Early Childhood (Birth to Age 6) and Primary School

SbS classrooms foster democratic habits. Children are encouraged to:

• Make choices and accept responsibility
• Learn independently as well as cooperatively
• Be tolerant and respectful of differences

Using a thematic or project-based approach, classrooms are organized around developmentally appropriate learning and activity centers. The specific organization of this environment places a high priority on peer learning and ensures that children have the opportunity to make decisions each day. Activity centers are geared to the interests and learning level of each age group.

“We like working together. When we work together, we listen to each other and then choose the best ideas.” — Step by Step primary school student, Moldova

The role of the teacher is to facilitate children’s learning and create a community of learners. Teachers do not strive to be fountains of knowledge. Rather, teachers create a climate for learning, exemplifying the qualities that should be developed in children—intellectual curiosity, independent learning, enthusiasm, empathy and caring.

Teachers interact with children as they work and play. They observe and listen to children, record and evaluate their observations, and plan developmentally appropriate learning activities. In an environment where teachers encourage children to pursue their interests, children develop a strong sense of importance and self-initiative.

“I can compare the Step by Step program with the traditional programs because my older son attended a regular school. The only things he interacted with were his textbook and his notebook. In the Step by Step program, my younger son is actively involved in classroom activities. He is being asked his opinion and being challenged. I see how he is being pushed to think and to come up with arguments. The difference is huge.” — Step by Step Parent, Moldova

In many countries formal preschool services reach only a small percentage of children and families most in need of services. For this reason, ISSA is reaching out to children and families without access to quality preschool programs. For many communities, a range of creative, flexible strategies to provide parents with the knowledge, skills, and practices needed to support their children’s development is urgently needed. The development of community learning centers, which address the learning needs of both parents and children, is a high priority of SbS’s expanded community activities. ISSA’s goal is to expand services to reach families whose children are not attending formal preschools. Additional programs include: parent-child activities, parent education workshops, adult education, and informal developmentally appropriate activities for children from birth-7 years of age.