Diyes International Blogs

Fusing Indian values with global education, shaping diverse, creative leaders for a brighter future!

[diyesinternationalschool]

Measuring Learning Progress Using Brain-Aligned Methods

Assessment of learning is a significant aspect of education, as teachers, parents, and schools all seek to understand whether students are truly grasping and retaining what they are taught. Traditional assessments often focus on short-term memory, whereas neuroscience shows that real learning is deeper and more lasting.

Brain-aligned techniques focus on how the brain naturally learns and develops. They evaluate progress by considering memory growth, concentration, emotional engagement, and practice, offering a more meaningful way to measure learning.

Understanding How the Brain Learns

Before measuring progress, it is important to understand how the brain learns. Learning occurs through the formation of connections between neurons, which strengthen with repetition and meaningful practice. Without reinforcement, these connections weaken over time.

Research shows that repeated activation of neural pathways strengthens memory, indicating that learning is a gradual process rather than a one-time event. Therefore, relying on a single test at the end of a lesson does not accurately reflect true understanding. Brain-aligned assessment focuses on growth over time.

Moving Beyond Traditional Testing

Traditional tests usually measure a student’s ability to recall information at a specific moment, often under stress. This stress can negatively impact memory by activating the brain’s fear response.

In contrast, brain-aligned approaches reduce pressure and emphasize continuous feedback. They assess long-term retention, depth of understanding, the ability to apply knowledge, and overall growth. The goal is not just to assign grades but to support improvement.

Using Retrieval Practice as Assessment

Retrieval practice is an effective brain-aligned method that involves recalling information without referring to notes. Research by Henry L. Roediger III shows that this strengthens memory pathways.

Teachers can measure progress through short quizzes at the start of lessons, oral questioning, student summaries, and flashcard reviews. Regular low-stakes assessments help track improvement and identify areas that need attention.

Spaced Review Assessments

Spaced review is based on Hermann Ebbinghaus’s forgetting curve, which shows how quickly information is lost without revision. Instead of testing only new material, teachers revisit previously learned content through cumulative questions, projects, and periodic reviews.

When students can recall information after weeks or months, it indicates strong retention and meaningful learning. This approach supports long-term understanding rather than short-term memorization.

Measuring Deep Understanding

Deep understanding is achieved when students can express ideas in their own words and apply knowledge in new contexts. Brain-aligned assessment encourages activities such as teaching concepts to others, solving real-life problems, creating concept maps, and engaging in creative tasks.

These practices strengthen neural connections and promote meaningful learning.

Observing Changes in Thinking Skills

Learning also involves the development of thinking skills such as planning, organizing, analyzing, and reflecting. These executive functions are managed by the prefrontal cortex and can be observed through how students approach projects, solve problems, and reflect on their work.

Monitoring these processes provides valuable insight into cognitive growth.

Emotional Engagement as a Sign of Progress

Emotional engagement plays a crucial role in learning. Research by Daniel Goleman highlights the connection between emotions and learning success. Students who feel safe, motivated, and curious are more likely to retain information.

Teachers can observe engagement through participation, curiosity, and confidence in learning.

Monitoring Attention and Focus

Attention is a key factor in learning, as it directly affects how well information is processed. Teachers can measure improvement in focus by observing how long students stay engaged, follow instructions, and complete tasks with fewer distractions.

Increased attention over time reflects positive brain development.

Tracking Growth Through Formative Feedback

Formative assessment supports continuous improvement by providing feedback during the learning process. Instead of only assigning grades, teachers offer constructive feedback, suggest improvements, allow revisions, and hold regular discussions.

Carol Dweck’s research shows that feedback focused on effort and strategy encourages growth, making progress visible over time.

Using Self-Assessment and Reflection

Self-assessment and reflection strengthen learning by encouraging students to evaluate their own progress. Activities such as journaling, setting goals, and reviewing mistakes help build self-awareness and independence.

This makes learning more effective and meaningful.

Measuring Skill Transfer

True learning is evident when students can apply knowledge in new situations. This can be assessed by presenting unfamiliar problems, encouraging connections between subjects, and assigning real-life tasks.

The ability to transfer learning across contexts indicates strong understanding and neural integration.

Project-Based Assessments

Project-based assessments engage multiple areas of the brain by combining memory, creativity, planning, and collaboration. Activities such as research presentations, experiments, community projects, and creative writing demonstrate higher levels of understanding.

They reflect how learning is applied beyond the classroom.

Measuring Social and Collaborative Growth

Social interaction enhances learning by activating communication and collaboration skills. Group discussions and teamwork help students develop listening, respect, and problem-solving abilities.

Progress can be measured through participation, communication, and cooperation within groups.

Long-Term Portfolio Assessment

Portfolios provide a comprehensive view of student progress by collecting work over time. These may include drafts, projects, reflections, and assessment results.

By reviewing progress over a longer period, both teachers and students can clearly see growth and improvement.

Combining Multiple Methods

No single method can fully measure learning. A combination of approaches such as retrieval practice, projects, reflections, observations, peer feedback, and self-assessment provides a complete picture of student progress.

Using multiple strategies ensures a more accurate and balanced evaluation.

Conclusion

Brain-aligned assessment is based on how the brain naturally learns. Learning is gradual and influenced by repetition, emotional safety, focus, and meaningful practice. Traditional tests alone cannot capture deep understanding.

By incorporating methods such as retrieval practice, spaced learning, feedback, reflection, and projects, educators can better measure long-term learning and cognitive development.

When assessment aligns with brain function, it reduces fear and increases motivation. Students become more aware of their strengths and weaknesses, developing into confident and independent learners. Education then transforms from a system of evaluation into a continuous process of growth, focusing on lasting knowledge and meaningful development.

[diyesinternationalschool]

How Stress and Motivation Impact Learning Performance

Learning is a complicated process which is determined by lots of psychological and environmental factors. Among them, stress and motivation are key factors that determine the effectiveness of learning, processing, and retaining information among the students. Although stress may be beneficial or detrimental to the performance of any given person depending on its magnitude, motivation usually dictates how much effort and perseverance a learner can be willing to put. The insight into the interaction between these two forces may assist students, teachers, and institutions to build better learning environments.

Modern educational research shows that emotional states influence cognitive performance just as strongly as intellectual ability. A highly capable student who lacks motivation or experiences overwhelming stress may underperform, while an average student with strong internal drive and balanced stress levels may excel. Therefore, understanding stress and motivation is not optional it is essential for improving learning outcomes.

Understanding Stress in Learning

Stress is a physiological and emotional reaction to some pressures or demands. When it comes to academic life, the stress could be caused by exams, deadlines, competition, or self expectation. It should be noted that not every stress is bad.

This biological response evolved as a survival mechanism. However, in academic settings, the “threat” is usually psychological rather than physical. When managed properly, this stress response can enhance performance. When uncontrolled, it can disrupt thinking and memory.

Positive Stress (Eustress)

Moderate stress levels are good in performance. Such kind of stress is commonly referred to as positive stress, or eustress, and enhances alertness and concentration. An example of this could be a student who is about to have an exam that is important to him or her but is nervous but concentrated at the same time. Such a tension level has the ability to enhance memory as well as promote effective time management.

Positive stress often:

Enhances concentration

Increases motivation

Promotes preparation and planning.

Enhances short term memory performance.

Eustress creates a productive tension that pushes learners slightly beyond their comfort zone. This state encourages active engagement without overwhelming mental capacity. Students experiencing positive stress are more likely to organize their time efficiently and stay committed to their goals.

Stress when managed and short termed can challenge the learners to give their best. 

Negative Stress (Distress)

Stress can be said to transform into negative stress when the stresses are extreme or consistent over some time; this is the so-called distress. Anxiety may lead to lack of concentration, impaired memory and confidence. An overwhelmed student will not be able to think quickly to put thoughts together, or remember research on an exam.

Negative stress often:

Reduces attention span

Impairs memory

Causes mental fatigue

Leads to avoidance behavior

Chronic distress keeps cortisol levels elevated for long periods. High cortisol interferes with the functioning of the hippocampus, a brain structure essential for learning and memory formation. Over time, this can significantly reduce academic performance and emotional well-being.

Chronic stress can also influence physical wellbeing which leads to the onset of headaches, sleep disturbances, and low energy which interrupt learning.

The Science Behind Stress and Performance

The Yerkes-Dodson Law is used to explain the relationship of stress and performance. According to this psychological principle, moderate levels of stress enhance performance whereas stress levels that are either low or too high reduce performance. Put simply, boredom and high anxiety help decrease the efficiency of learning whereas an intermediate level of challenge helps to achieve the best performance results.

This relationship is often illustrated as an inverted U-shaped curve. At the center of the curve lies optimal performance, where challenge and ability are balanced. Effective learning environments aim to keep students within this optimal zone.

The excessive amount of hormones like adrenaline and cortisol are secreted by the body when there is some level of stress to handle. These hormones make one alert as well as the brain focused. Nevertheless, chronic and high levels of cortisol are also harmful to memory functions, especially learning and retaining abilities of the brain.

Understanding Motivation in Learning

Motivation is the impulse or driving power which causes individuals to act. The motivation in the field of education is what defines the extent to which students work so hard in their education and the persistence they would experience in facing challenges.

Motivation influences not only how long students study, but also how deeply they process information. Highly motivated learners are more likely to use effective study strategies, seek clarification, and reflect on feedback.

Motivation can be of two kinds:

Intrinsic Motivation

With intrinsic motivation, it is an internal process. A student who learns mathematics out of his or her fascination with solving problems is intrinsically motivated. This kind of motivation is mostly connected to the in-depth appreciation and the learning that is long term.

The characteristics of intrinsically motivated learners are:

Curiosity and interest

Enjoyment in learning tasks

Self-directed behavior

Strong engagement

Intrinsic motivation activates the brain’s reward system naturally. When learners experience satisfaction from mastering a concept, dopamine reinforces learning pathways. This leads to sustained academic growth beyond external rewards.

Intrinsic motivation promotes creativity and critical thinking as learners get concerned with learning instead of getting grades.

Extrinsic Motivation

Extrinsic motivation refers to things outside the individual like rewards or pressures. These can be the case of studying in order to gain good grades, parental appreciation or employment prospects. Even though extrinsic motivation can be effective, it does not always result in deep learning.

Extrinsic motivation:

Stimulates achievement-oriented action.

Has the ability to enhance short term performance.

May will deteriorate when the rewards are withdrawn.

While extrinsic rewards can initiate action, they may not always promote deep understanding. When learners focus only on results, they may rely on memorization rather than conceptual comprehension.

The two forms of motivation are relevant, yet in most cases intrinsic motivation can produce long-term and sustainable academic achievement.

The Impact on Cognitive Functions

Important cognitive functions involved in learning directly depend on stress and motivation.

Attention

Information processing requires attention. Moderate levels can make one sharper but a high level can make one distracted. Motivation heightens concentration since curious learners tend to concentrate more on the work that they perform. Students who find meaning in their studies are less likely to be distracted by external stimuli. Emotional engagement directs cognitive resources toward the learning objective.

