Early Years

On this page,  you can find programme specific information for the Early Years (Pre-K and Kindergarten).  For general information for the whole primary school, please see the primary school page. 

Introduction

The International School of Hellerup’s Early Years is part of our Primary Years Programme (PYP). The Early Years is a full-day programme welcoming children from ages 3 - 6 and consists of two programs: 

• Pre-K (for children aged 3 and 4)
  If your child turns three before August 15th of the current school year, they will begin in Pre-K and remain in the programme for two years.
  If your child turns four before August 15th, they will spend one year in Pre-K before moving on to Kindergarten.

• Kindergarten (for children aged 5)
  If your child turns five before August 15th of the current school year, they will enter Kindergarten.

Admission and placement for students is based on the school’s Admissions Policy and Grade placement.

According to the new enhanced PYP, the Early Years section reflects the new IB enhancements and the requirements from the Danish Pedagogical Curriculum. The key expectations are presented under these headings: Holistic and Intergrated Learning Approach, Teaching & Learning Through Play, Well-Being of the Early Learner, and Policies.

This Early Years section is an addendum to the PYP Handbook. The other policies in the PYP Handbook also apply to the Early Years, so reading and understanding both sections is essential.

Holistic and Integrated Learning Approach
At the International School of Hellerup, our Pre-K and Kindergarten programs follow a holistic and integrated approach to learning that supports the whole child. Physical movement and musical exploration are integrated into daily classroom experiences and woven into our play-based and inquiry-driven curriculum.

This approach allows children to engage regularly in meaningful physical and musical activities that are directly connected to their learning within the IB units of inquiry. It supports the development of gross and fine motor skills, creativity, self-expression, and well-being in a way that feels natural, consistent, and joyful.

Our educators thoughtfully incorporate music and movement throughout the day, using them to extend inquiry, support transitions, build social connections, and encourage curiosity. This integrated model also minimises unnecessary transitions, providing children with a more cohesive and nurturing learning environment.

This way of working reflects our commitment to IB transdisciplinary learning and the Danish Pedagogical Curriculum, ensuring that each child’s physical, emotional, and creative development is supported every day.

The following features are essential to learning in the Early Years at ISH: 

Planning uninterrupted time for play

Play in the Early Years is supported by:

• creating and maintaining engaging learning spaces

• scheduling uninterrupted time for play in both indoor and outdoor spaces

• noticing students’ emerging thinking processes, interests and theories, and responding in ways that extend learning

• monitoring and documenting students’ learning and development during play, and offering appropriate scaffolded learning experiences for individual students and small groups

Creating and maintaining responsive learning spaces for play 

A fundamental part of effective education in the PYP Early Years is the creation of safe, stimulating and inviting learning spaces that promote exploration, wonder, creativity, risk-taking and learning through play.

Opportunities for symbolic expression and exploration
Teaching & learning in language and mathematics is integrated within the units of inquiry. Students’ interests and larger concepts are also included in the units. 

Young learners enter school with no preconceived distinctions between subjects; play brings life to transdisciplinary learning.  For example, while playing together with blocks, students acquire vocabulary, learn about volume and shape, and develop fine and gross motor skills. 

The development of understandings in language and mathematics are interwoven and intentionally explored through strategies such as:

• games

• rhymes, poems, stories, songs

• play

• dramatic play

• arts & crafts

• science explorations

• conversations

• mark-making, drawing

• problem-solving, reasoning

• counting, patterning and sequencing

These interest-based and intentional experiences directly support and influence later formal learning in language and mathematics (From Principles into Practice 2019). 

Learning in the Early Years takes place in many different environments. Students use outdoor areas for learning, take field trips, and go on community outings within every unit of inquiry, for instance, to museums, the local forest, nearby parks, etc. Parents may be asked to volunteer to support these outings. 

