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Curriculum

Home Curriculum

Our General Teaching Aims and Mission

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It is our mission to ensure that students can grow up independently and learn to manage their young life by themselves with our guidance and support. We do not teach them by making the children repeat or copy us just for the purpose of being a “good girl/good boy”. We want to educate them to understand why we need to follow certain procedures and rules in our life and why self-discipline is important. We do encourage our young learners to ask questions, and to be open and interested in new things. We want to open their mind for new cultures and friends. We do our best to let Eduwings students feel the joyfulness and passion of learning because learning is delightful.

Besides this mission, we care for each single student and support – not correct – each child´s character. We take care for the individual needs of each child by teaching them to act social and feel for other children and adults.

We respect the natural environment of each child. Instead of changing them, we want to offer as many as possible natural learning settings and opportunities for the social, physical and academic education. We trust our students, give them freedom to grow, make their own experiences and discover life.

During our “circles” and “learning tasks”, we encourage our students to concentrate and be focused, and show passion for the procedure and result. That way we educate confident and self-aware children.

We teach with real materials, in real settings and with different, custom-made teaching methods. As often as possible, we go on field trips and outings with the children and use their interests in topics to teach them all necessary skills to manage life before going to primary school.

We never punish our students, but we confront them under our guidance with the natural consequences which might happen in life.

We use the “Virtues” way to see every child as a seed: every child is born as a different seed, but all of them will be plants in the future. For us, it does not matter that the plants are different; we will give them all conditions to bring out the best of each seed to let it grow into a very meaningful and unique plant.

We are not THE BEST kindergarten; we hope to be the BEST CHOICE for your child.

We don´t have THE BEST philosophy as our philosophy is just matching for our children, and it is based on their needs.

Self-Independence for our Children

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Independence means active learning. Independence also means that children are good at making decisions on their own, and they are able to find solutions and solve problems independently. In our kindergarten the children will gain the freedom of their body and soul through developing their independence.

The environment of the kindergarten and the interaction in daily life also promote this development. Demonstrations from teachers and parents and educational instruction principles, and also guidance in daily life activities will also help them find their independence. Supporting the development of independence includes 3 aspects: self-serving competence, young children’s awareness of independence (mental independence), and competence to solve problems independently.

We provide children as much help as needed with the least help as possible to encourage them to try out their abilities, reach high self-esteem, trust and confidence. Our children will be guided to independently eat, go to the toilet, change clothes, do art crafts, clean themselves and their body (nose), draw, write, change shoes, clean up, clean the environment around them, solve conflicts, compromise, and do simple housework (mop after spilling water, clean the table, pour water, prepare food, toileting, set the table and more).

We guide the children to do it on their own by encouraging them verbally, and, if needed, show them how to do it, and overtake the “not possible” step for them until they can do it on their own.

We encourage our students to ask for help before we give them our helping hands, to let them feel the need of help and the independence to organize help by themselves. We organize the classroom, all areas in the school, and our activities in a way that children can do as much as possible by themselves by using their hands, their minds and making their own choices, e.g. by using picture labels, duty charts, children´s pictures, and by placing everything at kids´ height.

Children learn to be responsible for their actions by getting responsible tasks to fulfill and feel appreciated and proud of, e.g. planting plants, being the superstar and lining up the kids, setting the table, and serving drinks and food. Instead of any punishment, we encourage the children to make it good again after any behavior or failed action, and review by pointing out the natural consequences, e.g. breaking a book/toy and take it home to repair it, hurting another child and find something which can make them happy again, interrupting the class and then leave the class for a while to calm down.

Children learn that their minds are important and meaningful. Our teachers are interested in your child´s mind, and whenever a child asks us a question, we will first ask back, “What do you think?”. In that way, we encourage the child to build up their own thinking and ideas and feel proud of themselves.

We encourage our children to discuss with us instead of just obey, follow and copy our behavior. We truly believe that it is important for the children to really understand what they are doing, ask questions, and bring up arguments, if they are unclear about something. Like this we can educate intelligent and independent‑minded students.

If children struggle with a situation, or feel uncomfortable about it, we guide them to not just focus on the result, but the whole procedure of problem solving, and to keep asking them for their opinion and their feelings. We do not solve the problems for our students, but provide them with our help to let them solve it on their own to make them feel proud. We do not expect that kindergarten children can solve problems at an “adult” speed, and we are patient with all children.

We give our children the freedom to move as we never carry them. If children are sad, we give them a hug, but as long as their legs are not hurt, our children will walk by themselves so they always have the possibility to move their bodies. We will never use force to influence our students. Carrying a child means taking their freedom away to move freely.

For the development of self-independence, uniformity is very important. We do wish to get your full cooperation to let the children grow up independently and follow our curriculum at home.

Body, Movement and Health
Natural Science and Basic Technology Experiences
Basic Experiences in Mathematics
Speaking Three Languages
Language, Writing Culture and Literature
Body, Movement and Health
``Movement is a fundamental form of thought``

Gerd E. Schäfer

Everything that a child experiences, they experience with their whole body.

In the first 6 years learning is especially connected with movement experiences. How can I move my body? How does my body relate to the room? Where does my body begin and where does it end? How does it feel if I change my movement?

Movement is a basic need in every child and an important area of learning, which should be strongly encouraged. Opportunities to move and experience their own body can be the base of a child’s confidence and physical comfort. A lack of these opportunities can lead to postural deformity, under-/overweight, low immunity, fluttering, feeling floppy caused by lack of muscle. This can also lead to decreased learning opportunities. The importance of children feeling comfortable in their body in their educational environment can be clearly seen as the children are more curious, interested and open to learning.

Movement should not only be explored in P.E. lessons, but should also be combined with different educational contents. Learning should be a process of movement and movement should inspire learning and make it more fun.

This education area also includes health education, personal hygiene and balanced diet. This creates the perfect base for health and well-being.

Natural Science and Basic Technology Experiences
``The beginning of all sciences is astonishment that things are as they are``

Aristoteles

Experiments are able to give children the opportunity to pursue their natural inquisitiveness, to discover and explore living and non-living environments. We encourage the kids hypothesize and test their theories.

During preschool we offer various experiments which the children are able to record.

Basic Experiences in Mathematics
``The book of nature is written in the language of mathematics``

Galileo Galilei

It is important that children are allowed to explore and experience time, area, taking measurements and estimating, sorting and comparing in their early childhood.

Through these experiences they are able to develop the basis for understanding numbers and amounts. Our learning stations offer various methods to support these experiences.

Speaking Three Languages
``Multilingualism is a chance and abundance, especially for cognitive processes around the symbol function of language``

Berlin Education Plan, 2004

We will strongly support your child’s first language while they attend our school.  One big advantage for the children is that we offer the opportunity to learn a second or third language. It has been shown that younger children can learn foreign languages more easily and are able to progress quickly with the opportunity to practice communicating in them.

We are able to use varied teaching styles to teach German, English and Chinese. We make use of teaching styles from around the world to support our native speaking teachers when teaching languages.

Language, Writing Culture and Literature

The child has a hundred languages and Education is the attempt to understand these languages

``The barrier of your language is also the barrier of your world``

Ludwig Wittgenstein

The use of language is an important part of human identity. For this reason, the promotion of language is a big part of our daily schedule: through reading and telling stories, learning poems and rhymes as well as role play.

We wish to teach children phonological awareness before they go to school because that helps them to easily progress to writing letters and words.

That means our preschool children will first learn how to read and write in their native language (Chinese, German or English). This is ideal preparation for their following years in primary school.

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