfdiscovery also creates a deeper understanding of a concept or issue. Cons: Parents might be hesitant about the non-traditional classroom structure and some children might have difficulty transitioning to a traditional classroom at a later stage.

Montessori in Hong Kong: Discovery Montessori Schools, www.montessori-ami.edu.hk Guidepost Montessori, www.guidepostmontessori.com International Montessori School (IMS), www.ims.edu.hk Infinity Children’s School, www.infinitychildren.com/en Island Children’s Montessori School and Kindergarten, https://icms.edu.hk Little Lantau Montessori, www.littlelantaumontessori.com Oaktree Montessori Chinese Education, www.eceoaktree.com Sai Kung Montessori, www.saikungmontessori.com Woodlands Montessori Pre-schools, www.woodlandschools.com

Reggio Emilia

The Reggio Emilia approach was created by the psychologist Loris Malaguzzi and the people in the surrounding areas of the Italian town. It is an educational philosophy and there is no set curriculum. Reggio-inspired pre-schools adapt the original approach to better fit the needs and interests of children in the local community.

This child-led approach views children as strong, competent and independent learners, who have ‘a hundred languages’ to express themselves. Teachers and parents are partners, collaborating and learning together with the children. To preserve each child’s insight and track their learning journey, teachers meticulously document every child’s work and words. The classroom is considered the ‘third teacher’ and is prepared with care to provoke the child to explore and engage in longer-term projects, guiding their own learning.

Pros: The Reggio Emilia approach helps children to build a strong sense of self and develop at their own pace. This nurturing approach fosters a love of learning and children are not pressured to attempt activities which they are not ready for. Cons: It can be difficult to determine the relative progress of a child without a set curriculum, and some parents may not feel comfortable without more tangible evidence of their child’s learning.

Reggio Emilia-inspired pre-schools in Hong Kong: Hong Kong International School (Reception), www.hkis.edu.hk Fairchild Kindergarten, www.fairchild.academy Fairchild Junior Academy, www.fairchild.academy Italian International Kindergarten, iikg.edu.hk Blooming Buds Preschool, www.bloomingbuds.com.hk Il Villaggio Dei Bambini, www.villaggiodeibambini.com Baby Brain, www.babybrainhk.com

Early Years Foundation Stage (EYFS)

The EYFS framework was launched in 2008 as the U.K. national curriculum for all schools of children below the age of five years old, including those with special educational needs. Four themes underpin the EYFS guidance: Every child is ‘A Unique Child’ and a competent learner who needs the opportunities to interact in ‘Positive Relationships’ and ‘Enabling Environments’, to ‘Learn and Develop’ in his or her own way. According to the EYFS Framework Guide, “Children learn by playing and exploring, being active, and through creative and critical thinking … both indoors and outside”. There is strong collaboration between practitioners, parents and carers.

The EYFS programme has seven key areas of learning and development. Initially the child’s development is focused on the ‘prime’ areas of communication and language, physical development and personal, social and emotional development. These form the foundation for the child to develop skills in the ‘specific’ areas of literacy, mathematics, understanding the world and the arts. Agespecific objectives are set for each area. For example, the literacy expectations of a five-year-old child include being able to phonetically write words which match their spoken sound, and to read and comprehend simple sentences. Assessments are conducted when children are two to three years-old, and again at the age of five, through ongoing classroom observations by the teacher or a qualified practitioner.

Abigail Carr is a specialist in Early Childhood learning environments and pedagogy and trains leaders and teachers in the EYFS curriculum. She explains that because the EYFS is based on research of child development, and provides both educators and parents with the framework for holistic (whole-person) learning in the early years, it really lends itself to promoting personalised learning for individual children.

When educators emphasise building relationships and setting up enabling environments, they can put their planning focus on the evidence-backed Characteristics of Effective Learning; playing and exploring, active learning, and thinking creatively and critically. By making informed reflections on what they observe of each child, they can then adjust the environment and their interactions accordingly to enhance learning. The key to success in the EYFS is providing practitioners with the time and tools to do this. The recent changes to the framework have set out to ensure this happens and teachers have the support they need to focus on each and every child.

Pros: The knowledge from assessments helps identify each child’s learning progress to better plan their educational journey, and signals to parents and educators about any learning or behavioural concerns to be addressed early on. Cons: Critics of the programme suggest that if implemented incorrectly, it can be prescriptive, and there can be concerns about assessment placing too much pressure on children too early.

