Our PhilosophyInspire Delight, Curiosity and Inquiry in Classroom
Children between the ages of One and Six do not learn because they are taught. They learn as a result of their own doing…through actions, relationships, inquiries, opportunities, and repetition. This knowledge is the foundation of CIPS’s emergent curriculum.
Our teachers become research partners with children, seeking answers to questions and supporting investigation. Our school is their laboratory, offering the materials and tools to inspire each child.
Young children develop an astonishing number of brain cell tendrils called ‘dendrites’ during these years. ‘Dendrites’ grow when learning occurs, connecting one cell to another in very important and lasting ways. Without these connections, brain cells die.
Children learn (and therefore develop brain cell connections or dendrites)
- Run jump dress up speak
- Socialize read listen sing
- Paint catch kick hit
- Throw climb observe swing
- Question scream pull push
- Rhyme create shape and more…
When children experience delight and a sense of success during these activities, their brain cells establish permanent ‘connections’ between the activity and the feelings of delight and success it inspires. If activities at school ( and at home) result in negative feedback, boredom, memorization or lack of stimulation and motion, the child’s brain cells establish permanent negative associations with school and ‘learning’.
Therefore, at CIPS, our first and most important goal with emergent curriculum is to inspire delight, Curiosity and inquiry in the classroom. Doing so has been proven to build intrinsic motivation (Coming from within the child) and a long-term love of learning. These are the greatest gifts our teachers can give a child in preparation for their primary school experience .
Reggio Emilia Approach
"Each Child is viewed as infinitely capable, creative and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways."
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