BIS: Early Years Programme-Pedagogy and Design

We focus on the learning process rather than outcomes

We want to ensure every student enjoys the process of learning. Our teachers are academic leaders, setting the example for what learning can achieve alongside developing important life skills through our resilience and well-being programmes. With the help of our technologically advanced learning environments, our teachers maximise our students’ academic outcomes every step of the way.

The first few years of a child in a preschool determine a child's lifetime. Our Early Years Programme is designed to provide the foundation for the future academic, social and emotional well-being of every child.

Inspired by the best practices of IB PYP, Reggio Emilia, Playway, and Maria Montessori, we have developed a comprehensive, dynamic, and contemporary curriculum that prepares our young ones to go through the journey of life with complete confidence.

Our programme features engagements, tools, and equipment designed for the development of gross and fine motor coordination. Hands-on activities that are appropriate for children at this age are planned and incorporated into our daily routine. We celebrate individual uniqueness and encourage self-expression and exploration while building strong foundations of love and security.

Grade Age Group
Seedlings 2 years 6months +
Buds 3 years 6months +
Blossoms 4 years 6months +

All children are naturally curious. Our learning programme stimulates their interest, making them learners for life. Through play, our children develop into confident communicators, problem solvers, and thinkers. We bring our experience with the International Baccalaureate programme of inquiry to shape our Early Years.

Our comprehensive Early Years Curriculum features engagements and equipment designed for the development of gross and fine motor coordination. Hands-on activities that are appropriate for children at this age are planned and incorporated into our daily routines. This curriculum is focused on individualized care and attention to building strong foundations of love and security.

The power of play is the primary vehicle for inquiry. Our programme supports thoughtful and intentional opportunities for child-initiated play, hands-on learning, and construction of learning between teachers and students. Through play and exploration, students learn to inquire as they build and test theories to help make sense of the world around them.

In our aim to create an atmosphere of community, collaboration and trust, we at Bodhi recognize that collaboration between teachers, children and parents produces positive and productive relationships between all the stakeholders.

Nurturing Wondering and Wanderings

The curriculum embraces pedagogical practices to help cater to the innate desire of being curious. Learning spaces have been designed such that children can explore and connect their learning with real-life experiences.

Access to real-time coaching and feedback

Achieving expertise requires practice and focused coaching based on what is observed during practice. Every experiential learning activity should include a debriefing session where learners receive feedback and coaching from experts and fellow team members.

Play-Based Learning

Long-term social-emotional capabilities are more robust when children have a chance to learn through play; form deep relationships; and when their developing brains are given the chance to grow in a nurturing, language-rich, and relatively unhurried environment. Play is the defining feature of human development: the impulse is hardwired into us.

Teamwork and Communication Skills

Teamwork builds strong relationships because the more people work close to each other, the more they get to know each other and develop a liking for each other. When children work together they become more collaborative, and this leads to a more enjoyable learning environment. Without well-developed communication skills, children run the risk of falling behind their peers or being emotionally exhausted or withdrawn at school. Academic success depends on sound communication skills, starting with simple oral communication. Students are frequently asked to answer questions in class.

Experiential Learning

Experiential learning requires, an ‘Intention to learn’ and an ‘Active phase of learning’

Experiential learning at BIS aims at creating an opportunity for learners to apply what they’ve been taught to solve real-world challenges. Learners are given opportunities to test their understanding of underlying principles, processes, and procedures and can experiment and adapt their practice to achieve the best outcomes. They are able to apply their learning to solve real-life problems. Experiential learning is a powerful way to help students identify changes required to their skills, attitudes, and behaviours, then implement those changes for better performance.

  • Access to real-time feedback
  • Promotion of teamwork and communication skills
  • Development of reflective practice habits

Development of reflective practice habits

The gold standard in education is the person who can self-monitor the effectiveness of his plan, anticipate outcomes and develop contingency plans. We often refer to these people as “experts.” They are expert because they have had more experiences and have received more coaching than a non-expert and have incorporated certain thinking disciplines into everyday practice. Experiential learning helps accelerate the journey from novice to expert.

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