Learning and Pedagogy

The campus will offer the renowned EtonHouse Inquire.Think.Learn curriculum inspired by the pre-schools and infant toddler centres of Reggio Emilia in Northern Italy which are hailed by ‘Newsweek’ as the best pre-schools in the world. Children are respected as capable and competent thinkers and each individual’s unique characteristics and learning styles are valued to create a responsive curriculum based on inquiry. We acknowledge that children are sophisticated thinkers and communicators and encourage them to express themselves using multiple languages which may include speaking, singing, movement, drawing, designing and music. Our holistic and integrated curriculum has been highly valued by parents over the years, producing happy, confident, curious and socially conscious graduates with a genuine lifelong love for learning.

EtonHouse believes that the features of an effective high quality early childhood education programme must include:

  • The child as central to all decision making and planning
  • The pedagogical consideration of listening to children
  • Positive, respectful, reciprocal relationships (children, parents and staff)
  • The integration of knowledge, skills dispositions and attitudes
  • Proactive social justice strategies
  • Play as the central mode of learning and development for the youngest children
  • Intellectually, socially and emotionally satisfying experiences
  • The active participation of families
  • A responsive and well resourced physical environment


Our Curriculum Learning Goals

The EtonHouse early childhood curriculum framework is organised according to the following Early Learning Goals:

  • The child in a social and cultural context : Understanding self and others
  • The child as a communicator (incorporating speech/language; multiple literacies and the symbolic languages – the visual and performing arts)
  • The thinking child: Building understanding of the world (critical, creative and logical thinking, mathematical, scientific and technological understandings)
  • The physical child : Building health, safety and physical understandings
  • The child as a change agent: Building environmental understandings

Our curriculum framework guides our teachers in planning and working with our children. The development of learning experiences is grounded in the teacher’s ability to observe children’s interactions with peers, materials and adults and to assess children’s current interests, strengths and understandings as the basis for all subsequent planning. Teachers aim to integrate learning e.g. a cooking experience offers opportunities to explore, mathematical and scientific understandings as well as supporting a child’s positive sense of self.

Within the curriculum, there must be clear progression of long and medium term goals (centre / term based) as well as short term goals (based on observation of the individual child) with consideration given to the degree of support offered by time, space, materials and the social context (grouping of children). Adults play a key role in extending and enriching children’s understandings through ongoing interaction (questioning, problem posing, focusing a child’s awareness). All curricula is evaluated using documentary evidence of teaching and learning.

Our centre’s integrated hands-on approach supports our young children in the long term for the future (in the short term equipping them to transit into the local primary schools and to other primary International schools).

Our curriculum framework guides our teachers in planning and working with the children’s diverse background experiences and interests in learning to facilitate their learning journey in reaching their optimal potential.

Portfolios As Assessment Tools

Our teachers maintain portfolios, or learning profiles, for each child in their class. Throughout the week, teachers observe children’s interactions with materials, peers and adults to ascertain their interests, ideas, skills and understandings. Observations (of skills; dispositions; knowledge and behaviour) are recorded in the child’s portfolio as evidence of your child’s learning and development. Portfolios are available to the child at any time and form the basis of the parent-teacher discussions held twice annually.

Our Educators

Research proves that the key determinant of early childhood education is the quality of the teaching staff. All class teachers and Mandarin teachers hold the minimum of a Diploma in Pre-School Education – Teaching. Several of our teachers also hold a Bachelor’s degree in Early Childhood Education. Children are supported by a highly qualified and dedicated teaching team that nurtures confident and competent learners. EtonHouse also has a dedicated research and development centre with pedagogists who focus on quality assurance and professional development of the teaching staff. The teachers thus have access to continuous professional development and the latest research and thinking in the early childhood sector.

ClassAge Group
Pre-Nursery 18 months - 2 years
Nursery 1 2 years - 3 years
Nursery 2 3 years - 4 years
Kindergarten 1 4 years - 5 years
Kindergarten 2 5 years - 6 years

Experience our unique bilingual inquiry-based curriculum. 

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This page was last edited on April 7, 2020