Cambridge International School’s Early Education Program

Early Childhood Program

The key features of the Early Education programs at Cambridge International School are that they incorporate a variety of approaches and learning materials. We combine those early education programs and philosophies that exemplify our mission and vision and which enrich by an ongoing commitment to a diversity of education. There are some specific early education philosophies such as Montessori that is characterized by an emphasis on independence, freedom, and respect for a child’s natural psychological, physical, and social development. In addition to this while children are allowed time to enquire and develop naturally within a stimulating learning environment, structure is also provided in our classes by means of establishing important communication and rationale as the children enquire and discover. Our classrooms therefore, also reflect a high level of interaction between children and teachers. Such interactions include ones that not only arise naturally as the children enquire, but, also those that include pretend play activities to create a diverse learning program. Such activities include sand, water, clay, blocks, puzzles, games, pretend play props, art supplies, books and equipment for physical activity.

Thus while the program allows for long periods of time when the children choose the materials with which they want to play and experiment, classes are also prepared according to the needs of children; where the teachers select materials based on their knowledge of the children and their observations of each child’s capabilities and interests. A skilled teacher for example finds meaningful ways to help each child think. The teacher may ask a child to put a napkin out for each person having a snack. By not telling the child how many are required, the teacher has set up a problem for the child to solve. Because of the meaningful context (having a snack), the child will be motivated to think about the number of napkins and to solve the problem.

Our Early Education curriculum (ages 1-3), includes: Social-Emotional Development, Language Development, Cognitive Development and Perceptual and Motor Development. Our kindergarten curriculum (ages 4 -5) builds on the early education programme and includes: Language Arts, Numeracy & Mathematics, Social & Emotional Skills, Technology & Science, Social Science, Visual & Creative Arts, and Physical Development & Motor Skills.
Our values education helps children learn about themselves and their behaviour as well as being respectful of others. Art, library, music, physical education, and technology are also important areas of our curriculum. Integration of skills and thematic teaching occurs throughout the curriculum. Instruction includes differentiated strategies, cooperative learning and higher order thinking skills to accommodate the different levels and learning styles of the children.

Cambridge Overarching Curricular Principles

The infant/toddler curriculum framework rests on the following principles:

  • Infant/toddler learning and development is grounded in relationships.
  • Emotions drive early learning and development.
  • Responsiveness to children’s self-initiated exploration fosters learning.
  • Individualized teaching and care benefits all children.
  • Responsiveness to culture and language supports children’s learning.
  • Intentional teaching and close social interaction enriches children’s learning experiences.
  • The family is at the core of a young child’s learning and development.
  • Time for reflection and planning enhances teaching and care.


Early Education Mission & Vision

Our indicators of an appropriate early childhood program include:

  • All children, regardless of nationality, will have access to a safe, high quality program with knowledgeable and well-trained staff and educators.
  • A wide variety of materials with which children can play and experiment.
  • Children making choices about activities.
  • Each child’s interests and abilities considered in the teacher’s plans so that each child can experience success and joy in learning.
  • Interaction and communication during task activity to provide meaningful, context based problem solving.
  • Children’s health, nutrition, and social well-being, in an environment that respects and supports diversity.

We also hope, that parents may actively participate in their children’s education so that staff, teachers, parents, and others from the local community, can work together to ensure a high-quality early childhood education for all children.