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How does Preschool Benefit a child?


School promotes social and emotional development:
Little children learn social skills and emotional self-control in “real time.”

Three- and 4-year old learn through their experiences, and good teachers make time for those “teachable moments” by teaching children to manage frustrations or anger. They don’t automatically step in to resolve children’s conflicts for them; they have a well-honed sense of when to let children work out their problems and when to intervene.

The environment is structured
A structured environment helps young children learn to make friends and socialize. The structure of a high-quality preschool classroom is largely invisible to children. Classroom space is organized to encourage social interaction and minimize congestion and conflicts.

Foster learning to take care of themselves and others
In a high-quality preschool program, children are introduced to the behaviors required to function successfully in a kindergarten classroom. For example, during group activities such as “circle time,” children learn to focus attention on the teacher, listen while others are speaking, and wait for their turn to talk.

Children get to make choices
Children have several choices of activities; a child who is wandering is encouraged to choose one that interests him. Teachers help a child who can’t figure out how to play with other children and may offer him suggestions on ways to join the group.

Prepares children for Kindergarten
Preschool provides a foundation for learning both socially and academically that will help your child succeed in elementary school.

Promotes language and cognitive skills
Language skills preschool children are nurtured in a “language-rich” environment. Between the ages of 3 and 5, a child’s vocabulary grows from 900 to 2,500 words, and their sentences become longer and more complex. Children have many opportunities to sing, talk about favourite read-aloud books, and act out stories.

Mother teachers nurture a child’s curiosity
Young children have good imagination and learn through make-believe play. The ideal play area in a high-quality preschool is well-stocked with costumes, “props,” and child-size household items such as stoves, sinks and cupboards. It’s often in this activity area that small-age children progress steadily from solitary play to one-on-one play, to complicated group play.

Provides opportunities to develop motor skills
Physical coordination improves, allowing the child to explore the environment — and to challenge themselves in new ways. High-quality preschool programs provide several opportunities daily for children to run, climb, and play active games. Activities are offered to help children develop excellent motor skills, such as threading beads or cutting with scissors. And children are challenged through a variety of activities to build their motors skills like hand-Eye coordination and balance.

The activities boost pre-math and literacy skills
Young children show great interest in pre-math and pre-literacy skills. To sustain children’s excitement and motivation for learning, high-quality preschool and child care programs introduce early literacy and math skills not as isolated exercises, but in the context of activities that are interesting and meaningful to children.

Many good preschool are being run in the cities, one of them being Kidzee Pudukadai which has a great staff and provides the best in class services to the students.

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Skill – Based Learning and soft skills at Schools.


What does good education give you? A store of useful facts needed for navigating the world of work and get a handsome package? Or a set of soft skills to manage change in future and familiarize themselves with changes susceptible in future? Educationalists and politicians argue to and for between knowledge and skills. Truth be told a good education gives you both: one (knowledge) providing the other (skills) contexts to develop.

Research indicates that teaching and assessing students or any individual is much effective than listening to the lecture-based teaching. If this is true then it’s a good rationale for skills-based learning: teaching and assessing one another needs planning, group work, creativity, enquiry, evaluation and self-confidence

“Having growing numbers of students with A + grades is all well and good, but it doesn’t tell schools and employers much about them and what they can do to get lucrative. At schools, we need to emphasize on Skill-based training which is going to be the backbone of the Make-in-India initiative too and the best way to ensure that vocational training serves its intended purpose is through PPP, i.e., private and public collaboration. For instance, Aptech would attempt to train more than 2.33 million people nationwide over a period of 10 years in sectors such as banking, financial services, insurance, entertainment, organized retail and many more.

Given the sheer size of our 500 million plus workforce, India can be the driving force behind a global skills-based economy. The one challenge that is repeatedly tabled at every industry/employer forum is the acute shortage of skilled workers that the Indian industry is facing.

Skills-based learning at schools helps in developing and applying specific skills that can then be used to obtain the required knowledge. The classroom environment will encourage independence, as well as combining active-learning and collaboration to help the children retain the knowledge. This process allows the students to ‘access, process and then express’s the knowledge they have gained rather than merely writing it down. If you want to find the best school near you then searching on google and having a look at the schools is the best option available.

Skill-based education is most appropriate from Class VIII onward. It could even begin earlier to prevent school dropouts. Vocational training in schools helps push up student’s interest, attendance rates and encourage broader participation from students.

