Pedagogy

Pedagogy

Our pedagogical approach offers a set of guidelines – in nurturing early learners.

These teaching and learning principles ensure that a firm foundation for learning is built.

I	Integrated learning Learning experiences should be integrated as a whole through interdisciplinary activities rather than separated into subjects. Within a meaningful context, children discover things from observations, inquiry, exploration and first-hand experiences.
T	Teachers as supporters of learning Teachers who understand how children develop and learn will be able to support and extend their learning and thinking.
E	Engaging children in learning through play Play is a vehicle for motivating children to learn about themselves and the world around them. To stimulate children’s learning and extend their thinking through play, it is vital for teachers to provide a sense-rich environment and facilitate their learning.
A	Ample opportunities for interaction Children must be given opportunities for extensive and meaningful interactions with materials, peers and teachers. Knowledge is constructed and relationships are built when children interact in a nurturing and positive environment.
C	Children as active learners Learning is most effective when children are actively involved in tasks meaningful to them. Teachers can encourage children to explore, discover and construct their own knowledge by providing a stimulating and safe learning environment.
H	Holistic development To facilitate holistic development of children, teachers need to provide opportunities for children to develop key knowledge, skills and dispositions in the following areas: aesthetics and creative expression, environmental awareness, language and literacy, motor skills development, numeracy, and self and social awareness.

Objectives of our Pedagogy:

The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning.

This aim is achieved through enabling the child to :

• Develop positive self-­‐concept

• Establish sound foundation for a good physique, adequate muscular coordination and basic motor skills

• Imbibe good health habits and basic life skills /self-­‐help skills necessary for personal and social adjustment

• Develop sensorial and cognitive skills  and concepts which are foundation for higher order thinking and reasoning

• Facilitate emotional well-­‐being by guiding  the child to express, understand, accept and control feelings and emotions

• Construct values, social skills attitude and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others

• Develop independence, aesthetic appreciation and creativity by providing child with sufficient opportunities for self-­‐expression and active exploration, investigation and experimentation

• Make  a smooth transition from preschool to primary through development of emergent literacy and school readiness

• Develop critical thinking and problem solving skills

The Learning Cycle

For children to be life long learners, they have to be able to:

• Explore the environment

• Solve problems

• Use language to express themselves

• Work and play cooperatively with others

The Learning Cycle reflects four processes children go through in constructing and acquiring concepts and skills. Each time a child encounters a new experience, they become aware of new concepts or skills. They may then move on to explore, acquire and apply these concepts or skills.

The learning cycle is a useful framework that also guides our teachers in curriculum planning. It reminds teachers to provide opportunities for active learning when children meet new situations or concepts.

The teaching cycle

Our teachers support every child’s learning experiences through an understanding of how they develop and learn. Our teachers are aware of the responsibility of teaching and nurturing children who are at this age of immense growth and change. Each teacher knows the important role they play in encouraging  your child’s zest for learning. That’s why the role of faculty at Headways goes much beyond just ‘instruction’  to that of a teacher, friend and  guide. All Headways teachers are selected with the best qualifications and experience and are further trained on child centric practice and creative teaching.

By understanding child’s interest, abilities, needs and background, our teachers provide the support that is necessary to for the child to build and extend his/her knowledge, skills, understanding, thinking and confidence and facilitate him/her to stretch these to a higher level of mastery.

Why supporting a Child’s learning is important?
Children learn best when they feel both successful and motivated. When confronted by repeated failure, most children will experience frustration and a loss of motivation. Thus, optimal learning is fostered when teachers recognize where children stand in their developmental process and provide experiences just beyond what children can do on their own, but within the circle of what they can do with the necessary assistance. The aim is to encourage a positive disposition to learning and risk-taking without fear of failing.

How our teachers support your Child’s learning?

Teachers:

• Consider what children know and what they can do,

• Observe children’s abilities and their needs

• Use their knowledge of child development principles and How children learn

• Place realistic expectations on children

• Plan activities that stimulate developmental process,

• Organise a learning environment that is responsive to children’s needs and interests

• Build connections to link children’s prior learning and new learning.