Program Structure
Chiangmai Chinese International School

Pre-primary education level

Course Description
Pre-primary education level (Kindergarten Year 1 - 3)

1. Physical development

For effective physical and mental development of children, those who are concerned must provide foods with complete nutrition to the children, allow the child to exercise and rest properly to meet the needs of the child’s growth, create a warm environment to facilitate the children can feel love and care of their family and people around, build a strong emotional base helping the children to have good daily living habits, increase skills in life, have immunity to be able to develop their life skills to live with others in society happily with a public mind.

Expected learning outcomes:

Physical and mental development Movement development
Life skills and daily living abilities
  • Have a healthy body.
  • Able to manage emotions and feelings.
  • Have an ability of adaptation.
  • Have movement skills suitable for their age.
  • Have gross motor development suitable for their age.
  • Have fine motor development suitable for their age.
  • Have good hygiene and maintain cleanliness in daily life.
  • Able to help themselves according to their own age.
  • Have basic self-protection and safety knowledge.

2. Language Development
Language is a communication tool. Preschool age is the most important period of development in speaking. While children use language to communicate with others, they are developing their ability to talk, have understanding and make good decisions with various situations and also developing analytical thinking by themselves. Language is something that children can learn and recognize information more than recognizing through body directly. 
Expected learning outcomes:

Listening and communication skills Preparation for reading and writing
  • Listening and understanding the language used regularly.
  • Ability to use language for communication.
  • Use of language for interaction with others.
  • Have a reading habit.
  • Have a basis for learning through various situations.
  • Have a basic writing skill.

3. Social development
The social learning and development process is a fundamental process that can be developed continuously to give children a complete personality, good interaction with others and adaptation to society, which are important for learning of the children. It also is a basic process to enter society as well. While the children interact with adults, the children can learn how to get to know, how to treat others and have the ability to adapt to society at all times. Good development into the society brings about a positive effect on the health and mind of children and development on many areas as well.
Family, kindergarten school and society must try to cooperate with one another to create a warm environment, create love for equality in the family, build a good relationship in the family for the relationship between students and teachers to be developed to a relationship full of trust and credibility so that the children have confidence and self-esteem, when they are in a good society, and can learn from the social environment which is the basis for the children to agree to learn.
Expected learning outcomes:

Interaction Social adaptation
  • Good interaction with people.
  • Ability to live happily with others.
  • Enthusiasm, self-esteem and self-confidence.
  • Being generous to and respect for others.
  • Have an ability of social adaptation.
  • Compliance with the basic rules of society.
  • Have a feeling of comfort and participation in the family.

4. Scientific Development
Science learning of children in early childhood is a process of exploring things and solving problems that actually occur, researching and discovering the similarities, differences and connection of various things. The children in the early childhood use natural exploration processes and use mathematics to solve real-life problems, not only to experience a variety of emotions and complete cognitive development, but must gradually develop logical and cognitive abilities, attempts to use basic and reasonable decisions for basic learning and in the further steps. The core of science learning of the children in early childhood is inspiring the children in researching, process of researching and developing basic research ability and adults should observe and help the children by using the natural resources to create real opportunities in life, suggesting the children with observation method, comparison, taking actions, experiments and others. Discovery of learning problems, problem analysis and problem solving help the children in harvesting experience continuously and use new learning activities to create useful and persistent learning attitudes and abilities that can be used in real life.
 Expected learning outcomes:

Scientific exploration
Mathematic Recognition
  • Being close to nature, liking in exploration.
  • Ability to conduct primary exploration.
  • Knowledge of things around and the phenomena from the exploration.
  • Begin to recognize the use of essential and interesting mathematics in life.
  • Know and understand the relationship of numbers and weight.
  • Know the relationship of shapes and basic characteristics.

5. Art Development
Art is something that humans perceive beauty, show of beauty and creativity of beauty that arises in the minds of all children like the seeds that grow. The important thing in learning the art of children is to create and experience by themselves, allow the children to perceive and experience beautiful things from nature and culture, create diversity and creativity from these things, suggest the children to use their minds to create works by using their own methods to show and create them.
Expected learning outcomes:

Perception and appreciation Expression and creativity
  • Appreciation to nature and things in life.
  • Appreciation to a variety of art and various works.
  • Have courage and assertiveness.
  • Able to create basic art suitable for age.

6. Thai Language and Culture

Thai language and culture are a curriculum which the Office of the Private Education Commission requires all international schools to teach according to the standards of international schools. Therefore, Chiang Mai Chinese International School provides instruction of Thai language according to such objective at the kindergarten level, including instruction in speaking, listening, reading and writing skills so that students can use Thai language for daily communication; Thai basic consonants, Thai numbers; simple vocabulary; and communication sentences used in daily life; and also having understanding and appreciating the value of Thai culture and Thai manners as well.

Expected learning outcomes:

  • Able to read basic Thai consonants and Thai numbers.
  • Understand the listening and reading process and able to interpret stories from listening   and reading from various types of media.
  • Interested in reading picture books, stories and reading materials.
  • Able to write letters, draw easy pictures as imagination or according to the formats.
  • Ale to use Thai language correctly and suitable for their age in speaking and listening.
  • Understand, recognize and appreciate values in Thai tradition and culture.
  • Understand the similarities and differences between their own language and culture and Thai culture.

Measurement and Assessment Method (Describe the details)
Assessment using 6 methods

  1. Observation: the teacher observes the children while the children are doing activities or playing, as a group and individually, at various times and places on a regular basis to know the true behavior of the child and write down what happen according to the actual situation.
  2. Conversation: conversation with children individually allows the teacher to know about the children’s language and cognitive development, as well as the environment.
  3. Interview or oral test: This will allow the teachers to be aware of language development, speaking (impairment) skill, intellectual development, ability to solve immediate problems and thinking of each child.
  4. Portfolio: The works are an expression of the child’s ability, allowing teachers to know various developments of the children continuously. For example, a test in pictures created by the teachers is a record of score as evidence in order to be comprehensive in accordance with the goals of child development.
  5. Using appropriate tests, such as a test in pictures created by the teacher is a record of score as evidence in order to be comprehensive in accordance with the goals of child development.
  6. Meeting: Meeting with parents is to allow them for participation in development, promotion, support and/ or adjustment for appropriate development of students according to their age.