Play Home

Children attend play home to learn to communicate, play, and interact with others appropriately. A teacher provides various materials and activities to motivate these children to learn the language and vocabulary of reading, mathematics, and science, as well as that of music, art, and social behaviors. For children who previously have spent most of their time at home, play home may serve the purpose of helping them adjust to being apart from their parents without anxiety. It may be their first opportunity to play and interact with a consistent group of children on a regular basis. Play home may also allow mothers, fathers, or other caregivers to go back to part-time or full-time employment.

The main objective of play home school is:

• To develop a good physique, adequate muscular coordination and basic motor skill in the child.
• To develop good health habits and to build up basic skills necessary for personal adjustments such as dressing themselves, toilet and eating habits.
• To develop emotional maturity by guiding the child to express, understand, accept and control his feelings and emotions.
• To develop good desirable social attitudes, manners and to encourage healthy group participation.
• To encourage aesthetic appreciation (art, music, beauty, etc.)
• To stimulate the child’s beginning of intellectual curiosities concerning his immediate environment.
• To encourage the child’s independence and creativity by providing him with sufficient opportunities.
• “The school is an opportunity for the progress of the student. Each one is having the freedom to develop freely.”

Kindergarten (KG)

Children attend Kindergarten to learn to communicate, play, and interact with others. A teacher provides various materials and activities to motivate these children to learn the language and vocabulary of reading, mathematics, and science, as well as that of music, art, and social behaviors. For children who previously have spent most of their time at home, play home may serve the purpose of helping them adjust to being apart from their parents without anxiety. It may be their first opportunity to play and interact with a consistent group of children on a regular basis. Kindergarten may also allow mothers, fathers, or other caregivers to go back to part-time or full-time employment.

The main objective is:

• To develop emotional maturity by guiding the child to express, understand, accept and control his feelings and emotions.
• To develop good health habits and to build up basic skills necessary for personal adjustments such as dressing themselves, toilet and eating habits.
• To develop a good physique, adequate muscular co-ordination and basic motor skill in the child

Primary School

In our school, Primary Education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. It is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age.

Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.

Middle School

CBSE (Central Board of Secondary Education) classifies Middle School as a combination of Lower (Class 1-5) and Upper Primary (Class 5 – 8). The middle school concept often involves a group of two to eight teachers, depending on the school, from different disciplines working as a team with the same group of students of the same grade level, with each teacher teaching a different subject. This format facilitates interdisciplinary units, where part or all of the entire team teaches on the same general topic from the perspective of different disciplines.

The middle school philosophy also advocates assigning students in each team to a homeroom. By having homeroom daily for various discussions and activities, middle schools try to foster a sense of belonging in students to ease social and emotional difficulties during adolescence.