The EYFS pre-schools in Hong Kong Anfield International Kindergarten, www.anfield.com.hk City Kids, www.citykidshk.org German Swiss International School Kindergarten (English Stream), www.gsis.edu.hk Harrow International School, www.harrowschool.hk Kiangsu & Chekiang Kindergarten, www.kcis.edu.hk Mills International Pre-school, www.millsinternational.edu.hk Woodland Pre-schools, www.woodlandschools.com YMCA International Kindergarten, http://ymcahk.org.hk/ Box Hill International Kindergarten, www.boxhill.edu.hk/ Shrewsbury International School, www.shrewsbury.edu.hk/

International Baccalaureate Primary Years Programme (IB PYP)

The IB PYP is an inquiry-based learning approach specially designed for young children from three to twelve years old. The three key features of the programme are the ‘Environment’, ‘Relationships’ and ‘Play’, as children explore their environment and learn about the world through play and their relationships with teachers, peers and family. The IB PYP’s curriculum incorporates local and global issues, focused on six universal transdisciplinary themes around which learning is planned. These themes include ‘Who we are’, ‘Where we are in place and time’ and ‘How the world works’.

IB PYP aims to develop all aspects of a child, from academic and cultural, to social and emotional. By focusing on ‘how’, instead of ‘what’ students learn, the programme cultivates inquiring, knowledgeable and caring people, who are independent thinkers and life-long learners.

The long-term aim of IB education is to nurture learners to become: Inquirers; Knowledgeable; Thinkers; Communicators; Principled; Open-minded; Caring; Risktakers; Balanced; Reflective.

Parkview International Pre-school (PIPS) follows an inquiry, play-based approach to teaching and learning with a program that allows learners to observe, explore, collaborate, reason, problem-solve and evaluate through inquiry.

Parkview International Pre-Schools

Pros: The international focus builds early awareness in students of cultural differences and global issues, and the standardised international curriculum makes it easier for students to integrate into new schools abroad. Cons: Depending on the programme’s implementation, which differs between institutions, some children might feel pressure from the potential workload.

Pre-schools in Hong Kong which offer the IB PYP ESF Kindergartens, www.esf.edu.hk/kindergartens-overview Mulberry House Academy, www.mulberryhouseasia.com Parkview International Pre-schools (PIPS), https://www.pips.edu.hk/ Victoria Kindergartens, www.victoria.edu.hk/en/kindergarten Kingston International Kindergarten, https://kingston.edu.hk/

Waldorf

Developed by Rudolf Steiner in 1919, the Waldorf programme aims to educate the whole child, ‘head, heart and hands’, integrating the intellectual, practical and artistic development of pupils in a holistic way. Artistic and practical activities such as painting, music, gardening and cooking, which might be considered peripheral elsewhere, are central to the Waldorf education. The early years are centred on experiential education which allows children to learn by example, and emphasises imaginative play. Classrooms resemble homes with toys and equipment usually sourced from natural materials. The use of electronic media is discouraged, as they are viewed to negatively impact a child’s imagination.

The Waldorf approach seeks to provide children with ageappropriate learning in a non-competitive environment. This is well-suited to many young children who prefer to co-operate with their peers and not be frequently assessed.

Pros: Teachers typically progress with the same class, providing continuity and a safe and familiar environment, which is conducive to learning. Cons: There might be concern about a child’s preparation for future school assessments as academics are not emphasised in the early years, as they are not considered age appropriate.

Waldorf pre-schools in Hong Kong Highgate House School, www.highgatehouse.edu.hk Garden House Pre-school & Kindergarten, www.gardenhouse.edu.hk

Combined Curriculums

Several pre-schools have also used a combination of educational approaches to develop their own curriculum.

Malvern College Pre-School Hong Kong offers the EYFS curriculum, in a campus inspired by the Regio Emilia philosophy. It is also one of the first schools in Hong Kong to operate a Forest-Beach School programme, managed by Level 3 certified Forest School leader.

Little Dalton is a progressive, bilingual kindergarten guided by The Dalton Plan, a child-centred educational model focused on “nurturing children through giving them appropriate freedom, responsibility, and opportunities for cooperation”. Its curriculum integrates the EYFS with a Chinese curriculum developed in collaboration with the Tsinghua University Primary School.

