FOUNDERING CONTINUUM GRADE SCHOOL
in 2015 Early learning Centre & Child Benefit director founded Fijis and the pacific first ever continuum grades 1 to 3 with reason to believe it was our answer to providing quality early childhood education and also researching the importance of transition for children from different school systems and learning approaches we were able to see that children who had transitioned well through our grades school and to public, community or private schools are doing very well.
Fiji in the recent years has recent years, has been mounting evidence on the importance of early childhood development which has led to growing attention to children’s experiences from birth to 8 years of age.
In addition to spurring the development of new models to directly support young children and their caregivers, there has also been an increased emphasis on national policies and practices integral to protecting young children’s rights.
In Early Learning centre the ultimate goal of a stronger, more seamless care and education continuum is to initiate and sustain a strong foundation for future success by providing effective learning opportunities across the infant-toddler years, preschool ages, and early grades in all settings, including the home, family childcare homes, childcare centers, preschools, and elementary schools.
At the centers we provide for the Educators and leaders across the care and education continuum for children from birth through age 8 must possess the knowledge and competencies required to promote learning and development for all children and to address challenges faced by children and families in vulnerable situations and with our mobile Kindy services it is all about using the multi sectoral approach.
children’s growth across all domains is rapid and cumulative. Development and early learning provide a foundation on which later learning is constructed. Continuity is necessary to ensure that children’s experiences in care and education settings contribute consistently to these developmental achievements and that early problems are quickly identified and addressed.
When vertical continuity over time results in consistent high-quality learning experiences, it helps ensure that early learning achievements prepare children for later achievements such that children’s early competencies build on each other over time instead of stagnating or slipping backward.
For example, gains made as an infant and toddler need to be built upon in preschool programs, and additional gains made in preschool need to be built upon and extended when children progress to kindergarten and early elementary classrooms.