Memory

Retention of information is important and requires memory. There are two primary effects of stress on memory:

The formation of memory can be strengthened by short-term moderate stress.

Extreme stress in the long-term is destructive to memory.

Motivation enhances memory because it involves repetition, comprehension, and substantive association amongst the ideas.

When learners actively connect new information with prior knowledge, neural pathways become stronger, improving long-term recall.

Problem-Solving and Creativity

Excessive stress suppresses creative thought since one thinks of surviving and not innovation. Engaged learners particularly those who are motivated by inquisitiveness are likely to think critically and thus come up with innovative solutions. A calm yet motivated mind is most capable of critical thinking, complex reasoning, and innovative problem-solving.

The Role of Environment

The learning environment is very colossal in stress management and fueling motivation.

Supportive Teaching

The teachers who can give clear instructions, constructive feedback as well as emotional support can reduce the harmful stress. Motivation can be reinforced through encouragement and confidence can be established. Positive teacher-student relationships increase psychological safety, allowing students to ask questions without fear of judgment.

Balanced Workload

The right degree of difficulty helps the students not to get bored and not to be overwhelmed. Tasks that are easy lower motivation whereas those that are too challenging raise stress. Optimal challenge fosters growth by stretching ability without causing frustration.

Positive Classroom Climate

Harmless and respectful classroom atmosphere enables the students to raise ideas without fear. With the students engaged in their study being psychologically secure, stress levels reduce with increased engagement. Psychological safety strengthens intrinsic motivation and lowers emotional barriers to learning.

Strategies to Manage Stress and Improve Motivation

It is possible to embrace some realistic measures by students to balance stress and improve motivation.

Time Management

Making study plans eliminates the pressure towards the end of the day. It is easier to handle tasks that are divided into smaller steps. Structured planning reduces uncertainty, which is a major source of anxiety.

Goal Setting

Clear goals that are not exaggerated motivation. Short-term objectives can give one a feeling of accomplishment and keep him focused.

Relaxation Techniques

Stress levels can be controlled through deep breathing, meditation and regular physical exercises. Memory and concentration is also assisted by getting the right sleep.

Positive Thinking

Confidence is enhanced by substituting negative thoughts with constructive thinking. An example is that a student may think that it will fail and will think that I will plan to do my best and prepare.

Seeking Support

Emotional pressure can be alleviated by having a conversation with teachers, friends, or counselors. Social help makes people feel resilient and helps foster persistence.

Conclusion

Stress and motivation are strong forces which play a key role in defining the performance of learning. A moderate stress level can enhance concentration and motivation to prepare and too much stress may destroy memory, concentration and confidence. Persistence, engagement, and further understanding are caused by motivation, especially intrinsic motivation.

Through knowing and controlling such variables, the learners will be able to improve their performance in academics and be successful in long-term education.

Finally, stress and learning do not necessarily experience negativity and motivation is not merely an individual quality. Both are dynamic forces and when well balanced can both enable each other to enhance the learning experiences as well as aid in academic success.

[diyesinternationalschool]

How Personalized Training Builds Confidence and Reduces Learning Anxiety

Education is a significant aspect of growth in life and career. Nevertheless, fear, doubt, and stress are some of the common expressions of the learning process by many learners. This emotion has been designated as learning anxiety. It might decrease the performance, decrease motivation, and make people unable to fulfill their potential. Personalized training is one of the possible methods to overcome this challenge.

One of the approaches is a personal approach where education is tailored and the teaching methods, speed, and material are modified to meet the needs of the individual learners. It also concentrates on task strengths, weaknesses and individual objectives as opposed to adopting one approach to all. 

Understanding Learning Anxiety

Learning anxiety is a fear or an apprehension that comes about when an individual feels incapable of comprehending or performing well in a learning set up. It can appear in many forms. There are learners who are afraid of posing questions. Some are scared when taking exams or giving the presentation. Others can even shun learning new skills as they are sure that they will not succeed.

Learning anxiety can develop because of a number of reasons. Comparison with other people is one of the most frequent causes. In conventional learning or a training program, all people may be expected to learn at the same pace. The struggling learners will feel left behind. This puts pressure and decreases personal esteem.

The other cause is lack of support. In case the learners are not provided with proper guidance or feedback, the latter might get lost. Frustration may cause confusion, and anxiety may come about as a result of frustration.

What Is Personalized Training?

One-on-one training is a training method that is based on the needs of individuals. It takes into account the background, the level of his/her skills nowadays, interests, style of his/her learning. The content and method are altered by the trainer or the system to fit these characteristics.

As an illustration, certain learners have a more effective way of learning by using visual materials like charts and videos. Some would like to read or have exercises. Individual training recognizes these preferences and creates the learning experience based on them.

It will also enable the learners to learn at their own speed. Rapid learners are left without getting bored. Students with inadequate time will be able to revise subjects without feeling the pressure.

Individual training may be applied in educational institutions, at work places, online learning and skill development programs. Customized learning paths have become readily available with the assistance of technology.

Building Confidence Through Personal Progress

People become more confident when they observe personal development. Personal training lays emphasis on small and attainable objectives. As the learners accomplish these goals, they face a sense of achievement. Successive victories instill confidence in themselves.

General standards are likely to judge the work of learners in the traditional systems. In case they fail to meet these standards, they would be made to feel like failures. This is altered with individual training. It evaluates progress as the beginning point of a person. This is the best way to make progress noticeable and significant.

As soon as learners understand that they are getting better, at least bit by bit, they start to believe in themselves. This confidence transforms into trust. Willing learners would find it easier to engage, question and attempt novel things.

Reducing Fear of Failure

Another primary reason that leads to learning anxiety is fear of failure. A number of students are afraid of errors. These people might feel that errors are signs of a weak character or stupidity.

Individual training fosters a secure environment of learning. It views errors as an aspect of learning. Supporting feedback is given by the trainers rather than criticism. They teach learners on how to be better rather than emphasize on mistakes.

Once learners know that errors are expected and they are beneficial, their fear reduces. They are made receptive to challenges. This shift of mind decreases anxiety and makes one more courageous.

Providing Individual Attention and Support

Individualized training also means that the learners are handled on a needs basis. Under a large group situation, certain learners might not get sufficient guidance. This may form a way of being ignored or lost.

In one-on-one training, the trainers keep track of the individual progress of learners. They spot the problems at their very early stages and provide assistance before issues get critical. This helps make sure that frustration does not build up to the state of anxiety.

One on one attention is a way in which the learners also feel important. They feel respected when one is able to listen to their concerns and know their struggles. This emotional backing boosts their belief and morale.

Matching Learning Pace to Ability

The pace of comprehending varies among the learners. Certain individuals acquire knowledge very fast and others require time. Slower learners may be pressured to match up in a fixed system. This pressure brings about stress and reduces performance.

Individual training permits free pacing. The learners are able to devote more time on challenging subjects and accelerate it with some easy ones. This eliminates the fear of being left behind all the time.

Advocates of learning at a slower pace feel more at ease when such control is in their hands. Comfort reduces anxiety. Simultaneously, they are able to pay more attention and comprehend the material properly. Certain confidence is enhanced by deep insight.

Encouraging Active Participation

When the learners are actively involved in the learning process, confidence increases. One to one training can be interactive, discussion-based, and exercise-oriented, etc.

Learners do not passively receive the content, but they interact with it. They not only solve problems, give opinions but also apply knowledge in practical situations. The sense of ownership is achieved through active involvement.

When the learners feel that it is their responsibility, then they have independence. Self-confidence is enhanced by independence.

Supporting Different Learning Styles

Individuals do not learn in the same way. There are those who like visual information. There are other people who absorb information better when listening to it or when they are in action. When a teaching style does not correspond to that of the learner, one will not be able to understand. The pain may result in frustration and anxiety.

Individual training helps in determining the best way of teaching each learner. A visual learner can learn to watch videos and diagrams as an example.The more the learner succeeds in a style which is appropriate to him or her, the more confidence one should develop.

Conclusion

Individual training is an effective method of learning. It is able to provide an effective environment because of adaptation to individual needs, pace, and learning styles. It instills confidence, based on modest achievements, achievable objectives and purposeful advancements. Simultaneously, it helps to overcome the fear of failure, eliminate anxiety of learning, conduct personal support, and be active, which will enhance the learning experience.

Learners become confident when made to feel their support. They no longer view learning to be a stressful activity, but as a developmental opportunity. This way, customized training is not just a better way of enhancing skills, but also serves as a way of building a mindset that is necessary in life-long learning.

Children with professional guidance from the teachers at DiYES International will understand better about how to deal with anxiety in real life. Nevertheless, the constant support, fun activity, and personalized care will ensure anxiety never emerges in the first place. 

[diyesinternationalschool]

Using Neuroscience to Identify a Child’s Learning Strengths Early

Understanding how children learn has always been one of the central goals of education. In recent years, neuroscience has provided valuable insights into how the brain develops and processes information. By studying the brain, researchers can better understand why some children learn more effectively through reading, while others respond better to listening, movement, or visual experiences.

Applying neuroscience in education allows parents and teachers to identify a child’s learning strengths at an early stage. This early understanding helps provide the right learning support at the right time, allowing children to grow with confidence and curiosity.

This article explores how brain science helps identify learning strengths early, why early recognition is important, and how these insights can be applied in educational practice.

Understanding the Developing Brain

Childhood is a period of rapid brain development. From birth to around seven years of age, the brain forms billions of connections between nerve cells. These connections, known as neural pathways, become stronger through repeated experiences and practice. The more a child engages in a particular skill, the stronger the related brain pathway becomes.

Different areas of the brain perform different functions:

The frontal lobe supports decision-making and problem solving.

The temporal lobe plays an important role in language and memory.

The parietal lobe contributes to spatial awareness and mathematical thinking.

The occipital lobe processes visual information.

These brain areas do not develop at the same pace in every child. Some children may show strong language abilities early on, while others demonstrate strong visual-spatial or motor skills. These differences reflect unique patterns of brain development.

By observing how children respond to various learning activities, educators can gain insights into which brain systems are more active and developed.

What Are Learning Strengths?

Learning strengths refer to the ways children most effectively understand, process, and remember information. Different children may demonstrate different learning strengths, such as:

Auditory strength – learning through listening and speaking

Verbal strength – learning through reading and writing

Visual strength – recognizing patterns, images, and spatial relationships

Physical strength – learning through movement and hands-on activities

Analytical strength – solving logical and problem-based tasks

Social strength – learning through interaction and collaboration

Neuroscience shows that these strengths are connected to different networks within the brain. For example, children with strong language skills often show higher activity in brain regions responsible for speech and comprehension. Similarly, children who perform well in spatial tasks may have more developed visual-processing areas.

Identifying these strengths early allows educators to build on a child’s abilities rather than focusing only on weaknesses.

