Our programme for children is play-based as we believe that play is the work of young children and their most effective way to learn. Cognitive development (the goal of academic work) is approached playfully, utilizing materials and activities that children truly care about... writing a letter to a friend, signing artwork, playing a sequencing game, building a symmetrical structure, counting out snacks. There are no worksheets, but thinking is stretched and expanded daily.

Is your programme structured ?

Yes! We carefully structure time, space and materials. We believe that it is important for children to become meaningfully engaged in their work. Providing large blocks of time when children can choose their activities allows us to nurture attention span and demonstrates our respect for children's work. We balance these blocks of child-initiated activity with group experiences led by the teacher. As children mature, we expand the group times. Our younger groups have circle or group times that include music, games, sharing, planning, stories and acting.

To see the way we structure space and materials we invite you to tour our indoor environment and playground. As you "look around" we hope you'll see a setting that encourages exploration, creativity and self-reliance.

Do you have a "philosophy" about discipline ?

Working with parents to help children acquire the tools of self-control is the goal of our approach to discipline. Each conflict in the preschool gives us a chance to help children learn acceptable ways to solve problems. We never shame or isolate children to punish. Our job as teachers is to anticipate, whenever possible, and to react with a clear, understandable message when necessary. With a beautifully planned environment, a curriculum that allows children to study those things they care most about, and well-trained professional staff, the need for discipline is kept to a minimum. Come visit us and see for yourself!

Settling-in period for new children. - How does this work ?

We suggest that the settling-in period be a gradual process. During the first 2 or 3 visits, the parent will accompany their child throughout the morning, you may even choose to stay for a shorter period of time, perhaps 1 hour. There will be an opportunity to meet the staff team in the room, have a play and get a feel for the environment. Parents are encouraged to talk to staff, this enables your child to see there is a relationship developing between the adults. At the end of the morning parent & child will leave together.

When you feel ready to leave your child for a short period of time, we suggest that you spend a little time settling him/her into the room before leaving them to play. You might stay on the premise but try to stay somewhere your child cannot see you. If your child becomes too upset you can still come and be with them but we would suggest you try to leave them for approximately 1 hour.

In the middle of the second week, if both the parent and child are happy & ready, then your child can be left in their classroom. For this session we suggest you leave your child for around two hours. 

The above is a guide, some children settle into a new environment with ease, others children may need more reassurance. Sometimes it’s parents who benefit most from the settling-in visits. Whatever the case, please be reassured that staff will support your child and family when joining Saigon Kids.

How long is the settling-in period ?

Most settings schedule a minimum of two to four weeks for children entering a setting for the first time if they are under 3. It may be a much shorter period for older children or children who have already been in care. This is a time we can get to know you and your child, and invite you for progressively longer try-out sessions. Resist any shortcuts. These sessions should cover every aspect of the day, not just the first half-hour. Use them to gently introduce your child to toileting, snack and meal times, play time, sleep time and more – in fact, anything your child might find scary on their own.