At Redwood Center of Excellence, we welcome this important opportunity to promote cultural diversity and for everyone to express gratitude while extending compassion to those less fortunate than ourselves. 

As we strive to create inclusive and culturally rich learning environments, teaching our children about Ramadan, is a wonderful occasion to celebrate our diversity and promote empathy. Young children will enjoy celebrating Ramadan with friends and loved ones whilst being introduced to family and community traditions that they can look forward to year after year.  

Celebrating Ramadan

Decorations    

One activity you can enjoy with your young child is to help them create their own Ramadan decorations for the home e.g. paper lanterns and moon sighting binoculars.  Children also enjoy counting the days until Eid.  A Ramadan calendar is great for this as children become excited to open the calendar each day! It helps children understand that this is a special time and different to other times of the year.

Bake Ramadan Treats 

Whilst children are too young to fast between dawn and dusk, they can certainly enjoy preparing some treats for their family to enjoy during their evening Iftar meal after sunset.  This is an excellent opportunity to spend quality time with everyone and to show love and appreciation – through food! 

Good Deeds

Ramadan is an important time for self-reflection during which Muslims are encouraged to help family, friends or members of their local community who may be in need. Young children are never too young to learn about the significance of a good deed and how the simplest of kind acts can make a big difference to someone.

May this month bring you peace, blessings, and spiritual growth. Ramadan Mubarak!

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Dedicated to providing a holistic, state-of-the-art learning environment, our new center is a testament to our innovative approach to early childhood education. Merging the best practices from Montessori, Reggio Emilia, STEM, and the Arts, we’ve crafted a novel curriculum that’s not only adaptive but also future-ready, ensuring our children are prepared for the challenges and opportunities of tomorrow.

With Jubail Island’s commitment to becoming Abu Dhabi’s leading sanctuary for wellness and nature enthusiasts, we are excited to contribute to enhancing the quality of life for its residents by offering unparalleled educational facilities.

Join us as we embark on this journey to redefine early childhood education and create a world-class learning experience that nurtures our young ones’ growth and development. Welcome to the new chapter in the story of Kids First Group and the Redwood Center of Excellence.

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Empathy is a remarkable quality that allows us to understand and share the emotions of those around us. It is a powerful tool that goes beyond sympathy, enabling us to truly put ourselves in someone else’s shoes and respond with kindness.

Neuroscience tells us that developing elements of self-control and empathy is possible for even the youngest children. As the brain is constantly developing and refining connections between neurons, practising these skills with our children can help build the necessary connections, no matter their age.

While toddlers may not always recognise or understand when they have caused emotional upset, preschool-aged children increasingly develop empathy by observing and experiencing the world around them. They look up to their parents, siblings, teachers and friends as role models and learn how to become compassionate and caring individuals who make a positive impact on their communities.

5 ways to Cultivate Compassion

1. Model positive action. What you do and say is critical; let your child catch you in the act of kindness such as offering a comforting word to a friend. Many parents start role-modelling from infancy; they talk while feeding or playing with their baby.  This helps lay the foundation for a lifetime of give-and-take and sincerity with people.
   
2. Treat all children with respect. This can be as simple as alerting your child that playtime is almost over or extending warmth to all children and encouraging inclusive play.
   
3. Don’t let rudeness pass. You might say, “Wow, that cashier must have had a really hard day to talk in such an unfriendly voice to us at the supermarket. What do you think?” This teaches your child that when someone is unkind to you, you don’t have to be uncaring in response.
   
4. Be sensitive to messages from the media. Be mindful of the programmes your child watches and be available to talk about what they see. Also, encourage reading books to your child that focus on caring and compassion.

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It may seem counterintuitive, but mistakes are welcomed positively and with affirmation at Redwood CoE.  Here, we give each child the space, time and confidence they need in order to make mistakes.

It is also key how we, as adults and educators, learn how to respond to mistakes as it affects children’s willingness to engage in difficult problems.  “When the milk is splattered all over the floor and those little eyes are looking at you for your reaction, remember what really matters.  It takes 5 minutes to clean up spilled milk; it takes much longer to clean up a broken spirit.” Rebecca Eanes.

Across CoE’s blended curriculum approach, we aim to create the conditions in which each and every child succeeds.  With success, of course, comes trial and error.  Knowing what works, and how it functions best.  We see this best within our unique IB PYP, Montessori, Reggio & STEM approaches.

It is not that we encourage mistakes, but rather that we support them.  We find value in every worry and misconception.  They give us courage to try harder next time with increased resolve and fresh determination.

Unlike in traditional educational settings where your mistakes are discovered for you, at Redwood CoE we discover our own mistakes. It might seem like a turn of phrase, but it’s a revolution in the way we approach education.