The Importance of Early Identification

Early childhood is considered a sensitive period in brain development. During this stage, the brain is highly adaptable—a quality known as neuroplasticity. Neuroplasticity allows the brain to change and grow in response to experiences and learning opportunities.

Identifying learning strengths early offers several benefits:

Learning can be personalized to suit the child’s abilities

Children develop stronger self-confidence

Motivation and engagement increase

Potential learning difficulties can be prevented

Emotional well-being improves

For example, if a child demonstrates strong visual learning abilities, teachers can use charts, diagrams, and images to explain concepts. If a child learns best through movement, hands-on activities and physical exploration can be incorporated into lessons.

Without early recognition, children may be placed in learning environments that do not match their natural learning style.

Neuroscientific Tools and Methods

Researchers use several tools to study brain development, including:

Functional MRI (fMRI) brain scans

Electroencephalography (EEG)

Behavioral observations

Cognitive assessments

While advanced brain imaging is mainly used in research settings, schools can effectively rely on structured observation and assessment methods to understand children’s learning patterns.

For example:

A child who easily recognizes patterns may have strong visual-spatial processing skills.

A child who remembers stories after hearing them once may have strong auditory memory.

A child who enjoys solving puzzles may show advanced problem-solving abilities.

Teachers do not need brain scans to apply neuroscience insights. Careful observation and research-based assessments can help identify each child’s strengths.

The Role of Executive Functions

Executive functions are mental skills that include working memory, flexible thinking, and self-control. These abilities are mainly controlled by the prefrontal cortex of the brain.

Children with strong executive function skills often:

Plan tasks effectively

Follow instructions carefully

Manage time efficiently

Make independent decisions

Recognizing these abilities early allows teachers to provide opportunities that encourage leadership, independence, and deeper learning. At the same time, children who need support in these areas can receive guidance before academic difficulties arise.

Neuroscience research also shows that executive functions can improve through consistent practice.

Language and Literacy Strengths

Language development is closely linked to brain regions responsible for communication and comprehension. Early exposure to conversations, storytelling, and reading strengthens neural networks that support literacy.

Children with early language strengths may:

Use advanced vocabulary

Enjoy storytelling

Ask many questions

Show a strong interest in reading

Encouraging these skills through reading activities, discussions, and storytelling can further strengthen language development.

Visual-Spatial and Mathematical Strengths

Some children demonstrate early abilities related to shapes, patterns, and spatial understanding. These skills are connected to brain regions involved in visual processing and mathematical reasoning.

Signs of strong visual-spatial abilities may include:

Enjoying puzzles and building blocks

Drawing detailed pictures

Understanding maps easily

Recognizing patterns quickly

Children with these strengths often excel in fields such as mathematics, engineering, design, and architecture. Early enrichment activities like building toys, drawing exercises, and logic games can help develop this potential.

Emotional and Social Strengths

Neuroscience also studies how the brain processes emotions and social interactions. The limbic system plays an important role in emotional awareness, empathy, and relationships.

Some children show strong social intelligence early in life. They may:

Comfort others easily

Take leadership roles in group activities

Demonstrate empathy

Communicate effectively

These abilities are valuable for teamwork, leadership, and communication-based careers. Schools can nurture these strengths through collaborative learning and group activities.

Conclusion

Neuroscience has greatly improved our understanding of how children learn and develop. Research shows that every child possesses unique learning strengths shaped by individual brain development.

Recognizing these strengths early allows educators to personalize learning, build confidence, and support stronger academic outcomes.

The goal is not to label or categorize children, but to better understand how they learn. When parents and teachers apply neuroscience insights thoughtfully, they can create learning environments that respect individual differences and encourage lifelong growth.

By identifying strengths early, we give children the opportunity to discover and develop their full potential.

[diyesinternationalschool]

Performance-Based Assessments Aligned with Next Generation Science Standards and the 6E Framework

Modern education is steadily shifting from memorization to meaningful understanding. Today’s learners are expected not only to recall scientific facts but also to interpret real-world phenomena, analyze evidence, and design solutions to authentic problems. To achieve this, educators are increasingly turning to two powerful tools: the Next Generation Science Standards (NGSS) and the 6E instructional framework.

When combined with performance-based assessments, these approaches create science classrooms where students actively do science rather than simply learn about it.

What Are Performance-Based Assessments?

Performance-based assessments require students to apply their knowledge and skills to complete meaningful tasks. Instead of answering multiple-choice questions, students may:

Design and conduct experiments

Build and test models

Explain real-world phenomena

Analyze and interpret data

Develop solutions to community-based problems

For example, rather than defining erosion, students might investigate how erosion affects a local river and propose evidence-based solutions to reduce its impact.

These assessments:

Measure deep conceptual understanding

Reflect authentic scientific practices

Promote critical thinking and creativity

Strengthen communication skills

By emphasizing application over recall, performance-based assessments prepare students for real-world scientific thinking.

Understanding NGSS

The Next Generation Science Standards were developed to modernize science education and reflect how science and engineering function in practice. NGSS is built on three integrated dimensions:

1. Science and Engineering Practices (SEPs)

What scientists and engineers actually do — asking questions, developing models, analyzing data, constructing explanations, and designing solutions.

2. Disciplinary Core Ideas (DCIs)

Foundational scientific concepts in physical science, life science, earth and space science, and engineering.

3. Crosscutting Concepts (CCCs)

Themes that connect all scientific disciplines, such as patterns, cause and effect, systems, structure and function, and stability and change.

NGSS emphasizes that these three dimensions should not be taught in isolation. Instead, students must integrate practices, core ideas, and crosscutting concepts simultaneously — a goal that performance-based assessments naturally support.

The 6E Instructional Framework

The 6E framework is an inquiry-driven model that extends the traditional 5E approach by adding a sixth phase. It provides a structured pathway for deeper conceptual learning. The six stages are:

Engage

Explore

Explain

Elaborate

Evaluate

Extend

This framework promotes active participation and ensures that assessment is embedded throughout the learning process rather than confined to the end of a unit.

Aligning Performance-Based Assessments with the 6E Framework

1. Engage

Teachers spark curiosity through real-world questions, demonstrations, videos, or problem scenarios.

Assessment Focus:

Eliciting prior knowledge

Generating questions

Making predictions

Informal assessments such as discussions or quick reflections provide insight into students’ initial understanding.

2. Explore

Students investigate concepts through hands-on activities, experiments, collaboration, and data collection.

Assessment Focus:

Observing scientific practices

Recording and organizing data

Appropriate use of tools and materials

Teachers assess how students think, inquire, and behave like scientists.

3. Explain

Students articulate their findings and connect experiences to scientific concepts. Teachers introduce formal terminology and clarify misconceptions.

Assessment Focus:

Evidence-based explanations

Use of scientific vocabulary

Logical reasoning

Performance tasks may include written explanations, diagrams, models, or presentations.

4. Elaborate

Students apply their learning to new contexts, strengthening conceptual understanding and transfer of knowledge.

Assessment Focus:

Applying concepts to new situations

Connecting multiple ideas

Refining solutions

For instance, students might redesign an experiment or apply a concept to a different environmental issue.

5. Evaluate

This stage often includes structured performance-based assessments where students demonstrate mastery.

Assessment Focus:

Designing solutions

Constructing scientific arguments

Presenting findings

Creating functional models

NGSS-aligned rubrics help assess all three dimensions—practices, core ideas, and crosscutting concepts.

6. Extend

Learning moves beyond the classroom as students apply scientific thinking to their community and personal interests.

Assessment Focus:

Long-term investigations

Community-based projects

Real-world problem solving

This phase fosters lifelong learning and civic responsibility.

Why Alignment Matters

When performance-based assessments are intentionally aligned with NGSS and the 6E framework, learning becomes coherent and meaningful.

Benefits for Students

Deeper conceptual understanding

Stronger problem-solving abilities

Increased engagement and ownership

Enhanced communication and collaboration skills

Students begin to see science as an active process rather than passive content.

Benefits for Teachers

Clear instructional goals

Rich insights into student thinking

Authentic evidence of learning

Strong alignment with academic standards

Assessment becomes a tool for guiding instruction rather than merely measuring outcomes.

Example of an Aligned Performance-Based Assessment

Topic: Climate Change in the Local Community

Engage: Students analyze a short video or news report on rising global temperatures.

Explore: They collect and examine local weather or temperature data.

Explain: Students identify patterns and use scientific concepts to interpret findings.

Elaborate: They compare local data with data from other regions.

Evaluate: Students write a scientific report proposing solutions to reduce climate impact in their community.

Extend: Findings are presented to peers, school leadership, or community members.

This task integrates scientific practices, disciplinary core ideas, and crosscutting concepts within the 6E structure, resulting in authentic and transferable learning.

Conclusion

Performance-based assessments, when aligned with the Next Generation Science Standards and the 6E instructional framework, transform science education. They move learning beyond memorization into inquiry, reasoning, collaboration, and real-world application.

Through the structured progression of the 6E model and the three-dimensional approach of NGSS, educators can design classrooms where students think critically, act purposefully, and communicate scientifically.

The integration of these strategies does more than improve test performance — it cultivates scientifically literate learners prepared for the demands of a rapidly evolving world.

[diyesinternationalschool]

Time Management in NGSS Classrooms: Balancing Curriculum Pacing with the 6E Approach

One of the most significant issues in NGSS (Next Generation Science Standards) classrooms is time management. Educational professionals have numerous standards to meet, work with deep learning, and students need to acquire science and engineering practices guided by the teachers. Meanwhile, there is little time in classes. The instructional approach of 6E (Engage, Explore, Explain, Elaborate, Evaluate, Extend) can be instrumental in meaningful learning, however, it may seem like a time-consuming task without a well-planned approach.

In this article, the author describes how teachers can make good use of time in the NGSS classrooms and the use of the 6E approach. The words are held to a minimum and ideas are practical and classroom friendly.

Understanding Time Pressure in NGSS Classrooms

NGSS is about depth but not speed. Students are supposed to question, research, clarify notions, as well as use knowledge. This is rather time consuming as compared to conventional classical teaching through lectures. The concerns that many teachers have are that employing all six E’s will cause a slowing of curriculum.

But in a hurry to get through material, people do shallow learning. Students can memorize things and forget easily. By creating a 6E approach, students gain knowledge and comprehension of the true concept of science, which will actually save them on time since there will be less reteaching to be done.

Managing time requires planning well, not educating quickly.

Planning with the End in Mind

The first step to time management involves having well-defined objectives. The teachers need to discover:

The NGSS performance expectations.

Principles that students should learn about.

Skills the students need to train.

After these are known, it is possible to design the backward lesson. All the 6 Es do not require the same amount of time. Depending on the topic, some of the stages can be brief and others can require additional concentration.

An example is, quick question, or video can suffice with Engage, whereas Explore and Explain can require a number of class periods.

Engage: Keep It Short and Focused

To manage time:

Keep short prompts, pictures or questions (5 - 10 minutes)

Relate to real life issues pertaining to the standard.

