VISION OF PRE-SCHOOL EDUCATION

Our Pre-school education envisions promoting access to joyful, equitable, inclusive and contextualized learning opportunities for ensuring holistic development of all the children between 3 to 6 years of age. It is achieved by involving parents and teachers in providing an emotionally supportive, culturally rooted, child centric and stimulating learning environment. We also aim to develop healthy habits, good values, thinking skills, effective communication, creativity, literacy, numeracy, technology and socio-emotional development. The overarching aim of Pre-school education is to prepare the child for school education and providing strong foundation for all round development and lifelong learning.
 

OBJECTIVES OF PRESCHOOL EDUCATION

To enhance the all-round development of a child’s personality, inclusion of safety, happiness, healthy attitudes, life skills and values and holistic development of the curriculum which will enable to positively transform overall learning experiences.  
To lay the foundation for a healthy, productive, and satisfying life in the future by enabling the children to develop her/his maximum potential through, physical well-being, health and motor development.
To lay more emphasis on connecting knowledge with its real-life application where a learner actively involves and motivated in the teaching-learning process which helps in increasing knowledge and retention. 


CURRICULUM AND PEDAGOGY

An integrated curriculum is designed as per National Curriculum Framework (NCF) 2020 to facilitate our toddlers to develop the connections between theoretical concepts and real-world applications and through creative play, well thought out games and activities with suitable adaption for our children using cognitive and working skills. Our curriculum is basically a set of teaching methodologies in guiding teachers throughout the year. It helps teachers to create an enabling environment in the classroom where they can help children play, learn & raise into happy children. The set curriculum helps teachers to guide, support and executing the appropriate teaching for the teachers. The curriculum has been crafted using thematic approach and is Contextualized to address the specific circumstances of diverse learners with the curriculum enhanced in relation to their context. In JPSGN - PRESCHOOL, the curriculum is set in such a planned and brilliant way from – 

-PRE-SCHOOL – I (NURSERY)
-PRE-SCHOOL – II (LKG)
-PRE-SCHOOL – III (UKG) 
that at the end of the academic session that it unfolds each child’s innate potentials in all the domains of the development. 

JPSGN PRESCHOOL is totally based on activities like play-way, learning by doing, experiential, exploration method. Initially when a child arrives, he/she is made comfortable through various play-way techniques by teacher by which she tries to create a bond and happy environment in the class through Ice-breaking activities. The process takes a week’s time or more, depends on child to child. Same process goes with PRESCHOOL I, II AND III. Through creative play, well thought out games, and developmentally appropriate activities, children are equipped to enhance their working memory and acquire self-control. The present curriculum aims to integrate various domains of development with set objective and the expected learning outcomes in ways that are compatible with the natural learning behavior of young children in this age group. The syllabus is planned yearly – month wise which have also shared with parents and also been prepared in daily schedule by teachers for themselves in the form of Daily planner along with skill development, subject and art integrated activities.


DEVISING THE DAILY SCHEDULE

A daily plan / schedule is prepared by all the mother teachers on the basis of activity and LSRW skills to provide- 

  • Specific activities, academic work and play which varies for classrooms catering to different age groups. A well-designed schedule not only provides for systematic planning, but also allows the teacher the flexibility for effective implementation of the plan. 
  • Daily scheduling allows time for the teacher to observe the learners closely and work with them one to one (child centered) i.e.- Individually and in groups.
  • Determine the needs and interests of each child as well. 

EARLY LEARNING OUTCOMES

Our Early Learning Outcomes are the expectations for the learning and development of young children. We try to define what children should know and be able to do tasks by the end of a session confidently through enhancement of their LSRW skills, Motors skills and effective communicators through public speaking activities, etc. Our teachers align instructions and opportunities for play, exploration, discovery, and problem-solving in order to achieve the learning outcomes.
 

PHYSICAL DEVELOPMENT

From kicking and squirming, to holding objects, crawling and standing, the development of fine and gross motor skills starts in the early years. Fine motor skills refer to small muscle’s groups, including hands, wrists, fingers, feet and toes. Gross motor skills are to do with large muscle groups; including the coordination of arms, legs and other large body parts. 
At JPSGN each child also gets an opportunity to develop and demonstrate their skills through various activities like sports, dance, music, sports and games. 


 

SOCIO-EMOTIONAL AND ETHICAL DEVELOPMENT

In early year Children start understanding and develop bond among family, friends and teachers. At JPSGN in alignment with ideology ‘NURTURING WITH CARE’ we motivate children to identify their Social- emotional skills and develop the bond through various art integrated activities like Ice-breaking, Simon says, Chinese whisper, My Best Buddy, My Fab Family, Mother’s Day, Labour’s Day, Earth Day, Fruits & Vegetable market set-up, etc. which they depict and express through words and pictures. 
In their formative years children are able to identify their emotions through pictures. Our aim is to attune emotions which are a vital building block for emotional intelligence. Once a child starts identifying his/her emotions, they begin to develop self-awareness and surroundings. 


AESTHETIC AND CULTURAL DEVELOPMENT 

Our Preschoolers are involved learners and we provide them the window to connect with their immediate environment. As per NCF for Foundational stage children develop abilities and sensibilities in visual and performing art and express their emotions through art integration, meaningful and joyful ways. They also explore and play with variety of materials and tools to create artworks in varying shapes and sizes.
Children have been given exposure through contextual learning method to participate in various activities related to their surroundings and community. Here we encourage children to innovate and work imaginatively to express ideas and emotions through various art activities like – celebrating Diwali, Janmashtami, 15th August, Christmas, Halloween, happy thanks giving day, painting, drawing, coloring, craft and community helpers, etc.  


LANGUAGE AND LITERACY DEVELOPMENT

Language development refers to children’s emerging abilities to understand and use language. Emerging literacy refers to the knowledge and skills that lay foundation for reading and writing. At JPSGN we encourage children to listen and speak rhymes, stories and simple songs. Also encourage to think and help them communicate fluently. Children who come from different set-up or communities are encouraged to understand the instructions through actions and expressions which highly enable them to understand the language and communicate the same. 
We at Jaypee gives immense exposure to children through contextual learning and various activities like public speaking, newspaper reading, LSRW skills, recitations, storytelling, circle time group discussions and participations.  


COGNITIVE DEVELOPMENT

Children make sense of world around through observation and logical thinking. Environmental awareness, development of scientific, mathematical/numerical, thinking and reasoning to prepare child for smooth transitions from home to schools and from preschool to primary school. We prepare children through various mathematical problems related activities such as game-based concepts, classifications and measurements of shapes, colors and sizes through sorting and grouping of objects and items. Enabling them to relate each mathematical concept such as Number names, pattern with shapes/sizes, sorting, grouping, comparisons of numbers/genders/quantities, what comes after/in-between/before through fun and skill building activities. 


 

POSITIVE LEARNING 

Children develop the habits of learning that allow them to engage activity in formal learning environment in school. Our children are encouraged to observe, experiment through demonstrations and explanations, make decisions, compare, explore using senses and by asking questions during circle time and group discussions related to any topic.