ELC FAQs

The NIS ELC follows the IB Primary Years Programme (PYP) Scope and Sequence for all subjects, including Math and Language. We believe that effective teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with one’s self. Such learning is relevant, engaging, challenging and significant. We believe exposure to and experience with languages, with all their richness and diversity, creates a spirit of inquisitiveness about life and learning, and a confidence about creating new social interactions. Language provides a vehicle for children to engage with the world and, in an IB World School, to relate to, and accept responsibility for the mission of the IB to “help to create a better and more peaceful world”.

In the ELC we focus on teaching language as a whole, rather than separating it into different elements such as phonics. Literacy is integrated into many aspects of the program through Units of Inquiry, projects and stand-alone learning engagements. Teachers plan learning experiences that enable children to develop language within meaningful and enjoyable contexts, allowing them to make connections, apply their learning, and transfer their conceptual understanding to new situations.

Similarly, mathematical learning takes place in a variety of contexts within the program. Most of the math related to data handling, pattern and function, and shape and space is incorporated into the Units of Inquiry and projects. Stand-alone learning experiences are also provided to promote the development of number-sense.

In both language and mathematics learning, the progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.

Throughout Preschool and Kindergarten we expect children to work towards being learners who are independent, curious, resourceful, and who attempt to solve problems on their own.  We encourage them to explain their thinking when they make a choice and to interact and collaborate with others.

Some children may struggle in one specific curricular area in particular, for example language or math, while others may struggle with skills, such as critical thinking, problem solving, gross and fine motor skills, or social/emotional skills. We primarily use the IB Primary Years Programme Scope and Sequence to evaluate children performance.  

At NIS we have a strong Student Services Team who work alongside classroom teachers. One member of the SST works regularly with the ELC staff and children. In Preschool and Kindergarten this extra support often focuses on social-emotional or behavior issues. Additionally, specific English language support is also provided in Kindergarten.

Early childhood research has shown that a mix of ages and children with different skills and abilities is better for all children in the classroom. Older children act as role models for the younger children. This provides the younger children with opportunities to pick up on cues and follow more experienced classmates. The older children gain the opportunity to demonstrate and explain their learning and understanding, which is an important step in processing, synthesizing and using new knowledge and understanding. 

There are a few times during the day, such as morning meeting and story/singing time, when all of the children are part of the same activity. However, throughout most of the day, children are encouraged to make choices about how to spend their time and what inquiry they would like to focus on. We do this by providing an environment that is carefully planned to encourage curiosity, questioning and inquiry. We also offer opportunities to participate in small group work facilitated by teachers. Through this environment and small groups, teachers are able to help children develop the attitudes and skills needed for their future learning, such as self-management skills, critical thinking, asking questions, problem solving, communication skills and a sense of ownership in their own learning. Each child is an individual with their own theories, motivations and ways of learning. The varied learning engagements in the ELC ensure that all children have opportunities to pursue their interests and learn in ways that are most effective for them.

Young children learn best through hands on experience, by having the opportunity to create their own theories and test them when playing with a variety of materials and resources. They also learn more effectively when they can make connections between their previous experiences and new encounters with situations, materials and ideas. The ELC environment is carefully planned to promote a range of experiences that allow children to pursue their interests, make connections and develop their own theories. These opportunities also encourage the children to develop their ability to focus for longer periods of time. As children become interested, excited and sometimes even frustrated they are motivated to pursue activities and sustain their focus in order to achieve their self-determined goals.

As children play they explore and discover new things; they develop theories, test them out and come to new understandings. These experiences have an essential role in the development of thinking skills, problem solving, investigation and inquiry. Through play the children learn the skills that are necessary to be a successful, independent learner.

The environment in the ELC, both inside and outside, is designed to invite inquiry, curiosity and opportunities to explore. The children have time to develop relationships with the space, the materials and with each other. These relationships influence the ways children play and the types of learning they are exploring through their play. For example, playing in the block area is likely to foster mathematical or scientific play that involves gaining understanding of the shapes of blocks, how they connect together, how to create a balanced structure and how to solve problems.