Do not have lengthy arguments which wear-about.

The idea is to make students think and wonder, without necessarily having to know everything by the end of it.

Explore: Structure Student Investigations

The Explore phase is likely to be the most time consuming one. Learners are practical, gather information and experiment. This is necessary in the classrooms in NGSS but it has to be structured.

Some of the measures to save time include:

Defined directions and guidelines.

Ready-made supplies and points.

Defined roles for group work

Time gadgets to ensure students are on schedule.

Teachers are able to divide exploration into portions over the course of several lessons rather than attempting to accomplish everything in a single lesson. This assists students to be focused and minimizes confusion.

Explain: Use Student Voice First

During the Explain phase, students explain what they have learnt and teachers assist in relating things to the concepts and vocabulary of science.

To manage time:

Allow the students to describe first by discussion or brief presentations.

Avoid explaining it all over again but solve the typical mistakes of the season.

Explain using visuals, charts or models and in a faster and more straightforward way.

Minute checks of an understanding, e.g., exit tickets or brief questions, assist teachers understand when they can proceed without loss of time.

Elaborate: Combine with Other Subjects or Lessons

The elaborate phase assists the students to put learning into practice in a new manner. This does not necessarily have to be a different lesson.

Teachers can save time by:

Integration with prospective instruction.

Applying cross-curricular links (math, reading, or technology).

Giving minor projects or problem solving exercises.

As an example, a written task on explaining a science concept would help towards sustaining both science and language objectives.

Evaluate: Ongoing, Not Just at the End

Assessment does not have to be done in the final part of a unit. Assessment in NGSS classrooms is to be continuous.

The evaluation methods not time-consuming opportunities comprise:

Exit slips

Student journals

Quick quizzes

Peer assessment

Observation checklists

These assist teachers in the monitoring of learning and are not associated with consuming huge portions of classroom time on exams. They also aid in detection of areas of weaknesses in learning during the initial stages of learning, which needs reteaching at a later stage.

Extend: Use Homework and Projects Wisely

The Extend phase helps students to move the learning outside of the classroom. This is not necessarily required during class time.

Teachers can:

Give real life applications as assignments.

Use long-term projects

Promote family/community ties.

This maintains the classroom time on track and yet students are in a position to elaborate knowledge.

Using Unit Pacing Guides

Pacing guide assists teachers to keep pace. By using the 6E approach to planning units, teachers should:

Estimate time for each E

Build in flexibility

Review progress weekly

Collaboration Saves Time

Time management can be improved by cooperation with other teachers. Exchanging lesson plans, materials and strategies saves time in planning lessons and enhances quality of the lessons.

Professional learning communities (PLCs) can be used to assist teachers:

Align pacing across classes

Share what works

Resolve time problems collectively.

Conclusion

It is also possible to balance the curriculum pacing and the 6E approach in the NGSS classrooms with thoughtful planning and smart use of time. It all depends upon not being in a hurry to cover the material, but being a purposeful teacher.

Through the maintaining of brief engagement, organizing exploration, student voice in the explanation, and continuous assessment, the teacher can effectively manage the time and promote the deep meaning of learning.

With proper use the 6E approach does not slack learning it only makes it stronger. Good time management can make the NGSS classrooms efficient and meaningful and make students develop into a curious and confident science learner.

[diyesinternationalschool]

How Montessori-Inspired Learning Builds Confidence in LKG and UKG Students

One of the best things that a child can achieve during his early years is confidence. Children who believe in themselves experiment with things, express themselves, and love the learning process. Montessori learning is famous for providing young children with confidence, particularly in Lower Kindergarten (LKG) and Upper Kindergarten (UKG). This strategy honors every child, helps them to become independent and makes the learning happy.

This article demonstrates how Montessori-oriented learning contributed to confidence building with LKG and UKG students, with the help of a few ideas and practical classroom methods.

Understanding Montessori-Inspired Learning

The learning motivated by Montessori is founded on the principles of Dr. Maria Montessori. It concentrates on child natural development. It does not coerce children to study in a particular manner by fixing their pace but lets them study at their own pace.

At Montessori-oriented classes, children:

Select activities according to interest.

Do not only listen but learn.

Use hands-on materials

Work alone or in a small organization.

It is an approach that fits well with LKG and UKG children as they are curious and energetic.

Freedom to Choose Builds Self-Belief

Children in conventional classrooms are frequently instructed on what to do and at what time to do it. In the Montessori approach to learning, there are choices that are made simple to the kids. To give an illustration, they can meet the decision to play with blocks, puzzles, numbers, or language cards.

When children are choosing to follow their decisions, they feel trusted. This confidence creates self-confidence. They are taught that their choices do not go to waste. Children feel confident and responsible even when making such trivial decisions as picking up a book or an activity.

Learning at Their Own Pace Reduces Fear

All children do not learn in the same way. Other children acquire knowledge quickly, and some require time. Montessori learning acknowledges this difference. There is no need to get work done fast or compete with other employees.

Children become safe when they are not in a hurry. They are not afraid of making errors. Such a secure setting can make them repeat, repeat, until they learn. This will eventually lead to high confidence and a desirable attitude towards learning.

Hands-On Materials Make Learning Easy

Classrooms inspired by Montessori employ special learning materials in small hands. Such materials make children grasp ideas well.

For example:

Counting through number rods assists children.

They work with sandpaper letters in order to learn to touch the sounds.

Puzzle enhances the skill of finding solutions.

As these materials are used by children, learning gets to be fun and easy to understand. They are able to observe their progress. This achievement puts them in high spirits.

Independence Creates Strong Learners

Independence is one of the Montessori inspired learning objectives. Children are facilitated to do things independently, such as:

Carrying their work mat

Arranging materials

Cleaning up activities.

LKG and UKG children feel competent when they do tasks without any supervision. It makes them feel accomplished with simple tasks such as tying their shoes or filling their bag. This autonomy produces self-confidence that is life-long.

Mistakes Are Treated as Learning Moments

In Montessori based classrooms, there is no punishment of mistakes. Rather, they are perceived as being part of learning. Most of the materials are self correcting, which implies that children are able to identify mistakes and correct them themselves.

This strategy educates children that it is healthy to make errors. They are taught not to be afraid of failure. Children should not fear making mistakes as this makes them more confident and ready to face new challenges.

Respectful Environment Builds Emotional Strength

Montessori led learning is respectful of children. The teachers speak slowly and attentively. Children get to share their ideas and emotions.

Children feel appreciated in this dignified setting. Feelings of being respected mean that children build emotional confidence. They are taught to be articulate, conflict resolution, and how to maintain the relationship.

Social Skills Grow Naturally

Children work in small groups or singly in the Montessori inspired classrooms. They are taught to share, take their turn and support one another.

It is also typical of mixed-age interaction. Children learn by observing how others who are older behave, and old children feel proud assisting younger children. This is a natural interaction that develops social confidence and leadership in LKG and UKG students.

Teachers Act as Guides, Not Bosses

Montessori teachers are not bosses, they serve as guides. They monitor children and encourage them when necessary. They avoid interruptions that are unnecessary.

This is a mild coaching that assists children to have faith in themselves. They are taught to think and solve problems by themselves. Children feel empowered rather than dominated and this leads to increased confidence.

Love for Learning Develops Early

Montessori inspired learning gives great importance to practical life skills. These are simple daily activities that children see at home, such as pouring water, buttoning clothes, folding napkins, or arranging items neatly. For LKG and UKG students, these activities are very powerful. This pride builds inner confidence. Children learn to love learning when learning becomes a joyful and stress free experience. Learning based on Montessori is not imposed but rather fun.

Children who love learning are self-assured learners. They pose questions, discuss new ideas, and are curious. This passion to study will form a solid base in the future.

Conclusion

Learning based on Montessori has a potent influence in enhancing confidence among LKG and UKG students. It makes children believe in themselves because it gives them the freedom, independence, respect and hands on learning.

Children with lots of confidence are jovial learners. They have no fear in attempting anything, failing or success. Montessori based education helps students grow up being strong, confident, and able persons at a very tender age.

It does not only equip children with plans to school, but life itself by developing confidence at a very young age.

[diyesinternationalschool]

Using the 6E Model to Support English Language Learners in NGSS Science Instruction

The current science classrooms are more heterogeneous than ever. Most of the students are English Language Learners (ELLs) and are still mastering the English language whilst learning science material. You know, these students have their rich experiences and worldviews, but he or she might have language, vocabulary and academic communication difficulties. Teachers must have effective teaching strategies to aid them in being successful. The Next Generation Science Standards (NGSS) and the 6E Instructional Model collaborate in order to lead to inclusive learning of science that benefits English Language Learners.

The Challenge for English Language Learners in Science

Learning science may contain terms unfamiliar to learners, complicated texts, and elaborate descriptions. These language requirements among the English Language Learners make science hard even when based on their understanding of the concepts. In case the teaching is based on reading and lectures, ELL students can fall behind.

NGSS promotes practical learning, research, and problem solving, which is a plus to ELLs. The 6E Model gives a clear framework that will assist teachers in making plans to conduct lessons in which language development and science learning occur concurrently.

Why NGSS Supports English Language Learners

The attention of NGSS is not on memorization of a science but rather on doing and thinking of the same. Students are also motivated to inquire, research, apply evidence and describe their ideas. Such a practice will enable ELL students to display comprehension not just using written language, but in numerous other ways.

NGSS places value on team work as well. Learners discuss, collaborate, and idea exchange. These activities provide the English Language Learners with significant opportunities to exercise language with a supportive environment in place.

What Is the 6E Instructional Model?

The 6E Model is an instructional model with the assistance of active learning. It includes six stages:

Engage

Explore

Explain

Elaborate

Evaluate

Extend

The 6E Model in combination with NGSS enables the English Language Learners to access the science content as they build English skills.

Engage: Building Background and Interest

Engage stage assists in relating new learning to that of the students. The introduction of a topic by teachers can be done through pictures, videos, real objects or even simple questions.

This stage is critical to the English Language Learners, as it is the stage that develops background knowledge. Real life examples and pictures enable the students to learn ideas prior to hearing or reading complex language. Teachers may also have students discuss ideas in pairs or in groups and this seems safer than addressing the entire classroom.

Explore: Learning Through Hands-On Activities

During the Explore, students will explore ideas in science by conducting practical activities. They can experiment, notice changes or develop models.

This stage is particularly advantageous to the ELL students in that the pressure imposed in language is timed out. Students are able to learn through doing, watching and conversing with other students. Simple instructions, gestures, and visuals can be used by the teachers to support language growth. Group activities also enable the ELL students to listen and speak language in a natural way.

Explain: Supporting Academic Language

The Explain phase is the period when students share the acquired knowledge and start applying a scientific language. Educators facilitate conversation and present important words.

