Parents, do you wonder how the Kangaroo Kids International Preschool in Annanagar is different from other Preschools, Playschools, Nursery schools and Kindergarten schools in and around Annanagar?
Safe, happy and learner friendly environment.
Alive and constantly evolving curriculum.
Sequentially developed curriculum increasing in complexity.
Children encouraged and supported to learn in their own unique learning styles.
Lesson plans created with Specific Learning Objectives.
Ideal Teacher: Child ratio
Preschool year 1 (Playgroup) – 1: 6
Preschool year 2 (Nursery) – 1: 9
Preschool years 3 and 4 (L.K.G & U.K.G) – 1: 12
Extending Learning beyond the Classroom:
Help children learn more effectively at school by creating episodic memories which include field trips, special days, guest lectures, culminating activities, etc. which relate to the main theme dealt with.
Open Door Policy:
At Kangaroo Kids International Preschool – Annanagar we maintain an open door policy for parents, i.e. there is atmosphere of open communication. Parents can come and discuss any issue they are concerned about.
They can come and watch their children in class on the monitor screen wherever classroom cameras are available and to visit a classroom with permission taken from the centre coordinator. It is a privilege and not a right; hence we have a policy for parents who want to observe classes. Along with this freedom comes responsibility. It is important that parents observe a code of conduct while interacting with staff and students.
Experiential rather than Rote Learning:
Children are explorers and need to use their five senses to process information and learn about the world. At Kangaroo Kids International Preschool – Annanagar, the curriculum provides opportunities to experience concepts to learn and develop. Our facilitators only create an environment conducive for learning rather than focusing on memorizing facts.
Believe in Individualization:
With the firm belief that each child is unique, possessing certain abilities and having particular needs, it is our goal to encourage the growth of the “whole child” – social, emotional, physical and intellectual.
Children are encouraged to explore the different interdisciplinary themes such as Physical Science, Social Science, Earth and Environmental Science and Life Science. They observe objects with curiosity, explore cause and effect relationships and apply this knowledge to a new context.
Theme teaching enhances children’s concept development because it integrates learning from many different curriculum areas simultaneously. We integrate learning with life, through the use of ‘themes’. Thus, the brain is stimulated to make connections to ‘create’. As they participate in reading, math, science activities; they break the boundaries of traditional subject matter.
Visual Arts – Art is a natural vehicle for children to express their feelings. They reflect their thoughts and emotions through their choices of colour, texture and media. The medium of art helps children’s development in all the domains – cognitive, language, physical and social/emotional.
Performing Art – The focus is on understanding the elements of music, using instruments to accompany music or songs and using imagination and creativity to express self through music and dance.
Physical development includes fine motor and gross motor development.
Fine motor development: Children engage in activities such as threading beads, puzzles, sorting, etc. which provide opportunities for hands-on reinforcement of concepts and skills that have been introduced in a whole-group setting.
Gross motor development: Active play is important for health and well-being and for the development of emotional, social, language and thinking skills. This centre involves activities that lead to gross motor development – balance and laterality and eye-foot coordination.
Literacy refers to the reading and writing skills that allow children to communicate with the world around them, enjoy stories and poems, and achieve what is expected of them at school. Language focuses on the oral aspects of communication: listening, speaking and interpreting non-verbal cues to communication.
The focus is on developing language as well as literacy skills. Children are provided with opportunities to express self, participate in conversations, ask questions and use their emerging reading skills to make meaning from print. Language is one of the most important areas of child development. Our communication skills set us apart and it unites us with each other.
Bloom’s taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
We integrate abilities like reading, math, music, movement, and interpersonal relations into our theme based curriculum. This helps to build neural connections between the different centres in the brain responsible for holistic development. The themes are carefully selected to ensure that learning is relative, long term and incidental.
The theory of multiple intelligence’s proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. Child has the opportunity to learn in ways harmonious with their unique minds.
We take in information about our world through our senses – visual, auditory, kinaesthetic, olfactory and taste. We use senses to make connections between what we know and don’t know. Over time we develop certain preferences or perceptual modality strengths.
Will use the high resolution images once shared and create an info-graphic.
Developmentally appropriate practice is carefully planned, intentional teaching based on what is known about the developmental stages and ages of the children we teach. The goal is to bring children to their full potential — cognitively, socially, emotionally, and physically.