The world has seen a paradigmatic shift in education in the past few decades. Aligning to this paradigmatic shift, Nepali education has also adopted newer and emerging approaches in teaching learning. Traditional approach to education which favored drilling and deduction is replaced by the approaches that favor students’ wellbeing, thinking, inquiry, exploration, innovation and discovery.

According to the Early Childhood Education (ECE), physical, cognitive, psycho-emotional, moral and spiritual development of children is the top-most priority, and this development is considered to be fostered by collaborative effort between school, family and community.

Taking into account the emerging trend in Early Childhood Education, we have also been adopting the approaches that reinforce holistic development of learners, and enable them to develop as 21st century individuals. We focus on learning via experience, for which experimentations, projects and collaborations are primarily focused. Similarly, individual learning aptitude and ability are prioritized through the identification of learners’ Multiple Intelligence (MI) and use of pedagogical practices pertaining to the same.

Science, Technology, Engineering, Management and Arts (STEAM) is the core of integrated approach we use in teaching learning, and the co-curricular and extra-curricular (CCA & ECA) focus on strengthening personal and social development of our learners.

Continuous Assessment System (CAS) is used at Kinderjoy Montessori School to monitor our learners’ development.  Performance and development of the learners in the academic, physical, social, moral and emotional areas are evaluated based on the continuous assessment system, for which rubrics is used as major tool.  Assessment goes parallel to feedback, and corrective measures to improve are promptly used. Parents play a vital role in making evaluation of learners’ progress and development.

Kinderjoy Montessori School focuses on continuous professional development of its teachers. To ease the professional development, trainings and workshops are carried out on a regular basis. While in-house trainings and workshops are regular phenomenon of the school, outhouse trainings are conducted by experts on need.

For the execution of STEAM Approach in its teaching learning practices, Kinderjoy Montessori School has recently signed a Memorandum of Understanding (MOU) with Kathmandu University School of Education (KUSOED). Based on the MOU, professionals from KUSEOD will be facilitating a 48 hours (3 Credit) STEAM based trainings and workshops for leadership and teaching team of Kinderjoy Montessori School.

• Dance and Music
• Art and Craft
• Sports
• Theatre
• Field Trips and Excursions
• Community Visits
• Programs to Reinforce Personality Development and Leadership