Many of our educational materials have an inbuilt ‘control of error’ so children can independently recognise if something is not right.  There’s no educator hovering over their activities.  There are no concepts of striving for competition of perfection.  It’s just the children and their confidence, growing and growing!

And that’s where parents can also foster a curious mind and positive growth mindset and support children in discovering their own mistakes so they are not afraid to make them.

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“Redwood CoE offers the IB PYP within the innovative blended curriculum of Montessori, Reggio, EYFS and STEM – this is not found in any other setting or school, comments Kamil Najjar, CEO of Kids First Group, It’s an honor to receive such a prestigious authorization, following a strict process monitored by the IB and we’re proud to be the first to set a new standard for early childhood learning in the U.A.E.”

The IB is a global organization that has been around since 1968 and it is organized into 4 programmes, one of those is the Primary Years Programme now available at Redwood CoE until the age of 6. The first six years in a child’s life are critical. A child’s future wellbeing, attainment, happiness and choices are profoundly affected by the quality of the guidance, care and opportunities they receive during these formative years. By choosing an enabling and interactive learning environment, to allow for more personalised learning, means they are more ‘school ready’ and likely to flourish once they enter the education system.

“Many schools offer the Primary Years Programme, but the benefit of staying in a pre-school setting is the extra care young children receive in a nurturing, safe environment where they get to explore without pressure, contributing positively to their adaptability and confidence,” IB PYP Coordinator, Sima Abou Chacra explains. In addition to the above, parents are choosing to opt for this option to early learning for the educator ratios as well as the flexibility in hours since Redwood CoE is open until 6 pm, throughout the year.

The PYP is a student-centered approach to education that offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. This means that students learn across subject areas while inquiring into big ideas. The PYP at CoE is conducted through an abundance of Active Play which nurtures young learners’ holistic development, unlike Early Years Departments in schools which are part of a wider instruction-led, standardized school system and more heavily orientated towards testing and assessment from a young age. “Play is often one of the first activities to be taken away from children in schools to replace it with more ‘formal’ proper learning,” says Geraldine Hill, Director/Head of Research & Development.

By learning through inquiry and reflecting on their own learning, PYP students develop the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.“The programme’s approach to learning allows students to adapt easily to any big school they transition to, no matter which programme they follow.” comments Elizabeth Scahill, Director at Redwood Center of Excellence. The IB learner profile represents a broad range of human dispositions, capacities and traits that encompass intellectual, personal, emotional and social growth such as “risk taker,” “principled,” “inquirer,” “thinker,” “caring,” and others. Developing and demonstrating the attributes of the learner profile is an expression of what the IB means by international-mindedness.

The PYP curriculum recognizes learners’ innate potential to inquire, question, wonder and theorize about themselves, others, and the world around them. They’re self-directed in their learning, they know how to identify problems and how to use their skills to solve them. The environment is seen as a teacher, and students are partners in the learning process.

With over 55 nationalities currently recorded at Redwood CoE, it’s only fitting that such a programme is inducted into the early learning center that seeks to raise “future-ready” children in a multicultural city. Each school decides specific concepts and topics studied through each theme based on their local context so Redwood CoE’s commitment to the U.A.E.’s culture remains the same, if not stronger.

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There is a growing trend amongst informed parents in delaying school entry.  A study of more than 100,000 children, published in the journal Early Childhood Research Quarterly, found that one in four families delay school entry until their child turns 6.

This is contrary to the ‘earlier is better’ approach who support an early school starting age under the belief that children can get a head start in learning.  However, whilst there maybe an initial educational benefit for children starting school early, this is not sustained in the long-term into later childhood.

Indeed, children who start ‘early’ rather than ‘late’ often experience the full potential adverse effects, as in recent years many schools have introduced more formal modes of instruction into classrooms which young children which they are not suited to.

The first six years in a child’s life are critical.  There is abundance of international evidence to confirm that strong foundations are laid in the early years of life, which can have a permanent and detrimental impact on children’s longer-term development if not done correctly.  A child’s future wellbeing, attainment, happiness and choices are profoundly affected by the quality of the guidance, care and opportunities they receive during these formative years.

A study published by Hans Henrik Sievertsen from the Danish National Center for Social Research showed improved self-regulation in children whose entry had been delayed to the 6 or 7 years of age.  Interestingly, these improvements persisted into later childhood up to the age 11.

The study found strong evidence that delaying school by a year provides mental health benefits to children, allowing them to better self-regulate their attention and hyperactivity levels when they do start school.

Stanford Graduate School of Education Prof. Thomas Dee, who co-authored the study with Hans Henrik Sievertsen, also noted:

“We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11 and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioural measure”.

Longitudinal studies are also supporting a later school start age.  Dr Lionel Page from the University of Technology, Sydney, found that children who remain in early years settings and start school later at 6 or 7 years of age are at a huge advantage and one that follows them throughout their lives.  The study looked at 1,007 adults between the ages of 24 and 60 and found that those who had started school later were more resilient, competitive and trusting and far more self-confident than those who had started earlier.

