4.1 Choosing an Early Years Programme
For families arriving in Jakarta with young children, the question of where to begin school is both practical and quietly consequential. Early Years settings are where routines take shape, friendships form, and first encounters with language and learning begin to settle. Jakarta’s choice is unusually wide: British EYFS, IB PYP Early Years, Montessori, Reggio-inspired, hybrid play-based programmes and everything in between. The variety is welcome; the challenge is knowing what these labels really mean—and what matters more than the label.
"Early Years education is not about choosing a philosophy; it is about choosing a daily life in which your child feels secure, curious and eager to return each morning."
In international cities, the best Early Years settings are defined not by philosophy but by the quality of relationships, the steadiness of routines and the professionalism of the staff. The curriculum framework shapes the day; the teachers shape the experience.
1. What High-Quality Early Years Actually Looks Like
Wherever you are in the world, strong Early Years provision shares a recognisable atmosphere. There is warmth, rather than performance; calm, rather than hush; and a sense of purposeful movement, rather than chaos. Children drift between activities with confidence because the routine is predictable and the adults are tuned into the emotional rhythms of young children.
Jakarta’s climate adds its own texture. Mornings can be heavy and humid; children often arrive slightly flushed from the car. Well-run settings absorb this easily: calm drop-off, staggered settling, a familiar adult greeting each child. Within a week or two, most children begin to relax into the routine. That sense of security matters far more than whether the school ticks the right curricular box.
2. The British Early Years Foundation Stage (EYFS)
EYFS is one of the most widely adopted early childhood frameworks globally—and with reason. It is not simply a curriculum; it is part of a larger ecosystem of training, safeguarding, quality assurance, curriculum materials, assessment frameworks and inspection culture that has been refined over decades.
What defines EYFS
EYFS provides clear developmental milestones across communication, personal and social development, early literacy, early numeracy, understanding the world, and physical development. Teachers plan systematically, observe continuously and adjust provision in structured, evidence-informed ways.
"The curriculum framework shapes the day; the teachers shape the experience."
A serious quality system, not a brand
EYFS draws strength from the UK’s professional infrastructure:
• teachers trained specifically in child development
• widely used planning and assessment resources
• safeguarding expectations embedded into daily practice
• external inspection models that shape professional norms
Even outside the UK, these elements travel remarkably well. British-trained teachers bring with them the habits of rigorous documentation, coherent routines and careful attention to pastoral care.
Strengths
EYFS excels in early communication skills, steady progression in phonics and numeracy, and well-established routines. For relocating families, EYFS is one of the easiest systems to move in and out of: a child can step into a new school mid-year and find the structure immediately familiar.
Who it suits
Children who benefit from gentle structure, clear routines and early language development. Families who value predictability and pastoral attentiveness tend to gravitate toward EYFS settings.
3. IB PYP Early Years
The IB PYP Early Years is spacious, exploratory and internationally familiar. A good PYP classroom feels open but purposeful—children building miniature shelters, sorting natural materials, asking questions that spiral naturally into short projects.
What defines PYP Early Years
Teachers plan learning around broad concepts such as “Who We Are” or “How the World Works”, encouraging children to inquire, speculate and collaborate.
Strengths
It nurtures curiosity, independence and communication. Children learn to express ideas in groups, follow lines of inquiry and develop early critical thinking.
Suits families who
Prefer open-ended exploration, visible independence and a globally minded early curriculum.
4. Montessori Programmes
Montessori is often cited, less often implemented in full. Authentic Montessori requires specialised training, carefully sequenced materials and a quietly disciplined approach.
What defines Montessori
Prepared environments with precise materials designed for sensorial development, fine motor skills, early mathematics and literacy. Children work independently for extended periods, choosing activities and developing concentration.
Strengths
Calm classrooms, strong independence and impressive fine-motor development. Children build confidence through genuine autonomy.
Suits families who
Want a child-led environment with consistency and less emphasis on group instruction.