Skill-based education, if promoted seriously, can empower our vast, unemployed labor force and help India emerge as a critical contributor to a global skills-based economy enriching itself in the bargain.

While a robust skill-based education in how to do something specific – in teaching or engineering, in plumbing or computer science – goes a long way towards supporting students’ employability, there’s been a recent burst of awareness for just how vital so-called “soft skills” are for success as well.

Incorporating soft skills into your curriculum will give your students an advantage in completing their education. Additionally, they will be better prepared to meet workplace expectations, increasing their confidence as they embark on careers. These less tangible traits fall under many titles: Soft skills, noncognitive skills, employability skills, character, social and emotional learning, 21st Century learning, and more. Each of these addresses similar and overlapping sets of strengths. These characteristics go a long way in supporting success in nearly any field, yet they are generally learnt on the job or around the dinner table rather than in the classroom. Your guidance and classroom activities can reinforce the importance of these skills and enable students to practice behaviors sought by employers.

Soft skills prepare students for employment
Part of the value of soft skills lies in their flexibility: they may be shaped well into adulthood, providing students with second (and third, and fourth) chances to succeed in school and work, even after their cognitive skills have been more firmly set. If schools were to foster students’ soft skill development actively, students would likely advance in their careers more quickly.

Methods to Strengthen Students’ SOFT SKILLS
Inspire curiosity and Make it okay to say “I don’t know” within a classroom and admit when you as a teacher don’t know an answer. Provide just a bit of information on something new to spark more profound interest. Introduce contradictions and ask students how we might understand them. Ask open-ended questions.

Ask students to reflect on challenges they’ve overcome on their path to achievement and share the rough track to success others have taken, as the obstacles, others have overcome often go unseen.

Encourage optimism and be mindful when giving negative feedback, redirect students towards positive behaviors, and help students to keep their focus toward the positive.

Provide real-world work experience to the students such as apprenticeships, job shadowing, and volunteer roles give students a chance to learn from mentors; see and emulate career-relevant skills including timeliness, self-presentation, social awareness, and cooperation; and help build networks to draw on for future roles.

Teach teamwork
Assign students to groups in which every student has a role (e.g., director, presenter, scribe). This requires each student to be independently responsible while also depending on team members to carry out their roles well. Teaching teamwork in this way is part of interventions like Process Oriented Guided Inquiry Learning, which serve to teach collaboration and written communication, this also helps them in becoming a good entrepreneur.

Tips for Teachers
Teachers: Add soft skill goals to lesson plans
Often when designing lessons, teachers are deliberate about identifying and communicating cognitive skill goals to students. We should be equally cautious with non-cognitive skills and consider incorporating student self-assessment into lessons. While a student can readily measure their cognitive gains in pre- and post-testing, they do not always take time to reflect on their work, be it successes or challenges, in specific non-cognitive skills.

Having students judge their grit and persistence or highlight an area where they exercised effective failure helps them understand that resilience is potentially more important than memorizing the state capitals. Deliberately adding reflection on soft-skill challenges and growth to lesson design allows students add goal-setting and self-reflection to their educational experience and helps prepare them for long-term success.

Kidzee Pudukadai can be the right choice for your child, it has a staff which has all the qualities to help your child build a better future.

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Importance of Teaching music in Early Age


According to research, young children gain a lot of advantages when they learn music. Based on these, the optimal period to learn music, particularly musical instrument and singing, is before seven years old. This optimal period refers to faster and easier development in music learning.

Children have their natural musical instincts, they love to sing, dance and perform freely. A significant amount of recent research demonstrates that music experiences influence the structure of the brain. Physically, neural mechanisms supporting music become engaged throughout the brain in coordinated activities.

In most of the western countries, music lessons in pre schools have a formal textbook for singing, dancing and simple instrumental learning. This allows children to gain an overview of music history as well as a theoretical understanding of specific musical elements.

Twice a week music lessons provide an opportunity for children to touch and think about music, as described in the goals of the curriculum under this education system.

Accordingly, the system study also points out that babies have innate musical behaviours and they use music as a meaningful communication in their early years.

Firstly, this natural musical behaviour may be affected by antenatal training, and also this specific natural ability can promote music learning for children. Technically, children can imitate sounds and movements easily, while adults may find it a little tricky. On the contrary, adults have a deeper understanding of music meaning and emotional performance than children.

Therefore, from my point of view, the earlier music learning starts, the better; however, a lifelong span is needed to achieve success as a professional musician.

Also, Music is an active mediator leading brain activity which assists different parts of the brain to develop at the same time, such as motor and auditory areas.

