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Saturday, December 10, 2011

Happland


OUR PHILOSOPHY

Happyland is committed to provide a careful planned, stimulating environment which helps children to develop within themselves, the fundamental habits, attitudes, skills and ideas which are vital and essential for a lifetime of creative thinking and learning. We believe that:


* Children have the power to educate themselves;


* Children learn best when they do so at their own pace;


* Children need to make their own discoveries;


* Children learn when they are interested;


* Children need to develop concentration;


* Children learn by doing;


* Children need praise and encouragement;


* Mistakes are an opportunity for learning;


* Repetition is important in children’s learning;


* Children learn best when they have chosen an activity themselves.

OUR PROGRAMS

(A) Thematic Integrated Child-centered Program (TIC) Our curriculum is specially designed to coach children in adapting to the local Chinese primary school, private school, and international school. We respect the children’s needs for learning through concrete and hands-on experience. Therefore, we have designed a developmentally appropriate program for children of different age groups by using Thematic Approach.


This program will integrate the following six main areas of learning:


• Knowledge and understanding of the worldThis area includes children’s developing knowledge and understanding of the environment, other people and features of the natural and man-made world to provide a foundation for historical, geographical, scientific and technological learning.


• Personal and social development--Children learn how to get along well with their peers and adults in the school. They learn about other cultures and religions and learn to respect each other.


• Language and literacy--Children develop skills in speaking, listening, reading and writing in English Language, Bahasa Malaysia and Mandarin. Children need personal and hands-on experiences that are motor skills related to learn a particular language. Visual and expressive arts form when integrated with language learning will involve children actively in their learning process.


• MathematicsIn the early years, we attempt to interest a child in environmental mathematics. In the process, we bring about the development of Lower Order Thinking Skills, e.g. classifying, comparing, ordering, and patterning, measuring, counting and problem-solving with numerals. Children will also acquire Mathematical concepts and knowledge in their learning process.


• Physical DevelopmentChildren develop fine manipulative skills (ability to control finger movements) and gross motor skills (control of big physical movements and spatial awareness) both indoors and outdoors.


• Creative DevelopmentChildren develop imagination and the ability to express themselves creatively through play, art and craft, and music and movement activities in the school. 

(B) Montessori Program
 Montessori Program involves:



1. Practical LifeTeach children skills such as pouring, sorting, cutting, sewing, buttoning shirt, tying shoes laces etc. Children will develop muscular coordination, concentration and independence through these exercises. The materials are also carefully designed and demonstrated to help teach skills involved with caring for the environment and the self, to encourage responsibility, autonomy and to promote high self-esteem.


2. Sensorial --Dr. Montessori saw the senses as the "doorway to the mind." She considered sensory and manipulation not only an aid to the development of maturing sense organs (eyes, ears, nose, tongue and skin) but a starting point for the intellectual growth.


They are then better prepared for future learning in math, language, and science and making sense of life's experiences and information in general. The sensorial materials are specially designed in the way, which enable children to build cognitive efficacy by touching, seeing, smelling, tasting, listening and exploring the physical properties of their environment. (

C) Toddler Program
 



The toddler sessions offer a routine of circle time, work time, snack time, story telling and music and movement. During the work time the children choose activities of interest from the prepared indoor & outdoor environments.


Teachers are encouraged to work with these children at his/her level, respecting their choices & movements between activities. The teacher’s role is to stimulate the child’s’ natural love of learning through exploration & she will guide the children in the use of the materials provided.


This program is also designed for those older children (2 ½) who may not yet be toilet trained or ready for separation from their parent but are looking for a more structured environment. 

(C) Extra Curriculum
 



• Art and Craft
• Music and Movement
• Piano Class
• Parents and children baking class

MOTTO

Always in the service of children, then you'll never go wrong

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