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Stejarii residential club
>> IPIEs View of the Child
>> An International Curriculum
One of the aims of an International Education is to develop global citizens with 21st century skills who can move around the world with confidence. This requires a different approach to education, one that helps children develop the skills, attitudes, concepts and knowledge that they will need for now and the rest of their lives.

The Early Years Foundation Stage, from the English National Curriculum, will be used as a basis for planning with adaptations it to suit the needs of an International clientele. The learning characteristics of the EYFS are: playing and exploring, active learning, creating and thinking critically. This approach will be supported by experienced, qualified staff and quality resources.
>> English Only throughout the school
English will be the only language spoken throughout the school as immersion in English is the most effective way to become fluent and articulate. During the first five years, especially, pathways are formed in the brain. Stimulated by the context, the brain activates a pathway and makes connections. School will be the context for stimulating, developing and reinforcing English. It will not be taught artificially as a separate subject, instead children will learn it as they learn their home language, by experiencing it!
>> The First Five Years
The human brain develops more rapidly between birth and age five than during any other subsequent period. Children are born ready to learn. They cultivate 85 percent of their intellect, personality and skills by age five. The first months and years of life set the stage for lifelong development.

It is during these first t five years that the foundation is laid for the child to accomplish key developmental advances in mind and body. From the first day of life to the first day in kindergarten, a child grows at a phenomenal pace that is unequalled at any other time of life. It is during these years that the brain undergoes its most dramatic growth. Language blossoms, basic motor abilities advance, thinking starts to become more complex, and social/emotional development enables the child to begin to understand his own feelings and those of others.
>> Forest Fun
A Forest School uses an innovative educational approach to outdoor play and learning in a woodland environment. The philosophy behind these schools is to encourage and inspire children through positive outdoor experiences over an extended period of time.
It is becoming increasingly recognised that this ‘outdoor’ approach to learning and play can have a significant effect on the natural development of children.
In the outdoors children have a larger range of choices for play in nature and it was found that children played for longer amounts of time.
Outside air is almost always better than indoors, therefore a child is less likely to be exposed to a virus and bacteria and not as likely to be infected by other children.
>> I Do and I Understand
“I hear and I forget. I see and I remember. I do and I understand.” -Confucius

It is essential that children are actively involved in activities, not just looking and listening for real learning and understanding to take place.

Active learning has long been an established approach in early years settings. Active learning is learning which engages and challenges children’s thinking using real-life situations. It takes full advantage of the opportunities for learning presented by:
•      spontaneous play
•      planned, purposeful play
•      investigating and exploring
•      events and life experiences
•      focused learning and teaching.

All active learning opportunities can be supported when necessary through sensitive intervention to support or extend learning. All areas of the curriculum, at all stages, can be enriched and developed through an active approach. It involves hands-on independent play as children learn by doing, thinking and exploring.