Early Years (2-5)

Here, at the AISPP Early Years Centre, teaching and learning is guided by the International Baccalaureate Primary Years Programme (IB PYP) framework and the Australian National Early Years Learning Framework (EYLF). We are inspired by the Reggio Emilia approach through an emergent curriculum. Our daily learning experiences respond to children’s developing strengths and interests. Our programme is child-centred and builds a love of learning through the principles of respect, responsibility, and community through play-based exploration and self-discovery.

The early years are the most important time in a child’s life for learning and development, laying the foundation for all future learning. Within the first 5 years (of age), a child’s brain and body develop faster than any other time of their lives. (This is why we have a very strong emphasis on quality play based learning experiences in the early years.) At AISPP we facilitate learning experiences that support children cognitively, socially, emotionally and physically. Through play, young children develop approaches to learning and connect with key domains of their development (The Early Learner). All members of the learning community value the early years as a time in which play is the primary driver for inquiry.

Our Early Years program has a specific emphasis on inquiry and play-based learning. We recognise the importance of communication, creativity and social and emotional development through play. Play-based learning helps children to organise and make sense of their world. As they engage actively with people, objects and their environment, they are able to create their own understanding of their world. Our aim is to extend and enrich children’s learning from ages two to five years and to ensure a life-long love for learning is fostered. We believe that our program provides all children the best start in life, equipping them with knowledge and skills to create a better future for themselves and for their world.

According to the PYP Early Learner, the key domains of development are as follows:

  • Receptive and cognitive abilities (for example, listening, remembering, thinking, analysing, generating theories, the control of attention and working memory)
  • Representational abilities (for example, using symbolic systems—such as oral and written language, drawing and mathematical symbols—to construct and represent meaning)
  • Relational abilities (for example, the ability to play with peers, sharing and taking turns, and respecting others)

Social and Emotional Learning

Social development is key in the early years as children are naturally inclined to explore, to discover, to play and to make connections between self, others and their environment. Through these interactions, children form their perception of themselves and others in the world (Rushton, Juola-Rushton 2010 as cited in The Early Learner). It is at this stage of development that children develop self-esteem, empathy, compassion and dispositions such as self-management skills, social skills, relationship building and international-mindedness is developed by sharing different experiences, ideas and opinions. We believe children and adults learn alongside one another, through co-construction and collaboration. By creating a nurturing and engaging space that cultivates a love of learning, we believe that our community will be inspired to be active citizens. Children’s learning and holistic development stems from their involvement in play-based inquiries. This is fundamental to our philosophy.

Play-Based Inquiry Learning

Current educational research shows that play is an effective and essential tool for learning. It is the child’s natural method of inquiring about and making sense of the world and it provides a context for learning through which children organise and make sense of their world and develop self-management, social, thinking, research and communication skills.

Play encourages creativity, the development of ideas, builds relationships and supports meaning making. (The Harvard University Centre for the Developing Child)

Sensory and Messy Play and Exploration

Research shows that sensory play builds nerve connections in the brain’s pathways, which lead to the child’s ability to complete more complex learning tasks. Sensory play supports language development, cognitive growth, fine and gross motor skills, problem solving skills, and social skills. Children are natural explorers and enjoy discovering new things through hands-on inquiry. This means that children will use their hands, feet and bodies to explore new textures, sensations and they will come home showing signs of being ‘busy artists’.

Outdoor and Physical Play

Outdoor and physical play is very important in the early years. We see the outdoor environment as an extension of the classroom and we value children to be resilient, courageous and to take safe risks when outdoors. We encourage children to play outdoors in all weather, as we believe that this is important for their learning. When playing outside, children are guided in their development of becoming sunsmart by wearing sunscreen and hats.

Play and Learning

Transdisciplinary play and learning offers young students authentic opportunities to focus on key developmental abilities, offering them opportunities to develop understanding of increasingly complex ideas about themselves and the world around them (The Early Learner). As all children develop differently and at their own rate, transdisciplinary play enables children to learn in a context that is appropriate for them. Here, teachers encourage and support curiosity, creativity and the development of critical thinking skills. Children explore multiple ideas and learn to make decisions about the world and how it works by exploring ideas and inquiries collaboratively.

Primary Years
(Foundation - Year 5)

Secondary Years
(Year 6 - Year 12)

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