Young children need to gain confidence in their abilities to begin to view themselves as capable readers and writers.  If teachers continually correct their writing they may become too self-conscious and this can actually hinder their learning. In the ELC, at this stage of their development, we are more interested in the children’s ideas and their thinking process rather than the final product.  

Reading skills go deeper than decoding words – children also need to develop comprehension skills in order to understand what they are reading and what it means to them. The skills involved in writing are also complex as children need to have well developed fine motor skills in order to be able to use a pen/pencil effectively. They also need to develop ways of expressing their thoughts and ideas so that they can also choose to communicate these in other ways such as verbally, drawing, or painting for example (please see section about The Hundred Languages) . In the ELC we focus on developing these foundational skills which will allow the children to be successful both academically and outside of school.

Our Approach to English Language Instruction in the ELC

English language skills are taught through a holistic and integrated approach. Language concepts are taught throughout the day in a variety of contexts and integrated within a co-constructive approach to learning.  This approach to learning communication skills contextually within the broader perspective of the philosophy of Reggio Emilia deemphasizes the more traditional methods of learning languages that follow a specific phonics, “Letter of the Week” or worksheet-based type of program to learn language.

To develop English language skills teachers work with children to co-construct their learning, and utilize teachable moments that emerge from an inquiry-based program. Teachers interact with children individually and in small/whole group sessions to teach targeted language skills in context to what is being studied. In this way, vocabulary and language usage is developed in a way that is more developmentally appropriate, meaningful and relevant to each child.

A child-centered, literacy-rich environment encourages children to explore and interact with materials that support their development of reading, writing and speaking both independently and in small groups.
 

Mother Tongue/Home Language

Though the language of instruction at NIS is English, we value the many different languages our children bring to our community. In school, we encourage children to express their thoughts, feelings and ideas using all of their languages, both verbal and non-verbal. We ask parents to continue to use their mother-tongue language at home so as to continue their child’s growth in all of their languages. It is important to have a strong mother-tongue as this will be the language through which a child builds understanding and makes connections too throughout their life. In the ELC where necessary and possible, teachers will use a children’s home language to help them develop a better understanding of concepts being explored, as this helps to strengthen both languages and build connections between them. This strategy also helps children’s emotional and social growth by making their first language and cultural identity a valuable part of our community. Children understand however, that teachers expect them to attempt to communicate in English, and that when they are in a group of children who have different mother-tongues everyone should try to speak English so as to be inclusive.

Children’s natural curiosity should be encouraged by allowing them to explore their surroundings, ask questions, play, and experiment with new concepts. Parents are strongly encouraged to read daily with their child either in English or in their mother tongue and proactively encourage and model reading at home. The children need to see their parents enjoying reading too! This will provide your child with the best environment possible to support the development of literacy skills that will last a lifetime. Reading – in any language – is a key skill and one that should be nurtured both at home and in school.  

Each week, ELC (Preschool and Kindergarten) children visit the school library and choose books to take home. In Kindergarten the children also have leveled home reading books. Children choose which book to take home but teachers ensure that books are at an appropriate level. These books begin with wordless picture books and move progressively through different levels from one word per page to full sentences.

As stated above, our only expectation at home in terms of English literacy is to read regularly. If a child’s home language is not English, we do not expect parents to speak English at home with their child.  It is important that children continue to develop their mother-tongue.

The focus of the PYP curriculum is on critical thinking and developing understandings, which go well beyond memorizing facts and pieces of knowledge. Mathematic skills and thinking is integrated into many of the projects and Units of Inquiry, and we also incorporate stand-alone math inquiry into our program. It is important that children engage in a variety of opportunities to develop their understanding of numbers, the connections between them, and different math concepts such as using data, patterning and shapes. Through play and inquiry the children develop conceptual understandings that help them make sense of facts and knowledge as they encounter them both in the ELC and beyond.