Our Early Childhood Programme is based on a foundation of play.

At ABA Oman International School, our Early Childhood programme is designed for children aged 3 to 6 years, providing a safe, well-resourced, and inspiring learning environment. Grounded in the belief that play is the foundation of learning, our programme nurtures the development of essential skills, knowledge, and understanding under the guidance of our experienced Early Childhood teachers and teaching assistants.

We harness children's natural curiosity and eagerness to explore, encouraging them to inquire into themselves and the world around them. Our Early Childhood curriculum is aligned with the IB Primary Years Programme (PYP) framework, offering a strong foundation that prepares students for future success in the elementary years.

At ABA Oman International School, early childhood is a time of wonder, choice, and possibility. We see children as capable, curious learners who make meaning through play, inquiry, and relationships.

In our Reggio-inspired programme, play is a powerful form of inquiry that encourages children to explore, experiment, take risks, communicate, solve problems, and express emotions while nurturing curiosity, creativity, and reflection.

Grounded in the IB Primary Years Programme (PYP), learning is intentional and connected, enriched to support holistic development and the growth of Approaches to Learning skills, such as communication, thinking, social, research, and self-management.

In our mixed-age Family Classes, children learn in a community-like environment where younger learners are inspired by older peers and older children develop leadership, empathy, and confidence, fostering belonging, continuity, and meaningful relationships.

Curious to explore Early Childhood at ABA? Get in touch with us at registrar@abaoman.org | 24955800/01

Learn more about Family Classes

What are family classes?

“...the deliberate mixing of children from various age groups of more than one year in the one class.”

This model is frequently used in early childhood settings due to its many benefits. In the same way that children of different ages in families live, play and learn together, family classes allow children to learn from each other, for younger ones to feel supported and nurtured by their older peers, and for the older ones to develop their leadership skills. In terms of learning, when we mix students in this way, we can treat them as individuals and honour their different rates of development.

"In a mixed-age group, a teacher is more likely to address differences, not only between children but within each individual child. In a mixed-age group, it is acceptable for a child to be ahead of his or her same-age peers in math, for example, but behind them in reading, or social competence, or vice versa." Katz (1995)

What are the benefits of Family Classes?

Mixed-age classes have been widely used in school since research began exploring their benefits as far back as the 1980s. More recent research continues to support the many benefits of this model, including:

supports social-emotional development in both older and younger students
fosters a sense of uniqueness for each child - rather than feeling pressured to keep up with their peers, children have an opportunity to find their own voice and develop their individuality
encourages cooperation rather than competition
improves confidence, tolerance and a feeling of security

“Benefits include more holistic, child-responsive curriculum practices that consider the understandings, capabilities and dispositions that children need for future work, e.g. working in diverse environments that seek workers who are multi-skilled, literate, cooperative, creative, adaptable, independent and resourceful.

Children and teachers usually have the opportunity to work together for more than one year, which enhances continuity of learning and the forming of positive relationships with teachers and children, and between children.

Because of the mixed age group, the younger children benefit from the positive models of older children, often aspiring to their levels of capability. At the same time, the older children rise to the expectations of the younger children and teacher, being very responsible and having opportunities to lend and use their expertise.”

Articles about Multi-age Education (2006; p3)

How does this affect the curriculum and my child’s progress?

As a play-based PYP programme, the early childhood curriculum focuses on knowing our learners as unique individuals. The four learning domains enable children to develop at their own pace, with teachers observing and supporting their progress and next steps.

The model for family classes means that K1 students can benefit from two years with the same teacher, who will get to know them very well and can continue to support their growth. In their second year in a family class, students become the older group in the class, with opportunities to support and guide their younger peers.

The curriculum will work on a two-year rolling cycle of units of inquiry, so children will not repeat the same units. We focus on each child's development in the four domains of learning and provide learning experiences that challenge each child wherever they are in their learning.

If you'd like to read more...

Benefits of Mixed-Age Groups in Early Child Education (2020)

The Benefits of Mixed-Age Grouping. ERIC Digest. (1989)

The benefits of mixed-age grouping at child care - CareforKids.com.au (2020)

Mixed-age grouping - why we love it! - The Spoke – Early Childhood Australia's Blog (2016)

Mixed-Age Groups – Win, win? (2020)

Articles about Multi-age Education (2006)

The Four Domains

While children are learning many aspects of traditional subjects such as mathematics, reading and writing, science, art and more during their time in Early Childhood, we prefer to view their development more holistically. ABA uses domains as lenses through which to bring each child’s learning into focus. Teachers use the domains to identify progress, plan for the next steps and report on your children’s development.