Teachers can explain in a clear and simplified manner, apply sentence frames, and say key words over and over again in order to support English Language Learners. The use of visual aids such as charts and diagrams also assist the students to associate words with meaning. This step will assist ELL students to gain confidence in using and comprehension of academic language.

Elaborate: Applying Learning in New Ways

The elaborate stage enables students to utilize their learned information in a new context. They can solve problems, develop solutions or study the real world.

This step consolidates meaning and language when it comes to the ELLs. It is possible to motivate students to operate in groups and present various methods of demonstrating learning, which may include drawings, models, or short explanations. The utilization of learning would enable students to enhance their knowledge without necessarily depending on the language.

Evaluate: Offering Multiple Ways to Show Learning

The evaluation phase involves student evaluation by the teacher. Assessment does not need to be just written examinations. Very useful tools include projects, oral explanations, and drawings and models.

Flexible assessment is significant to the English Language Learners. Students are also able to grasp ideas of science and fail to articulate them on paper. Allowing diversity in demonstrating learning helps to maintain fairness and confidence. Self reflection and peer assessment also assist students in development.

Extend: Connecting Science to Life and Language

The Extend level, assists the students in relating science to their lives and communities. Students will have the opportunity to discover science at home, neighborhood or culture.

It is a strong phase among the English Language Learners since they are given the opportunity to appreciate their backgrounds and experiences. The students are able to exchange the ideas within their own lives forming confidence and interest. Educators can also make the learning related to science-related career and real-life issues, so that the students could realize the benefit of science in the world.

Creating an Inclusive Science Classroom

Key strategies include:

Three visuals and actual objects.

Promoting team activity and conversation.

Offering sentence starters and models.

Multiple demonstrations of learning should be permitted.

Such strategies can help in understanding science and the development of language.

Conclusion

When learning science is inclusive and supportive English Language Learners have the opportunity to acquire the subject. Two instruments, the Next Generation Science Standards and the 6E Instructional Model, help to achieve this objective. They encourage learner engagement, interaction and world-real experiences.

Through the application of the 6E Model on instruction on NGSS science, it is possible to assist English Language Learners to develop science understanding, language proficiency, and confidence. The practice helps every student and guides them to succeed in their future academic life, and in science and other fields.

[diyesinternationalschool]

How Sensory Play Boosts Brain Development in Toddlers: A Guide for Parents in Kerala

The initial years of a child’s life are extremely significant for brain development. During this stage, a toddler’s brain grows rapidly and forms strong neural connections, especially between birth and five years of age. Sensory play is one of the most effective ways to support this growth. It helps children learn through their senses—touch, sight, sound, smell, and movement. Sensory play can be simple, low-cost, and easily integrated into daily life, especially for parents in Kerala. This article discusses the benefits of sensory play in supporting toddler brain development and explains how parents can effortlessly practice it at home.

What Is Sensory Play?

Sensory play refers to activities that encourage toddlers to explore the world using their senses. Through these activities, children are given opportunities to touch, see, hear, smell, and move in different ways. Examples of sensory play include playing with mud, water, or sand, listening to music and everyday sounds, feeling objects with different textures such as soft, rough, or hard materials, and exploring colours, lights, and shapes. Toddlers naturally enjoy sensory experiences, and such play helps them learn through real-life interactions.

Why Sensory Play Is Important for Brain Development

When toddlers engage in sensory play, their brains become highly active. Each new sensory experience helps form new connections in the brain, which support thinking, memory, and learning. Sensory play allows different parts of the brain to work together. For instance, when a toddler moves their fingers through water and watches it flow, the brain connects touch with sight. Repeated experiences like these strengthen neural pathways over time. Even simple sensory activities carried out during everyday routines can significantly support healthy brain development.

Improves Language and Communication Skills

Sensory play also plays an important role in developing language and communication skills. Children learn new words when parents describe textures, sounds, temperatures, and colours during play. Words such as soft, loud, cold, smooth, and wet become part of a child’s everyday vocabulary. This continuous exposure helps toddlers improve their speech, understanding, and ability to express themselves clearly.

Sensory Play and Emotional Development

Sensory play supports emotional development by helping toddlers feel calm, secure, and relaxed. Activities like touching, pouring, squeezing, or listening to soothing sounds help children manage their emotions. For example, a toddler who feels restless or upset may become calmer while playing with soft dough, sand, or water. These activities allow children to release emotions safely without using words. Over time, sensory play helps toddlers develop emotional balance, improve focus, and feel more confident in new situations. These early emotional skills later support better learning and social interaction.

Supporting Physical and Motor Skills

Sensory play is closely linked to physical development. Activities involving different sensory experiences encourage the use of hands, fingers, arms, and the whole body. Fine motor skills develop through actions such as pouring water, picking up small objects, or pressing clay. Gross motor skills improve when toddlers run, jump, splash, or explore outdoor environments. These movements strengthen muscles and improve coordination.

Easy Sensory Play Ideas for Homes in Kerala

Parents in Kerala can easily introduce sensory play using natural and locally available materials. Activities such as playing with sand or soil in the courtyard, enjoying water play during bath time, and exploring coconut shells, leaves, and stones are both engaging and safe. Listening to the sound of rain or temple bells provides rich auditory experiences, while playing with rice, pulses, or flour helps children explore different textures. While toddlers play, it is important for parents to supervise them closely to ensure safety.

Sensory Play Supports Early Learning Skills

Sensory play helps toddlers understand basic concepts that form the foundation of early learning. Through hands-on exploration, children begin to understand ideas such as big and small, full and empty, rough and smooth, and fast and slow. These early concepts support the development of thinking and problem-solving skills. Sensory play prepares toddlers for preschool learning in a natural, pressure-free manner.

Role of Parents in Sensory Play

Parents are a toddler’s first teachers, and their involvement makes sensory play more meaningful. Parents can support learning by talking about what the child is doing, asking simple questions, encouraging exploration without forcing outcomes, and allowing the child to choose how they play. Sensory play has no right or wrong way, and children benefit most when they feel free to explore at their own pace.

Sensory Play and Cultural Connection in Kerala

Kerala’s natural and cultural environment offers rich opportunities for sensory play. Toddlers can explore rain, rivers, greenery, and fresh air, all of which provide powerful sensory experiences. Traditional and folk music, as well as soft classical music, help develop listening skills. Touching flowers, leaves, and soil allows children to build a connection with nature. These familiar sights, sounds, and textures make learning more meaningful and enjoyable, as sensory play becomes a natural extension of daily life.

Conclusion

Sensory play is a powerful tool for supporting brain development in toddlers. It promotes cognitive, language, emotional, physical, and early learning skills. For parents in Kerala, sensory play does not require expensive toys or special materials. With love, patience, and everyday household or natural items, parents can give their children a joyful and strong foundation for lifelong learning. Including sensory play in daily routines allows children to learn independently while growing confidently and happily.

[diyesinternationalschool]

Preparing Your Child for School: Essential Skills Before Entering LKG or UKG

The childhood days in school are a thrilling event of life to the children and parents. The lower kindergarten (LKG) or the upper kindergarten (UKG) is most of the time the initial formal education a child is exposed to. It is not the one that is related to academic pressure and heavy learning. Rather, it is concerned with making kids feel secure, self-sufficient and prepared to have fun with learning. This is made easy by preparing your child with a few simple skills before you start school and this makes this transition smooth and happy.

This article determines the basic requirements that children are expected to master before joining LKG or UKG in a simplistic and practical manner.

1. Emotional Readiness

Emotional development is one of the most crucial parts of school preparation.

Capacity to keep off parents:

Children must be taught gradually to spend some hours apart from their parents without any anxiety. This can be exercised either by leaving them to grandparents or with the relatives or at playgroups.

Expressing feelings:

Kids must be taught to be capable of expressing some simple emotion such as feeling happy, sad, angry, or scared, with words, or gestures. This assists the teachers to have an insight of their needs.

Following simple rules:

Emotional and social skills such as listening to adults, waiting until they finish talking and learning about yes and no are significant.

2. Social Skills

School is a place where children get in contact with a large number of people. Social skills at the basic level make them more adaptive.

Sharing and taking turns:

During the playing process, children are supposed to be taught to share toys and take turns. This makes conflict minimal hence they make friends.

Playing with other children:

Team play is a learning activity and it teaches teamwork. insist that your child plays with other children of the same age.

Basic manners:

Even the simplest routines such as the use of the word please, thank, sorry and greetings assist children in making good relationships.

3. Self-Help and Independence Skills

Children are promoted to take care of their own and thereby, they are expected to learn the basic self-care at home.

Self toilet training:

Children are supposed to be largely toilet trained before beginning with LKG or UKG. They are expected to know how to ask in case they need to go.

Eating by themselves:

The kids need to know how to have lunch without much assistance. Practice opening lunches and bottles of water.

Wearing shoes and clothes:

Other simple skills such as putting shoes on, socks on and buttoning clothes makes children feel good about themselves and self-reliant.

4. Language and Communication Skills

Effective communication is known to enable children in communication and interpretation of instructions.

Talking in plain sentences:

Children must know how to use small and definite sentences to tell their needs and ideas.

Understanding instructions:

They are to learn to take up simple orders such as sit down, stand up, or put your bag away.

Listening skills:

Attention and understanding are enhanced by listening to stories, rhymes and conversations.

The parents can contribute to that by reading storybooks and speaking frequently as well as asking questions.

5. Pre-Reading Skills

At this stage formal reading is not necessary, though the basic pre-reading skills are useful.

Recognizing letters:

The children can also begin to identify some letters in the alphabet, perhaps the letters in their name.

Interest in books:

Seeing images, flipping pages and hearing narratives develop a passionate reading.

Understanding sounds:

Songs and rhymes allow children to be aware of sounds, which is a valuable skill learned in early reading.

6. Pre-Writing and Fine Motor Skills

They do not require any perfect skills in writing, but they should master control of small hand muscles.

Holding a pencil or crayon:

Children are supposed to train on how to hold crayons or pencils.

Drawing and coloring:

Sketching, coloring within lines, and scribbling are practical in strengthening the hands.

Using scissors and clay:

Finger coordination is enhanced by activities such as cutting (using safety scissors) paper, tearing paper and working with clay.

7. Basic Number Awareness

Learning in math is at a very elementary stage.

Counting numbers:

Children can also be taught counting after one to ten, or more, without coercion.

Recognizing numbers:

It is sufficient to identify certain numbers and realize that numbers indicate quantity.

Sorting and matching:

categorizing objects based on their color, shape or size develops early math thinking.

8. Gross Motor Skills

As important as mental development is, so is physical development.

Running and jumping:

Children must know how to run, jump, climb up the stairs and even be in balance.

Playing outdoor games:

Any outdoor non-sporting games build strength, coordination and confidence.

9. Attention and Concentration

Children are supposed to sit and concentrate in school for brief intervals.

Sitting in small tasks:

Children are to train to sit and do tasks that require 10-15 minutes.

Completing simple tasks:

Completing puzzles, coloring a picture, or reading a story will contribute to better attention.