Approaches to Learning in the Early Years 

Academic and social learning are interwoven; the programme emphasizes increasing self-awareness, self-regulation, social-emotional development, independence, self-management skills, and responsibility. Students develop skills and learn to communicate and negotiate with other children and adults. For ISH students, this means: 

• Discovering themselves and becoming confident about who they are

• Recording observations by drawing, charting, tallying, and using emergent writing skills, when possible, to write comments, annotate images, and so on

• Using discussion(s) and play to generate new ideas and investigations

• Making connections between units of inquiry

• Reflecting on learning

• Noticing relationships and patterns in learning

• Listening actively and respectfully to others’ ideas

• Expressing oneself using words and sentences (with support from teachers when needed)

• Practising empathy and caring for others

• Playing cooperatively in a group: sharing & taking turns

• Helping others

• Being aware of their own and others’ feelings

• Managing anger and resolving conflict

• Being self- and socially aware

• Being aware of their own and others’ impact as a member of a learning group

• Choosing and completing tasks independently

• Following the directions of others 

• Following classroom routines

• Sharing responsibility for decision-making

• Using strategies to problem-solve

• Managing feelings and resolving conflict

Early Learner - Additional Policies

These Early Learner policies are in addition to the guidelines in the Primary School Section:

Settling-in Schedule and Listening Conference

For new and returning children, the first few school days are essential for their transition, adjustment and well-being. We recognize that this transition can be emotional for both parents and children. To make your child’s transition as comfortable and pleasant as possible, we have shorter days in the beginning so that your child feels at ease during their introduction to a new classroom, routines and people. Your child’s teacher may contact you for an early pick-up if we feel it would benefit your child. 

Each Early Years class has a Welcome Letter that includes a settling-in schedule for your child’s first days. Please take time to review your child’s settling-in schedule and make the necessary arrangements to follow it closely, as all new and returning children will follow this schedule.

As part of this schedule, your child will have a Listening Conference - a short ten minute meeting with your child’s educators. This is an opportunity for you to share information about your child and family that will help us get to know them better. You may wish to talk about: 

• Communication skills

• Family dynamics

• Past learning experiences

• Eating habits

• Sleep habits

• Toilet habits

• Likes and dislikes

• Allergies or medical conditions 

The information received during the Listening Conference will help support the learning goals that are set for your child when they start at ISH.

Personal Items & Backpacks

Each day, your child should bring a snack box with a healthy snack that is free from nuts and added sugar, along with a water bottle containing only water. All items must be clearly labelled with their name, clean, and spill or leak proof.

Please choose containers and bottles that your child can open independently. This supports their confidence and self-help skills. For example, if your child finds it difficult to peel a banana, you are welcome to start it for them before placing it in their snack box.

Snacks are stored and served at room temperature.     

Personal Items & Cubbies

Your child will have a cubby to keep personal items. They will need the following items for daily use:

• 2 or 3 complete sets of extra clothes in case of mess or accident (shirt, pants/tights, underwear, socks)

• P.E. shoes with velcro (these also serve as “indoor shoes”. Please avoid shoes with lights or sounds)

• A small blanket for rest time (Pre-K only; Kindergarten does not hold rest time)

Seasonally appropriate clothing:

Summer 

(approx. end of May-end of August)

• Sun hat

• Light jacket

• Closed-toe sandals

• Rain clothes (jacket with a hood, pants, rain boots)
  *In the sunnier months, sunscreen must be applied to your child every morning, and a bottle of sunscreen must be available in their backpack so it can be reapplied in the afternoons. Please write your child's name and class on the bottle. We recommend a stick sunscreen so your child can re-apply independently for the afternoon. 

Autumn & Spring

(August- October & March-May)

• Thermals or Fleece (jacket and pants)

• Rain clothes (waterproof: jacket with a hood, pants, insulate additional thin rain boots)

• Outdoor shoes

• Hat 

• Thin finger gloves (mittens are best for Pre-K)

Winter

(approx. end of October-end of March)

• Snowsuit with hood  (warm and waterproof) 

• Winter boots (warm and waterproof)

• Warm Hat (elefanthue)

• Gloves (waterproof)

• Long underwear (an additional thin layer under your child's clothing)

We go outside for at least 2 hours daily, so your child must have the proper clothing to enjoy this time.

