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:
1. Pre-K (for 3 and 4-year-olds)

• If your child is three at the beginning of the school year in August, they will be in Pre-K for two years. If your child is four at the beginning of the school year, your child will be in Pre-K for one year before entering Kindergarten. 

• For the 2024-2025 school year, Pre-K classes will be on the ground floor across from the school reception.

2. Kindergarten (for 5-year-olds)

• If your child is five at the beginning of the school year in August, they will be in Kindergarten.

• For the 2024-2025 school year, Kindergarten classes will be on the lower ground floor across from the canteen.

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 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, we continuously strive to enhance the educational experience for our students. Starting in the 2024-2025 school year, we are excited to announce that our Pre-K and Kindergarten programs will adopt a more holistic and integrated approach to learning. To provide more consistency and better support the developmental needs of our young learners, we will continue to incorporate Physical Education (P.E.) and Music into the daily classroom activities to a greater extent rather than having separate specialist classes.

This enhancement will allow our skilled early years educators to seamlessly integrate physical movement and musical exploration into the IB units of inquiry. By doing so, we ensure that children experience these vital aspects of their development every day rather than just once a week. This approach aligns with our commitment to IB transdisciplinary learning and the Danish Pedagogical Curriculum and ensures that physical and musical development are naturally woven into the children's educational journey, fostering their gross and fine motor skills, creativity, and overall well-being.

Children will engage in regular physical activities and musical experiences as part of their play-based learning, supported by our educators, who will monitor and guide their progress closely. This integrated approach will provide a more cohesive and nurturing learning environment, minimizing transitions and supporting continuous and holistic development.

We believe these enhancements will create a more enriching and consistent educational experience for your child, aligning with our core educational philosophy and the IB PYP framework.

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 or pedagogue may contact you for an early pick-up if we feel it would benefit your child. 

Each Early Years class has included a settling-in schedule for your child’s first days. Familiarising yourself with your child’s class settling-in schedule is necessary, as all new and returning children will follow this schedule.

Within the settling-in schedule, you will see a date for a “Listening Conference.” This 10-minute meeting with your child’s teacher and pedagogue will be an opportunity for you to share any information you feel is important about your child or family, for example: 

• 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 at the beginning of the school year.

Personal Items & Backpacks

Every day, your child needs to bring a snack box with a healthy, nut and sugar-free snack and a water bottle with only water. All items need to be labelled, spill/leakproof and clean. Select containers and water bottles that your child can open independently to support their development of independence. This includes food items such as prepackaged snacks or fruit; for example, if your child has difficulty peeling a banana, you can 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”)

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. 

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 (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 remove)

• Costumes (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 (published on this page on the school website) to understand how families can support Early Learners at home. 

Hygiene Practices

We follow the guidelines set by the Danish Health Authority. Every time we enter the school, eat or use the toilet, we wash our hands with soap and water. Hand washing is also done if we sneeze or blow our nose. 

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

• 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, both teachers and all 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, develops 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 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 water bottle away

• Clean up after themselves

• Wait at the table to be dismissed for the toilet

After washing 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 PreK-3 and PreK-4, 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 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 Homeroom Teacher or Pedagogue will organize the birthday celebration with a special circle time, activity, and birthday snack. We do not require anything from home.

If you are having a private birthday party, we recommend that your child’s whole class is invited 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 below documents are reference guides for IB Early Years Teachers:

Examining Learner Agency in your setting

IB PYP - The Learner