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The PYP Learner in Early Years [ 3 to 6 years old]

The PYP transdisciplinary framework offers young students authentic opportunities to focus on key developmental abilities.

The learning community values the early years as a time in which play is the primary driver for inquiry.
Play involves choice, promotes agency, and provides opportunities to inquire into important concepts and personal interests.
The following features are central to learning in the early years: play, relationships, learning spaces, symbolic exploration, and expression
The PYP learner in the early years (3–6 years old)

Supporting children cognitively, socially, emotionally, and physically requires that all members of the learning community value these early years in their own right, as a time in which play is the primary driver for inquiry. Through play, young children develop approaches to learning and connect with key domains of their development.

Receptive and cognitive abilities (for example, listening, remembering, thinking, analyzing, generating theories, the control of attention, and working memory)
Representational abilities (for example, using symbolic systems—such as oral and written language, drawing, and mathematical symbols—to construct and represent meaning)
Relational abilities (for example, the ability to play with peers, sharing and taking turns, and respecting others)

Laying the foundation

Experiences during the early years lay the foundation for all future learning. A rapid rate of development during the early years occurs in the physical, emotional, social and cognitive domains. The brain and body develop faster than at any other point in a child’s life. Social development also takes shape in these early years as children are naturally inclined to explore, to discover, to play and to make connections between self, others and their entire surroundings. Through these interactions, children form their perception of
themselves and others in the world (Rushton, Juola-Rushton 2010).

The PYP transdisciplinary framework is highly relevant for all learners during this period. It offers authentic opportunities to focus on the key developmental abilities that are acquired during this crucial time and that support young students to be self-regulating learners. The transdisciplinary themes offer authentic contexts for students to learn increasingly complex ideas about themselves and the world around them. Central ideas related to “Who we are” support young children to learn about identity, relationships, well-being and what it means to be part of a community. “How we express ourselves” relates to discovery, creativity and the expression of ideas and feelings.

Central features

The processes of learning and teaching are crafted to support students’ individual and emergent pathways of development. Teachers support learning by:

planning uninterrupted time for play
building strong relationships with students and their families
creating and maintaining responsive spaces for play
offering many opportunities for symbolic exploration and expression. Each of these elements are mutually supportive and are interwoven with the others in both theory and practice.

Our understanding

Our understanding of the learner is the foundation of our approach to learning and teaching. Children inquire, question, wonder and theorize about themselves, others, and the world around them. They are keen observers and explorers. Through their experiences and interactions, they naturally develop intricate, multi-layered perceptions and understandings. Throughout the PYP, a student is an agent for their own and others’ learning through the concept of learner agency. Learner agency is connected to a student’s belief intheir ability to succeed (self-efficacy).

Students have voice, choice, and ownership for their own learning.

When students have agency, the relationship between the teacher and students becomes a partnership.
Students with a strong sense of self-efficacy bring a stronger sense of agency to the learning community.
The learning community supports agency and fosters self-efficacy.

About IB PYP Teaching and Learning

Trans-Disciplinary Model
Concept-Based Teaching
Student-Led Constructivist Approach
Inquiry-Based Learning
21st Century Skills Development

The Subject Areas in Early Years

Language
Mathematics
Arts
Personal, Social, Islamic Education
Physical Education

IB PYP Trans disciplinary Themes

Who we are
How we express ourselves
How the world works
Sharing the planet
Where we are in place and time
How we organize our selves

Important Learning Areas in Math

Numbers
Shapes and Space
Patterns and Functions
Data Handling
Measurement

Registration time + Interaction with EYC

Warm-up exercises
Rhyme time
Introduction to New Concepts
Inquiry Time + Learning /Hands on Activities
Break
Writing Time
Play Time
Arts/ P.E/ Islamic Studies/Duaa’ & Tafseer
Story time /Audio-Video

Assessments and Reporting in Early Years

Formative Assessments
Summative Assessments
Reports after completion of every unit of inquiry
Parent-teacher meeting –Twice a year
Student-Led Conferences + Annual Learning Festival

Events in Early Years Thrilling Thursdays and Fantabulous

Curricular	Extra-Curricular
Sensory Play Day	Eid Celebration
Know My City/My Country	Child Safety Day/Fire Drill
PTMs	Picnic
Annual Learning Fest	Water Play Day
Student-Led Conference	Rain-Soaked/ Winter Party
Visits/Field Trips	Story Telling/Puppet Show
Expert Talk	EY Sports Day
Early Years Award Ceremony	End of the Session Parties