2.5‐5
years old
1,000
schools
90
countries
worldwide
INTERNATIONAL EARLY YEARS CURRICULUM: COMPREHENSIVE, EVIDENCE-BASED, AND INFORMED BY RESEARCH
The IEYC promotes creative learning activities that foster curiosity, agency, and inquiry. It also guides the transformative aspect of learning and the development of the complete child.
The early years framework, which forms the basis for all learning, is addressed by the seven foundations. IEYC’s progressive pedagogy is reflected in their core principles which include student-centred Dimensions of Learning and Development; A Globally Competent Learner; Knowledge, Skills, and Understanding are Learned, Taught, and Assessed Differently; Connected Learning; and Reflective Practices for Improving Learning.
IEYC PROCESS TO FACILITATE LEARNING
The Inner Cog places the learner at the center, while Capturing Curiosity involves collaboration. Enable the Environment supports children’s needs, and Learning-Link connects home and school for meaningful learning.
The Ready, Steady stage introduces the thematic unit, engaging children and families through exciting activities (Entry Point), preparing them for IEYC Learning Experiences.
The Prepare, Engage, and Entry Point stage introduces stakeholders to unit learning opportunities, including resources and concepts. It allows children to experiment and familiarize themselves with the thematic learning.
The Journey through the Theme stage prepares children for new learning, making connections between previous and new knowledge. It supports associative learning and offers a chance for review.
The Playful Learning Experiences stage consists of Learning Blocks with a central focus, enabling constructive and iterative learning. It includes contextualized activities that scaffold children’s exploration, expression, and extension of learning and development.
The Explore, Express, and Extend mini-cycle offers Phase Level IEYC learning activities that align with the Dimensions of Learning and Development. It recognizes learning as a progressive process, allowing children time to consolidate knowledge and develop skills.
The Exit Stretch stage serves multiple purposes: reflecting on Personal, International, and Academic Learning Experiences, sharing with peers and teachers, and celebrating learning within the unit.
The Reflect aspect of the Exit Stretch stage helps children make connections and develop metacognitive skills.
The Outer Circles use Reflective Practices to identify children’s curiosities, capabilities, and preferred learning contexts. The IEYC recognizes children as active agents in their learning and development, adapting expectations and actions as they gain knowledge and understanding.
Learning Strands
01
Independence
02
Communication
03
Enquiring
04
Healthy living and
Physical well‐being
Learning Principles
The IEYC has eight Learning Principles, each conveying belief considered essential to children’s learning and development. These Learning Principles form the foundation of all IEYC policy and practice.
- The earliest years of life are important in their own right.
- Children should be supported to learn and develop at their own unique pace.
- Play is an essential aspect of all children’s learning and development.
- Learning happens when developmentally-appropriate, teacher-scaffolded and child-initiated experiences harness children’s natural curiosity in an enabling environment.
- Independent and interdependent learning experiences create a context for personal development and are the foundation of international mindedness.
- Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways.
- Ongoing assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home.
- Learning should be motivating, engaging and fun, opening up a world of wonder for children where personal interests can flourish.