Symbiosis International School

An IB World School
Grooming a Vibrant tomorrow...

Symbiosis International School

An IB World School
Grooming a Vibrant tomorrow...

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IB Early Years Program

The Early Years Program

The PYP defines the early childhood years as those from three to five years.Research by the Centre on the Developing Child, Harvard University, indicates that for children to reach their full potential, they need stimulating and appropriate experiences in the earliest years, when their brain is optimally programmed to benefit from these experiences. These very young learners need stimulating, supportive interactions with their peers and teachers and the effective use of curricula. The early years settings of the Primary Years Programme (PYP) provides schools with a thoughtfully designed way to give 3-to-5-year olds varied learning experiences. We believe that each child is a unique being and brings to the class their own knowledge, experiences, interests and questions and their own style of learning.

The PYP Learner Profile for Early Years

The PYP transdisciplinary framework offers young students authentic opportunities to focus on key developmental abilities. The IB knows that young learners are intelligent, resourceful and creative individuals who grow, develop and learn at different rates. They explore their environment and learn about their world through play and relationships with peers, teachers, family and community members. Early learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place in dynamic environments that promote play, discovery and exploration. The PYP learner profile for early years aims to develop learner who are:

  • an inquirer, when he or she shows interest in the world, asks questions and actively enjoys learning
  • a thinker, when he or she develops theories of cause and effect, sorts and classifies, and shows interest in big ideas
  • a communicator, when he or she engages in discourse, manages social interactions and expresses thoughts through verbal and graphic languages
  • a risk-taker, when he or she tries new ways of doing things
  • knowledgeable, when he or she knows and understands significant content
  • principled, when he or she begins to see another child's point of view, is honest and begins to show a sense of fairness
  • caring, when he or she shows sensitivity towards the needs and feelings of others, and is able to be a part of a community of learners
  • open-minded, when he or she is open to new experiences and to the beliefs and ideas of other children
  • reflective, when he or she is able to think about behaviour and if necessary, work on some strategies for change
  • balanced, when he or she works alone and in groups showing control of feelings in dealing with other people; and engages in a balance of quiet and dynamic activities, and gross-motor and fine-motor skills

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