​It was one morning in preschool where the 4 and 5 year olds were reflecting on their previous day’s nature walk. It was Sara’s turn to present to present her reflections. 
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She started, “We went into a golden deep forest and saw a shiny red bird..."

"...with shiny eyes, shiny nose, shiny hair and shiny dress. I played with it. Then it took me on its back and flew around. We went through the mountains and over the sea. All my friends played with it too”
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Each child takes away from an experience different things based on their own curiosity and imagination. Who could have thought that a park could be deep golden forest in a child’s imagination?

When children express their imagination in different ways and are respected for what they say, they start to develop their unique voice and speak up with confidence.  To kindle their imagination the environment as a third teacher plays a pivotal and valuable role in their lives as they explore their imagination through interaction, creation, movement etc.

Contributed by Grace Veronica, Facilitator, Sparkling Mindz Global Preschool

T, a 3 year old, came to the facilitator every day for weeks requesting for help to open and close her water bottle.

T: "Open please"
F: "Why don't you try?"
T: "No, you."

After a few times facilitator helping her open her bottle, she finally opened it all by herself with a lot of her strength. Both the facilitator and T were overjoyed and elated by the act of her opening the bottle all by herself! 

F: "Oh amazing! WOW!!"
T: Smiling widely than ever, "Yeah!! Now close", and hands the bottle to the facilitator. 
F: "Why don't you try to put the bottle on the floor and try pressing on the cap with all your strength?"

T did as she was suggested to, and figured out that she can now open and close her water bottle all by herself! She looked like she had just achieved something great that she'd being trying to do for a long time, like there was a new-found confidence about her where she felt like she could achieve anything that she puts her mind to.

Just because she opened her bottle doesn't mean she understood that she could close it too. Children take multiple problem solving successes sometimes to learn that they are capable of solving their own problems and taking ownership at their level. Many a times as adults who work with children at home  or in schools, we treat the children as kids who need help in every little thing and do the work for them without demanding ownership or using it as an opportunity to teach problem solving. Building independence in each child is a key factor to their development as it is to ours.

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

The 3 year olds class is having snacks, it's around 10.30am. The children have a place where they usually keep their water bottles to pick up during the day in the class. Ab is drinking water from his water bottle at the table and keeps it on the table itself. Av takes Ab's water bottle from the table, very graciously returns it to the window. Ab, confused by his bottle being moved tries to take it back, perhaps he was not done yet. Av just continues to move it further on the window where everyone's bottle was kept as if telling Ab, "this is where it should go". Unable to understand Av's intentions and thoroughly frustrated by now, Ab gets upset and starts crying. Maybe, Ab didn't like the intrusion into how and where he kept his water bottle and Av was more concerned about returning things to their rightful place.

F: Why don't you talk to Ab about what he is doing and that you are not liking it?

This didn't work. Ab did not stop crying and no amount of conversation seemed to be helping. Av struggled to see the impact of his behavior on Ab and Ab struggled to see the positive intention behind Av's action.

An who was sitting and watching all of this, seemed to have sensed and understood Ab's discomfort. She takes the water bottle from the window and gives it to Ab letting him have it back on the table.

She is not done yet; she runs to get a tissue and hands one over to Ab to console him too!

In this scenario, what An did was extraordinary where she showed an incredible amount of empathy to understand both the emotion and the intention. An took the initiative to solve the problem too and go over and above to show care. Ab was not communicating much yet, hence, An's efforts and thinking on the feet seemed even more exceptional.

Many a times, children seem to mimic a caring behavior from home. But thinking on your feet to solve a classmate's problem needs empathy in good measure.

When we as facilitators and responsible adults who work with children learn to observe these nuances, cultivate and nurture them is when we create an empathetic generation.


Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.

​It was a bright sunny day when our energetic 3 year olds (Calves class) decided to go for a pattern hunt around our Kannuru school campus. As children spotted different patterns on the school wall, ceiling, railings etc, some of the kids tried searching for patterns in plants, they bent down on the little saplings that were planted around the school to see if they could find any pattern on the leaves.

