Our curriculum documents have been developed and revised with input from school leaders with years of experience in the Early Childhood Education field.
Cavik always accompanies you and your child in the process of the growing up, and put the child’s individual respect first. We want to give children a comprehensive and child-loving environment where they can learn according to their own personality. Reggio approach is a teaching method that combines the child’s personality with the parental consent and teacher’s observation, which we will figure out the way to operate and the most suitable method for children.
Contrary to the traditional teaching method, which children just sit and acquire knowledge passively, or there are various new advanced learning methods which children have to learn the same lesson in the same class. Cavik applies Reggio approach, Montessori and STEAM in teaching, which the children will be the theme, and lead their own environment to work the projects. Each project is designed as an adventure that gives children excitement in each step. Moreover, the children have the opportunities to express themselves, enhance their curiosity and confidence. Not only that, but they can improve team work skills to solve problems together.
For Cavik, play is the core value of education, which is considered as a language to support discoveries and better understanding about the world around us. Children are given the opportunities to develop this language and the other languages through project work to investigate:

The Art of Language & Literacy,
The Language of Maths,
The Language of Science,
The Language of Creative & Performing Arts,
The Language of Well-being,
The Language of Food,
The Art of Learning & Competencies.

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.”