5. Reggio-Inspired and Play-Based Schools
Reggio-inspired schools are rooted in creativity, expression and collaboration. Done authentically, Reggio requires significant staffing, documentation, atelier practice and long-term project work. Few international schools follow the original approach fully.
What defines Reggio-inspired
Emergent curriculum, beautiful materials, project-based work, visual arts and a deep respect for children’s ideas.
Strengths
Creativity, confidence, collaboration and expressive language.
Suits families who
Prefer a less formal academic structure and value creativity and social development.
6. The Reality: Most Montessori and Reggio Settings Are Hybrids
In Jakarta—as in most international cities—“Montessori” and “Reggio-inspired” settings are interpretations, not replicas of the original philosophies. This is not a criticism; it is the reality of international schooling.
A “Montessori” class may have beautiful sensorial materials but also include guided group sessions and teacher-led phonics. A “Reggio-inspired” nursery may embrace open-ended art but run a schedule far more structured than Reggio Emilia would recognise. Most programmes reflect a blend of staff backgrounds, school culture and practical constraints.
The question for parents is not “Is this Montessori/Reggio in its pure form?”
It is: “Is this programme coherent, intentional and professionally executed?”
Look for evidence that the staff know why they do what they do, and that decisions follow a steady pedagogical logic rather than Pinterest aesthetics or philosophical buzzwords.
7. What Parents Should Examine Closely
Here is where substance lives.
How teachers plan learning
High-quality settings—regardless of label—have a clear spine. Teachers can explain how they observe children, how observations shape planning, and how they balance short-term interests with long-term developmental goals. If planning seems improvised, or driven by weekly “themes”, that’s a sign the curriculum lacks depth.
How early literacy and numeracy are introduced
Play-based programmes should still demonstrate intentional teaching. Look for phonological awareness woven into songs and stories, number concepts built into games, and early writing that emerges naturally but systematically. Worksheets are unnecessary; structure is not.
How bilingual children are supported
Jakarta’s Early Years cohorts are multilingual. Skilled teachers scaffold English through gestures, modelling, visuals and routines while respecting home languages. They understand the difference between emerging bilingualism and EAL delay—and act accordingly.
How free play and guided activity flow together
The rhythm of the day matters: children should move from exploration to teacher-guided tasks without abrupt shifts or extended waiting. Free play should feel rich; guided activity should be brief, well-paced and purposeful.
This is the work of professional teachers, not the product of a label.
8. Teacher Quality, Ratios and Training
Teacher quality is the defining variable in Early Years education.
Strong programmes employ educators trained in child development, behaviour guidance, safeguarding and early literacy—not merely staff with generic teaching certificates. Ratios matter: roughly 1:4 or 1:5 for two-year-olds, rising gently for older groups. International schools in Jakarta vary; parents should always ask.
Culturally responsive teaching also matters. Young children may be hearing English consistently for the first time. Skilled teachers anticipate this and structure the day accordingly.
9. Practical Realities: Commute, Climate and Daily Rhythm
Jakarta’s geography and climate shape daily life more than any curriculum does. Shorter commutes make a significant difference for three- and four-year-olds. Heat and rain require reliable indoor play spaces, shaded outdoor areas and flexible routines.
Parents should observe:
• snack and mealtime routines
• nap or rest arrangements
• toileting support
• transitions between activities
• the overall pace of the day
These small details determine much of a child’s experience.
10. What to Observe on a Tour
More insight is gained from two minutes of quiet observation than from brochures.
Look for:
• warm, respectful adult–child interactions
• children who appear absorbed—not restless, not drifting
• calm, safe, shaded outdoor areas
• materials that encourage creativity, problem-solving and early literacy
• genuine independence (pouring, tidying, choosing materials)
• smooth transitions and unflustered staff
Children’s body language often tells you the truth before anyone speaks.