10. Positive Learning Attitude

The attitude of the child towards learning is more important than the academic skills.

Curiosity:

Your child should be encouraged to ask questions and to do something new.

Confidence:

Allow children to make trials and errors.

Love for learning:

The process of learning should always be enjoyable. It is fun through games, songs and stories.

Conclusion

Getting your child ready to go to LKG or UKG does not imply pressuring him to learn to read or write at a young age. It involves instilling in them confidence, independence, communication and simple social skills. A tranquil and emotionally stable child studies more and adapts simply in school.

Through love, patience and careful guidance, parents may make their children enter school in an enthusiastic mood. Keep in mind that it is not about a perfect person, but about one willing to learn and develop.

[diyesinternationalschool]

Building Global Citizens: How Schools Can Foster Cross-Cultural Collaboration

Today the world is closer than it has ever been. The internet and technology can ensure that a child in one nation can communicate immediately with another child in the other hemisphere, which is thousands of miles away. Borders are no longer exploitative on businesses, governments or even local communities. This reality as it comes implies that the future generation should be taught to work with a lot of people from diverse cultures. Schools have a major function to prepare children for the future.

Within the school setting, one of the strongest lessons, which schools can convey, is cross-cultural collaboration as the capacity to cooperate with individuals, who might think, speak, and live in different ways. Such a skill is not merely a career skill but the basis of becoming a global citizen.

The Significance of Cross-cultural Cooperation

Cross-cultural cooperation is not just a polite or respectful gesture. It is also about acquiring communication and collaboration skills with people of diverse backgrounds, problem-solution, and idea-gathering skills. Young people are equipped to deal with worldwide problems when they learn and appreciate other cultures.

Those are climate change, health problems, and technological advances, which do not bode well with one nation. The answers to these issues would involve collaboration by people of different cultures. The future leader, a doctor, engineer or a teacher should be aware of how to reach people living in other parts of the world.

Schools that stick to the traditional education programs that include Math and science fail to equip students to this fact.

Classrooms as International Entry Points

Any classroom may turn into a mini world. Multicultural societies tend to sit the children of varying backgrounds close to each other. Teachers in schools with predominantly similar cultures may address the differences in lifestyles with the help of books, stories, and projects.

Classrooms can be used to assist the students learn the art of listening, respecting, and working with others who are different through group projects, discussions, and cultural exchange programs. There are various countries and their perspectives can be part of one lesson on history and it will be realized that there is no one story as such.

When schools transform the classroom into a place of cultural interaction, children will end up being raised to view diversity not as something to separate, but as a way to integrate.

Language & Communication's Function

The language is regarded as one of the most influential mechanisms of cross-cultural cooperation. Even in working with the basic level of learning a second language, the students learn that their world is larger than the world of their community. It makes it open-minded to new approaches in the way of thinking.

Schools can equip students to overcome cultural differences by encouraging them to ask, seek clarification on meanings, be tolerant enough, and become patient in case of differences. These communication skills will accommodate them in all aspects of life, both in personal affairs as well as careers among the global ones.

Technology as a Link

It is the technology that provides schools with endless possibilities to bond the students with one another culture to infinity. Virtual exchange programs give opportunities to children in various countries to collaborate on the same projects through online connection. An Indian class could determine climate change in co-operation with a Canadian class. Brazilian students could randomly post art on students in Japan with video calls and web galleries.

Such experiences are not because of the knowledge acquired in school. They make kids observe the face behind the monitor, the face and voices and thoughts of other kids who might lead another life but hope to have the same one in the future.

Cross-cultural collaboration should be a reality, not an imaginary event that can be achieved by schools that embrace technology as a bridge.

Teachers as Models

One of the key agents in developing global citizens is teachers. Students learn to be open, respectful, and curious of other cultures when their teachers lead by example. Curiosity can be developed among children by a teacher sharing personal stories of trips, practices or cultural differences.

Teachers are also able to provide safe places on questions. There might be cases of stereotypes or misconceptions about other cultures. Teachers can redirect conversations that can help students broaden and rectify their perspective instead of neglecting them. In the process they not only teach facts but empathy and critical thinking.

This makes teachers more than instructors. They get to be role models of global citizens.

Collaborative Activities

Cross-cultural teamwork is not simply an activity that we learn in classes; the practice. Make diversity and teamwork to become a natural aspect of learning in schools.

Group work: By placing children with varying abilities in groups, it assists in cooperation.

Cultural celebrations: Schools may host cultural events where students may share and consume food, music, or traditions of their cultures.

Storytelling: Reading the books of other cultures and discussing them makes students realize other viewpoints.

Exchange programs: Even temporary visits or internet joint ventures with other schools open up perspectives.

They are not activities of teaching differences to be weird and far away. Rather, they demonstrate that diversity makes life and work enriching.

Conclusion

The purpose of education has never been to do nothing but prepare the coming generation to live. Previously this entailed teaching writing, reading and arithmetic. In the current world, the mission has to involve educating students on how to work and live in a globalized world.

It all begins in the classroom in becoming global citizens. Schools can equip children with skills required to perform well in future by creating cross-cultural cooperation. These social competencies: respect, communication, empathy and team work are as valuable as any academic subject.

Finally, it is not merely a matter of success in cross-cultural collaboration. It is the creation of a world where individuals perceive themselves as partners and not strangers. This is a vision that can be realised in schools classroom by classroom.

[diyesinternationalschool]

Primary School Years: How Kids Develop Core Skills in Reading and Math

The beginning of the school period is the stage of enchanted growth of a child. It is when children move on to become confident learners after being curious preschoolers and establishing the prerequisite skill base that they will use as the background to all later academic achievements. Knowledge of this developmental process is critical to parents in that they can give proper support to the child. In this blog post, we will be taking an in-depth look at the unique ways in which children master the most fundamental abilities in reading and arithmetic, as well as suggestions that you can implement in supporting your young scholar on their path to knowledge.

The Bricks By Which Literacy is Built: beyond the ABCs

There are pre-literacy skills that are gained way before the child can read a chapter book. This important step incorporates phonological awareness- hearing and playing with the smaller sounds in words. It involves rhyming, rhythmic tapping out syllables and discovering the starting sound in a cat. Such playful activities are preparatory work that goes unnoticed in achieving reading fluency.

Beat the Code: Route to Fluent Reading

The transition between being able to recognize letters to being able to decode words, is a huge milestone. Here is where phonics comes in. Children learn that letters are symbols and these symbols express sounds where they can be combined together to make words. Then you will watch them slowly be able to match their phones with C-A-T until the moment when it turns out to be a "cat." This decoding comes with time. Their reading is less sinky and more expressive, so they could concentrate not on the words, but on the story they convey.

Making Sense of Reading: The Skill of Comprehension

Fluency is a priority but knowledge is the objective. Reading comprehension is the speed at which words on a page transform into knowledge and adventure. The teachers assist the students in building this through asking questions linking to all the story, predictions, and linking the text with the events that happen in the lives of the child. This gives reading more power to be an interactive conversation with the book.

The World Of Numbers: Early Math Concepts

At a younger age, math is so practical. It is not about worksheets but discovery of ideas within the real world. Children acquire an understanding of the concept of numbers by counting snacks, stairways, and toys. They start to realize that addition is more and subtraction is all gone. Sorting blocks by size and color makes them aware of patterns and categorising. The physical interaction involves learning and conceptualizing abstract thinking into concrete action to develop a natural and intuitive understanding of the workings of numbers.

Beyond Counting: Abstract Thinking.

During primary education, children are entering more complicated mathematical reasoning. They transition to the abstract use of numbers moving in transition to using numbers without depending on physical objects. It is at this point where they are expected to memorize the facts of basic math and learn addition and subtraction techniques involving bigger quantities. They start learning about place value, i.e. becoming aware that when we write fifteen, suddenly a one represents not a one but a ten. This transformation is core in approaching the rest of the math (not only multiplication but also algebra).

The essence of mathematics is Problem-Solving

Math is much more than memorization, but a language in logic and problem solving. Word problems become an essential technology as they entail use of math skills in real life situations. They are taught to find out the significant information, select a proper operation, and an answer. This develops critical thinking and resilience and that there may be different solutions to a problem.

The Strong Connection between Reading and Math

It may be surprising, however, reading and math development are highly interconnected. If a child cannot read and comprehend the words in the math word problem then it does not matter how good he or she is at calculations. Equally, logical sense and mathematical pattern recognition can help contribute to the orderly way of thinking necessary to write and understand.

How Parents Can Be Helpful Learning Partners

Your contribution at home cannot be overestimated. The most effective thing that can help in reading is to ensure that reading becomes something enjoyable to do on a daily basis. Make it a family-related matter to read loudly together, even when you have learned to read yourself and discuss the readings. Math practice visualizes it to life. Make time to engage your child in a project where you measure ingredients in a recipe, the time it takes until their favorite show on television is on, and you should also achieve a comparison of the prices at the grocery store. Your good mood on learning will have a contagious effect and will make your child think that these skills are useful and interesting.

Being Aware of the Signs that Your Child May Need Additional Assistance

Not all children learn at the same rate and pace, but some may have more difficulties than others. In reading, signs may be having difficulty rhyming, in remembering basic sight words, or becoming thoroughly frustrated with reading. In math, the inability to handle a number sense properly, memorize fundamental facts, or have a strong negative attitude toward math may indicate this. Intervention is vital at an early stage. A chat with their teacher should give them advice and encouragement to get them back on course.

Conclusion

Primary school life learning in both reading and math is a highly intertwined journey of learning. Learning how to sound out the first word to solve a very complex problem, each is a stepping-stoned process and thus a great base learning process for all subsequent learning. As long as parents know the stages of development, they may act as an active supportive partner rather than a bystander. You are the best tool of all insofar as your efforts to engage, encourage and create the best learning environment at home are concerned. Welcome to this incredible journey, want to take part in celebrating each small milestone, and be happy to see your child gain the fundamental skills that will brighten their future.

[diyesinternationalschool]

Middle School Learning: Preparing Students for Independent Thinking

Middle school is one fundamental period in the academic career and growth of a student. It is also the age when children are starting to convert themselves into less dependent learners into people who can develop their own thoughts and ideas. In the independence stage, it is important to promote independent thinking to not only support academic development but also prepare students to use that kind of thinking in the real world in their future personal lives.

What Does Independent Thinking Mean in Middle School?

Independent thinking enables students to assess information, situations and make decisions without necessarily having their decisions dictated to by external force. Middle school brings about even more challenging topics and social aspects to the children and this is the best division in which to develop these abilities. A willingness to think independently leads the students to gain confidence in their reasoning processes, as well as to appreciate their own opinions.

How does middle school precondition growth?

Middle school is actually a transition between elementary school and the high school challenge. The third stage entails the exposure of students to difficult coursework, new fields and projects. Such transition will make them more than just rote memorizers but will prompt them to explore deeper learning. The diverse intellectual experience preconditions the ability to think critically and think inventively.

