1. Social – Emotional

Children’s emotions and early relationships are strongly connected with behaviors and their later development and learning. The contents for Social-Emotional Development include the following living values and life skills such as:

I. Regulating their own emotions and behaviors: children are aware of themselves in relation to others, able to get along with, and therefore learn from peers, helping each other in learning.
II. Establishing and sustaining positive relationships with adults, with teachers, self-directing towards academic success and schooling.
III. Participating cooperatively and constructively in group situations: be able to share, behave appropriately, follow directions, stay on task and organize work materials to meet learning requirements.

2. Physical

Physical Development includes children’s gross-motor and fine-motor skills, awareness of the body, personal safety and self direction. The learning content of this area includes:

I. Demonstrating travelling skills.
II. Demonstrating balancing skills.
III. Demonstrating gross-motor manipulative skills.
IV. Demonstrating fine-motor strength and coordination.

4. Cognitive

Cognitive Development is connected with the way children think and how they use their background knowledge to learn about the surrounding world. In its turn, the child’s background knowledge affects the child’s information processing, memory and language acquisition, etc. So the cognitive development content will help children with:

I. Demonstrating positive approaches to learning: with the ability to collect information with a purpose, observe, question, focus and exercise learned knowledge.
II. Remembering and connecting experiences: with categorizing.
III. Using classification skills by comparing, contrasting or recognizing, and sorting.

IV. Thinking symbolically: using symbols and images to represent something not present.

3. Linguistic

Language skills are essential for children’s success not only in school but also in life as well. Language development at this stage includes ability to comprehend and use oral language. The learning objectives therefore include:

I. Listening and understanding increasingly complex language: children must focus their attention, listen with a purpose, and quickly and accurately recognize what they hear.
II. Using language to express thoughts and needs, with the ability to define words and knowledge of grammar.
III. Using appropriate conversational and other communication skills, with the ability to present, narrate what they learn, hear and express their ideas with appropriate words and grammar.

5. Literacy

The level of children’s progress in reading and writing is one of the best predictors of their academic success in later years. 5 objectives for literacy development help children with:

I. Demonstrating phonological awareness.
II. Demonstrating knowledge of the alphabets and numbers..
III. Demonstrating knowledge of print and its uses
IV. Comprehending and responding to books and other texts.
V. Demonstrating emergent writing skills.

6. Mathematical

Children’s early mathematical knowledge and skills are considered predictive of their mathematics success throughout their later years in school. The contents of mathematicswhich develop in these years include:

I. Using number concepts and operations.
II. Exploring and describing spatial relationships and shapes.
III. Comparing and measuring.
IV. Demonstrating knowledge of patterns.

7. Scientific and Technological

It is important for children at kindergarten entry, as the school believes, constantly to expose themselves to and explore nature, gaining new understanding through experimental activities, and at the same time, to benefit from using basic scientific tools. The contents of this development area will help children with:

I. Using scientific inquiry skills: including making focused observations, posing meaningful questions, making predictions, selecting appropriate techniques and tools, reflecting on experiences and communicating their findings.

II. Demonstrating knowledge of the characteristics of living things: learning major concepts through regular contact with nature, expanding their curiosity and observation skills and practicing nurturing behaviours as they care for living things.
III. Demonstrating knowledge of the physical properties of objects and materialsby observing their environment more closely, developing their vocabulary.
IV. Demonstrating knowledge of Earth’s environment: showing an emerging knowledge of the properties of the earth and their immediate surroundings.

V. Using tools and other technology to perform tasks: on personal computers, Ipads, etc.

8. Social Studies

The purpose of social studies is to help children learn how to be critical thinkers, and active members of a surrounding community. The content of this area will help children with:

I. Demonstrating knowledge about self and family, the ability to express personal needs, expectations and emotions via personal storytelling.
II. Showing basic understanding of people and how they live via reading classes, story telling times which gradually develop positive attitudes about others and the outer world.
III. Exploring changes related to familiar people and places, helping gain understanding about time, changes related to what they did yesterday and what they will do tomorrow.
IV. Demonstrating simple geographic knowledge the ability to learn about the characteristics of the places where they live and the relationship between that place and other places.

9. The Arts

Children will get involved with such creative arts as music, drawing, fashion constructing, drama, dancing etc. These arts with help them with:

I. Exploring the visual arts:: creating art products and expressing their ideas about colours, features, designs, patterns, materials etc. through which develop their presentation skills and creative minds.
II. Exploring musical concepts and expression: through music lessons, art performance and musical performance that helps enhance both the aesthetic mind and social competence.
III. Exploring dance and movement concepts.
IV. Exploring drama through actions and language: as a way to develop language and literacy, self-awareness, social-emotional reasoning and problem solving.

10. English Linguistic Acquisition

In reality, bilingual children are more creative learners and quicker problem-solvers both at school and in life. As shown in much research, the preschool years are the most favourable time for children to begin learning a second language and to be more likely to attain a near-native proficiency, compared to those beginning learning later. The objectives of this development area help children with:

I. Demonstrating progress in listening to and understanding English: including hearing, recognizing, distinguishing and connecting sounds to objects and activities around them and thus developing their English vocabulary.
II. Demonstrating progress in speaking English: articulating accurately English sounds, memorizing words and using them in both play situations and social interactions, thus building basic sentences with confidence and ease.


The curriculum at KINDY CITY INTERNATIONAL PRESCHOOL is constructed upon the Head Start Child Development and Early Learning Framework and the National Framework Early Years Learning program. With the review and integration of teaching and development assessment objectives and indicators for children aged 2-5, the School fully applies the pedagogical principles, teaching and learning facilities as well as supporting and scaffolding strategies as recommended by the Creative Curriculum Systems, which are being widely used in the USA and well-developed countries.