• Arousing the curiosity of the child thereby creating joy in learning
  • Learning through doing, observing, reasoning and most importantly first hand experience
  • Creating a healthy and holistic learning environment by enhancing non-formal learning
  • Giving greater impetus to child-centered, child-directed activities as opposed to teacher directed activity
  • Teaching aids like story books, picture books, films, worksheets, activity sheets, puppets, slides and other audio visual representations form a part of the process of learning

In the first year, the activities conducted aim at increasing the child’s trust in the learning place i.e. the new environment, the new teacher, the new set of children that are present. Play is the primary medium of education. Age appropriate toys and learning tools are provided to children.

In the second year, games, music and play activities increase the interpersonal contact between the children. At this stage, appropriate attention is paid to strengthening pre-reading and pre-writing attributes  of each child.

In the third year, motor and speech skills are improved through games, colouring, recitation, music, drama. Enhancing the linguistic abilities of the children assumes great priority. A systematically devised phonic programme developed in the UK, ‘Jolly Phonics’ is introduced.

In the fourth or final year, physical and mental co-ordination is further accelerated by way of specially supervised activities like cutting with safety scissors, puzzle solving and building blocks. Increased self reliance is encouraged with indepedent writing while the training imparted ensures that each child is proficient and ready for formal learning .