Early Childhood Years

The ECY seeks to build upon the creativity and the joy of discovery in every child in order to allow the positive development of each child’s potential in the formative years. The philosophy is to provide a nurturing, secure & positive educational environment so that each child will be cherished and encouraged as we celebrate every step of his or her growth and achievement in a unique way.

Our students are actively involved in a dynamic curriculum that is designed to cater to “turning on” the eight multiple-intelligences or eight kinds of “smart” found within each child; BodySmart, WordSmart, PeopleSmart, SelfSmart, ImageSmart, SoundSmart, LogicSmart, NatureSmart.

Our students are actively involved in a dynamic curriculum that is designed to cater to “turning on” the eight multiple-intelligences or eight kinds of “smart” found within each child; BodySmart, WordSmart, PeopleSmart, SelfSmart, ImageSmart, SoundSmart, LogicSmart, NatureSmart.

ECY Curriculum

Our curriculum encompasses inquiry, proactive discussions and creativity. Learning activities encourage autonomy, risk-taking, responsibility, and conflict resolution in order to provide the students with a sense of achievement. Learning is based upon exploration, observation, imitation, self-discovery, manipulation and direct experience with interesting resources.
Play  is  encouraged in  both  indoor  and outdoor settings so that our students are able to use the environment to solve problems in an enjoyable way. Laughter and fun are parts of our learning atmosphere. The classrooms are comfortable, clean and stimulating.

Our teachers use a variety of strategies including individual, small and whole group activities, a balance between structured & non-structured experiences as well as provisions for quiet time, to cater to all learning styles and development levels. While respecting the student’s first language and encouraging the practice of Mandarin, teachers are committed to reinforce the use of English Language throughout the School.

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