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Curriculum

Early childhood Curriculum

Our process demonstrates academic integrity, content research, trial testing, and ongoing evaluation to provide the very best to every kid of “OUR KIDZ” Learning Centers.

We create a learning experience through 4’C framework, which creates an environment for the kid to experiment and explore in order to gain knowledge.  The success of the Four C process is also dependent on the role of the facilitator in enabling kids to achieve a state of Flow and to work collaboratively.

Curriculum

FLOW

To achieve a state of Flow, a balance must be struck between the challenge of the task and the skill of the performer. If the task is too easy, it leads to boredom; but if it is too difficult, it only creates anxiety, and Flow cannot occur. An educator’s greatest responsibility is to facilitate the learning process in a way that allows children to stay within such a balance. In this way their creativity and engagement naturally flourish and Flow can be experienced.

Collaboration

Acknowledging collaboration is about recognizing that while we learn on an individual basis, we need others in order to develop and complete our learning. Collaboration is about personal leadership and mastering the dynamic s of teamwork.  Learning to engage effectively in dialogue with peers, sharing ideas, and building on top of contributions by others while crediting the originator, are essential skills to master in all the phases of the Four Cs framework. Being collaborative involves building trust and empathy, and building strong bonds with others whilst remaining true to one’s own identity.  Collaboration entails sharing ideas and feelings through dialogue, and learning to negotiate differences.

4-C’s Framework

“C”onnect

Learners are presented with a challenge or task that is open-ended and that places them in the position of solution- seekers. The active engagement of kids always takes it’s starting point in questions asked by the learners themselves, thereby building on the kids’ own initiative and interests. In the Connect phase the facilitator encourages learners to ask questions and explore ideas around the task before they get started. Their curiosity is awakened, and the task is within their reach. It builds on existing knowledge and areas of interest.

“C”onstruct

Every LEGO® task involves a building activity. Active learning (or learning by doing) involves two types of construction: when children construct artifacts in the world, they simultaneously construct Knowledge in their minds. This new knowledge then enables them to build even more sophisticated artifacts, a process which yields yet more knowledge, and so on, in a self -reinforcing cycle. To construct with others collaboratively extends this learning even further. Solutions that we create together are generally better than those we are able to create as individuals, due to the opportunities made available by the process.

“C”ontemplate

Kids are given the opportunity to consider what they have learned and to talk about and share insights they have gained during the Construct phase. In the Contemplate phase everyone is encouraged to ask facilitating questions about the process and learning so far.  Facilitating questions are designed to help learners gain awareness of the process they are in and explore new ways to go about finding solutions to the task that has been set.

“C”ontinue

Every LEGO® task ends with a new task that builds on what has just been learned. This phase is designed to keep the learner in ‘a state of Flow’. The Flow state is an optimal state of intrinsic motivation, where a person is fully immersed in what he or she is doing.

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