Early Years Defined
Be, Connect, Grow, Transform: Myself, My community, My world
Being: Our Image of the Child
We value each individual child as unique, strong, capable, creative, and full of wonder.
As researchers and bearers of rights, children are socially connected and actively participate in their learning process. We believe that as active participants, children have the right to express themselves and make meaning of their world in many ways and at their own pace.
Children research their world while educators research learning.
We view educators not as transmitters of knowledge, but rather curators of learning experiences. Educators and children are both researchers in the learning process.
Our learning spaces indoors and out, are inviting, promote curiosity, and are purposefully planned in response to out beliefs about the capable child, creating rich conditions in which children learn..
Connecting: The Learning Process
We believe play, being social and symbolic, is the driving force for learning. Play is a social process and meaning is constructed during interactions with others, including capable and competent educators. Through play, children at ICS participate in meaningful investigations and inquiries, anchored by the Primary Years Program (PYP) framework and the ICS Learning Process that is concept-based and inquiry-driven, with the child at the center of the learning process.
Growing: Symbolic Exploration and Expression
We believe symbolic play and expression are the starting point for a strong learning community. Children are supported in their expression and use all their senses to make meaning through many symbolic processes, including movement, painting, transformation, mathematics, drawing, mark-making, socio-dramatics, building, sculpture and sound/singing/rhythm. These areas of expression help to build a strong cognitive, social, and communicative foundation for future learning in the elementary years and beyond.
Transforming: Our Local and Global Community
We believe ‘the child is actively involved in re-shaping the community’ (Gardner 2012), and therefore, their world. Our learning community is full of hope and is re-shaped by the unique children within.
Early years 2 is a half day program, five days per week. The early years 3 and 4 programs have both half day and full day options. Early years 5 (the equivalent to kindergarten) is a full day program. Students entering early years 3 and up are required to be toilet-trained. Students in early years 2 are not required to be toilet-trained.
|Student to Teacher Ratio|
Early Years 2 (EY2)
8:00 AM-12:00 PM
|4 to 1|
|Early Years 3 (EY3): Half Day||
|8:00 AM-12:00 PM||8 to 1|
|Early Years 3 (EY3): Full Day||3||8:00 AM-3:20 PM / 2:00 PM on Wednesdays||8 to 1|
|Early Years 4 (EY4): Half Day||4||8:00 AM-12:00 PM||8 to 1|
|Early Years 4 (EY4): Full Day||4||8:00 AM-3:20 PM / 2:00 PM on Wednesdays||8 to 1|
|Early Years 5 (EY5)||5||8:00 AM-3:20 PM / 2:00 PM on Wednesdays||9 to 1|
*Students must be this age on or before 31 August of that school year.