learning development creativity
discover the cambridge experience through
our unique programmes
cultivate learning through
isteam + pbem
Given the rapid pace of numerous advancements, identifying the precise job skills that will be in demand in the future becomes challenging. Nevertheless, it remains evident that refining distinctly human skills, which are not readily replicable by machines and AI, will be crucial. The ability to innovate, problem-solve, and think creatively and critically will be essential.
Our Project Based Ecological Model (PBEM) x iSTEAM curriculum is a modern approach to education that exposes children to iSTEAM (Innovation, Science, Technology, Engineering, Arts and Mathematics) through experiential learning and real-world problem- solving, fostering the development of essential future skills in fun and age-appropriate ways, while encouraging creative solutions.
iSTEAM embraces the philosophy of “thinking with hands” and consists of hands-on inquiry and open- ended exploration of interesting topics in fun and age- appropriate ways to prepare your child for future success.
the cambridge routine
Individualized Instruction
Small group classes that focus on skills, particularly math, reading, language, writing, fine motor and practical life skills
Circle Time
To develop the social and language skills of the students through morning greetings, singing and dancing to nursery rhymes and songs
PBEM + iSTEAM
Students are given a specific theme/topic every term. The students create projects based on their discussions, research, experiments and fieldwork during this period
Snack Time
Students are encouraged to be independent as they set up their tables, serve food and drinks, eat on their own, and pack away after
Grooming Time
Students are taught self help skills such as brushing their teeth, dressing and undressing, packing away, and folding clothes
Story Time & Dismissal
Students are encouraged to read stories independently and as a group. This can help improve the students’ reading and speaking skills
the cambridge experience
is rewarding and unique
At Cambridge Children’s Learning and Development Inc (CCLDI), We strive to bring out the best in every child through a conducive and nurturing environment with teachers who care.
We are a Singapore international preschool founded in 1993 by Yale Holdings Pte Inc. and began operation in the Philippines in 2001. CCLDI has since established itself as an international leader in providing quality child care.Each centre provides state of the art child care and early learning programmes for children from 10 months to 6 years of age, and enrolment is ALL YEAR ROUND!
outstanding singapore
standard of learning
The curriculum is based on Cambridge Singapore, but we modify it to enhance our students’ learning experience. Our methodology is eclectic, integrating various teaching methods like traditional approaches, project-based learning, the Montessori method, and the Reggio Emilia approach, tailored to each child’s needs because we believe every is a unique individual who has the potential to be the best that he can be.
CAMBRIDGE METHODOLOGIES
JOHN DEWEY
In Cambridge Pre-school we believe in a purposeful curriculum, one that emerges from the children, their interests and experiences. We concur with John Dewey that education learn best when they interact with other people. When children are engaged, learning is fun and exciting in and of itself. at Cambridge Pre-school, we facilitate to turn a mere experience into a fun, learning experience.
MARIA MONTESSORI
According to Maria Montessori, the greatest sign of success for a teacher is able to say “The children are now working as if I did not exist” At Cambridge Pre-school, we advocate for a child-centred environment and emphasise greatly on a prepared environment for the children. The prepared environment includes not only the space the children use and the furnishings and materials within that space but also adults and the children who share their days with each other. we see the need to teach less and observe more in order to plan appropriate activities and have materials on hand to support children’s interests. Montessori’s theory about young children tells teachers not to pull children away from projects that interests them. hence the adoption of the framework PBEM (Project Based Ecologica Model)
JEAN PIAGET
Jean Piaget believed that children construct their own knowledge by giving meaning to the people, places and things in their world. To him, construction is superior to instruction, meaning children learn best when they are actually doing the work themselves and creating their own uderstanding of what is going on instead of being explanations by adults. Cambridge Pre-school believe that telling the children solutions is less effective than finding a way to allow them to think through a problem on their own.
LEV VYGOTSKY
Lev Vygotsky theorised that social and cognitive developent work together and build each other. Much learning takes place when children play. He believe that language and development build on each other. When children play, they constantly use language. They determine the conditions of make-believe, discuss roles, objects and directions and even correct each other. They learn about situations and ideas not yet tried. Vygotsky beleived that this interaction contributes to children’s contruction of knowledge and their learning. These theories of Early Childhood have helped Cambridge Pre-school to see the importance of planning a purposeful curriculum for the child, not only child-centered but one that emerges from the child.
URIE BRONFENBRENNER
At Cambridge Pre-school we foster strong relationships between children, families, and educators as believed by Bronfenbrenner. We create a nurturing microsystem that encourages open communication and collaboration, ensuring that each child’s experiences at home and school are aligned. Additionally, we incorporate community resources, resource speakers and cultural elements to enrich learning, helping children make meaningful connections across various contexts and promoting holistic development.
REGGIO EMILIA
The Reggio Emilia approach sees children as active, capable, and important members of the community. They are encouraged to explore, ask questions, and make sense of the world around them, as building a strong foundation of experiences in these early years helps them achieve their full potential. Children express themselves through various languages, including art, music, and drama. At Cambridge Pre-school, we believe in encouraging children to learn through hands-on experiences such as listening, moving, touching, and observing.
traditional approach
The traditional approach to teaching focuses on direct instruction from the teacher, with students learning through lectures, memorization, and structured exercises.
project-based learning
Involves students working on a project over an extended period to explore and solve real-world problems, integrating various skills and knowledge.
montesSori method
The Montessori method emphasizes self-directed activity, hands-on learning, and collaborative play, allowing children to explore and learn at their own pace within a prepared environment.
Key Values
each child has a
unique potential
learning is a life-long journey
