The document summarizes the curriculum and daily activities at the EtonHouse Pre-School in Newton. It describes the school's curriculum approach, which is based on best practices from the UK and IB. It provides details on the daily schedule, including activities like music, water play, circle time, outdoor play and Mandarin/Japanese lessons. It also describes assessments of children, teacher-child interactions, and the variety of toys, materials and resources available to support learning.

1. Field Visit to EtonHouse Pre-School (Newton)

4. EtonHouse Happy Secure Caring Rich Learning Environment

9. Timetable for the dolphins: a common timetabling for Nursery’s Nursery 1 Dolphins **Please note that activities and time may change due to the children’s interests and needs. Time / Day Monday Tuesday Wednesday Thursday Friday 8.30 am Indoor activities - puzzles, manipulative play, construction toys, dough play, drawing, easel painting, Home corner. 9.00 am Music Water Play Circle Time / Registration / Songs & Rhymes Sand Play Circle Time / Registration / Songs & Rhymes 9.30 am Toileting / Outdoor Play 10.00 am Mandarin / Japanese Lesson 10.30 am Tidying Up/ Snack Time 10.50 am Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry 11.50 am Tidying up / Toileting / Lunch 12.15 pm Home / Buses

10. Block timetable: the teacher can choose which lesson she wants to do in class. Time / Day Monday Tuesday Wednesday Thursday Friday 8.30 am Indoor activities - puzzles, manipulative play, construction toys, dough play, drawing, easel painting, Home corner. 9.00 am Music Water Play Circle Time / Registration / Songs & Rhymes Sand Play Circle Time / Registration / Songs & Rhymes 9.30 am Toileting / Outdoor Play 10.00 am Mandarin / Japanese Lesson 10.30 am Tidying Up/ Snack Time 10.50 am 11.50 am Tidying up / Toileting / Lunch 12.15 pm Home / Buses

11. Toilet Bulletin board Windows Bulletin board Bulletin board Bulletin board Mat Mat Cabinets for toys Cabinets for teacher’s resources Library Shelf Shelf for construction toys Home Corner

12. Toys, Material Available in Class Open-Ended Toys

13. Types of Toys

14. Home Corner

15. Stored In The Cabinet

16. Library Corner

17. Stationeries

18. Visual Display

19. Children line up in an orderly manner after music and movement class.

22. Settle down – Ready for snack

23. Fig 1: Teacher modeling as she encourages the children to repeat the song and the actions. Fig 2: Teacher waiting as the children think and take time to answer. She praises them each time they give an answer.

24. Fig 3: Teacher sits at the eye level with the children. While engaging them in the lessons. Fig 4 : Teacher talking to this child who seems to withdraw himself from the class activities. She prompts him but leave it to his choice to participate. Fig 5 : Teacher carries the child who’s withdrawn and encourages him to join the class.

25. Fig 6: Children and teacher sings songs during transitions. Fig 7 : The child explaining what happen and teacher consoling her. Teacher stroke the girl and reassured her. Fig 8 : Teacher at the same time explaining what the child could have done to prevent herself from falling down.

26. Fig 9: Teacher maintaining eye-level as the child shares her view on what she likes to play. Fig 10: The teacher catches them being good and lead them on what they can do to help themselves. (self help skills) Fig 11: Teachers making the child feel comfortable and give opportunities for her to speak though she took her own time to answer.

27. Fig 12: Incidental learning, teacher and the children saw a insect and took it the class and discussing on what the insect was. Fig 13 : The teacher actually allowed another child to comfort the child who had a fall. She acted like she doesn’t know and let them solve their problem. Fig 14: As the child questioned teacher’s work, the teacher asked her the question back, making the child think and reflect as well.

28. Teacher simplified and explain even the actions to the children, creating a very interactive lesson. Fig 16 : Teacher prompt children on different level of thinking. (scaffolding) Fig 17 : Teacher at the same time explaining what the child could have done to prevent herself from falling down.

29. Fig 18: the child was comfortable on sharing her ideas with the teacher who portrayed good listening. Fig 19: The snack time was more than just having snack, teacher and children were engaged in good conversations. Fig 20 : Teacher did not help the child but yet guide them on how to wear the sandals.

30. Young children are active participants, they socialize with people around them and at any enviro nment. Childhood socialization include:-

31. Learning from each other

33. Exchanging gestures, ideas, opinions and negotiating Problem solving

34. Turn taking Sharing Helping

35. Caring Companion

36. Friendliness Cooperation Responsibility Independence Self-Controlled Behaviour

37. Interaction time *Music time / Circle Time / Outdoor Time / Reading Time / Snack Time

41. Children learn different skills through play activities.

42. Songs , books, toys, language, math and science activities were planned around the theme on animals.

43. Children participate in hands on activities

45. Various ways of communication

48. An elephant with a long trunk Look, my elephant’s spraying water through its nose! I am stomping like an elephant Cocka-do-da-do... I am a rooster flapping my wings

50. Rafaela demonstrated to her friends how to do the paper marché . Violà! Our paper marché elephant!

52. Ahan doing a number matching activity Mmm… check on this side first. Yippee! I got the correct answer!

53. Individual Portfolios Types of Record Keeping, Assessment & Observations

54. Summaries

55. Work Samples Compilation of Portfolios

56. Individual Assessments

57. Group Assessments

58. Checklists

59. Anecdotal Records

60. Taking Photographs

61. Taking Videos

62. Use of Sticky Notes

72. Parental Involvement Healthy Food Teacher-child interaction Teacher’s dedication

73. Advantages of the Progamme are:-

75. Toy and Materials in the classroom Varieties of Open-ended toys Varieties of materials in Dramatic Corner Colourful Picture Books at the Reading Corner

79. Record keeping, assessment and observation strategies Individual Portfolio Individual Assessment Group Assessment Anecdotal Record Checklist

80. Room for Improvement Currently all table toys are kept in the cupboard. Suggestion - Table toys should be place on open shelves so that children can access them easily Currently stationery are all kept in containers with tight lid. Suggestion – Stationery container should not close with lid and are encouraged to collect their stationery themselves.