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Beijing New Oriental Stars Education Consulting Co., Ltd.,  | www.300.cn | 京ICP4567894123号

Curriculum

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In the guidance of <Kindergarten Teaching Guidelines>, in line with leading edge international principle topics and based on children’s mental and physical characteristic as well as advanced international teaching theory and methodology, we designed the bilingual curriculum including Enquiry Learning, Picture Book Education and Character Education. 
 
1. HappyVill Bilingual Picture Book Education. 
Researched, designed and hand-drawn by NOS’s international professional team, HappyVill education system includes class that covers children of aged between 2 and 6. It is based on the framework of 32 principle topics that relate to children’s recognition of world and of themselves. Using the form of picture books and combining situational play and performance, HappyVill stimulates children’s curiosity towards the world and encourages them to enquiry and search for answers.
 
2. Character Education:
It is clearly indicated in <Learning and Development Guide for Children at the age of 3 to 6> that children need guidance to respect and care for the elderly as well as people around them, to respect other’s work and achievement. They also need guidance to learn how to appreciate differences with equality, acceptance and respect. We teach children to be honest and integrity. We stimulate children to love their hometown and their country by what they could see, hear and understand. NOS integrates character education in their daily routine to develop their recognition and appreciation towards virtue, their understanding of environment and lives, their relationship with others, as well as to teach them to respect all living creatures and develop quality characteristics including integrity, sharing, independent and caring. 
 
3. Abundant quality education: 
In order to promote comprehensive development of children, we incorporate daily bilingual teaching to organize children participating in drama and performance at the end of each semester. At the same time, we set up varieties of specialized courses including dancing, painting, handcraft, Chinese martial arts, taekwondo, thinking training, robots, intellectual development, in order to make sure all children’s interests and personal potential could be fully excavated.
 
4.Sandplay therapy):
Sandplay therapy has been developing since its first establishment in Europe 80 years ago. Enlightened by H.G. Wells’ FloorGames, English pediatrician Lowenfeld from London placed different toys and models in a box that allow children to play around these toys and models in a limited space, which he believed was beneficial for children to express their non-verbal emotions and thoughts. In the 60s of last century, Kawai Hayao learnt this skill when he was studying in C.G.Jung Institute, when he discovered that Sandplay therapy was very similar to bonsai in China and Japan, therefore incorporating with its oriental implication, he translated Sandplay Therapy to ‘Xiang Ting’ Therapy. In Japan, this therapy is widely recognized and becomes one of the mainstream psychotherapies. Sandplay therapy, also known as Sandbox game therapy, is to enable clients to pick their own toys from the shelves and express themselves in a specially designed box full of silver sand under the guidance of therapists. NOS kindergartens make full use of this Sandplay therapy to offer opportunities for children with special needs. It is also welcome by the families during the time we communicated with them. It is also highly appraised by our employees when consultation and service is offered to NOS staff and departments. 
 
5. Children’s self-management lessons:
In order to solve those family problems such as ‘we don’t know what to do when children are in bad temper’, or ‘children constantly play with cell phones after our whole day of hard work’, or ‘children always reply on us to manage themselves’, NOS exclusively introduced the parenting lesson <Talk Less Listen More> from Australia which gives directions to parents on re-recognize their children in order to discover the root to solve their practical behavioral problems once for all. It stimulates children’s self-management ability from inside out to teach them how to manage themselves so as to make the parents happy by releasing the stress, reducing parents’ anxiety and yelling, improving the family relationship and enhancing the child-parents bond. This approach creates a warm, health and happy environment for children to grow.