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The Bucket House Preschool pedagogical approach is developed and conceived by Amber Koh, based on a unique blend of pre-plan activities (structured) and active learning (inquiry) to provide the most consolidated and purposeful early learning experiences. To Initiate, Explore, Inquire and Experiment in which we call the IEIE, is the Bucket House Way of learning. The bi-lingual immersion curriculum, with mandarin as second language, is developed based on the foundation of the Reggio Emilia Approach as a predominant element, with the incorporation of Singapore Early Years Development Framework and Nurturing Early Learners Framework.

Programme Approach

The IEIE curriculum divides every learning term into a 6:4 ratio, where students undergo 6 weeks of structured learning and 4 weeks of inquiry-based learning.

Provocation​

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An open-ended play invitation table with easy-to-handle materials that requires no assistance. Created with the purpose of no right or wrong answer to the provocation activity, students are stimulated to explore, uncover their interest, make initiative and be creative.

Term Week 1-6 (Initiate & Explore)

 

Learning kicks off with an array of educator-initiated activities through predetermined units. The diverse themes help students to construct knowledge, invite them to explore new ideas and build connections through an interdisciplinary approach. Termly themes are non-repetitive, with activities extending from concrete to abstract and is comprehensive to allow students to have a complete understanding of knowledge. In these 6 weeks, educators play the role of an observer encouraging children to inquire and share their knowledge and interests. Students are being observed for in their direction of skills, abilities and interest and these information will be documented by the educators, which may be use for discussion, shaping ideas or set the stage for inquiry.

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Design for students to take autonomy to work in the direction of their interest, educator plays the role of a learner, a facilitator and a researcher during these 4 weeks. Student-led projects allow them to explore, connect their experience to the real world, and express their thoughts, feelings and imaginings with a hundred languages. Inquiry questions are effectively put across to students to encourage them to make careful observations and thoughtful interpretations to stimulate curiosity likewise, create a sense of wonder in adult and children alike.

Term Week 7-10 (Inquire & Experiment)

“When we in Reggio say children have 100 languages, we mean more than the 100 languages of children, we also mean the 100 languages of adults, of teachers. The teacher must have the capacity for many different roles. The teacher has to be the author of a play, someone who thinks ahead of time. Teachers also need to be the main actors in the play, the protagonists. The teacher must forget all the lines he knew before and invent the ones he doesn’t remember. Teachers also have to take the role of the prompter, the one who gives the cues to the actors. Teachers need to be set designers who create the environment in which activities take place. At the same time, the teacher needs to be the audience who applauds.” – The image of the child by Loris Malaguzzi, 1993

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