"Education is not preparation for life; education is life itself."
JOHN DEWEY
"Children want the same things we want. To laugh, to be challenged, to be entertained, and delighted."
DR. SEUSS
"Education is the most powerful weapon which you can use to change the world."
NELSON MANDELA

EY-PYP: PreK-KG 2

The Little Knights Pre-Kindergarten and Kindergarten program is a child-centered, developmentally appropriate, integrated program of learning for children 3-5 years old. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children. Our learning activities provide children with opportunities for free exploration, cater for children’s development and interests, make use of sensory stimulation and real-life themes, and create a friendly and respectful atmosphere.

Language Arts Goals

The primary language of instruction in the EY-PYP is English, preparing our learners for advancement to Years 1-5 of the PYP.  Arabic, as the mother-tongue, is also taught as well as French as a supplementary language.  Building on the words children have already absorbed through conversation, their speech will become more understandable and reading and writing skills will emerge and advance.  By the end of KG 2, students will have learned letter formation and printing in both upper and lowercase, basic sentence structure, punctuation, and will begin to read age-appropriate material by themselves.

Early exposure to multiple languages gives your child a head start!

Children who learn another language before age five use the same part of the brain to acquire that second language that they use to learn their mother tongue. Research shows that exposure to a second language boosts many cognitive skills including creativity and mental flexibility.  Learning multiple languages also promotes more positive attitudes towards the cultures associated with the languages. Contrary to popular belief, young children are not confused by the introduction of multiple languages at the same time. They naturally navigate multilingual environments, and early exposure prepares the brain to more easily learn multiple other languages later on.

Math Goals

In kindergarten math, children learn the names of numbers and how to count them in sequence. They begin to become familiar with numbers. They should also be able to count objects and begin an introduction to geometry by learning to recognize and name shapes such as triangles, rectangles, circles, and squares.

Learners begin to explore the concepts of addition and subtraction, respectively, as “putting together and adding to” and “taking apart and taking from,” according to the Common Core State Math Standards.

Units of Inquiry

The Early Years PYP is taught using six trans-disciplinary themes which provide the framework for learning:

  • Who We Are
  • Where We Are in Place and Time
  • How We Express Ourselves
  • How the World Works
  • How We Organize Ourselves
  • Sharing the Planet

Within these themes, our young learners explore concepts about personal responsibility, their sense of self and relationship to others, creative expression, and the natural world around us.

Play as student-initiated inquiry

Carefully planned learning spaces have the potential to create conditions that promote inquiry, but it is children’s innate sense of wonder and natural desire to seek answers to their questions through play that makes the process so compelling. In early childhood, play is the inquiry and, while it is important to plan for long uninterrupted blocks of dedicated inquiry time, young children are not limited by the clock. We try our best to have designed centres to provide the children with the opportunity to have the choice and agency in how they spend their time to explore concepts and their surroundings through play. At FIS, we aim to support a sense of focused engagement where learners embrace opportunities to build and apply skills, knowledge and conceptual understandings.