Etonhouse International Preschool in Bahrain

  Childhood isn’t always worry-free. Children may have to deal with issues like bullying, low self-esteem and other struggles. Adding to that, the uncertainties of growing up in the complexity of   Childhood isn’t always worry-free. Children may have to deal with issues like bullying, low self-esteem and other struggles. Adding to that, the uncertainties of growing up in the complexity of the COVID-19 pandemic can be a challenge. The ability to persevere through these challenges arises from resilience and optimism, which are skills that can be learnt. It supports children’s ability to adapt well to adversities and stress. How do we instil these values in children amidst the uncertainty? We share more in this article by  Matthew Scott, Vice Principal of Middleton International School .

  Children are born with an innate desire to explore, form hypotheses, experiment, observe, and develop conclusions. Research and data prove that children’s learning through their senses has a strong connection to  Children are  born  with an innate desire to explore, form hypotheses , experiment, observe, and develop conclusions. Research and data prove that children’s learning through their senses has a strong connection to thinking and understanding in science and discovery. A few decades ago, the idea that toddlers think like scientists would have been considered preposterous. Jean Piaget, the pioneer of cognitive thinking, believed that children are illogical, irrational, and “pre-causal”, and this idea informed curriculum design for many years. But it has been proved wrong by scientific evidence which shows children are competent, coherent, structured, and intentional in their approach.

  “Mummy, where does water come from?” “The tap.” “But where does tap water come from?” “The reservoir.” “What is a reservoir?” “It’s a place that collects a big supply of treated water for our use.” “And where does that water come from?” “Well… From the rain…” How often have you been stumped by your child’s endless questions? At times, you wonder how a three-year-old can be so  imaginative  and inquisitive. Every child has an innate need to ask questions. The key to a child’s development lies in how the school supports and nurtures this inquisitive nature, growing a love for lifelong learning.

  We often talk about our children growing up in a world that is very different from ours. One that is changing faster than any of us can comprehend, where it is predicted that the top 10 in-demand jobs 6 years from now, do not even exist in the present. Where today’s learners are expected to have 10-14 jobs by the time they are 38 years old*. We are therefore preparing students for the unknown.  The education that our children experience should therefore respond to this new reality, the new ‘normal’. Singapore has many international schools offering a range of programmes and philosophical underpinnings. But how do they translate into meaningful outcomes for your family? Here are 6 factors to consider when making that important decision for your child.  1. Philosophy and Curriculum Different schools adhere to different philosophies. Some schools align to the national curriculum of a country to enable students to transition to their own countries. In Singapore, we have international sch

  Children are   born  with an innate desire to explore, form hypotheses, experiment, observe, and develop conclusions. Research and data prove that children’s learning through their senses has a strong connection to thinking and understanding in science and discovery. A few decades ago, the idea that toddlers think like scientists would have been considered preposterous. Jean Piaget, the pioneer of cognitive thinking, believed that children are illogical, irrational, and “pre-causal”, and this idea informed curriculum design for many years. But it has been proved wrong by scientific evidence which shows children are competent, coherent, structured, and intentional in their approach. Children are also capable of abstract thinking and causal representations. This brings us to the question of whether the old pedagogical approach of content﹣and skills-based teaching is indeed in alignment with the way children think and learn.  Does it really encourage the scientific thinking skills that

  Children are   born  with an innate desire to explore, form hypotheses, experiment, observe, and develop conclusions. Research and data prove that children’s learning through their senses has a strong connection to thinking and understanding in science and discovery. A few decades ago, the idea that toddlers think like scientists would have been considered preposterous. Jean Piaget, the pioneer of cognitive thinking, believed that children are illogical, irrational, and “pre-causal”, and this idea informed curriculum design for many years. But it has been proved wrong by scientific evidence which shows children are competent, coherent, structured, and intentional in their approach. Children are also capable of abstract thinking and causal representations. This brings us to the question of whether the old pedagogical approach of content﹣and skills-based teaching is indeed in alignment with the way children think and learn.  Does it really encourage the scientific thinking skills that