What should teachers be concerned with when it comes to promoting independent thought?

The role of teachers in the middle school level is to act as gurus as opposed to being the main source of knowledge. Effective educators do not give straight-forward answers, but ask questions that make students think and analyze. Group discussion, debates and inquiry based learning activities in the classroom are superb tools to encourage curiosity. When students come to their own conclusions they feel ownership of that learning.

What Does Independence Help in Classroom Activities?

The middle school classrooms usually contain experiments, projects and presentations promoting exploration. These activities involve researching, team work and presentation of findings, all in your own words. These activities enable the learners to form reasoning and apply ideas instead of memorizing them. When the tasks involve more than one manner of answering them, learners have a chance to understand that there exists different answers as well.

Why is Problem-Solving at the Core of Learning?

Problem-solving asks the student to think outside the box. In mathematics and science in particular, the learners are taught to be analytical of problems and to put the different approaches to the test to arrive at answers. In literature and history, problem-solving is in the analysis of character decisions, or those of history. In doing problem-solving activities, the students improve their capacity to think autonomously in any discipline.

What is the relationship between peer interaction and Influence of independent thinkers?

Middle school is a very social setting where the peer interaction factor is manifold. Discussion and group work allow students to learn the perspectives of other students as well as critically discuss ideas. As young learners contrast what is in their thought with that of other learners, their reasoning is somehow perfected. Appreciating the interest of different people and understanding how to defend the idea with the arguments is the important skill that will empower independence.

What is the Position of Technology in Developing Thinking?

Technology has integrated into the routine of middle school education. Through online resources, online tools and online platforms, students are exposed to a lot of information. The problem consists in educating them on sifting the good sources and cogitating over the material. Analysing digital information instead of taking it at face-value, students reinforce decision-making skills. This digital literacy is very related to autonomous thinking.

What Can You Gain in the Long Term by Thinking Independently?

The abilities acquired in middle school are not only academic. Trained students to think independently will become better decision makers, adaptable learners and effective leaders. These are desirable attributes which are essential in secondary school, college, and work life. Early exposure to independent thoughts equips early learners to become people who are able to make their way through not always simple situations with confidence.

What are the Ways to See Schools Fostering Lifelong Curiosity?

The individual learning environment should get a reward from the university in terms of curiosity and open-minded inquiry to promote the development of character and the love of learning. When students enquire and learn more than what is written in the textbook, students come to realize that there is no limitation of knowledge. This independent thinking also evolves out of curiosity and helps keep them learning outside the classroom.

What Role Do Freethinkers Play in Society?

When a student is capable of being independent in his or her thinking, he or she will be more likely to become a thinking citizen and an imaginative problem-solver. They understand to appraise information objectively, value the opinions of others and be innovative in meeting challenges. These are not only the required skills to aid personal improvement but also a valuable asset to communities and the society in general.

Conclusion

The middle school is not just a transitional period, it is the period that lays the preparation of future leaders, and thinkers. By fostering the ability to think independently, schools, teachers and parents instill in students that they are prepared to take charge of what and how they learn or choose to do so. Thinking independently empowers young students with confidence, innovativeness as well as the capacity to solve problems that they face in every aspect in life. As students are setting off, the principles of curiosity, reasoning and self-expression that were developed during their time in middle school will help guide them throughout their academic tenure and throughout life.

[diyesinternationalschool]

Learning Through Play: Why It Matters in Early Stages

Play is not only an enjoyable activity by a child, but it is also one of the strongest means of learning and thriving. The early phases of life are all about play as the mind is developing and is fed with creativity and indispensable skills that would carry throughout life. It is usually found that parents, teachers and caretakers often see how children have a natural way of learning through explorations, curiosity and imagination. To develop new insights on why play is so important to children can assist us to facilitate an environment where children thrive

What Does Learning through Play Mean?

Learning through play is a way through which children acquire knowledge, skills and values as they play in playful pursuits. It is more than systematic lessons and tutoring. Play helps children to explore, do some experimentation and address problems their way. To a child, the assembly of building blocks, drawing or role-play profitably is not merely amusement, but a bridge to logical consideration and rationalization of the world.

What is the Role of Play in Cognitive Development?

Play impacts the brain of a child in a strong manner. When children approach the puzzle, game of building or make-believe, they are thinking continuously, analyzing and making decisions. These games promote memory learning, attention and problem solving. Play also helps in developing language, since a child can learn new words when he/she narrates a story or communicates with other children during group play.

What Is the Role of Social Interaction in Play?

Social play educates the children on how to communicate, share and collaborate. When children play with each other, they learn how to share roles, turn taking and how to solve tussles. This is the background of cooperation and understanding. With the help of these experiences, children learn to comprehend feelings, both personal and that of others as well. Play is a necessary phase of the creation of friendship and emotional intelligence.

What Is The Emotional Role Of Play?

Play provides children the opportunity to express themselves in a safe manner. A child playing a role of a doctor or a superhero may show their ideas of how the world looks to them. These kinds of imaginative activities enable them to overcome their fears, childish confidence and experimentation of identities. Play is closely related to emotional development because it enables children to understand how to feel, and how to deal with their feelings as well as to become resilient.

Does Physical Development Improve with positive play?

Indeed, active play also plays a big role in the physical development of kids. Running, jumping, climbing, or dancing builds and engages muscles, improves coordination and builds motor skills. Even such basic actions as drawing or playing with clay improve fine motor skills. By learning how to move the body playfully, these children discover body control and acquire sound manners of maintaining their long-lasting physical health.

What Is the Value of Imaginative Play?

Imaginative/ pretend play is a reflection of how a child is creative. When a child plays pretend to be a teacher, pilot, chef, it is not only fun, but it also tests possibilities and problem-solving on imaginative levels. This kind of play brings out innovativeness and inquisitiveness; qualities which will be useful to them in later life and at school. It is because of imagination that children develop out of the box thinking.

What Can Play Teach the Children before it comes to School?

Play is usually the starting point of learning prior to formal education as it should. Play helps children learn discipline, to be attentive and to accomplish easy tasks. Their social skills are also enhanced, which would make them easier to interact with in the class. The educators will sometimes employ the use of light hearted techniques to create new ideas, as most children are more open and attentive when the instruction is fun. In such a way, play preconditions for high academic preparedness.

What Makes Play Seem Peculiar, and Not Optional?

Play is often viewed as a distraction to the study but it is actually the core and center of early education. Studies have repeatedly revealed that play is vital in development of the brain, emotional well being and socialisation. Putting play first, we ensure that children have a balanced background which will make them ready to cope with the demands of tomorrow. It must be accepted as part and parcel of a child rather than as a supplemental activity.

So What Occurs When Play Is Utilized in the Learning Setting?

Educational institutions and study facilities where play plays an active role in everyday activities tend to get children more interested, motivated and confident. Play-based learning can be achieved either through creative arts, role-playing or interactive games, to make lessons more meaningful. Not only do children remember things that they learn but they also like the process of discovery. Its method encourages a life-long passion towards education which is not restricted to text books.

What Makes Play Valuable in Play that promotes lifetime skills?

The abilities acquired during play have a long way into adult life. The ability to collaborate, communicate, think critically, and/or be creative is something fostered at an early age through play experiences. These are not only the skills necessary in performing well at school but also the personal and professional development of life. Play forms the basis of flexibility, creativity and trouble-shooting abilities, which are assets at any point of time in life.

Conclusion

Learning to play is not a childhood playtime, it is the backbone of growth, development and future prosperity. Play helps in cognitively sharpening skills as well as enhancing social, emotional, and physical well-being of a child, in every aspect of the journey. Freedom to explore, imagine and create helps them become creative, not only in terms of school work but also in life. By appreciating the value of play as an essential learning activity, we enable our kids to be better learners, to think outside the box, and to be well balanced individuals.

[diyesinternationalschool]

How Creativity Evolves as Children Move Through Learning Stages

Creativity is key in the way children develop, in their ability to adjust and evolve and explore what is around them. As children advance to different levels of learning, their creative capabilities come in new forms that are usually influenced by curiosity, environment and teaching at the learning levels. Learning the process of the development of creativity can assist parents, teachers and care givers to enhance it in a child.

What Does Creativity Imply In Early Learning?

During the earliest years, creativity involves being inquisitive and communicating. Children discover by using their senses - touching, tasting and moving things around to learn about their world. Their sketches can be random doodling, but they have significance to them. It is not about the result but about the happiness of the process of creation on their own.

The phase is characterized by trial and error. Creativity in young learners is shown by the act of constructing structures using blocks, playing with paints or dressing up to take on the role of some other person in the game. Words of encouragement at this stage are a must since they create the right mood towards further learning.

What is the Form of Creativity in Preschool Years?

Children transitioning to preschool are starting to develop creativity where it is associated with imagination. The role playing becomes richer, and the stories involve beginnings and endings. A child would associate a box with something like a spaceship or a dollhouse with a castle These instances give the impression of their thoughts straining above the present reality

Creativity is supported at this stage by language development. Children also start to use new words as a means of expressing their imaginations. Telling stories, creating characters and singing songs become a typical means of self expression. They are still spontaneous in their creativity without having strict rules on it.

What Occurs to Creativity in Early Schooling Years?

The creativity of children is also affected when young ones take to formal schooling. They begin to relate fantasy to real-life activities. Such as, coming up with stories that are similar to various plots, painting with purpose etc.

This is a stage that comes to put boundaries. Although rules are beneficial in instilling discipline in children, they however limit the imagination when not done in moderation. Classroom teachers that permit room free activities facilitate children to access their creative abilities in a framework. It is at these years that creative thinking is enhanced through interaction with contemporaries.

What Is the Development of Creativity in Middle Childhood?

Creativity occurs in more structured forms at the ages 7 to 12. Children learn problem-solving skills and use them in creative projects, games and in school work. They start to view creativity as an instrument to aid in the handling of problems rather than as a game.

As an example, a child may generate a science project to experiment with an idea or develop a new plan in sports play. They are more conscious of what others think about them and this can make them unwilling to share creative ideas. The adults should also support and validate the children since they are essential to continue their explorations without any fear of being wrong.

How is Creativity Expressed by Adolescents?

Teenage years introduce a level of higher creativity that is perhaps related to self-expression and identity. Writing, music, art or technology is one of many ways that teenagers use to express what they are and how they perceive the world. They could be more inventive and their creativity could even get deeper into abstract notions and critical thinking.

This is also a time when one might succumb to social pressures especially as regards to creativity. Some teens can use it to develop new projects, but others would refuse to do so out of fear of being judged. Praise, secure environments, and being exposed to diverse creative avenues will enable their gifts to be developed.

How Do Creative Skills Occur in Different Stages?

Learning creativity is different at every stage. Preliminary years (those of exploration), so-called preschool years (those of imagination), school years (those of organization of creative ideas). After children attain adolescence stage of development, creativity is used as an individual problem-solving and discovery aid.