Personal, Social and Emotional Development

Identity

Interactions

Communication

Physical Development

Gross motor development

Fine motor development

Active living

COGNITIVE Development

Mathematics: Number, Shape and Space, Measurement, Pattern and Function, Data Handling

Language: Reading, Writing, Speaking and Listening, Presentation

CREATIVE DEVELOPMENT

Creating

Responding

In addition to the subject areas - mathematics, language arts, science and social studies - ABA also offers speciality programs with the following classes:

Information Communication Technology and Digital Citizenship

Kindergarten students have scheduled lessons with the Early Childhood IT facilitator twice a week. They are introduced to and practice technology skills working independently and collaboratively. The skills are taught through activities that support the PYP Units of Inquiry and the stand alone curriculum. The IT facilitator supports student and teacher initiatives using a range of technologies.

Library

In their weekly Library classes, Early Childhood students are encouraged to develop and share their love of books and reading. The children are introduced to fiction and non-fiction literature that often relates to their PYP Units of Inquiry. Students borrow books each week to take home and enjoy with their family and friends. We encourage parents to join our Library, too.

PHYSICAL HEALTH EDUCATION (PHE)

PHE provides EC students with an exciting, safe and developmentally appropriate program which encourages children to explore movement both with and without equipment. Through a variety of activities students develop coordination, balance, strength as well as fine and gross motor skills. All students from KG have weekly swimming classes and all students are expected to participate.

The Early Childhood Centre is a purposefully authentic environment that provokes children to learn and make sense of their world through exploration and inquiry.

ABA mindfully designs its classrooms and continuously enhances it to engage and challenge students' learning. Our educators collaborate to provide safe and engaging environments where children learn about their world through play and relationships with peers, teachers, family and community members. Natural materials and loose parts (open-ended materials that have no specific purpose but can be used in a variety of ways) feature heavily in our classrooms.

The EC Garden is a shared, central area that accommodates activities requiring ample space, such as Big Blocks, construction and role-play. It is an extension of the classroom, where we invite children to continue independent or small group work; and experiment and engage in meaningful learning and cultural activities.

Sensory play, including engaging with sand, water and malleable materials such as playdough is essential for a child's development. It provides exciting tactile and sensory experiences that inspire curiosity, allows for world exploration and enhances language and creativity. Children experience sensory play indoors and outdoors.

Two shaded playgrounds, equipped with developmentally appropriate structures, gardens, a mud kitchen, sandpits and tricycles are available to EC students. The playgrounds are accessed during scheduled break-times as well as during learning times organised by the teachers.

Student Support at ABA

How does ABA help children whose first language is not English?

The English as Additional Language program (EAL) at ABA – An IB World Contnuum School falls under the umbrella of the Student Support Services department. It is a service provided to students in grades 1-10 who have English as an additional language. Our mission is to help students develop English language skills, cultural awareness and learning strategies which will enable them to become successful learners and positive contributors to the wider community in which they live.

can ABA accommodate my child who has extra learning needs?

ABA admits students with learning needs who are able to access and benefit from the educational program in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard, placement for students requiring Learning Support shall not normally exceed 10% of the enrolment at any grade level. ABA is equipped to provide moderate support for a managed number of students normally not exceeding 5% of the total school enrollment and not more than four students requiring moderate support per grade level.

We require that parents provide any and all formal documentation identifying diagnosed areas of need (strength and challenge) to the school, in order to give their child the best chance of success at ABA.

The Learning Support Program falls under the umbrella of the Student Support Services department. The program provides support to students, teachers and parents. Learning support teachers are available as resources to support in-class interventions, to help identify areas of need and to provide specialised support, including early literacy intervention. ABA is an IB World Continuum School, and as such values and models inclusion. Our collaborative approach to support uses an evidence, data and strengths-based model with a focus on growth, progress and learning. We aim to increase independent access and success for students at ABA.

What is ABA's child protection policy?

ABA seeks to be a safe haven for all our students. Child Protection procedures derived from Child Protection Policy 7.6.3 will be stated in the ABA Child Protection Handbook. This handbook is communicated to all who work with ABA students. All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered or is at risk of suffering abuse or neglect. Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with Omani Law and the child protection procedures resulting from this policy statement. The ABA administration shall be responsible for ensuring that screening and criminal background checks for staff are provided.

Does ABA have Student Counselling?

As an IB Continuum School, we believe that counselling students extends beyond academic and emotional support. We aim to develop student achievement incorporating leadership, access to opportunities, collaboration and advocacy. We maintain a culturally sensitive, safe environment for all members of the school community, and ensure that students have someone to turn to if they need help. Our school counsellors assist all students through planning and prevention and are also available for intervention for immediate or unplanned needs.

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