IEYC

International Early Year
Enquiry FormAdmission Form

THe IEYC Guiding Statement

The IEYC is an innovative research-based toolkit, recognizing global best-practice and the developmental needs of 2 to 5 year olds. It supports key areas of learning through holistic enquiry and play-based approaches encompassing all curriculum areas including personal, social and emotional development.

 

Nursery Level

3 years complete as on 30th September

Junior K.g. Level

4 years complete as on 30th September

Senior k.g. Level

5 years complete as on 30th September

The ieyc learning principles

8 Learning principles

Own rights

The earliest years of life are important in their own rights

own unique pace

Children should be supported to learn and develop at their own unique pace

Learning & Developement

Play is an essential aspect of all children's learning and development

natural curiosity

Learning happens when developmentally appropriate teacher scaffolded and child initiated experiences harness children's natural curiosity in an enabling environment

personal development

Independent and interdependent learning experiences create a context for personal development and are the foundation of international mindedness

knowledge & Skill Development

Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways

assessment

Ongoing assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home

Personal interest

Learning should be motivating, engaging and fun, opening up a world of wonder for children where personal interests can flourish

Learn By Doing

Children should be supported to learn and develop at their own unique pace, in conjunction with the eight IEYC Learning Principles, rather than to focus merely on achievement alone. The IEYC suggests that by the end of the curriculum, children will have typically developed knowledge and on increasing understanding of specific aspects of learning and development, and the skills of being able to demonstrate learning and development in practical ways.

The IEYC learning strands

All IEYC learning and development is underpinned by a set of four Learning Strands. Each Learning Strand provides descriptions of what children will experience and learn about through contextualized activities woven into IEYC units of learning.

1.

Idependence & Interdependence

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Focuses on developing personal, social and emotional development.

This strand links to:

• The IEYC Personal Goals

• The IEYC International Dimension

2.

Communicating

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Focuses on communicating through:

1. Speaking and Listening

2. Reading

3. Writing

4. Number

5. Shape and Measures

6. ICT and Computing

7. Expressive Arts and Creativity

3.

Enquiring

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Focuses on developing the skills of enquiry through exploring:

• People

• The world

4.

Healthy Living & Physical Well-Being

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Focuses on developing a positive attitude to:

• Health

• Self care

• Physical Activity

The four learning strands

IEYC Learning Strands fall into two distinct phases of learning and development:

Learning Strand Phase A: describes learning experiences with the youngest children in mind.

Learning Strand Phase B: describes learning experiences that provide more of a challenge.

Phase a/b

The IEYC believes that children should have experiences which are both appealing to them and developmentally appropriate.

This means that at times, a combination of both Phase A and B learning experiences may be appropriate for some children, whilst at other times their interests and developmental needs may fall specifically into either Phase A or B.

For children requiring more of a challenge, Phase A tasks may be helpful to consolidate previous learning and Phase B tasks will support new learning.

Learning outcomes

All IEYC learning and development is underpinned by a set of four Learning Strands. Each Learning Strand provides descriptions of what children will experience and learn about through contextualized activities woven into IEYC units of learning.

The IEYC suggests that by the end of the curriculum, children will have typically developed knowledge and an increasing understanding of specific aspects of learning and development, and the skills of being able to demonstrate learning and development in practical ways.

There will be differences in when and how learning takes place, and when children can demonstrate what they know and what they are able to do.

We believe that it is more important to focus on IEYC Learning Principle 2: Children should be supported to learn and develop at their own unique pace, in conjunction with the other seven IEYC Learning Principles, rather than to focus merely on achievement alone.

Beyond the Books

The IEYC is an innovative research-based toolkit, recognizing global best-practice and the developmental needs of 2-5 year olds. It supports key areas of learning through holistic enquiry and play-based approaches encompassing all curriculum areas including personal, social and emotional development.

The IEYC process of learning

The IEYC process of learning captures children's natural curiosity as a starting point and within the proper environment balances child-initiated and teacher-guided learning.

Entry Point

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The IEYC process of learning captures children's natural curiosity as a starting point and within the proper environment balances child-initiated and teacher-guided learning.

Capturing Curiosity

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The process should continue as the IEYC unit of learning evolves; it requires teachers to observe, listen, question and reflect on what children are interested in. Capturing a picture of what children are curious to explore and learn about is essential to planning a learning environment that enables children to engage, play, explore and develop knowledge, an increasing understanding, and new skills.

Enable the Environment

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An environment that is enabled for learning is one where children feel safe to explore and provides opportunities for social, emotional and personal development to take place. An enabled environment is not static; it is developed over time by responding to each child's learning journey as an IEYC unit of learning progresses.

The Big Picture

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Provides teachers, children and the home with an overview of an IEYC unit of learning. It prepares children for new learning experiences, whilst at the same time helps establish connections with previous learning. The Big Picture also provides further opportunities for Capturing Curiosity.

Explore & Express

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Provides children with opportunities to engage in Phase Level I EYC learning activities that have been holistically designed around the Learning Strands.

Exit Point

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Provides opportunities for children to reflect, share and celebrate what they have learned. Exit Points are often used to share and demonstrate learning with members of the setting community.

Our Environment

We Are Providing an Environment for Our Students to Grow & Excel

An environment that is enabled for learning is one where children feel safe to explore and provide opportunities for social, emotional and personal development to take place. An enabled environment is not static; it is developed over time by responding to each child's learning journey. Capturing a picture of what children are curious to explore and learn about is essential to planning a learning environment that enables children to engage, play, explore and develop knowledge and increasing understanding, and new skills.

Only the BEst

We Know How to Make Learning Fun For Kids

We provide children with opportunities to engage in learning activities that have been holistically designed around the Learning Strands.

We provide children an opportunity to reflect, share and celebrate what they have learned.

Our units are based around themes that capture children's curiosity.

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