The goal of early childhood education should be to activate the child's own natural desire to learn
The education of even a small child, therefore, does not aim at preparing him for school, but for life.
The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'
The senses, being the explorers of the world, open the way to knowledge
" Be Free OR Be a happy SOUL
Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and when the grass of the meadows is wet with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning.
To assist a child we must provide him with an environment which will enable him to develop freely.
Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.
The four pillars of our TEACHING methodologies
Awaken your senses and explore the world. Become a Sensorial Explorer
Develop a mathematical mind. A mind of exactity!
To talk is the nature of a man. Become an effective communicator!
A purposeful way of living. Learn the most important lesson: To be a purposeful human being!
Our guiding principles that we wish the parents to follow too!
Discipline a child
Phrases to use with kids
Explain, rehearse and re-enforce, are the key tools for your kids to listen. Please explain your expectation not through lecture but acting them and keeping the kids in third position where the kid is not obsessed about him doing something like that.
Please let them, re-hearse. Once the kids have listened, ask them to act again in right manner like keeping back the material in right place. This confirms that the message is understood.
Our duty is to re-enforce. Keep reminding them the expectation again and again but in an intelligent way. The ways can be as follows:
Remind the child: “Don’t forget to keep the materials back!”
Redirect the child: “Should we put the material in the right place or just leave it on the floor?"
Praise the child: “I noticed you kept the material in the right place all by yourself! That was awesome!”
But, if the teacher realize that even after repeating the cycle the kids is not getting the expectation then perhaps the child just wasn’t developmentally ready to grasp the expectation. It could be that the expectation was simply not age appropriate. Regardless of the reason, when a child is not demonstrating an understanding of an expectation, then it is time to start the process all over again: Explain, Rehearse, Reinforce!
Good morning! Advika. How are you today?
Goodbye, I'll see you tomorrow!
Time to wash hands
Are you hungry for snack?
If you're all done eating, then please clean up.
Would you like to have water?
You are being very rough with that work. Would you like to try again and be gentle?
Would you like me to help you or do you want to clean up by yourself?
I see you're hitting your friend, that hurts. I'm going to help you move away from them.
I see you are working in an in-appropriate way. It can damage the material. You may have forgotten, let me show you ones again
You sound very sad, come and sit with me and hug me? I understand, saying goodbye to Ma and papa is hard.
You're with teachers now, we'll have fun.
Mama and Daddy will come back soon.
Take a deep breath, let's calm down.
Come please, hold my hand - it feels better, right?
You really understand me. You are a good girl/boy
I see you got hurt - I'm sorry that happened! Do you want a hug?
I see your friend is trying to take your work - you can tell them, "its my work" or ask them "Excuse me please".
I see your friend hurt you, are you ok? That hurts. Would you like to tell them "don't hurt me."
You are both fighting over this work. I'm going to let Subhi have a turn, then when she's finished, it will be Advika's turn.
We value children having independence - they are given the opportunity to do a task on their own first, and if they require help, they are invited to ask for help by saying, "Help please!". Teachers then will give the minimum amount of help to assist the child, as the goal is for the child to do the majority of a task themselves. Again, we do take into consideration a child's hunger, tiredness, or if they're sick - these can all affect their focus and how much help they need. We congratulate a child with, "You did it!", or "You worked so hard on that!", "You feel happy you finished it!"
In school, we don't force children to repeat words like, "Please", "Thank-you", "Excuse me please" or "Im sorry", however, we role-model using these words all the time with our interactions with them, and teachers interacting with each other.
If a child is screaming or yelling or demanding something of us, we tell them that screaming is too loud, please calm down and ask for what they need. If they are crying or whining, then we ask to calm down and say in a calm voice.
We always take into consideration if a child is tired, sick, or very hungry, as these things always can influence their mood and ability to be calm.
If they become very frustrated, teachers are understanding and ask if the child would like to try again later.
If a child has fallen down, we try not to rush over and pick them up right away, instead we see if they're able to get up on their own and if they want a teacher to intervene - obviously if they are hurt or bleeding we step-in right away, but most falls do not require a big response by an adult.
We respect children, so we ask them, "Shall I give you a hug?"
Before we assist them to move their body (i.e. helping them step up onto a stool, setting them onto a potty, wiping their bottom after a BM) we state, "I'm going to help you.", or "I'm going to wipe you now.", just so they're included in what is happening to their body, as a form of respect to them.
Our Upcoming Events
The best Summer Camp your child has ever attended
This is what we learn at Leeway!
Introduction To Language
Visual Discrimination Puzzles
Object to Object Matching
Object to Picture Matching
Picture to Picture Matching
Look Alike Matching
Whole to parts (Nomenclature cards)
Whole to Parts - Scene
Parts to Whole - Picture Formation
Figure Ground Matching (Foreground/Background)
Spatial relationship objects
What is missing?
Rhyming picture cards
Classification – Categories
Classification – Go together
Classification – Doesn’t belong
Writing in Grain (Rave) or Sand
Sand Paper Letters
Writing on chalk board, Paper
Tracing the Child’s Name
Direct preparation for reading- sound games
Final Sound/Ending Sound
Movable Alphabet with Objects
Movable Alphabet with Picture Cards
Word Labels, Objects and Pictures
Reading - phonograms: digraphs
Numbers to Ten
Number rods with numerals
Cards and counters
Teens and Tens
Short bead stair
Short bead chain
Introduction to Decimal system
Sensorial - Visual Senses
Introduction to size
Cylinder block/knobbed cylinder
Brown quadrilateral prism
Knobless cylinder/coloured cylinder
Introduction to geometry
Geometry demonstration tray
Geometric cabinet with cards
Geometric solids with cards
Large hexagon box
Small hexagon box
Rectangle box 2
Primary colour box 1
Hue matching box
Colour matching box
Sensorial - Tactile Senses
Tactile board/touch board
Sensorial – Auditory, Olfactory and Gustatory/taste Senses
We believe the best learning takes place through meaningful play and exploration.
We like our children to be present and playing in the classroom.
We like to hear them talking, laughing, singing, asking questions, and expressing their ideas, preferences or point of view.