The overall philosophy of our two-year old programme is to learn and grow together through active play in an enriching environment. The purpose of our programme is to foster competence in all aspects of life. It is very much aligned with our IB Primary Years Programme (PYP) which starts at age three (K1) in that we cover four units of inquiry with big ideas for the children to explore.

Our Kindergarten teachers are PYP trained and are aware of the importance for total development of each child's physical, emotional, social, academic, creative and cognitive self. It is an inquiry-based programme where we allow the children to explore and make choices within a framework. Children start to develop some of the IB Learner Profile attributes and IB attitudes through the carefully planned learning activities. As the child actively engages in play, he/she will inquire and it is through this trial and error stage that they develop critical thinking skills that allow them to build on their knowledge.

A child learns a step at a time and the curriculum plan reflects this philosophy as it is age-appropriate and geared to the needs of the individual child. There is an atmosphere of acceptance and approval, so that each child feels confident to present him/herself. This enables the child to express his/her true feelings and to enhance self-awareness.

We understand that for many families, this is their child's first step to education. Hence our Kindergarten teachers work very closely with the parents, offering guidance to discipline, eating habits, toilet training and other power struggles that often happen in the home. The success of every Kindergarten learner is the result of home-school cooperation. We look forward to having your child join us.

To inquire more about the Kindergarten programme, please contact Connie Chan, Early Years Coordinator at

Why Play Is Important in Preschool Classrooms?

By Leslie Garisto Pfaff from Parents Magazine

According to many early-childhood specialists. "For kids under 5, play is the foundation for creativity, constructive problem solving, self-regulation, and learning as a whole," says Susan Linn, the author of The Case for Make Believe.

Play also helps young children master the skills they'll need for academic subjects later on. Storytime advances pre-reading skills like rhyming, wordplay, and the ability to follow a plot. A simple activity like playing with soap bubbles can stimulate science learning, while building with blocks establishes a foundation for understanding geometry. Repetitive play (such as putting a puzzle together, taking it apart, and then reassembling it) hones motor acuity, while unstructured group play boosts kids' social skills.