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‘VIVERO’ is Spanish for a place where life is nurtured.
Every child has a gift. We find that gift and make it a strength.
At VIVERO International our goal is to provide a richly and carefully resourced learning environment designed to stimulate learning and development of young children 18 months to six years of age.
VIVERO International pre-school is proposing an innovative direction in early childhood education. We have been inspired by globally accepted best teaching practices such as the UK Early Learning Goals and the Reggio Emilia educational project of northern Italy.
Following the approach of Inquire • Think • Learn, the curriculum focuses on inquiry-based learning. Young children at Vivero International are respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources to extend and challenge their thinking. The curriculum invites children to hypothesise, theorise, predict, problem solve, construct and document their developing understandings of the world in which they live. Our approach acknowledges the socio-cultural principle that children learn from quality interactions and relationships with people, places and things; exploring and discovering in an affirmative environment.
The child-focused curriculum revolves around a curriculum generated from observation of children’s individual strengths and abilities, with an emphasis on the development of literacy and numeracy skills.
We value the uniqueness of each individual as a gift and an opportunity to learn, to respect and to be enriched by the similarities and differences within our socio-cultural context.
We invite you to come visit us, and discover a new direction in early childhood education. Do schedule a visit at your convenience.
VIVERO International - where education is more than imparting knowledge, it’s about encouraging children to do significant things with what they’ve learnt. |
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| OUR INTERNATIONAL PARTNER |
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Vivero International Pre-schools
has joined hands with.........
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