These changes indicate that creativity does not necessarily remain at the same levels but changes depending on cognitive and emotional development. The freer children get to explore the more creative confidence they build moving through life.

Why Does It Matter to Fuel Creativity At All Levels?

Encouraging creativity at any of the learning processes makes the kids grow into creative and adaptable thinkers. Nurtured creativity enables children to be more ready to deal with the challenges, think beyond the box and come up with solutions in unimaginable ways.

Creative activities encourage imagination and learning whether it be through art, playing, storytelling or problem solving. An encouraging atmosphere along with the availability of exploration ensures that the element of creativity plays a key role in the development of a child.

How do parents and teachers promote creativity?

Parents and teachers can contribute to developing creativity. It may seem that such small steps as asking open questions, permitting free play or complimenting in regard to hard work rather than achievements could change a lot. What also increases the feeling of independence in children and a sense of ownership and creativity in their learning is the choices given to them in the said progress.

It is not about pushing children in order to come up with something perfect, but to instill confidence in them to attempt. When children feel that their ideas are appreciated they keep developing creatively throughout their stages.

Conclusion

Creativity is an evolutionary process as children progress through learning stages where they progress from loose expression during early periods to a deeper expression in adolescence. Each step incorporates imagination, issues solving and self identifications. Having learned to be creative, both parents and educators instill in children tools that will last a lifetime.

[diyesinternationalschool]

Cognitive Development Stages Every Parent Should Know

As a parent, you are the first and foremost teacher of your child. But has the thought ever occurred to you what goes on in that marvelous little head of yours? Comprehension of the stages of cognitive development is similar to having a manual of the mind of a child. It aids you to understand their behavior and facilitate their learning process, and exercises their inquisitive nature. It is not only the knowledge of psychologists; it is an effective resource of any caregiver. In knowing these critical stages, you may be able to provide enriching experiences in ways that are well-timed by the growing brain of your child in ways that ensure they will grow up appreciating and loving learning.

Understanding Cognitive Development is Your Secret Parenting Weapon

Being at the knowledge of these stages will change the way you are parenting. Rather than pondering upon the fact that your toddler keeps repeatedly pouring juice out of one cup and into another, you will say that it is an important study of cause and effect. Instead of expecting a preschooler to understand a situation through another person’s perspective, you will know how to approach them and explain them on the matter without making them feel bad about it. This framework assists in setting expectations that your child can achieve and live up to, with this in place, conflict is minimized as you get to understand your child better through the unique lens they are able to see the world in.

The Foundation: Jean Piaget Revolutionary Theory

The most significant theory in this aspect is developed by one of the most widely known Swiss psychologists Jean Piaget. He suggested that children do not simply receive knowledge, they are mini-scientists who are active in the construction of knowledge in the world. He came up with four major phases of cognitive development which mark a fundamental change in the way a child thinks. It should also be remembered that these stages follow one another, you indeed cannot reach one stage without passing through the predecessor, and whilst the stages are universal, the age bands are merely approximations.

Stage 1: The Sensorimotor Stage (Birth to 2 Years)

This is the phase of exploration with senses and through actions. Your baby is discovering the world through sight, hearing, crawling around, and putting his/her mouth and hands on things. The most prominent milestones here are development of object permanence. This is what the knowledge is that something still exists even when seen. Consider the game of peek-a-boo! A small infant believes that you disappear when you conceal your face, but at 8-12 months of age, he/she discovers that you are still there and will pull the blanket away with great pride.

Stage 2: The Preoperational stage (2 to 7 years)

You are now in the wonderful world of early childhood! The brain of your toddler is now busy and he or she can now think symbolically so he is able to use words and pictures to represent objects. This results in an explosion of language and pretend play. It is not without two important limitations, however. When there is egocentrism, this implies that they are capable of looking at this world in relation to them. They really feel that since they cannot see you, then you cannot see them. Centration is the tendency to concentrate on something particular in a situation.

Stage 3: Concrete operational stage (7 to 11 years)

Here is the ascent of logical thought! Children of school-going age start thinking more rationally about real-life occurrences. They acquire the idea of conservation- the knowledge that quantity is preserved whilst the shape changes. They now realize that the amount of water in the tall, skinny glass is equal. Inductive reasoning is also going to be at their disposal as far as they can single out a few examples and make a general principle.

Stage 4: Formal Operational Stage (12 years and above)

Your child is now coming into the world of abstract and hypothetical thinking. Adolescents are able to logic-systematically consider how to reason abstractly and reason about the future. They are able to think philosophically, come up with hypotheses and do deductive reasoning (reduction of general assumptions, to precise predictions). This is the level at which they may develop an interest in social causes, discuss ethical challenges or think over the long-term expectations. They are now able to contemplate how they think (metacognition), it becomes more strategic learning, more clever problem solving abilities.

How to Develop the Cognitive Development of Your Child at Each Phase

Knowing how the stages work is the one thing; putting it in practice is the next. In the case of infants, offer a range of safe toys or items that can be touched and tasted. Play peek-a-boo to help with the object permanence. In the preschool age group, support dress-up play and objects. Make their thinking stretch with open-ended questions, even when they respond with egocentric answers. With school-going kids, make them play some strategy games such as chess or checkers. Do easy scientific experiments with each other so that they can make predictions. Discuss with the teenagers debates on the news stories or ethics scenario. This is because they are beginning to think abstractly, and appreciate their future-based plans, as such, they are to be respected and their future-based plans are to be encouraged.

Conclusion

Although Piaget stages can be very helpful, each child follows his or her own time scale. These phases are not boxes but are useful guides There is some overlap as some children exhibit traits of a stage prior to or subsequent to the proposed ages. The aim is not to get your child to pass through these stages quickly but to get a loving, responsive, stimulating environment that helps the cognitive abilities to develop with RBE. Applaud their gains and address their numerous inquiries and offer them nutritious experiences. What you are trying to do is not merely bringing up a child; you are cultivating an effective, developing mind. Following these stages you will be a proactive and concerned participant in the biggest adventures of your child: exploring the world and finding his/her place in it.

[diyesinternationalschool]

Simple Educational Activities You Can Do With Your Preschooler at Home

Having fun with your preschooler is not only a matter of time spent together, but also an excellent chance to aid their early learning process in undemanding, unforced manners. At this age, children are adventurous, thought provoking, and active. You do not require materials that are costly or fancy equipment. A lot of valuable learning can occur within the confines of your home with ordinary household objects and some imagination. This blog considers a few homely and informative tasks which are enjoyable, age-related and assist in the establishment of vital skills among young children.

1. A Twist on Story Time

One of the best ways of developing language and thinking is by reading to the children. However there are ways that you can extend the story time to engage the preschooler in a more active manner.

The following variations will work:

Pause and pose questions such as, what do you suppose will happen next.

Make your child tell a story in the pictures.

Ask them to tell the story/ enact the story in words and toys/ puppets.

Characters will be spoken differently to make it interesting.

These methods will be used to make children understand story structure, build vocabulary and train sequencing.

2. Math in the Kitchen Every Day

Preschoolers can build the foundations of early math by cooking and baking activities. Get them to assist you in preparing a simple meal such as fruit salad or sandwiches.

This is what they are taught in the process of assistance:

The number of ingredients (5 slices of apple, two scoops of yogurt)

Size based fruit comparison and shape-wise

Solids and liquids with cups and spoons

Sequence of instruction (wash the fruit and then cut)

Other than early math, they are also taught about hygiene, cooperation and obeying instructions.

3. Games for Sorting and Grouping

Children adore making things organized. It is important to capitalize on them by teaching them categorization. You may do it with either toys, clothes, buttons, or kitchen items.

Possible things to do:

Arrange toys in terms of color, shape or type

Sort group socks by size or pattern

Put spoons and forks in piles separately

Sorting assists children in getting to know patterns, becoming logical, and enhancing concentration. You are creating a science and a math way of thinking.

4. Observation and Nature Walks

Utilise nature as your classroom if you have a backyard or have a short walk. Take a magnifying glass, a bottle or a notebook.

In the course of your walk:

Take leaves, flowers or rocks

Discuss their colors, textures and forms

Kid's activity - Count birds or insects.

examples: chirping, rustling sounds

At home, your child is able to depict what he/she observed, classify the items gathered or create a collage. This develops observation power, vocabulary and nature devotion.

5. Role-playing and pretend play

Pretend play assists the child in problem solving, knowing of social roles, and being creative. Arrange roles such as a shop, doctor clinic or kitchen corner.

The following is how it assists:

Verbal development through communication Language development through dialogue

Imaginary emotional perceiving through acting to care about people

anywhere to problem-solving in producing stories or solve pretend disputes

No need for costumes, old clothes, containers and paper money are best.

6. Meaningful Art

Drawing is not the only art, it helps to train finer muscle skills, creativeness, and focus. Provide non-committal resources like paper, crayons, glue and recycled materials.

Simple ideas:

Sensory finger painting

Leaves collage or magazine-cut-outs collage

Creating cards to relatives

Tell what your kid is making and why. This promotes expressive language and thinking abilities.

7. Movement and Music

Preschool children are learning through action- and music serves as a rhythmical and happy addition to the day. There are no instruments required. Play songs on a speaker, or use house objects such as pots and spoons.

Try this:

Dance varying beats

March and beat time March and beat time

Sing silly songs about the day-to-day things

Make cell tapping or clapping rhythms

Music helps in support of memory, listening and coordination. Exercise assists in body consciousness and physical health.

8. Play with Building and Construction

The building tools can be blocks, cardboard boxes, and plastic containers. Allow your child to create towers, houses or even cities.

With their building:

They gain sense of balance and space sense

Drill on how to solve problems when structures collapse

Look through the idea of height, width and stability

Also ask your child to tell you about what he/she is making. This constructs language and confidence.

9. Using household objects for sensory play

Sensory plays engage the senses of your child and encourage them to explore. It is also relaxing and helps in emotional control.

Concepts of sensory play:

Cups and spoons water activities

Hidden object base of rice or pasta

Cookie cutter play dough

Make sure you always have an eye on supervision and discuss with your child what he/she feels, smells, and sees.

10. Helping with Easy Tasks

Some of the seemingly simple everyday chores can also be a part of learning. Preschoolers adore their responsibility. Encourage them to take part in simple tasks.

Examples:

Hanging up laundry piles

Watering plants

Wiping tables

Serving the Table with instructions

The children are introduced to responsibility, routines and sequencing. Offer praise to encourage their work and not to present it as an assignment.

Conclusion

You are not trying to make your house the classroom, but rather to use naturally occurring moments as a learning opportunity. The preschool children are interested in everything and you provide the interest that gives them confidence. Make activities brief, light-hearted and make them suit the interests of your child.

Be mindful of the things causing joy and wonder. Whenever it comes to animals, always provide activities that revolve around animals (in case your child is into animals). Should they love music, find a way of incorporating music in your practices. The secret is to imitate their technique and introduce variety and speak frequently.