Our educational philosophy is inspired by Reggio Emilia approach within a Vietnamese cultures. With an emphasis on responsibilities and community involvement, respect for living organisms and sustainability is at the core of our learning experiences.

At the center of our educational philosophy is our image of the child: a competent child, full of preparedness, potential and curiosity, active in constructing his or her own knowledge through interaction with the others and the environment around them.

Cavik International Kindergarten is designed to foster exploration and discovery.

We believe that children have the capacity for representing ideas and constructing knowledge in a variety of symbolic and graphic modes. This approach emphasizes the importance of symbolic language, conceptualized as the ‘100 languages’, where ideas and knowledge-building are expressed through many creative processes such as speaking, writing, drawing, painting, sculpture, construction, music, movement and shadow play.

Our teachers observe and listen to the ‘100 languages’ children use to express themselves as individual learners and as ‘a teacher’ in their own right, and facilitate opportunities for further investigation and learning. These investigations take the form of projects, where children actively participate, explore and question the world around them.

Our curriculum emerges through the collaboration and continuous dialogue between teachers and children as teachers observe, interpret and document each child’s learning journey. It is an accountable curriculum for learning in authentic and emergent way, which is flexibly adjusted as children pursue extensive investigations of the world, guided by teachers sharing their sense of adventures and amazement. Assessment is the process of observing, interpreting and documenting what our children do, know and understand.

Children are the key protagonists of growth and development processes, and our core value at Cavik Ecosystem as well.

“Each child is the subject of rights. First and foremost, possessing the right to be respected and valued in his or her own identity, uniqueness, difference, and in his or her own rhythms of growth and development.” (Preschools and Infant-Toddler Centers Istituzione of the Municipality of Reggio Emilia 2018).

“Knowing where you are, where you find yourself, helps you to develop a sense of your own identity and your place in the world… Every place has its own spirit, its own past and its own aspirations.”– Jerome Bruner

Our curriculum emerges through the collaboration and continuous dialogue between teachers and children as teachers observe, interpret and document each child’s learning journey. It is an accountable curriculum for learning in authentic and emergent way, which is flexibly adjusted as children pursue extensive investigations of the world, guided by teachers sharing their sense of adventures and amazement. Assessment is the process of observing, interpreting and documenting what our children do, know and understand. We believe that children have the capacity for representing ideas and constructing knowledge in a variety of symbolic and graphic modes. This approach emphasizes the importance of symbolic language, conceptualized as the ‘100 languages’, where ideas and knowledge-building are expressed through many creative processes such as speaking, writing, drawing, painting, sculpture, construction, music, movement and shadow play.

Our teachers observe and listen to the ‘100 languages’ children use to express themselves as individual learners and as ‘a teacher’ in their own right, and facilitate opportunities for further investigation and learning. These investigations take the form of projects, where children actively participate, explore and question the world around them. Teachers and children work together on projects based on the interests of the class group. Children are provided with a multitude of opportunities to work through their ideas, and encouraged to express their understanding of the world and their ideas through various presentations. Working on long-term projects allow children and teachers to explore and investigate a topic together, and in doing so, develop creative intelligence, divergent thinking and improve problem-solving skills.

We consider it essential to teach our children to inquire, as they consider and explore the many possible answers to the same question. At Cavik, we will begin investigating a topic through questioning and focusing on the thought processes rather than an outcome or result to be achieved. Children and teachers will leave for a journey of discoveries building the path as they go.

 “Knowing where you are, where you find yourself, helps you to develop a sense of your own identity and your place in the world… Every place has its own spirit, its own past and its own aspirations.”

Cavik was started in August 2022 and opened its doors to the first children in December 2022, representing the fulfillment of a dream of a mother and ambitious educators who had long envisioned a high-quality Preschool Education and care for Vietnam’s youngest citizens.