Little Millennium

MLS
Little Millennium - Pre Primary - Play Group, Nursery, KG
Age Group - 2 to 5 years
Pedagogy - Play based
The foundation for all learning in life is laid during the first few years in a child's life. Thus this stage is critical and must be handled properly to avoid problems in the learning process later. However, all preschools believe they know how a preschooler should be taught. They all feel that they are experts when it comes to understanding what it takes to run them.

What MLS - LM offers

Little Millennium has been created to help:
● educators/teachers
● parents
● most importantly, children.

Our objective is to
● build a better future for our children
● create preschool products to address the targeted group and focus on all skills (development of the roots of life skills)
● explore and build the best pedagogic approach which focuses on sequential learning and developmental milestones
● ensure uniformity and standardisation by scientific and systematic documentation.

It is critical to understand the significance of sequential learning. For e.g., a child needs to first learn balance before it walks. Once it is confident of walking, the child is ready to try running. It is after this is accomplished successfully that the child is capable of jumping.

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In order to attain a holistic development of each child, the LM curriculum has a seven petal approach. Thus in a sequential manner, the themes for the month is celebrated throughout the preprimary classes. Through these themes, the concept is explored and internalised, using play as the means and collaborative group work as the method.

Developmental Skill Areas
Gross motor: using large groups of muscles to sit, stand, walk, run keeping balance and changing positions
Fine motor: using hands to be able to eat, draw, dress, play, write and do many other things
Language: speaking, using body language and gestures, communicating and understanding what others say
Cognitive: thinking skills-learning, understanding, problem-solving, reasoning and remembering
Social: interacting with others, having relationships with family, friends and teachers, cooperating and responding to the feelings of others
Personal awareness: independence, safety, hygiene and self-help skills
Nurturing Individual Potential: Nurturing latent talent, hobbies such as skating, music, dance, pottery etc.

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Systematically documented Lesson Plans are included in the LM curriculum. To integrate 'What' and 'How', we follow the Unit/ Thematic Approach and this is brought out clearly through our lesson plans for ease of the facilitator.

The day to day lesson plans for each month for each level helps in standardisation and also in ensuring quality of the teaching process. Innovative and creative lessons plans along with the required worksheets, flash cards, story cards, teaching aids and formative evaluation sheets are documented for each period and cover all skill areas. Each lesson is a comprehensive guide for the educator and makes classroom interaction between the educator and the learner lively, fun and easy.

Each lesson plan has an assessment rubric in place, the aim of which is to guide the facilitator towards skill building. It ensures that the child is the focus, developing in the best possible manner and achieving its highest potential level.

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Developmental milestones are markers that are set forth by early childhood experts as a tool to measure a child's growth in areas of development.

The importance of developmental milestones is two-fold. It validates and reassures parents that they are providing the skills, information and ideas needed to raise a happy, healthy, well adjusted child. It also helps provide a child and their family with some extra support, through early childhood intervention, when needed, so a child can meet her/ his full potential.

The developmental milestones help us in understanding how children develop and differ from one another, in the growth pattern. For example, how a three year old reacts to a situation, why a two year does not sing rhymes when asked, and why a four years old asks too many questions. Natural development milestones are helpful in selecting the effective age appropriate programs and activities for young ones, which play a vital role in over all development.

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The Little Millennium curriculum is ably supported by a continuous, comprehensive and formative assessment system. All skills are assessed and recorded. The parents are provided a report to at the end of e very month to keep them abreast of the skill levels of their children.

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Increase in complexity and quantity of content often leads to various doubts in the minds of learners. It is necessary to sort them out before they become turned off by the whole concept, as they are likely to do at this age. The learners are impatient and make impulsive decisions to jump to another concept/ chapter if they remain confused about certain aspects. These issues have been solved using this section. Wherever needed, the facts/ points that are commonly misinterpreted by learners are marked with the emphasis on the correct version.

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Chapters in these classes are larger, more complex and at times, consist of terms and concepts that are introduced for the first time to the learner. While the 'Processing' section helps them revise the concept, it is also necessary to aid the learner to have a wholesome picture of the chapter. The parts that make up the whole need to get slotted or placed at the right spots and also be cross-linked at the correct places, so that these connections on paper make a permanent impression in the mind of the learner also. Therefore, after the entire chapter is dealt with, the learners get a chance to see how much and what they recall of all the key elements of the chapter.

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Once the 'Add to Favourites' section is filled, the learners are ready to answer questions of varying degrees of complexity. To aid in this process, this section has questions belonging to different levels of the Blooms Taxonomy.
Since the learners use the knowledge of the content to apply them in various situations, skills are built in them simultaneously. They become comfortable with higher order thinking and learn to think out of the box. The enrichment of the knowledge is a side effect of this section as they often have to do some research in order to answer them. All these factors ultimately help them to be at ease in situations that demand a higher level of concept understanding than is possible with mere rote based questions.

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The learners in this age group have advanced cognitive abilities and are capable of thinking through challenging situations with a degree of finesse. In order to provide opportunities to help the learners develop further in terms of skills such as information processing, application and presentation, a set of concept related projects have been designed for them. These also have inbuilt methods for development of life skills. Thus the CCE requirements are met through these component as it provides a platform for giving the learners an activity based assignment.

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The Little Millennium approach is an amalgamation of the best of various approaches followed by different schools of thought. The salient features of the well known and accepted methods of imparting preschool skills were taken and developed into an eclectic approach to transact the process of learning.

Naturalistic Approach

In simple words, it means the 'Playway Method'. It believes that what flight is to a bird, is play to a child. The child learns to play and behave in a social manner.

Sensorial Approach

In this approach, the emphasis is on concrete or 'hands on learning' rather than abstract learning. Sensory learning aids help the child know the impression that each of our five senses can receive.

Integrated Approach

A theme is an effective way of motivation. It helps the child focus is on a single topic.

Activity Based Approach

This approach focusses on applying and not imparting knowledge/skills. It encourages 'whole class' involvement and fosters independent thinking, self confidence and social responsibility.

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