All of these findings align with what many developmental psychologists emphasise about child development: that young children benefit from extended exposure to well-resourced early years environments, guided by skilled educators, in smaller group sizes and offered an inquiry-play based curriculum rather than an instruction-based, standardised and systemised environment.

During the late 19th and early 20th centuries educationalists such as Steiner, Montessori Piaget & Vygotsky and the Reggio Emilia Approach developed educational programmes based on observations of intellectual development.  They provided scientific evidence that the first seven years of a child’s cognitive development is qualitatively different from later stages which has continued to be confirmed by ongoing research in the fields of education and cognitive brain development

Young children are not suited to formal school environments – it is not how the brain and body grows and learns at this age of development.  A quality early years setting with a rich environment planned for early childhood along with an enriching curriculum dramatically improves self-regulation, and supports later transitions into schooling systems.

A study by Kathy Hirsh-Pasek of children whose parents sent them to academic preschools versus early years settings that emphasize learning through inquiry, play and discovery, found that children in academic preschools had no short-term, or long-term academic advantages.  By the time they reached first grade, the research could not distinguish between the intellectual skills of the children who had academic lessons and those who had none.

However, there was an important difference; the children who had had the academic environment were more anxious and less creative than the children of the other group.

In conclusion, the strong age-development relationship observed in children in their first 6 years year of life suggests that each month of maturation counts during this important period, as children continue to develop physically, socially, emotionally and cognitively.

Children who start school in the year they turn 6 or 7 are more likely to have developed the skills and competencies needed to thrive in a formal learning environment, compared with their younger peers who start school early.

Parents delaying the school start age are buying the ‘gift of time’ for their children.  By choosing an enabling and interactive learning environment, supported by passionate educators, to allow for more personalised learning, means they are more ‘school ready’ and likely to flourish once they enter the education system.

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Parents joined us for an engaging and insightful panel discussion where we explored the two complementary methods which guide Redwood’s innovative approach to education and childhood development.  Both the Montessori and Reggio Emilia Approach have a shared image of a child with voice and choice and accompanying teaching styles support a child’s holistic development.

Jesse McCarthy (USA) founder of MontessoriEducation.com and The Montessori Education Podcast discussed the value of a Montessori Education as a ‘Preparation for Life’ with as much relevance for the future as the Method has for over century.  Jesse, with a 20-year background in Montessori education, shared the boundless potential of each child to flourish when the conditions for development are right.  Parents explored key areas of the Montessori Curriculum and Jesse shared invaluable advice for parents to increase their involvement with everyday acts with their children.

Debi Keyte-Hartland (UK) expert in the Reggio Emilia Approach, international arts educator, TEDx Speaker and Early Childhood Pedagogical Consultant, shared key insights into ‘Thinking Differently through a 100 Languages’.  Parents were treated to a rare opportunity of seeing the world through a child’s eyes!  They gained a deeper understanding of the plethora of expressive means with which children represent and convey their ideas as they try to comprehend the world in which they live.  Our team of Educators at Redwood also benefited from Debi’s expertise as she delivered inspiring Professional Development Workshops to deepen their knowledge and skills in the approach.

Parents had the opportunity to participate in a lively and engaging Q&A session with both Jesse and Debi, who answered many questions across the topics of schooling, parenting and community projects.  Everyone left feeling very inspired and ‘future ready.’  

We look forward to announcing our next Parenting Seminar soon.

The post Unlocking the Future: Setting the Momentum for Future-Ready Children appeared first on Redwood COE.

• Be specific with words of affirmation and encouragement. Any praise that is given should only be in special moments and focus on the specific action or effort, e.g. “You really worked hard on that puzzle to put all the pieces in.” Or simply, “You did it!”
  
• Trust the child and the process. Completing activities offers internal joy for children. Children are not outcome driven and find pleasure in the process of working with activities and inquiry-based learning through play.
  
• Approval or connection? It is often good enough for children to know that you saw them in ‘that’ moment. They feel acknowledged and without the need for extra approval. You can ask your child to tell you more about what they are doing but ensure you are available to listen them. A simple exchange of “thank you” for effort goes a long way in lessons of grace, courtesy and social etiquette.
  
• Know when to step back. There are occasions when the best thing to offer is nothing and just observe. Activities such as painting, construction, singing and dancing provide a safe space for a child to explore and experiment freely without intervention.
  
• Give time. Allow time for children’s awareness to emerge. As a child nears the age of three they begin to become conscious of how their actions affect others. Offer patience with your child as they begin their journey of self-realisation that will last for life.
  