Click here for more information on where to purchase outerwear in Denmark, the Danish names and images of the items we recommend for the school year and Danish weather.

Leave these items at home: 

• Sunglasses

• Umbrellas

• Scarves

• Jewellery or watches (unless it's something your child does not play with or remove)

• Costumes or costume accessories (unless it's for a special school event)

• Slippers 

Toys

Toys, games or playing cards from home are not permitted in the Early Years. In Pre-K, one comfort item is allowed for rest time only (this item must stay at school).

Parent Involvement in the Early Years

Home-school partnerships are at the heart of the Early Years classroom. All families are expected to be engaged and active in all school communication systems and stay up-to-date with information coming home from class teachers and school management.

Building strong relationships with students and their families

Children’s first experience of belonging is at home with family, the foundations of which expand significantly when they enter school. 

The development of relationships is supported through:

• Parent-Teacher conferences, regular communication on Toddle, end-of-unit learning celebrations, the unit of inquiry - focus letter, parent class stay-and-play, and conversations with parents and legal guardians as needed.

• Acknowledging and respecting each student’s individuality.

• Connecting with individual students throughout the day by giving and receiving feedback and having one-on-one dialogue, listening to and documenting their evolving questions, and acknowledging their efforts and achievements.

• Recognizing opportunities for students to learn to self-regulate during play and offer support and feedback when needed.

• Planning uninterrupted time for play in engaging learning spaces.

Early Years Parent Board (EYPB)

The EYPB consists of five members, including three Early Years parents, one school leadership team member, and one teacher. This board meets quarterly to discuss topics directly related to the Early Years Programme. Discussions will encompass various aspects, such as the school's strategic direction, staffing, home-school collaborations, connections with the local community, budget, and more. The agenda for EYPB meetings is collaboratively developed by parent board members, teachers, leadership, and the overarching school-wide board.

PTA

Please refer to the PTA section in the Family Guide. It is very important that there is at least one Class Representative from each Early Years classroom in the PTA to ensure a strong representation of the young children and that early learners are portrayed in the projects and agendas of the PTA. We strongly encourage participation for an active start in your school community.  

Learning at home/homework

Please refer to the school’s Assessment Policy to understand how families can support Early Learners at home. 

Hygiene Practices

We follow the hygiene guidelines set by the Danish Health Authority to help keep everyone healthy and safe. Children wash their hands with soap and water when they arrive at school, before eating, after using the toilet, and whenever they sneeze or blow their nose.

Handwashing helps prevent the spread of germs and keeps both children and adults healthy by reducing the risk of illness. Teaching and practising good hygiene also supports children in developing healthy lifelong habits.

Please support your child in washing their hands upon arrival and leaving school each day. These small routines make a big difference in creating a clean and caring learning environment.

Health and Illness

Keeping our school community healthy is a shared responsibility, and we ask all families to do their part. It is completely normal for young children to get sick more often, especially as their immune systems are still developing. These early exposures help build immunity over time, particularly as children adjust to being in group settings like school.

If your child is sick, they must stay home. Please inform your child’s teaching team of their absence. If your child becomes unwell during the school day, the school reception will contact you to arrange pick-up.

If your child has a contagious condition such as chickenpox, pinworm, lice, or fifth disease, or any other communicable illness, please inform the teaching team so we can take appropriate precautions. We will also notify the Early Years community so that other families can monitor their children for symptoms. Individual names or identifying information will not be shared.

If your child has had a fever, they may return to school only after being fever free for 24 hours without the use of medication.

For additional information, please refer to the Wellbeing section of the Family Guide.

Essential Agreements

Classroom Essential Agreements are rules and guidelines that are co-created with the teachers and students each year. Though they will change from class to class, in general, students should: 

• Come to class ready to learn

• Respect the safety, well-being, and right to learn of others

• Remain in class unless given permission otherwise from their teacher(s)

• Demonstrate the Learner Profile Attributes, which lead to International Mindedness

• In situations where these expectations are not being followed, parents will be notified

Morning Meeting (Responsive Classroom inspired)

Each Early Years classroom holds a Morning Meeting or Circle Time. This is a time to gather in a ”circle so that all can see and be seen” (p. 24). Through establishing a culture of open classrooms and shared best practices, members of our teaching community are welcome to join a Morning Meeting.  

