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Early Years Learning Community

The Early Years Learning Community (EYLC) at ISB sees each individual child as competent, resilient, and capable. Young children develop through opportunities to explore their environments and are empowered to develop attitudes and dispositions for success by constructing meaning of the world around them. Early years educators at ISB engage by listening to and observing children, informing intentional play experiences within the classroom in order to foster a spirit for experimentation and openness to the unexpected. As an inquirer in the Early Years Learning Community, children gain the confidence to question, the inspiration to create, and the passion to learn and grow.

ISB’s Early Years program is intentionally designed to allow the children to guide the learning process. Teachers use the pedagogy of listening and the environment as the third teacher, to ensure that learning is personalized, joyful, and challenging. Dustin Collins,  Es Assistant Principal

Early Years Learning Community

Children gain the inspiration to create.

Early Years Learning Community

Young children develop through opportunities to explore their environments.

Early Years Learning Community

Children develop the passions to learn and grow.

Early Years Learning Community

Young children develop by constructing meaning of the world around them.

Early Years Learning Community

We see each child as competent, resilient, and capable.

Freedom to Explore 

Language-rich Experiences 

Trusting Partnerships 

Integrated Arts and Movement 

Joyful Learning Community 

Individual Responsibility 

As an early years program, we value… 

  • a safe and secure learning environment where all individuals feel respected.
  • social and emotional learning which fosters self-awareness, individual responsibility, and engagement.
  • the language spoken in each child’s home.
  • each child’s cultural background and experiences and the unique opportunities offered within the host country.
  • partnership and trusting relationships between school, home, and the broader community.
  • the use of the environment as the third teacher.
  • a joyful learning community which fosters strong friendships and fun for all.
  • the growth of each child to plan, create, and reflect.
  • documentation as an ongoing process to promote and communicate learning.

We believe that early years students learn best when they… 

  • build strong, nurturing friendships and bonds with their peers.
  • are provided language-rich experiences which develop communication skills through the arts, literacy, and movement.
  • discover their own identity within an environment of collaboration, diversity, and mutual respect.
  • collaborate, cooperate, and negotiate with all members of the learning community.
  • engage in a learning environment that is intentionally prepared to cultivate independence, social play, and curiosity about the world.
  • construct their own meaning and make connections from authentic, real-world contexts.
  • have the freedom to explore, discover, create, and engage in playful wonderings.
  • inquire alongside teachers who serve as researchers, nurturers, partners, and guides in learning.