  

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Children are innately connected to nature and reap great benefits as they grow attached and appreciate the natural environment.  Yet often in our structured and technologically advanced world, along with harsh outdoor temperatures for a significant period of the year, the role and joy of outdoor play that many of us experienced as children is being lost.

The benefits of nature-led learning for children are well documented.  Through practical experiences in nature children learn to use their imaginations more and develop their thinking and problem-solving skills in a developmentally appropriate manner led by their own interests and drive. 

Playing outdoors grows resilience, self-confidence, initiative, creativity and more.  It encourages the joy of movement; it nurtures wild imaginations, experimentation, friendships and social connections.  Many of these advantages of nature-led learning as children, also resonate into adulthood.  The connection between these skills and the characteristics that will contribute to success later in life are clear to see.

Tips for getting started with nature-led learning with your children

As we are embracing the cooler months here in Dubai, here are some useful starting points:

1. Get outside!  You don’t have to overthink and you don’t always have to have a pre-prepared agenda or activity.  Exploring in nature is meant to be fun and some of the most joyous moments can be very spontaneous and simple.  Such as your child quietly observing an ant or finding their favourite shell on the beach.
2. Structure your day to allow for more outdoor time.  Choose the cooler parts of the day often early in the morning, late afternoon or weekends.  This also allows for flexibility throughout the day to accommodate other scheduled activities.
3. Trust your children.  It is a natural instinct for parents to want to keep children as safe as possible and protect them from injury or harm.  Support your children to take manageable risks in climbing and balancing etc.  Gauge when to ‘step-in’ and when to ‘step-back.’
4. Connect with other families.  Enjoy outdoor time in nature with other families who also value exploring nature with their children.
5. Bring Nature Home.  Create a nature rich environment for children at home.  Offer resources that connect to or help children make sense of their experiences in nature.  The most effective materials for this are “loose parts” such as pebbles, sticks, shells, pinecones etc. They are open-ended so children can use them for multiple purposes in their play.

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Our brand-new children starting, who are eager, tentative, ready to learn and in awe of it all.  We all started out this way and you remind us to begin small and that every achievement is incredible!  

Our returning children, who seem to have grown up so much during the Summer.  Your shoes are bigger and you are suddenly ready to be the biggest ones in the class. You left capable and have returned even more amazing. You remind us to dream big!

These first few weeks of term are often met with a dual mix of excitement and anxiety for children and parents alike.  Separating from parents whether it’s children’s first day or if they are returning can easily leave even the most upbeat child and parent in tears.

Saying good-bye with confidence & calmness

It’s natural for children to have a challenging time with big transitions such as starting nursery.  Anxiety around separation is a normal part of child development and it is important to have realistic expectations around such important transitions.

Even when the drop-offs appear to be going quite seamlessly at the beginning of term, it helps for parents to know that phases of clinginess and reluctance to say good-bye are both normal and to be expected.  We find that many children seem to be doing well with the transition only to experience some anxiety a few weeks into the term.

In both scenarios we advise parents to apply the same principle at drop off: to say goodbye with confidence and calmness.

As parents, the energy we bring will always set the tone and determine how confidently a child will be able to separate from us.  If parents are tense, unsure, or feel scared that the adjustment process is too traumatising then we are signalling to children that separating is in fact something to be fearful of.

Yet, understandably the process is hard on the emotions of parents.  And so parents need to prepare themselves and practice to be better able to support children in the best possible way as they make the separation.

Accept ownership & keep perspective
Take responsibility for the decision you have made to start your child at nursery.  Although the transition may not be seamless you need to remain confident in your decision-making and we will be there to support you. 

Prepare yourself
Try and visualise before-hand the ‘good-bye’ and practice handling the situation in a calm and connected manner.  It may sound strange but it really does work! 

Prepare your child
We feel it is important to prepare your child too.  Talk them through what will happen step by step, so they know what to expect.  It is also important to discuss with children in an age-appropriate manner not only the exciting parts about nursery but also being honest that sometimes it may be a bit hard to say goodbye and you may miss Mommy and Daddy.

Explaining that it is normal to have mixed emotions about new things is beneficial and supportive for every child.  It is all part of the process and big emotions and sometimes changes to children’s behaviour patterns are ultimately the ways in which children release tension and get back to safety and balance.  As adults we are there to hold space for children and support them through the process.

What about the actual good-bye?

When leaving home in the morning and coming to the Center, create a consistent rhythm and some rituals, such as your child carrying their own water bottle, waving hello to Ms Liz at the door and greeting their teacher.  Always say goodbye to your child and reiterate that you will see them later.  Try to be specific in a way that your child will understand – for example, after lunch, after story time and then wave and leave.

At Redwood we will always be honest in our communication and keep you updated on your child.  You are welcome to use our Parent Lounge and our Center Director, Ms Liz, is always on hand for advice and support especially during these early weeks into term.

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