Pre-School Handbook - Introduction to the Pre-School

Pre-School

Welcome to our Clifton Champs Pre-School Phase

We pride ourselves in having classes filled with happy, content children learning the way they learn best, through PLAY.

It has been said that the first seven years of a child’s life are vital to their social, emotional and cognitive wellbeing. We, therefore, believe in a holistic approach to education that caters for every aspect of the child’s development - physical, social, emotional, creative, intellectual and spiritual. Our emphasis is on play, using tangible objects and stimulating equipment, whilst making the most of our wonderful environment to facilitate self-discovery and learning. At this age, PLAY is the avenue for learning and we structure play activities to stimulate discovery in every field. Emphasis on constructive play is what differentiates the Pre-Primary phase from any other level of education.

“Play is the serious business of childhood.” - Friedrich Froebel

As children play, they are developing curiosity, problem-solving, intentionality, flexibility, and communication skills. It is during these crucial years that the foundations of emotional intelligence are laid. Children learn cooperation, negotiation, sharing, empathy, and they gain self-confidence. Physically, their fine motor and gross motor skills are being practised and developed.

It’s not “just play”. These are skills for life!

Our Pre-School Curriculum aims to balance our children’s physical, social, emotional, creative, academic and spiritual needs.

If I had my child to raise over again…

If I had my child to raise all over again,

I’d finger paint more and point the finger less.

I’d do less correcting and more connecting.

I’d take my eyes off my watch and watch with my eyes

I would care to know less and know to care more.

I’d take more hikes and fly more kites.

I’d stop playing serious and seriously play.

I’d run through more fields and gaze at more stars.

I’d do more hugging and less tugging.

I would be firm less often and affirm more.

I’d build self-esteem first and the house later.

I’d teach less about the love of power,

and more about the power of love

- Dianne Loomans

Unity

I dreamed I stood in a studio and watched two sculptors there,

The clay they used was a young child’s mind and they fashioned it with care.

One was a teacher:

the tools he used were books and

music and art; the other a parent

with a guiding hand and gentle, loving heart.

Day after day the teacher toiled with touch that was deft and sure

while the parents laboured by his side and polished and smoothed it o’er.

And when at last their work was done, they were proud of what they had wrought. For the

things they had moulded into the child could neither be sold nor bought!

And each agreed he would have failed if he had worked alone.

For behind the parent stood the school, and behind the teacher, the home!

Site Navigation

Home | Message from the Head of JP

Introduction to the Pre-School | Staff & Contact Details

Daily Programme | Bees, Fireflies & Shongololos Programme

Grade 0 (Chameleons & Frogs) Programme | Specialist Lessons

Academic Curriculum