Special feature of the program
                 - Educational Philosophy of KID'S COLLEGE
To the degree that it is possible, KID'S COLLEGE is an English
immersion school. All teachers are
native speakers and all classroom activities
are taken place in English.

In this way, our students are given the
opportunity to acquire real English skills through experience, as
opposed to the memorization of stock phrases and responses.
The KID'S COLLEGE program is successful because it emphasizes
the need to make learning natural and play-like.

KID'S COLLEGE teachers are responsible for all lesson-planning, creatively developing their own ideas, or utilizing those found
in various resource books. Reflecting its particular educational philosophy, KID'S COLLEGE does not use step-by-step
curriculum books. Instead, emphasis is placed on a particular approach to learning; one that recognizes the specific learning
needs of children. This approach is known as whole language education.
Special feature of the program
                             - What is whole language
Whole language is a philosophy of education that centers on the world of the child. It emphasizes the need to teach skills in
context by creating an educational situation or experience that
makes learning meaningful.

By emphasizing the process of learning, whole language recognizes that learning takes place continuously and through many sensory
channels. Children learn by seeing, hearing, and doing, and not as passive recipients of information. In this way, KID'S COLLEGE
students learn by being active in their own education, interacting with the teacher and classmates, and with materials, literature, and the environment around them.
What are the characteristics of a whole language classroom? The following is by no means a comprehensive description of a
whole language curriculum, rather it represents its major attributes:
Learning in Context
Great importance is placed on learning through actual experience. This is why at KID'S COLLEGE, so much emphasis is placed

on providing exciting activities for students. Language can then be learned in context and through meaningful interaction,
rather than by directly instructional means. Children learn to speak English because they want to participate and make sense
of the language teachers build around exciting activities. In this way, learning is more memorable and effective because skills
are taught when students have a reason to learn them.

Integration of Skills
Whole language seeks to integrate the teaching of speaking, reading and writing skills. Each is a valued tool, to be

developed and nurtured all day long. Throughout the various activities, skills are taught and developed as they relate to the
activity. In other words, the development of specific skills grows out of activities, rather than taught in isolation.

Verbal Sharing of Ideas
At KID'S COLLEGE, each morning begins with sharing time, giving students a chance to voice their views and opinions.

At the same time, students begin to understand that listening is an essential component of spoken language skills.

Child-Centered Learning
KID'S COLLEGE recognizes that children are natural learners. They seek to make sense of their world and do so in a natural

manner, experimenting, and solving problems to add to what they already know. This point is emphasized by the preference
of many researchers to state that children acquire, rather than learn language. In response, KID'S COLLEGE classrooms seek
to provide a natural learning environment in which this active, constructive learning can continue and this natural curiosity for
the world around them is encouraged. It is impossible to define all the attributes of a whole language classroom. No two
classrooms will look or function in the same way. What is common to all whole language classrooms is a kind of partnership
between teacher and students. Active in learning, students make valuable contributions, to their own and to the education
of fellow classmates. The primary task of KID'S COLLEGE teachers is to engage students and create a need for language by
the richness of their interactions.