Little Sprouts’ curriculum was inspired by the pedagogical philosophies focused on play and exploration, including the EYSF, Reggio Emilia, Montessori and STEM (Science, Technology, Engineering, Mathematics). Similarly, Safari Kid’s emergent curriculum incorporates elements from Reggio Emilia and Montessori, with the addition of Waldorf, to foster creativity, imagination and a love of learning. Essentially, establishments select what they consider to be the strengths of the various curricula.

Nord Anglia

Malvern College Pre-School

Combined Curriculum Schools Little Dalton, https://littledalton.com Malvern College Pre-School Hong Kong (EYFS and Forest School), www.malvernpreschool.hk Mulberry Tree (Montessori & Reggio-Inspired), www.mulberrytree.com.hk Mulberry House International Kindergarten (Reggio Emilia and Inquiry, underpinned by EYFS), www.mulberryhousekg.com

Conclusion

Selecting the right option for your child can be a confusing process, with advocates and arguments for and against each option. It is important to do your research to understand the numerous choices, and the different implementation of the various programmes, which can vary widely.

Abigail Carr, who also supports parents through her parent coaching programmes to understand their child’s development at a deeper level, suggests that parents ask themselves some important questions when choosing a preschool or a curriculum. “Ask yourself what you truly believe about education? What do you think is important and why do you think that? If you can reflect on these deeper thoughts often, your parental philosophy and understanding of education will help you in formulating questions when looking around different kindergartens and curriculums, and really get a feel for which is right for your child”.

Ultimately pre-school choice is a very personal decision, unique to each child, and to each family’s priorities, preferences and plans. A school might have a ‘good’ reputation, but should also be well-suited to a child’s personality, needs and learning style, as each child thrives in different environments. Regardless of approach, location or educational mantra, the centre of everything is your child’s happiness – if it works for them, then that’s what matters.

Managing School Anxiety

Young Children and the School Routine

Children thrive on certainty, rituals and regularity and most schools impress upon parents the importance of routines, early bedtimes, healthy meals, allowing time for relaxation, play and less screen time (if at all possible in this era). When starting school for the first time, or even when returning to school after a holiday break, it can be tricky adjusting to a schedule. Young children don’t have a great sense of time, so parents can help by showing children the new routine – maybe draw it out together with coloured pens and be sure to include details such as who will meet them off the bus, what their afternoon snack will be and so on. Giving children a better sense of certainty by ensuring their schedule is clear and well understood will go a long way towards helping them settle in.

Picture books can be another great way to start exploring the new routine and may help your child open up about any feelings they may be experiencing. Drawing and playing together can also give you a better idea of how your child is feeling and might initiate useful conversations.

At the beginning of a school year, parents may see some regression in younger children such as trouble sleeping, dressing themselves and going to the toilet. Most children will soon get comfortable and bounce back to where they started, but if these changes persist more than a few weeks, or if your child is very clingy or tearful, talk to the teacher to see how your child is behaving at school.

A few recommendations of picture books to help with separation anxiety: ● Llama Llama Misses Mama by Anna Dewdney ● The Kissing Hand by Audrey Penn ● The Invisible String by Patrice Karst

Sometimes children’s worries may manifest physically such as through tummy aches or headaches. Look out for the signs, listen, and do your best to tolerate them without jumping in to solve issues right away.

What about children refusing to go to school?

The first thing is to make sure we as parents manage our own level of anxiety. Children look to parents to gauge the level of emotions they should be having. Our job is not to remove every problem from our children’s lives so that it is completely anxiety free, but to help our children acquire the skills to manage their own anxiety. When it’s time for school, parents have to draw a clear boundary: school is non-negotiable. Avoidance actually exacerbates anxiety. At the same time, saying, “you shouldn’t feel nervous”, or "there’s no need to feel afraid”, can belittle how children might be feeling. If your child shares a feeling, try not to close it down but discuss it openly. Rather than using direct questions, try instead, “I remember when I was in P2 I felt …”, or "I noticed that…”. Stay receptive, curious and open to what your child is saying. If school refusal becomes an issue, seek help from your child’s school or a counsellor. All periods of transition, at any age and whatever form they take can render us fragile, so it’s important that we look after ourselves and each other at these important junctures. These are also the times that offer us the most potential for growth. There’s no question that last academic year was a challenge; we can dare to dream that the experience of the past will develop this generation of children into resilient and compassionate people with a real understanding of the importance of human connection.

Flora Scott is a Counsellor at Kennedy School and can be seen by appointment at Central & Stanley Wellness Centre (www.stanleywellnesscentre.com)