Children’s Music Programme
Kinderland recognises the importance of music in the development of language literacy through music, contributing to children’s wholesome development. Its Children’s Music Programme provides our children with the opportunity to play the keyboard, while younger ones enjoy the learning delights of an early foundation in music.
Taught by professionally-qualified, specialist music teacher, children aged 3 and 4 years old (Pre-Nursery and Nursery) are encouraged to express themselves musically through song-singing, rhymes recitation, rhythmic movement, music stories and ensemble playing.
In addition to the above, children aged 5 and 6 years old (Kindergarten 1 and 2) are introduced to weekly keyboard lessons to further develop their hearing, singing, keyboard playing and notation reading skills.
Studies have revealed that including music in school curriculums help children to improve their concentration and memory, more attentive listening, ability to express feelings better, greater sense of rhythm, understanding of the basic rudiments of music, ability to read music scores and appreciation of teamwork.
Developed by physical education specialists to emphasize holistic wellness, the KinderFit programme is based on Rudolph Laban’s movement-based framework as well as celebrated American cardiovascular fitness programme Feelin’ Good, developed by Dr Charles T. Kuntzleman.
It is a structured wellness programme that is organized around the themes involving the body and its interrelationship with space, time, effort and flow. It enables young children to look fit and feel great about themselves – includes fundamental movement activities, cardio-wellness programmes, lessons on healthy eating and nutrition, as well as customised meal plans.
Benefits include acquisition of fundamental motor skills, development of self-confidence and responsible habits and improved cardio-wellness.
Literacy Through I.T.
Literacy Through I.T. is a comprehensive computer-based, multi-sensory instructional system designed to help the child learns to write even before learning to read. Developed by American educator Dr John Henry Martin, it is structured based on the phonemic principle.
Children are able to use their own language to express themselves through their writing. They learn the sound or letter associations needed to write the words they sound. This means that they are able to write any word they can say, even if they do not know the standard spelling for each word.
Kinderland was the first kindergarten in Singapore to implement computer-aided learning to enhance literacy and creative writing skills for pre-schoolers, setting up its first Literacy Through I.T. Laboratory in 1987.
In S.T.R.E.A.M. (Science, Technology, Reading & wRiting, Engineering, Arts, Mathematics), children are engaged in exploration and effective learning through inquiry-based project work. From idea development to conceptualising, researching, creating prototypes to the constructing and assembling of the actual structures, children are actively involved to lead and problem-solve their own queries. Coding is incorporated into selected S.T.R.E.A.M. projects.
Kinderland Phonics Programme
Kinderland Phonics Programme is a multi-sensory programme which stimulates children to learn through their senses- sight, sound, movement, speaking, reading and writing.
Children see and understand the relationship between letters and their sounds and how ’talk’ is written down (encoded) and how ‘print’ is read (decoded).
Chinese Integrated Curriculum
The Chinese Language Programme is based on expertise and resources from Kinderland’s China network of over 20 centres and affiliations, including Beijing Normal University.
It is benchmarked against the HSK International, which sets the standards for Chinese proficiency tests worldwide. Kinderland’s Chinese teachers are HSK-certified.
The Chinese curriculum is synchronised with the English curriculum, e.g. similar themed topics are taught in both English and Chinese, to provide children with a more comprehensive learning structure.
Theme songs and rhymes, children’s literature, as well as hands-on theme-related activities spanning across curricular domains are introduced to make learning Chinese fun and meaningful.