Alam Kidz Curriculum
Based on national government regulations “Permen. No 146 K 13 PAUD And Permen. N0 137 Standar Nasional PAUD”, we are allowed to design our own curriculum. The National Curriculum 2013 (K13) is utilized as a support and guidance mechanism when collaborating with several other learning approaches. We called it a Holistic Curriculum. The holistic, blended curriculum approach is derived from the Cambridge Curriculum, the Montessori method and the Reggio Emilia approach.
What is Alam Kidz Curriculum belief ?
Young children can seem like sponges sometimes-they learn quickly and are often filled with curiosity about the world around them. We believe that at Alam Kidz, we have a unique opportunity to guide students and families toward a lifetime filled with a love for learning. Curriculum is an important part of this process and is everything that students learn. It can be implicit or explicit, planned for or spontaneous.
Why our Curriculum is based in Play ?
Our Principal, Pak Sudi, has had many years experience with young learners. His wide ranging teaching experience includes teaching in large elementary schools and smaller independent facilities. At staff meetings, his colleagues often wanted to know why it seemed like his students were always playing rather than learning. Pak Sudi explained to them that in early childhood, play is truly the most important part of a curriculum. Children learn so many things through play.
When two four-year-olds children work together to set up a dollhouse, they are learning language about family, relationships, and furniture. They are learning different perspectives about how to organize things, planting the seeds for critical thinking, or knowing how to think from multiple perspectives. When a four-year-old child spends seemingly endless stretches of time fitting a golf ball through a hole and watching it drop, he is learning about gravity, geometry and even probability.
The learning that happens through play cannot be replaced by any other learning, as it is self-directed, creative, and authentic. A teacher’s role during children’s play is to watch and provide language to help children describe what they are experiencing.
Our teachers also provide settings with ample opportunities for different kinds of play. They observe and notice what kinds of play their students gravitate towards, and they work on ways to enrich and diversify these inclinations.
Young Entrepreneurs at Alam Kidz
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Field activities
Field activities are a learning activity that aims to provide basic skills and expertise as a means of delivering balance between teaching and learning activities in schools and the demands of life in the community. Field activities can be an effective and efficient media in conveying knowledge and skills. Learning is not only theory but also real evidence is provided in the field. The purpose of conducting activities in the community is to enable students to get closer to their environment, making it easier to understand the material by seeing the reality. Our field trips are one of our learning processes that are innovative, real, and relevant to the demands of the day. An example of one of our field trips is students visiting pottery craftsmen. The children can watch pottery being made, understand the process and then are provided with the materials to make pottery themselves. The purpose of this activity is to encourage children to be creative and express themselves with different materials and to develop their understanding of work based activities.
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Market Day
Market day is an interesting and fun activity for young children. We believe it supports the development of entrepreneurial skills from an early age. The learning objectives of our market day program are :
- Development of individual student finance skills & capabilities-which covers mathematical and numeracy skills,
- Supporting the students in their own decision making about money,
- Encourage student entrepreneurship-to be able to be entrepreneurial students are expected to be able to communicate, trust, understand risk management, learn from their mistakes and be innovative.
- Improving education for sustainable development in relation to understanding the concern for the environment. Learning about our environmental impact and the reduction of the use of plastic is key.
- Understanding culture-getting to know and learn about local customs. Many things make up culture these things include; food, language, clothing, tools, music, arts, customs, beliefs, and religion.
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Cooking Class
At Alam Kidz we believe that eating patterns that begin in childhood affect health and wellbeing throughout life, so early education is an important step in starting children with a positive relationship with food, and this begins with cooking classes. All children love cooking! Children learn additional skills through practicing basic math skills such as counting, weighing, measuring, tracking time; they also gain social skills by working together and communicating in the kitchen. Teaching cooking to young children is an opportunity to teach nutrition education such as planning meals, where food comes from and making smarter food choices. Cooking can also aid children in acceptance of responsibility, as each child has a task to complete to contribute the meal preparation and cleanup. We know that cooking in school can build positive memories that promote future healthy, enjoyable cooking elsewhere.
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Multiculturalism Education for PAUD at Alam Kidz School
Multicultural education refers to the learning of appropriate knowledge, attitudes and skills related to the respect and appreciation of different cultures and other differences which include race, ethnicity, religion. At Alam Kidz, our educators are required to develop their abilities in designing multicultural environments and learning programs, as well as being role models for children, by respecting the diversity of each child. To ensure continuous learning and development we encourage our teachers to collaborate with other PAUD educators, parents, as well our communities and community organizations so that children’s needs related to cultural diversity can be met.
Currently we have a diverse community of children from a wide range of backgrounds including Russian, Australian, French, Japanese and Chinese. We celebrate different cultures by having theme events in our school calendar. For example, Nyepi Day- by making ogoh-ogoh, Christmas Day -by decorating a Christmas tree, Lebaran -by making and cooking Ketupat, Chinese New Year- by making Barong Sai, Vesak Day- by doing Yoga activities in the schoolyard, and so on.