Young learners sow seeds of success in a nurturing environment

Concordia International School Shanghai believes that learn­ing for young children involves a unified relationship between parents, teachers, and the environment.

At Concordia International School Shanghai, we believe that learn­ing for young children involves a unified relationship between parents, teachers, and the environment.

Parents and students are supported and encouraged in their relationship both at home and at school. Teachers are trained in research-based practices that help young children develop and grow holistically so that the whole child is cared for and educated. Through these research-based practices, children learn about themselves, others, and the world around them — all in an atmosphere of love, care, and acceptance.

One of the benefits of Concordia’s early childhood education program includes the intentional focus on a child’s growth in self-regulation, executive-function skills and social-emotional learning. Studies around the world have shown that children with strong self-regulation, executive-function skills, and social-emotional capacity will do better academically later in elementary school. These areas are a primary focus of the interactions and environments teach­ers plan for and carry out during their time with students each day.

(The article is contributed by Drew Gerdes, principal of Concordia’s new Early Childhood division.)

Concordia educators are thoughtful and reflective in their planning of the best environment for young children

Each child is unique. They come to pre­school with different personalities and abilities. In Concordia’s early childhood program, we cater to this by creating an environment that allows authentic and meaningful experiences for learn­ing. Authentic experiences happen when students take their own ideas to build, create or explore.

In the classroom, a child might pour water into a bin of Legos to represent logs, leaves and rocks in a lake. A teacher may ask questions to extend this learning and promote vocabulary, speaking, creativity or investigative skills. A classmate might contribute to this experience by adding differ­ent items and noticing that some float while others sink. Another child might join in too, and include a family on a boat. They use their imagination and make connections and are engaged in their learning.

We extend this learning outside the walls of the classroom, encountering people in the community as we learn. Our friends from upper year levels whom we call “buddies” come in and help us explore our environment. Parents get involved in our learning experiences by joining in our activities such as making play dough from scratch. Through these interactions, strong connections are made, allowing children to develop not only academically, but personally.

Though each child is unique, all chil­dren who grow up in Concordia commonly develop an unending and lifelong love for learning through the support, culture, and compassion of the community.

(The article is contributed by Audrey Gelano, Preschool-3 teacher at Concordia.)

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