About Us

We at Kids Academy International champion children’s expansive capacity for love and learning in school and in life. We uphold a progressive education that goes beyond the classroom.

Children’s learning begins at home with careful guidance from the parents and guardians. We reinforce what they learn in their homes and encourage them to be well-rounded individuals and free thinkers, with a solid spiritual core and strong social and emotional responsibility – values or pillars that will serve them well throughout life.

We cultivate a child’s natural creativity and curiosity, and instill in them the art of listening, allowing them to discover and express themselves in different ways, whether through Art, Music, Geography, History, Civics and Culture, Math and Science. We aim to make learning fun whilst promoting the five key areas of early childhood development: physical, cognitive, social and emotional, language and literacy, and sensory and motor development.

Mission

To nurture our children and groom them into becoming adults who value cleanliness of the body, mind and soul, through an educational system that is built upon strong spiritual values, mindfulness and respect for life.

VISION

To build an internationally renowned preschool that provides quality early childhood education programs committed to develop future leaders with strong moral values and sense of service to the community.


PROGRESSIVISM

To be an exceptional holistic center for early childhood education using a Developmentally Appropriate Practice (DAP) that constantly evolves to suit children’s needs in a dynamic world.

INTERNATIONAL-MINDEDNESS

To grow and become an active pioneer of individual thinking and leadership in the local and global communities.

PLAY-BASED LEARNING

To explore free creative play and critical thinking activities alongside a diverse, meaningful and carefully considered curriculum.

INDIVIDUALITY

To encourage each child’s individual approach to learning with other children and their teachers in a warm, safe and respectful environment.

PARTNERSHIP

To nurture an enduring partnership among students, teachers, and parents.

HANDS-ON LEARNING

To engage young minds in hands-on, experiential, and interdependent learning that develops a listening attitude and respects each child’s unique abilities and skills.

SELF-ACTUALIZATION

To promote attitudes and values that will enrich each child’s character, enabling him or her to grow into a person of courage, compassion and integrity; one who is socially conscious, aware of his or her rights and responsibilities within the context of the self and society.

HOLISTIC WELL-BEING

Learning styles can be observed in different disciplines such as Howard Gardner’s Multiple Intelligence which he believes that learning could be assessed in various means such as – Verbal/Linguistic Intelligence, Logical/Mathematical Intelligence, Visual/Spatial Intelligence, Bodily/Kinesthetic Intelligence, Musical/Rhythmic Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalist Intelligence.


WHAT IS DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) AND HOW IT WORKS

Kids Academy International follows Developmentally Appropriate Practice (DAP), an approach to teaching that is grounded in how young children learn and develop organically, and in what are the most effective methods and tools in encouraging this natural development. Its framework is designed to promote young children’s optimal learning and development.

The teacher or child caregiver nurtures a child’s social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child’s cultural background as defined by his community, family history and family structure.

DAP involves teachers meeting children at their level and getting to know them well, both as individuals and as part of a group. It does not mean making things easier for children. Rather, it means ensuring that goals and experiences are suited to their learning and development and challenging enough to promote their progress and interest.

DAP embraces both continuity and change: continuity, because it guides a tradition of high quality early learning; and change, as it incorporates new research, knowledge, and science.

Children are active learners and unique individuals. Children learn in a developmental sequence, progressing at their own pace. Our school has designed a developmental approach for the curriculum that is responsive to each child’s strengths, interests, and needs, at the same time providing experiences which are meaningful, relevant and respectful of the social and cultural context in which children live.

Children learn best by knowing and understanding the true self (I am the soul; I am not my material body); from there, they come to appreciate the nature of reality (how the world works), relate to changing environments and the people that they encounter (where we are in place, time and context), comprehend their purpose in the world (how to express oneself), and learn the way to true happiness.

“When I was 5 years old, my mother always told me that happiness was the key to life. When I went to school, they asked me what I wanted to be when I grew up. I wrote down ‘happy’. They told me I didn’t understand the assignment, and I told them they didn’t understand life.” – John Lennon

Children affirm ethical principles and spiritual values through the teachings and examples of their parents, guardians and teachers.

The learning environment has a strong impact on how children feel and act. A creative and structured space is critical in early childhood education. It defines aesthetics as well as parameters for physical safety, health standards, and emotional well-being. Learning is viewed as the interactive process of the child exploring his or her creative and structured environment. In turn, teachers are responsible for providing a stimulating environment and interesting materials to encourage play, exploration and interaction.

 

Activities and experiences are concrete, real and relevant to children’s lives. A child is much more likely to learn and understand lessons through the art of listening and through relevant, meaningful and active hands-on learning experiences. DAP is defined as such by the early childhood profession – represented by the National Association for the Education of Young Children (NAEYC). Based on current reports, there is a growing consensus that the traditional educational approach of practicing isolated academic skills does not reflect current knowledge of human learning, as it does not encourage nor develop the critical thinking and problem-solving skills needed in today’s world.

In order to meet the educational needs of children today, our school places emphasis on the following:

  1. The art of listening and the process of focusing attention;
  2. Interactive teaching and cooperative learning;
  3. Conceptual learning that leads to understanding, alongside the acquisition of basic skills;
  4. Development of a positive attitude and character building alongside skill development;
  5. A broad range of relevant content integrated across traditional subject matter divisions.

In the same way, our assessments are based on observations and are conducted across various activities within our school. National organizations such as the National Association of State Boards of Education, the Association for Supervision and Curriculum Development, and the National Association for the Education of

Young Children (NAEYC) are calling for more performance-based assessments that align with the current views on school curricula and of course, reflect on the children’s learning.
Our school’s curriculum framework has important features adapted from proven learning models (Australian, Korean, and

Philippine models) in early childhood education. We provide a holistic and integrated program of instruction for:

– Pre-Nursery (1.5-2 years old)
– Junior Nursery (3 years old)
– Senior Nursery (4 years old)
– Kinder (5-6 years old)

Based largely on the educational principles espoused by the NAEYC, Early Childhood

Australia (ECA) and the Association for Childhood Education International (ACEI), our curriculum framework creatively combines essential components from the pioneering Constructivists philosophy (holistic and developmental education) and the time-tested Direct Institution Approach (academic achievement is more quickly and effectively attained through explicit instruction).