This kind of activity balances the workings of the left and right brain and approaches a cooperative mode for mental development. When we think about this fascinating experience in the brain, it is easy to link brain development with the cognitive process.

Recent research also shows that music has positive impacts on children’s cognitive development and academic achievements. Notably, music learning has been confirmed as helping children to concentrate for longer times because it enhances their memories of learning and improves self-expression skills. Learning is a complicated process, and learning music prompts young children’s cognitive understanding and stimulates their creative thinking skills, which builds another relationship with intelligence in early childhood.

Regarding the early give-up, I would say that it is prevalent. This is because not everyone has the potential ability to be a professional musician. At the same time, if children do not have enough guidance from teachers, this would be the second reason to reject music learning. Therefore, play school teachers need to observe their students and try to identify children’s musical ability. Then, they should explore differentiated ways to encourage children’s long term music learning. For play school teachers and music educators, they must be passionate to deliver quality teaching in class. Teachers’ personalities and music performances usually motivate children.

Thus, whether their skills are professional or general in music preschool teachers need a high standard of music performance to attract children’s interests.

As children have a natural musical culture in early childhood, early childhood teachers should provide a free zone to encourage them to be creative in the music world. In this way, children can be motivated and may be willing to have a deeper understanding of music in the future.

Provide real-world work experience to the students such as apprenticeships, job shadowing, and volunteer roles give students a chance to learn from mentors; see and emulate career-relevant skills including timeliness, self-presentation, social awareness, and cooperation; and help build networks to draw on for future roles.

However, when it becomes a deeper learning stage, this kind of ‘fun’ environment would not work well in a real classroom. Music at that stage is not filled with the sense of ‘play the game’ but defined as real knowledge through a professional learning process.

Teachers have to change their teaching pedagogy from ‘improvisation and encouragement’ to ‘guidance and imitation’. This is because professional music education is more serious and needs much practice. Understanding different purposes and being able to implement teaching pedagogies in different steps of music education is essential and will depend on children’s willingness and potential ability in music.

This time would be the best time to utilise background music while talking. As the story progresses, the music can be a kind of drama tool for teachers’ to perform realistic-like situations in the story. Besides, teachers can use music as a signal to imply, and children must react to certain activities. I know some teachers would not agree with this teaching pedagogy as they may think it would interrupt students’ learning.

Besides, being a professional music teacher from my perspective and personal experience, I would suggest trying to make the music learning process. Once children have defined music learning is for ‘fun’, they would never put themselves in a serious position to explore whether or not they have the potential ability to learn deeply.

Therefore, early childhood teachers need to use their pedagogical strategies to tell children that the ‘play and fun’ domain of music learning is temporary. From a long-term perspective, children need to have technical music training and understanding of theoretical knowledge. I know it would be hard to do, but it is necessary to mention this as early as possible.

Using music as a background to teach is an essential approach that I would highly recommend for early childhood teachers. I do not mean using background music for every moment but applying this in class strategically.

For instance, early childhood teachers always have story time to read stories to the children. So, it depends on teachers’ teaching strategies and skills in choosing the appropriate music.

Furthermore, if playschool teachers do not have enough music knowledge and are afraid to teach music in a play school, a background musical strategy can help them calm down and be confident to deliver music in class.

Early childhood teachers and music educators should have a good understanding of children’s development and their needs. Young children need to gain a basic knowledge of all types of music and how to appreciate music and arts.

Play-school teachers should be qualified in general music knowledge, music appreciation and music psychology. They need to be all-rounders. Also, teaching cannot be separated from parenting, particularly in early childhood. The best way I recently found to build a relationship between parents and children was parents engaging in the learning process. That is, teachers and parents need to work collaboratively to achieve sustainable learning because all children deserve to have the opportunity to experience music.

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Parents Day Celebration


Every year Parents Day is celebrated in the month of July. All parents have the important responsibility of providing for, protecting, nurturing, teaching, and loving their children. We would like to honor all mothers and fathers and celebrate the values that bind families from one generation to the next.

The bringing up of a child in a proper way is really a great responsibility. Parents take up numerous pains in moulding the child. They sacrifice their entire life for nurturing this relationship.

Parents are the child’s first teachers. Their role in a child’s life is irreplaceable. Their involvement at school is as important as their involvement at home. Parents have a wealth of skills and experiences that they can contribute to the school. Their participation will broaden and enrich the program offered to all the children.

