Kindergarten at GIS

Early Years

The Early Childhood program at GEMS International School is an inquiry based program that caters to the individual needs of each child. We understand that all students learn differently, and we provide them with opportunities to develop at their own pace whilst challenging them to reach their full potential.

kim-c
Kim Conlin

Head of Primary

Meet The Head of Primary

"Hello and welcome to the Kindergarten Curriculum page. On this page you can find links that are relevant to Early Years students along with information and resources that will also be important to you at various times."

 

Explore the Early Years Program

  • Early Years Approach

    The Early Childhood program at GEMS International School is an inquiry based program that caters to the individual needs of each child. We understand that all students learn differently, and we provide them with opportunities to develop at their own pace whilst challenging them to reach their full potential.

    Our program builds on the natural curiosity of young students, where teachers encourage students to ask questions and make meaningful connections to themselves, others and the real world. 

    Our student centered approach emphasizes individual discovery, learning through play, student goal setting and developmental readiness. The program is a full day program where students learn through a variety classes, such as Art, Music, PE, Swimming and Arabic, in addition to their homeroom classes of Language, Mathematics, Science and Social Studies. 

  • Local and Global Connections

    As a functionally outstanding IB world school, GIS has been accredited by both the International Baccalaureate (IB) and Council of International Schools (CIS). We are a part of the GEMS PYP Network as well as the Middle East and Africa International Baccalaureate Association (MEABA).

  • Overview

    Early learning at GEMS International School is playful, challenging and exciting. Our young learners (PK to KG2) are inspired through developmentally appropriate experiences. Children investigate, play, explore, and build meaning through their discoveries.

    We believe in educating the whole child through innovative and research-based practices in a nurturing environment, encompassing all areas of socio-emotional, physical, and cognitive development. We understand that natural curiosity will lead children to discovery and new ideas. Through inquiry, we encourage children’s creativity while supporting the learning of foundational skills, concepts and dispositions along continuums of development.

    During these formative years, we understand that learning is also a social act; and therefore we nurture the children’s emerging sense of group and self-identity. Growing and learning in a welcoming environment that respects diversity and celebrates differences, helps children to develop self-confidence, a sense of belonging, a positive social identity, and interpersonal skills.  

  • Play

    Children take part in rich learning experiences through a balance of play and play-based learning, relevant to their stages of growth and maturity. In all types and stages of play, children are refining what it means to create, innovate, explore, and develop as active learners. Our learners develop their creativity, learn to be flexible thinkers, and develop social skills. Play and targeted instruction, challenges students with multiple opportunities for cognitive growth to reach a variety of learning objectives.   

  • Image of Child

    Children are capable, competent, curious and creative. We view children as active collaborators in their learning, with personal interests and strengths.  Natural curiosity leads children to discovery and new ideas, which are then nurtured through social interactions and developmentally appropriate teaching.  

  • Environment

    Stimulating learning environments at GIS foster positive relationships, communication and independence.

    Space

    We promote the flexible use of spaces based on students changing needs, interests and wonderings

    Time

    Both structured and unstructured time of various lengths for investigation and discovery

    Resources

    Engaging and organized resources to stimulate thinking including technology, multi-sensory and natural materials both indoors and outdoors

    Atmosphere/Climate

    The nurturing environment of empathy and caring has a positive impact on social and emotional wellbeing and encourages students to continually seek out new challenges

  • Community

    Our early learners at GIS are a wonderful part of a thoughtful, caring wider school community.  Cross-grade collaboration creates opportunities for students to build positive multi-aged relationships. Teachers are facilitators of learning through carefully planned and thoughtful approaches. All adults create nurturing and respectful relationships with students by deeply listening and forming partnerships to co-construct knowledge and experiences, including those identified in the GIS curriculum. Parents and caregivers are welcomed as both partners and participants in learning and have a key role in their child’s development.

  • Embraces Diversity

    The individual learning needs of our young learners including their interests, strengths, prior experiences, language, and cultural backgrounds are valued and acknowledged in order to design effective personalized learning opportunities and experiences.

 

Our Early Learners are supported as they enhance positive dispositions for themselves as learners. Students are nurtured to become and remain:

Resources and Downloads

 

More To Explore

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