Equivalent Grade Names Across Curricula

The first formal step into a structured educational journey, EYFS1 is known by various names across international curricula. In the British Curriculum, it is called EYFS1 (Early Years Foundation Stage 1). In American and IB PYP schools, it is often referred to as Pre-Kindergarten or Nursery. In CBSE-affiliated institutions, the equivalent is Nursery or Lower KG (LKG), while in certain private institutions it may also be termed Lower Infant. Despite the variation in names, the core intent of this grade remains the same—providing a nurturing, play-based environment that stimulates holistic development in early learners aged between 3 to 4 years.

In the GCC (UAE, Qatar, KSA, Bahrain, Kuwait, Oman), EYFS1 is widely offered by British, American, IB, and Indian schools. The Ministries of Education in these countries often require inclusion of Arabic language, Islamic Studies (for Muslim students), and sometimes Moral Education or National Studies, depending on local regulations—even in the early years. Therefore, while play-based, the structure may include dual-language exposure and cultural orientation.

At this tender age, formal academics are intentionally kept minimal. The academic scope is designed to develop basic motor skills, emotional regulation, language abilities, cognitive awareness, and social behaviors. The curriculum focuses on six or seven developmental domains, depending on the curriculum:

1. Personal, Social and Emotional Development (PSED): Children learn to express emotions, take turns, share, follow rules, and develop empathy and independence.
2. Communication and Language: Vocabulary building through storytelling, rhymes, role play, and conversation is central. Children are exposed to both expressive and receptive language skills.
3. Physical Development: Activities focus on both gross and fine motor skills. Climbing, balancing, painting, drawing, and using tools like scissors are encouraged.
4. Literacy Readiness: Though not expected to read fluently, children explore letter recognition, phonological awareness, listening to stories, and recognizing sounds and rhymes.
5. Mathematics Readiness: Learners are introduced to basic number sense (1–10), shapes, sizes, patterns, and concepts like “more/less,” “big/small,” and “up/down” through play-based activities.
6. Understanding the World: Children explore their environment, nature, seasons, and learn about family, community roles, and animals through hands-on and observation-based activities.
7. Expressive Arts and Design (in British, IB, and American curricula): Music, dance, imaginative play, painting, crafts, and drama help children express themselves creatively.

CBSE preschools usually follow NCERT’s recommendations with themes like Myself, My Family, Animals, Transport, Colors, etc., aligning with a monthly theme-based approach.

The hallmark of EYFS1 across all curricula is a play-based, exploratory learning approach. Children learn best by doing, and pedagogy reflects this philosophy.

1. British Curriculum (EYFS Framework): The British EYFS framework is based on the four guiding principles:
   • A unique child
   • Positive relationships
   • Enabling environments
   • Learning and development
   The learning is structured around planned play, continuous provision, and learning through discovery. Assessment is largely observational, recorded in learning journals.
2. American Curriculum: In American schools, early childhood education emphasizes developmentally appropriate practices (DAP). Play centers, dramatic play corners, music time, and story sessions form the day’s rhythm. Teachers encourage children to ask questions and explore materials, with flexibility to accommodate individual learning styles.
3. CBSE and Indian Curricula: The Indian approach blends traditional and modern methods. Worksheets, rhymes, and hands-on activities are used, but there is often greater emphasis on academic readiness (alphabets, numbers, rhymes, colors). However, many urban CBSE schools are adopting Montessori or Reggio Emilia elements.
4. IB Primary Years Programme (PYP): PYP Early Years centers on inquiry-based learning. The transdisciplinary themes such as “Who We Are” or “Where We Are in Place and Time” are introduced through questions and provocations. Children are encouraged to explore, reflect, and express using multiple forms of communication.
5. Montessori and Other Progressive Approaches: Schools following Montessori introduce practical life and sensorial materials to develop coordination, order, and independence. The teacher acts as a facilitator, not an instructor. Children choose their activities within a prepared environment.

The primary goal of EYFS1 is not to teach reading, writing, or mathematics in the traditional sense, but to develop readiness for learning. Emotional security, social confidence, and physical coordination built at this stage are proven to have long-term impacts on a child's academic success and personal growth.

By the end of the EYFS1 year, a child is expected to:

• Communicate in simple sentences
• Follow two-step instructions
• Identify colors, shapes, and some letters/numbers
• Develop self-care skills like washing hands, tidying toys
• Play in groups and take part in collaborative activities

Importantly, no formal grading occurs in most curricula at this stage. Assessment is formative, and feedback is usually given to parents in the form of progress observations, portfolio samples, or narrative reports.

EYFS1 is not just the first step into formal schooling—it is the critical phase where a child’s attitude toward learning, curiosity, and social behavior are shaped. It lays the foundation not just for Grade 1, but for lifelong learning. Despite curriculum differences, the emphasis remains consistent: providing a safe, stimulating, and emotionally supportive environment where children can thrive through play, exploration, and interaction.