Kïdo Education Pte. Ltd., #18-00 Clifford Centre, 24 Raffles Place, Singapore

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© 2018 Kïdo Education Pte. Ltd.

The 21st Century Early Years Pedagogy

The most comprehensive program for children under six, compatible with any school system, anywhere in the world

KEYS: The Kïdo Early Years System

 

Our immersive teaching programme awakens a love of learning within children at an early age

 

We’ve created a modern early childhood learning system, integrating the best practices of teaching philosophies from around the world.

Wherever we operate, we ensure our teacher to student ratios are appropriate (and usually higher than the national averages), so that each child receives the attention they need.

 

Our framework of observation and assessment is designed to adapt to each child’s interests and personality, resulting in a truly customisable programme

Our World, Our Ideas

Our 4C’s, the Image of a Child, and the Role of a Teacher are the cornerstones of everything we do. In order to create, develop, and promote well-organised minds our students learn to solve problems both inside and outside of the classroom using their own resources. The teacher takes full advantage of the educational space and becomes a companion on their students' learning journey.

OUR PHILOSOPHY

 

The Kïdo Early Years program is designed to adhere to the tenets of our core philosophy - encapsulated in the 4Cs, the Image of a Child and the Role of the Teacher.

The 4Cs inform the way we educate and care for the children, communicate with the parents, and structure our curriculum:

 

Care - forms the basis of everything we do, from designing learning environments to safety and security to every aspect of the child's developmental journey;

Communication - effective, constant, and personalised to build trust between the school and parents, and allow learning to continue at home in a manner that best fits the child;

Customisation - of as many aspects of the program as possible, to allow each child to learn and develop in the way that best suits them; and

Curriculum - a combination of free and structured play, drawing from the best pedagogies across the world.

The Image of a Child defines for us the qualities and attributes we want each of our students to graduate with, and inform every aspect of our teaching practice and curriculum. 

The Role of the Teacher is absolutely key in child development. Our training and program is designed to help teachers accomplish the twelve Roles of the Teacher to the highest degree.

KÏDO EARLY YEARS FRAMEWORK

OUR MAIN METHODOLOGIES

 

Problem-based learning

This reverses the traditional sequence of the teaching-learning process. First, it presents a problem and then it requires the student to identify how to solve it. The process is developed in small groups, in which the students learn cooperatively, looking for the resolution. The role of the teacher is to facilitate the learning process.

 

Thinking-based learning

We want children to understand that whenever they observe something in detail, ask questions or look at things below the surface, they have to identify and explore multiple perspectives. They need to establish connections, create explanations, evaluate, visualise and make them clearer.

An example of this can be ‘comparing and contrasting’ – a thinking skill used to observe two objects, analyse ideas, or situations and discover similarities and/or differences.

 

Developing our children

We focus our efforts on developing four fundamental areas via four learning pathways.

In doing so, we unlock their potential across eight specific areas of development. Children progress through their learning journey until they are six years old, working through a number of goals.

 

THE FOUR FUNDAMENTAL AREAS

 

Creativity and imagination

Unlike many other learning programmes, we place creativity as a fundamental area of development. We encourage children to use their natural curiosity and imagination in problem solving and other academic pursuits.

 

Physical development

We provide structured exercises in our own K-Gym facilities, helping to develop the child’s fitness and motor skills. Several of our schools feature multisport activities run by acclaimed professionals, and where possible, swimming is integrated into our programme.

 

Cognition, language and communication

We help develop your child’s language growth at an early level. The base for communication is built before a child can even speak, and what they learn during this time serves as a foundation for their reading and writing abilities.

 

Personal, social and emotional development

We ensure that children are in an environment that focuses on them as an individual, providing a fun-filled and loving experience. We focus on their social and emotional development during their early years, in order to build their self-esteem and confidence.

 

THE FOUR LEARNING PATHWAYS

 

Interactive learning

Children learn from social interaction and the environment.

 

Playing and exploring

Children learn through play.

 

Creating and thinking critically

Children learn through experimentation with the fine arts.

 

Reinforcement

Children enhance memory through repeating what they have learned

 

THE EIGHT SPECIFIC AREAS OF DEVELOPMENT
 

Writing

Understanding the world

Confidence and public speaking

Self-expression

Science and technology

Mathematics

Logic and reasoning

Reading and language arts

DAYS AT KÏDO

Our school year is divided into six cycles, each lasting six weeks. At the end of each cycle, parents are given a portfolio of their child’s work. Weeks are divided into two different types of day:

Skills Days

These days are dedicated to our exclusive education programmes, which have been built for a variety of subjects.

These programmes include; K-School, which focuses on literacy; K-Math, which boosts their maths ability; K-STEM, which teaches them science and technology; Studio-K, which develops their creativity; and K-Gym, our physical education programme.

We use different learning stations for each activity, and combine sensory play, guided learning and workbook activities.

Children are engaged at Circle Time with a group challenge based around a particular theme. They are then invited to work at the different Creative Stations where they participate in hands-on activities independently.

Finally, children will gather for Reflection and Closing Time. We engage them in a conversation about the things we’ve learnt, what we enjoyed the most, and why.

 

Explorer Days

Children tackle adult-led Project, Problem and Inquiry-based Learning programmes.

These challenges integrate all the knowledge children learn during the Skills Days, in a more immersive and multi-disciplinary way.

Over the course of six weeks, children will develop a project through arts and crafts, maths, science, literacy or music-related activities.

Each activity highlights specific learning intentions, key vocabulary and the multiple intelligences involved.

OBSERVATIONS AND ASSESSMENTS

The observations and assessment framework underpinning KEY combines influences from the British EYFS, the Australian Early Years Learning Framework, the Singapore NEL Framework and the USA based NAEYC. By taking best practices from around the world, we ensure that observations are detailed, developmentally appropriate and allow children to graduate to any primary years framework in the world.