11. Common Misconceptions
Families arriving in Jakarta often bring assumptions about what high-quality Early Years education should look like. One of the most persistent is the belief that play-based learning lacks academic substance. In reality, well-designed play is structured, intentional, and carefully sequenced; it is how young children develop language, early numeracy, reasoning, and social competence. Another common misconception is that worksheets signal stronger academics. For children under seven, literacy and numeracy grow more reliably through language-rich classrooms, hands-on tasks, and well-planned repetition—not paper exercises.
Some parents also underestimate how much young children depend on routine. Stable daily rhythms help them regulate emotions, engage more confidently with activities, and build independence. Language development is another area often misunderstood. While many children do acquire new languages naturally, progress is faster and more secure when schools provide explicit structure, repetition, and targeted support.
Finally, curriculum labels are frequently mistaken for proxies of quality. In the Early Years, the curriculum name matters far less than the calibre of the teachers, the consistency of routines, and the strength of relationships children form with trusted adults. These elements, rather than branding, determine whether young learners flourish.
12. Summary
Jakarta’s Early Years landscape is varied and, at its best, excellent. The strongest programmes—EYFS, PYP, Montessori, Reggio-inspired or hybrid—share more in common than parents expect: professional teachers, clear routines, thoughtful environments and warm relationships.
Parents should trust what they see: the calm of the classroom, the quality of interaction, the way children move through the day. Early Years education is not about choosing a philosophy; it is about choosing a daily life in which your child feels secure, curious and eager to return each morning.
About the author
Ethan, PGCE, QTS, BSc (Hons)
Ethan is an experienced primary teacher with a background in science education. His career includes teaching roles at Sevenoaks School, where he helped develop STEM enrichment projects aimed at building pupils’ investigative thinking. Ethan brings a patient, structured style to the classroom and is committed to nurturing curiosity and critical thinking from the earliest years.
Frequently Asked Questions
Does the curriculum label (EYFS, PYP, Montessori, Reggio) matter as much as schools claim?
Not nearly as much as parents think. In Jakarta, most “Montessori” and “Reggio-inspired” settings are hybrids shaped by staff training and school culture. Quality comes from professional teachers, clear routines and coherent planning—not from the label.
Is EYFS really different from other frameworks?
Yes. EYFS sits within a well-developed UK ecosystem of teacher training, safeguarding standards, structured assessments and inspection culture. Even abroad, this produces a predictable level of quality when delivered by trained practitioners.
How do I know if a setting introduces literacy and numeracy properly?
Look for phonics woven into songs and stories, number concepts introduced through games, and early writing that emerges from purposeful play. Worksheets are not the measure—intentional teaching is.
What to Observe on a School Tour
My child is bilingual. Will they struggle?
Most children in Jakarta’s Early Years settings are multilingual. Skilled teachers scaffold English with visuals, gestures, routines and modelling, while respecting home languages. Bilingualism is an asset, not a complication.
Supporting EAL & Bilingual Children
How long do young children take to settle?
Most children take one to two weeks to feel secure, depending on temperament and previous school experience. Settings with strong routines and attentive staff usually help children settle more quickly.
What should I look for during a school visit?
Observe how teachers speak to children, how calmly routines flow, the balance between free play and guided activity, and the quality of materials and outdoor space. The atmosphere tells you more than brochures ever will.
Are hybrid models as good as pure Montessori or Reggio?
In many cases, yes—sometimes better. A well-executed hybrid can offer the creativity of Reggio and the independence of Montessori while still maintaining clear structure. The key is coherence and professional staff.
Is play-based learning academically rigorous enough?
In good settings, yes. Play-based does not mean aimless. High-quality programmes plan deliberately for language, numeracy, social skills and fine-motor development.
What ratios should I expect?
Roughly 1:4 or 1:5 for two-year-olds, rising slightly for older groups. Lower ratios allow teachers to manage emotional regulation, toileting, transitions and early language needs effectively.
What matters most when choosing?
Teacher professionalism, emotional warmth, consistency of routine and the rhythm of the day. Curriculum labels are secondary.