Etonhouse International Preschool in Bahrain

  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

  “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. Conversations between a child and a teacher are common in preschools that use the  inquiry-based learning approach . Children are encouraged to question facts, explore possibilities, voice their opinions and initiate investigations, allowing them to acquire knowledge and skills in a meaningful way. Teachers trained professionally in this approach are skilled in helping your child develop bo

  What is Respectful Parenting? Respectful Parenting offers strategies to develop strong and respectful relationships with your children that then form the basis of your relationship with them as they get older. It helps us to develop sustainable practice that helps set positive behaviour that is intrinsically driven. In short, it connects us like no other parenting method can. It also reminds us that our children are individuals with their own thoughts, ideas and personalities that we must value and respect. How does one practice Respectful Parenting at home? Wondering how to practice the principles of Respectful Parenting in your own household? This talk will arm you with the thinking, philosophy, and strategies tools to create a strong relationship with your child based on love, trust, connection, and mutual respect with real-life examples and tried-and-tested tips. Find out more from experts Denise Teo, Pedagogue at EtonHouse International School, Lisamarie Huges, Principal at Eton

  Teaching is more than just a job, and the truth in the matter is, not anyone can be a teacher. Our senior pre-school teacher Shirlee Lim from  EtonHouse Pre-School Mountbatten 223  shared some insights with Channel NewsAsia on the challenges of her job and how she wishes there were more hours in a day so she can spend more time with her students! 1. What are the challenges of being a pre-school teacher?  It is such a rewarding job that no matter what the challenges are, I feel every challenge presents an opportunity to make a difference and learn something new. What is really meaningful about my job is that I feel like I am contributing to a child’s life and am, in my own way, making a difference to society. We all know teaching is a rewarding job. We value and respect children, and the affection we receive from them in return is truly empowering. I am not saying it is an easy job. It is really demanding and I always feel that I can do more. Perhaps the biggest challenge for me is be