A good relationship with parents will benefit the child, the parent and the teachers. Research has conclusively demonstrated the positive effect that parental involvement has on the education and progress of the child.

Parent Involvement in the Classroom – Parents can actively participate in typical school activities, field trips, sports day, class parties, birthdays or any other special activities such as annual functions etc. They can also be involved in home activities linked with the curriculum. For e.g. parent and the child making a family portrait.

Parent-Teacher Conferences – Regular parent teacher meetings need to be scheduled. This is an effective way to for the teacher to discuss the progress of the child. Progress reports, the child’s activity files need to be reviewed to see each child’s growth and development during the school year. The teachers and the family should work together as a team to make the preschool experience beneficial for the child.

Parent Seminars and Workshops – Regular parents seminars and workshops on issues in child development. This would help parents be in current with the latest updates in the field of child development resulting in them understanding their child better.

Parent Communication – Families can be sent weekly/monthly newsletters. These newsletters can contain important information about curriculum activities, upcoming events, field trips and important dates.

Parent involvement benefits the child and the parents themselves. It helps the children learn positive personal qualities, habits, beliefs, and values, as taught by family and also improves their skills in communicating with adults. For families, it fosters understanding of and confidence about parenting & child development. Moreover it helps them be aware of own and others’ challenges in parenting.

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Dealing with stress


All of us are affected by stress at some point or the other, and it not only affects our mind but also our body

Stress is an integral part of our lives especially once we start growing up. How it makes us miss the carefree days when we were younger and had nothing to worry about. All of us are affected by stress at some point or the other, and it has an impact not only on our mind but also on our body. Body and mind are closely related. You must have noticed that when you are happy, you feel like doing a lot of things — like going out, dressing up, or catching up with friends. On the other hand, when you are low, you are super lethargic and don’t even want to get up from your bed. Also, when you are stressed, you will go through physical symptoms such as sweating, restlessness, lethargy , sleeplessness, etc.

So how does one deal with stress? Well, there are no sure short ways, but some common practices could help you cope.

Maintaining a balance: Plan your week such that you devote adequate time for your studies as well as for fun time. It is important to not mix up the two, so when it’s time to study, focus on your studies and when it’s time to have fun, just focus on having fun. Let not your fun time be all about watching TV, but also constitutes hobbies.

Sleeping and eating well: An average student needs 8 to 9 hours of sleep every day. But due to homework, exams and submissions, one might end up sleeping less and working more. Ensure that this does not go on for a long time, as sleep deprivation can harm your health. It is important that you manage proper amount of sleep by cutting down on TV or Internet time. Same goes for eating right as well. It is important that you have your daily dose of nutrients in order to help your body function normally. Eating less or inappropriate food items, or skipping meals could lead to serious health issues.

Prioritising: Having too many things on our plate may lead to a lot of stress. Segregate your activities into a priority list. This will help you remove the extra activities that can be avoided at the moment and in turn, focus on activities that require your immediate attention.

Being realistic: We do have a tendency to sometimes expect a little too much from ourselves. But it is very important that one does not set unrealistic expectations or goals, as this will definitely lead to a lot of stress on not being able to achieve or having difficulty in achieving the set goals. Understand your capabilities and set realistic goals to avoid stress.

Talking it out: Keeping quiet never helps, it is always better to share your feelings with someone you trust. You may talk to a parent, friend, sibling or teacher, who may be able to guide you on how to deal with your stress in a positive and productive manner or refer you to someone who might help you out.

Engaging in physical activity: Physical activities help bring down the stress levels, as they lead to the production of stress relieving hormones in our body. You could engage in any physical activity, such as cycling, swimming, walking, biking, etc. Thinking positive: As William James once rightly said, “The greatest weapon against stress is our ability to choose one thought over the other,” it is important for us to deal with stress by focusing on positive thoughts. One must avoid worrying and thinking too much about things one cannot do anything about; and rather count one’s blessing and have faith in our abilities.

How does Preschool Benefit a child?

School promotes social and emotional development....
Read More

Skill – Based Learning and soft skills at Schools.

What does good education give you? A store of useful facts needed.....
Read More

Importance of Teaching music in Early Age

According to research, young children gain a lot of advantages when....
Read More

Parents Day Celebration

Every year Parents Day is celebrated in the month of July. All parents....
Read More

Dealing with stress

All of us are affected by stress at some point or the other, and it....
Read More
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Principal/Center Manager
E.Glama Jinsy (M Sc., M Phil., B Ed..)

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M.Siva Kumar (MBA)
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