Page 16 - DAIS Insignia 2024-2025

Throughout the year, children explored learning not just inside the classroom but in the world around them. Rich,
EARLY YEARS
CAMPUS
A Year of
Enriched Learning
at NMAJS Early Years
Campus
Celebrating milestones,
memories, and
Ms. Monita Sen Ms. Mamtha Dalal meaningful connections
Head of Early Childhood Head of Student Life
Our first year at the NMAJS Early Years Campus has been nothing short of magical. It has been a joy and an
honour to witness our learning environment come alive through the laughter, curiosity, and creativity of our
youngest learners. From the very first day, the children brought their wonder and imagination into the space,
shaping it with their voices, movements, questions, and play. In turn, the thoughtfully designed environment has
supported their growth, encouraged their exploration, and affirmed their sense of self and belonging.
We designed the campus with a deep respect for the pedagogy of early learning, especially the principles of
play-based inquiry that honour the developmental needs of children aged 3–6. Our goal was to create an
environment that invites amazement, provokes meaningful questions, and offers comfort, beauty, and a strong
sense of identity and community. As a PYP learning community, we have grounded our approach in four
foundational pillars:
1. Relationships are the cornerstone of everything we do. Strong, trusting relationships between children,
educators, and families support children in feeling safe—physically and emotionally—and are key to
fostering a sense of belonging and agency.
2. Play is the natural language of childhood. It is the medium through which children inquire, construct
knowledge, and make sense of their world. Purposeful play provides opportunities for choice, agency, and
cognitive rigor during this sensitive window of rapid brain development.
3. Expression and Exploration— or the “100 languages of children,” as celebrated in the Reggio Emilia
philosophy—recognize that children communicate their ideas and understandings in diverse ways:
through movement, visual arts, music, mark -making, pretend play, storytelling, mathematics, and more.
4. Healthy, Responsive Environments promote collaboration, inclusion, and shared ownership of the
learning process. Our belief in children as capable and powerful learners has informed our design
choices—but equally, it is the children themselves who have continued to shape the space with their
ideas and interactions.
The absence of physical walls in our open-plan learning floor initially raised questions within our
community—particularly around how we would manage sound and transitions. But what unfolded was a
beautiful example of co-regulation and community care. Children and educators alike learned to be mindful of
one another, and our open spaces now hum with purposeful activity, gentle collaboration, and shared joy.
We have been intentional about creating a learning environment that supports children to:
• connect to their own identity and interests,
• feel physically and emotionally secure,
• explore nature even within our urban setting,
• engage with beautiful and thought-provoking materials,
• represent their thinking through a variety of expressive modes,
• play actively and imaginatively,
• find quiet, reflective spaces when needed,
• and build trusting relationships with peers and teachers alike.
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meaningful experiences like visiting the Nita Mukesh Ambani Cultural Centre, the Infinity Room, Maharashtra
Nature Park, and the neighbourhood post office helped expand their understanding of community and
environment. The Mini Petting Zoo offered gentle animal interactions that nurtured empathy and sparked
questions about living things and care.
Our celebration of culture and traditions has been central to shaping our school identity. From Phoolon ki Holi,
Eid, and Diwali to Janmashtami, Ganesh Chaturthi, Makar Sankranti, Halloween, and Earth Day, each occasion
provided joyful moments of belonging and learning. These celebrations invite children to look inward—reflecting
on our Indian heritage—and outward, developing international mindedness through curiosity, respect, and
openness to other perspectives. These rich cultural engagements, along with our units of inquiry, deepen
children's understanding of themselves and the world around them.
Water and sand play remained integral to daily routines, offering opportunities for sensory exploration, social
negotiation, and fine motor development. Events such as Sports Day encouraged physical development and
teamwork through fun races and games, while Annual Day allowed children to express themselves through
vibrant performances, celebrating confidence and creativity.
At the heart of this thriving environment is a team of extraordinary educators. We are incredibly fortunate to
have a dedicated, reflective, and passionate group of early childhood professionals at NMAJS. Our educators are
not only skilled practitioners but also lifelong learners who have engaged in rich professional dialogue and
inquiry this year, continually refining their practices to meet the needs of each child. Their well-being and
collaboration have been a focus, too, as we believe that a supported and inspired educator brings their best self
into the classroom each day.
Professional learning has been a vibrant part of our school culture. This year, we were privileged to host several
inspiring educators whose expertise helped deepen our collective understanding:
• Dalbir Kaur led a powerful session on creating a culture of reading, reminding us that reading is both a
right and a joy.
• Erin Hoover guided our team through practices that support children's mindfulness and wellbeing
through breathing and calming techniques.
• Tania Lattanzio facilitated a whole-school workshop and offered continued consultancy on
differentiation, helping us strengthen our approach to personalized learning.
• And finally, Joshua Blue inspired us with his session on documenting learning stories, encouraging
educators to truly listen and notice the narratives children construct through their play and exploration.
As Joshua so beautifully reminded us, “Children always see themselves in a story.”
Just as children and educators are central to shaping our learning environment, so too are our parents and
families. From the beginning, we have viewed parents as valued partners on this journey. Their continuous and
enthusiastic support—at celebrations, learning events, feedback meetings, and through ongoing engagement
on Toddle—has strengthened the ties between home and school. Their contributions and insights have enriched
the experience of learning and helped us grow as a connected and compassionate community.
We also recognise that early childhood is the foundation for all future learning. Our work is not in isolation—it is
the first chapter of a lifelong journey. To support this, our Early Years and Junior School teams have worked closely
throughout the year, ensuring alignment in philosophy, pedagogy, and learner needs. Regular collaboration and
joint planning have supported a seamless continuum of learning, allowing our children to move forward with
confidence and joy. This strong connection is deeply aligned with the inspiring mission and vision of our
Chairperson, Mrs. Nita Mukesh Ambani, and our Vice Chairperson, Ms. Isha Ambani Piramal, whose
commitment to excellence in education has been our guiding light.
As we reflect on this incredible first year, we are filled with pride, gratitude, and hope. We celebrate the many
moments of growth, joy, and discovery that have shaped our community. We honour the commitment, creativity,
and care of our team. We thank our families for their trust and partnership. And most of all, we celebrate our
children—whose voices, ideas, and stories have made this space truly their own.
Here's to many more years of learning, laughter, and meaningful journeys at NMAJS.
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