Friday, 1 June 2018

Tuesday, 1 May 2018

Parent Participation

We, the teachers in KG, would like to express our deepest appreciation to all the parents in our class. We are truly fortunate to have them. They are always very supportive; actively participating in the learning experiences of their children at school without hesitation; enthusiastically taking
part in the learning explorations of the children all year round.

Parents of
Kindergarten 2017-2018 class,
we applaud you!!!

Thank you for joining us
at "Show and Tell". 

Mummy Meaw with Buttercup (Mida)

Mummy Preaw with Strawberry (Panno)

Thank you for coming
to read us stories.

Daddy Russel (Panno)

Mummy Elle (Prom)

Mummy Nisa (Som-O)

Mummy Fon (Rino)

Grandma Siri (Bota)

Mummy Wemily (George)

Mummy Kayla (Milo)

Mummy Golf (TJ)

Thank you for making
playdough with us.

Mummy Mui (Munich)

Daddy Ton and Mummy Golf (TJ)

Mummy and Grandma (Emma)

Mummy Elle (Prom)

Mummy Kayla (Milo)

Mummy Fon (Rino)

Mummy Nisa (Som-O)

Mummy J (Wawa)

Grandma Siri (Bota)

Thank you very much! 

Monday, 2 April 2018


In Kindergarten class, we learn important age-appropriate concepts through integrated and interactive activities in quality learning centres, namely: numeracy, literacy, message and writing, playdough and fine motor, art and science, construction, dramatic play, reading, easel and puppet theatre.

We plan, build together, problem-solve intentionally or in-the-moment to create our vision. We begin to negotiate, create own rules of play, share ideas and look at the world from others point of view. We assign and accept roles and act them out. Sometimes taking on real-world roles, other times pretend roles. We strengthen our pre-reading and pre-writing skills before any word recognition, letter formation and handwriting skills. 

We describe features of objects and discover things using our senses. We develop curiosity and observational skills, looking at similarities, differences and changes through exploration and investigation.
We involve parents in ‘show and tell’, projects, making playdough, and reading stories in class. 

We build a hotel.

CRITICAL THINKERS: children plan, build together,
problem-solving intentionally or in-the-moment to create their vision.

We play with trains and tracks.

SOCIALLY RESPONSIBLE: children begin to negotiate, create own rules of play, sharing ideas and looking at the world from others point of view.

We prepare and eat lunch.

EFFECTIVE COMMUNICATORS: children assign and accept roles and act them out. Sometimes taking on real-world roles, other times pretend roles.

We write on the light table.

ACADEMICALLY SUCCESSFUL: children strengthen their pre-writing skills before any letter formation or any other handwriting skills.

We explore flowers in the playground.

EXPLORATION FLOWERS: children describe the features of
objects and discover things using their senses.

We explore trees around the school.

INVESTIGATING ROOTS: children develop curiosity and
observational skills, looking at similarities, differences and changes.

We print and paint.

PAINTING: Printed representation of leaves as seen in the playground.

We share books and read together.

READING TOGETHERchildren share and take turns reading stories to each other. They learn how to handle books and to point out characters and other features of the book.

We have mystery readers.

We make playdough with mum and dad.

We make still-life drawings outdoors.

We learn to brush our teeth, tongue and gums.

It’s a lot of fun in

Friday, 2 March 2018


What is pre-writing?

Pre-writing precedes actual writing. Pre-writing exercises help children develop their fine motor skills. To be more precise, fine motor skills can be divided into four main components: hand-eye coordination (the eye directs the hand), finger dissociation (moving fingers individually), the ability to stop and start when required, and finger strength or muscle tone.


For example, a child who is playing with modelling dough is working on his fine motor skills, but to be more precise, he is strengthening his fingers and building muscle tone (pulling, flattening, pushing). This activity is therefore essential for learning to write. If the child has no muscle tone, how can he/she hold a pencil adequately?


In general, it is preferable to present activities in an attractive way: on a platter, pretty crayons or pencils, in a special folder just like at school, etc. The materials are always available at all times so that children can practice "writing" whenever they want. 


Friday, 2 February 2018


Pre-writing and pre-reading activities help children develop their visual memory, their attention span, and the ability to identify objects (visual discrimination). In terms of fine motor skills, these activities aim to refine children's ability to move their fingers and their hands. Children who are stimulated at a young age will be more comfortable with pencils, paintbrushes, and a pair of scissors and will, therefore, avoid useless energy expenditures.


What is pre-reading?Pre-reading is the step before actually reading. Observing an illustration (interpreting emotions, characters, identifying the time, corporal, and spatial concepts) contributes to the efficient development of children's attention span and their ability to discriminate. 


Associating illustrations to words helps children discover that everything they see can be written and read.


Tuesday, 9 January 2018


Children learn about numbers and master counting by playing with counting materials. Counters, sorting trays, counting toys, dice, abacuses, number boards, and number games are all great math materials that are available for children’s use.



Manipulative sets, pegboards, puzzles, lacing beads, and other manipulative items can help children learn to problem solve, develop their fine motor skills, and design creative structures.

Children can learn how to recognize patterns and sort items based on a variety of characteristics with colourful aids. Numeracy centre always has a variety of sorting sets, counters, stacking activities, and other patterning items for children to use.


Children use everyday language to talk about size, weight, capacity, position, distance, compare quantities and objects and to solve problems. 

The children were introduced 1 Baht, 5 Baht and 10 Baht coins. Real coins, paper money and money-related games where provided during the exploration.