The purpose of a Morning Meeting:

• Sets a tone for respectful and engaged learning in a climate of trust

• Builds and enhances connections among students and between students and teachers

• Merges academic, social, and emotional learning

• Motivates students by addressing the human need to feel a sense of significance and belonging and to have fun

• Enables some extraordinary moments through repetition and respectful interaction

(p. 11)

Morning Meeting Format:

• Greeting - Students greet each other by name, often including handshaking, singing, movement, and other activities.

• Sharing - Students share some news or information about themselves and respond to each other, articulating their thoughts, feelings, and ideas in a positive way. 

• Group Activity - The whole class does a short, inclusive activity together, reinforcing learning and building class cohesion through active participation.

• Morning Message - Students practice academic skills and warm up for the day ahead by reading and discussing a daily note to the class posted by their teacher.
  (p. 3)

*Responsive Classroom, 3rd Edition “The Morning Meeting Book K-8” by Roxann Kriete & Carol Davis 

Pedagogical Lunch

“In one of the few studies of the pedagogic meal, the interviewed preschool teachers expressed clearly what it means to practice a pedagogic meal: for example, helping and encouraging children to help themselves, acting as a role model and encouraging children to try the foods served...”

*Journal of Nutrition Education and Behavior, “Teachers’ Interaction With Children in the School Meal Situation: The Example of Pedagogic Meals in Sweden” by Christine Persson Osowski, Ph.D., RD; Helen Goranzon, Ph.D.; Christina Fjellstrom, Ph.D. p. 420)

During lunchtime, the teaching team and students sit together to eat lunch. This is a time to discuss and learn about food, build relationships and contribute to the classroom community. Throughout the day, Teachers model manners and support students in their learning, and this continues into lunchtime. A pedagogical lunch supports healthy eating habits, fosters a sense of responsibility for the learning environment and develops relationships which contribute to a sense of community. Each class should reference their Essential Agreements to set the tone for lunch. Through establishing a culture of open classrooms and shared best practices, members of our teaching community are welcome to join a Pedagogical Lunch. 

Pedagogical Lunch Format:

After washing their hands,  students:

• Take their water bottle and sit at their table to quietly talk with their classmates while they wait for lunch to be ready

• Help set the tables: 1-3 lunch helpers, who are assigned daily or weekly, can:

  • • help serve food

    • hand out cutlery

    • sets the napkins

• Say thank you to those serving them (everyone waits to eat until everyone is served)

• Eat lunch and try each food

• Put their water bottle away

• Clean up after themselves

• Wait at the table to be dismissed for the toilet

After washing their hands, teachers:

• Plate each plate with each food item

• Go over the menu

• Eat with the students, monitor food intake and encourage everyone to try all the food

• Assists students in serving themselves more, and supports those who take a little longer to eat

• Stagger the end of lunch cleaning routines and students going to the toilet (in Pre-K, students do not have to wait for everyone to finish before transitioning into rest time) 

*This format may look different in each classroom depending on the developmental stage and ability of a the class

Transitional Times

Teachers are mindful of the number of transitions throughout the day. Activities such as reading, storytime, songs, drawing, etc., can help limit waiting times during transitions, allowing for smoother transitions and supporting positive behaviour.

Birthday Celebrations

In Pre-K and Kindergarten, every child’s birthday is celebrated in the class. Your child’s Teaching Team will organize a special birthday celebration, including a circle time, an activity, and a birthday snack. We do not require anything from home.

If you are hosting a private birthday party, we recommend inviting your child’s whole class to support relationships and a sense of community.

Classroom Environment and Inquiry-Play Based Learning

Classroom environments are based on student voice and democratic processes. Children’s influence within the class is supported by the teachers. The documents below are reference guides for IB Early Years Teachers:

Examining Learner Agency in your setting

IB PYP - The Learner