Early Education Center

  madhubankids@yahoo.com

   (0261) 264 - 9990    +91 93766-23003

The Curriculum

Is focused on the following areas of development:
  • Physical
  • Intellectual
  • Language
  • Creative
  • Socio-Emotional

The Curriculum in MADHUBAN KIDS is based on scientific & tested early education theories

Curriculum is the set of experiences, activities and events, direct or indirectwhich occur in an environment specially planned to foster children'slearning and development. In simple terms, Curriculum is a plan forlearning.

Our curriculum is a comprehensive child-centric curriculum that comeswith set objectives in all major areas of development. It is related to thechild's developmental readiness, interests, questions, style of learning andthe cultural context in which the child finds himself.

The Environment

For a child below 4, curriculum comprises the environment which in turn means the tools that we offer the childto learn. It is essential that a young child gets daily experience with learning aids which have specific usage,derived from the curriculum.

All areas of work for the child, both internal and external have been planned with extreme care to facilitate self learning, and implement the objectives set in the curriculum.

The Teachers

'Teachers and Helpers' are the primary caretakers in MADHUBAN KIDS. They are intensely trained by experts in this field.

Our staff is trained to ensure that the curriculum objectives for each child are met consistently without creating any disturbance in the child's work or thought process. They are trained to facilitate learning, observe, record and assess on a daily basis. We have an appropriate student teacher ratio to ensure that every child's needs are met without making him excessively dependent on an adult for learning.

Methodology

  • Development through work by hands
  • Teachers are facilitators
  • Self Learning Environment
  • Inner discipline
  • Freedom of choice
  • Independence
  • Daily observation and assessment
  • Each Child at his own pace
  • Socially vibrant environment
  • Encouraging the child’s inherent desire to do and learn

Learning Modes

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
  • 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

We believe the child's home environment plays a very important role in early learning and shaping the child's personality. Keeping this in mind, we will have several parent feedback sessions and guidelines that can be followed in the house to ensure that the school and home together foster the child's development.

Cognitive / Academic Learning

In order to meet our curriculum objectives, we take the children through a structured learning program for 4 years, which involves a lot of structured and focused activities. No activity in the school is meaningless or done without a clear cut objective and outcome for the child.

In the 2 to 4 years category, we begin with fine motor and practical life skills. English is introduced with phonetics. Mathematics is introduced with materials that help the child comprehend this very abstract area. There are also a variety of activities that aid cognitive development and logical thinking.

In the 4 to 6 age group, children are taken through a program that covers fairly complex areas of language, mathematics, geography, history and science in a manner that will help them explore, discover and understand the fundamentals.

Critical Non Academic Learning

The curriculum provides many opportunities for children to make choices and decisions about their work. Children have the choice to work in small groups/ individually depending on their needs at different times.

During the course of working through the day, we constantly create opportunities for children to develop their language skills as well as focus on their emotional development. We encourage them to receive help from and offer help to other children, thus inculcating a sense of social awareness.

We also lay emphasis on creating environmental awareness and help them develop practical skills like cutting,sieving and gardening. We also offer ample activities for development in the areas of art.

Physical development is not just about running around or cycling, it is taken very seriously and there are a series of activities that are designed keeping in mind the age and growth of the child.

Assessment

Regular assessment done by teachers individually to promote development in an optimum positive manner.

Development in early years happens at a phenomenal speed and is constantly varying. Hence, assessment in early years has to be a continuous process. We have a system that constantly checks on the child's progress and helps us keep updates and records about the child more efficiently. This helps us share information with parents also on a regular basis. Constant assessment keeps the teachers completely keyed in with the progress of the child which enables us to keep challenging the child and hence we can avoid a situation where the child is bored or has lost interest.

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