Early Years

Modern research in neuroscience and early childhood development corroborate the foundational influence of the early years on the rest of our lives. We are continuously receiving new understanding about the incredible ways in which young minds develop. We now know that infants and toddlers have the capacity for, complex thought. According to a recent report from the American Institute of Medicine*, they can understand other people’s intentions, reason about cause and effect, and intuit the more basic aspects of addition and subtraction. We also know that the earliest years are a period of intense and rapid neural development. M.R.I. studies suggest that 80% of all neural connections form by Age 3. It is also becoming increasingly clear that a child’s ability to capitalise on these formative years is directly related to his/her environment.

Kai aims to be a thought leader in early years education and a champion of preschooling that truly harnesses the raw potential of children in their formative early years.

“The early childhood period – from birth to Age 8 – represents a significant developmental period during which rapid and significant cognitive, linguistic, and social-emotional competencies are established. Learning in the early childhood period occurs in the context of relationships within and between numerous systems (including a child’s home, childcare setting, preschool, and the interactions among them). Thus, supporting a child’s early learning is the shared responsibility of adults in these systems, and is enhanced through coordinated and cooperative home-school connections.”

The Wiley Handbook of Family, School, and Community Relationships in Education – Steve Sheldon, Tammy Taylor-Vorbeck

At Kai, we are mindful of just how much can be done to engage and nourish young minds at their ripest juncture. To keep children happy should be the foregone aim of every progressive preschool, but how we do it is the moot question. Are we stimulating our early learners enough? Is our curriculum nurturing their sense of self, as well as giving them a view of their place in this world? Are our teachers being given the professional learning opportunities and support they need to realise the potential of these critical years? What more can parents do to give their children the stimulation they are capable of absorbing? These are some of the challenges Kai will keep addressing as we evolve our commitment to the early years.

IN OUR ROLE AS EARLY YEARS COMMUNITY BUILDERS, WE WILL PROVIDE:

  • A community space exclusively designed to support the development and well-being of children, parents and caregivers
  • An internationally certified early years educator development programme, to provide access to highly-trained and professional educators
  • A robust research centre that will influence and inform practices and policies that impact early years education

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