Core Values – Care, Kindness, Explore, Understand.

Children are born with an incredible capacity and desire to learn. Children will be provided with rich experiences through play and activities that develop critical thinking, problem-solving, and understanding about themselves, age, and developmentally appropriate. 

Pedagogical practices must include activities and experiences for all domains of development, such as cognitive, socio-emotional, language and literacy, physical-motor, creative, and aesthetic, which are interlinked. 


Children under the age group of 1 to 6 years are supposed to get growth and expansion in the field of school academics as pre-schoolers. To afford the holistic development akin to cognitive, social, expressive, and interacting skills or, in general, the development of the kids counting with a variety of maturity and knowledge in a childlike significant, emotional, exciting, mental, ethical, fine motor, gross motor, verbal communication, education, admiring, response, etc. with other uniqueness at this phase.


Pre- Primary curriculum is created intensively-researched, technology-enabled content that focuses on 21st-century skills and caters to diverse learning needs, abilities, and styles of students so that no student is left out.


In our ever-exciting journey of 2022-23 through preschool, we’re at a point where we are trying to write out preschool curriculum learning objectives. While the way we are teaching the toddler is in no way a rigid classroom-type structure, the learning objectives for the year would be a great way to ensure that even if we don’t get to every monthly learning theme, each goal in the preschool curriculum would be approached and hopefully mastered by the end of the year. 


Numerous opportunities will be provided to explore, understand, experiment, experience, and transform information into meaningful content and skills.

Pedagogical Approaches for Curriculum

  • Theme based approach

Educators across the world commonly use a theme-based approach. It attempts to tie in various skills and knowledge to be acquired by children into a coherent whole, organized around a specific theme, such as myself, plants, animals, fruits, vegetables, Community helpers, etc. A deliberate focus on a given topic enables even very young children to be more efficient in acquiring skills and processes required to gather and process information in later life.

Theme teaching is generally carried out according to a detailed predesigned lesson plan. Such an approach is largely teacher-directed, with very limited scope to allow child-initiated learning.

  • Play-based approach

Play is not a hindrance to academic learning, nor is it lazy teaching. Purposeful play practices can be built to create deeper learning experiences that a child will ponder and adopt.

Children learn best through play. Children should engage in play activities that are relatively easy for their developmental level. In a space-based approach, the teacher makes exciting materials and activities available, and children self-select activities according to their interests at each point in time and learn at their own pace. The teacher’s role is that of a facilitator, and she does not carry out any specific structured activities. It should be free play learning.

Play stimulates curiosity and exploration and leads to excelling in body control, encourages creativity and social skills, and develops emotional balance and language skills.

  • Activity-based approach 

Activity-based learning analyses the interaction process between a child and the world around them, which occurs as they complete a task.

The primary belief of the activity-based approach is that children learn through participation in activities, which provides opportunities for exploration and experimentation with different teaching-learning materials. 

Learning Objective

  • Behaviour & Social Skills
  1. Demonstrates ability the ability to resist the temptation for an immediate reward and wait for a later reward (Delayed Gratification)

2. Helps clean, tidy a space, and knows where items belong.

3. Engages and is attentive for longer periods.

4. Has a sense of self and self-care.

5. Recognizes personal space & polite behaviors – Learns not to interrupt and recognize private conversations and when someone wishes to be left alone.

6. Cooperates in both large group and individual settings.

  • Cognitive & Developmental Goals

Arts & Social Sciences

  1. Demonstrate an understanding of diversity – Can identify differences in people but appreciate the oneness that we are all human and experiences similar emotions.

2. Appreciates music – May dance, sing, hum, or participate while listening to music.

  • Language & Literacy Skills
  1. Recognize both upper- and lower-case letters

2. Work on learning letter sounds and pronunciations

  • Numeracy & General Awareness Skills

1. Can identify shapes easily

2. Can make comparisons and matches

3. Replicates and draws basic shapes like circles and squares

4. Quantifies using numbers and measurements

5. Shows a basic understanding of money, its use, and its finite quantity

  • Physical Development Skills

1. Learns to use scissors and other tools that require both coordination and safe handling

2. Actively plays and uses gross motor skills (such as kicking, rolling, jumping, and standing on one leg)

3. Can pedal and or maintain balance on a tricycle, bicycle, or balance bike

4. Demonstrates fine motor skills through lacing, threading, stacking, and drawing.

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