Early Years


Pre-Nursery & Nursery 1

The EtonHouse Inquire.Think.Learn curriculum framework has been developed to support teachers in responding to a learning context of the 21st century - a time of rapid change where “learning how to learn”, creativity and critical thinking must be the focus of a quality early childhood programme.

As early childhood educators, we support the holistic development of the learner, that is their physical, emotional, social, intellectual, creative and language development.

There are 8 big ideas that underpin the EtonHouse Inquire.Think.Learn curriculum framework.

These are:

  • an image of the child as competent. Children are respected as strong and competent learners, curious and interested in their world and who are acknowledged as sophisticated thinkers and communicators
  • an understanding that play and conversation are the central modes of learning
  • a recognition that the curriculum has research-based intellectual and pedagogical integrity
  • the importance of seeing the learner within a socio-cultural context where knowledge is constructed as the child interacts with both the physical and interpersonal environment
  • the ongoing commitment by educators to view themselves as researchers who work with colleagues, children and families, to deepen their own understanding of their teaching
  • the facilitation of flexible environments that recognise that children learn not only from their teachers and peers but also from their interactions with the physical environment
  • a demonstration as educators of accountability for children’s learning through reflective pedagogical documentation.
  • the establishment of a reciprocal partnership with parents, recognizing them as the child’s first educator

As part of this play-based, inquiry-based learning approach, young children at EtonHouse Thomson are respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources that extend and challenge their thinking. 

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This page was last edited on April 9, 2018