o Play Group – 18 months to 2 years
o Toddlers – 2 years to 2.8 years

Our goals for Toddlers are exposure, familiarization, learning motivation, and socialization.

Because of their naturally short attention span, it is unscientific to aim at making 2-year olds achieve ‘mastery’ in the lessons presented. Children who display mature behavior (relative to age) coupled with a learning capability and an attention span that is longer than their learning group may be made to join Nursery 1 (beginners’ group).

o Nursery – 2.8 years to 3.5 years
o Kindergarten – 3.5 years to 4 years

Our curriculum is composed of programs (or subjects) with learning targets designed to suit the learning needs of each age group.

Structured integrated theme-and-needs-based curriculum grounded in current international preschool systems and early childhood education research.

Our program provides the environment, materials and information that allows a child to learn and develop. The program is structured to encourage educational, social, emotional, physical and creative development of a child.

Our program differ from our competitors in that Little Wonders offers non-traditional comprehensive learning programs for young children of different learning levels as well as a strong English communication thrust which will be beneficial in their future academic life in Kashmir or abroad. Competitors boast of “playway” method albeit none of their staff members is ECE-trained. Furthermore, many preschools claim to be English-medium when none of their staff members is neither trained in Teaching English as a Second/Foreign Language nor do they have an accurate grasp of standard English grammar and accent.

Our emphasis on children’s natural learning processes is based on research findings stating that children are natural learners. However, the way through which children under the age of five learn is different from the way older children and adults learn. Jill Englebright Fox, an assistant professor of early childhood education at Virginia Commonwealth University, wrote in her article, “Back-to-Basics: Play in Early Childhood,” that “Research indicates that children learn best in an environment which allows them to explore, discover, and play. Play is an important part of a developmentally appropriate child care program.” In light of this, it is not surprising that research has also shown that traditional formal instructional methods (used for older children and adults) which do not incorporate “play” have had a negative impact on children’s behavior towards classroom environments, books, reading, and math problems.