A child who was fascinated about the veins on the leaf exclaimed, “Ma’am look it’s a pattern!”, and accidentally pulled it off.

A moment of shock envelopes as all the kids gasped and the child who pulled the leaf looked at the facilitator helplessly.

All children huddled around the plant to see what really happened. Just then children started talking about what they think the plant is feeling now that a leaf has been ripped off.

​Sh: The plant is not feeling nice now
Ay: It’s crying and it’s hurt

​I (pointing out to a bruise on his nose): I think it’s painful, just like this 

Sa was trying to place the leaf back on the plant with the intention to fix it.
Just then, “I think we need some glue”, said Ar and ran in to get.

Children waited there patiently as he got one, they all sat together and applied glue on the leaf and tried fixing, but it wouldn’t stay, it kept slipping. They were not done yet.

“Maybe we should try a tape on it”, exclaimed Ay and ran to get it.
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It took a couple of minutes for children to work together in fixing the leaf back on the plant with the tape. Finally they managed to fix it together.

​Facilitator – I wonder if this is really going to help the plan heal?
V: Yes ma’am it will, it’s like putting bandage when we get hurt

​Facilitator – Okay, then how long do you think it will take to heal?

Children started giving out different numbers like, “4 days”, “No 5”, “15 days ma’am”..........
Then we went back to check the plant the next morning, sadly they found that the broken part of the leaf was blown away by the wind, leaving the plant unfixed.

This led us to get back to class and learn with a sad heart but new learning, wonder and discussions about how plants heal themselves from injuries.

Since then every time we step out on the campus, children remind each other to be careful with the plants and not to touch them in a way that might harm them.

How wonderful would life be if we all learn to be kind to all living and non- living things around us, respect and believe that they have feelings too, learn to live and let live and be empathetic individuals.
Yes, that’s they path our children are travelling upon.

Contributed by Grace Veronica, Facilitator, Sparkling Mindz Global Preschool

As the day proceeded and the children in 3 year olds class were done with their free play. They pulled a chair each, made a circle and sat around for their circle time. The facilitator noticed that there was a slight issue that there was a yawning space one side and a jostling for space on another. Aa wanted to sit only next to K where both the adjacent seats were occupied. He was almost in tears, wanting to sit only next to only K. Some of the children spoke to him and told him how there's no space there, and to go sit next to Av as there's more space there but Aa refused. I thought this was the perfect opportunity to address the old issue of wanting to be friends only with one person: 

F: Aa, Why don't you go sit next to Av? There's a lot more space there. 
Aa: No ma'am (tears up)! I want to sit next to K.
F: How can we solve this? Because see, there's no space here to sit next to K.
*Aa looks and seems to be thinking*
F: You always sit next to K right? Why don't you try something different and sit next to Av where there is more space? 
*Aa stands and stares at K*
H: Yeah Aa. You should go sit there. We should be friends with everybody! 
F: Yeah! Sounds like a good idea. Aa is already friends  with K. Why don't you try and make new friends? Anyway, it's Aa's choice. I know he is smart and he will make smart choices. Let me know how you'd like to solve this problem.

A moment later, Aa lifted his chair, went and sat next to Av where there was a lot more space and the circle was complete. He was then appreciated for showing openness and agreeing to make new friends, and given a victory clap by everybody in the class! The facilitator and children then had a conversation on why it's important to make new friends:

F: Why do you think we should make new friends?
Some children went on to talk about some of the new friends that they have made outside, in their apartments and in their own class while some pondered.
An: Because if we don't then we will have only one friend. 
F: Yes, good point. So what happens if that one friend of yours doesn't come to school then?
An: We won't have any friends to play with. We will get bored!
H: I am friends with everybody!

Then the children moved on to speak about how they are friends with everybody and how they will try and be more friendly. After getting their agreement, it was put up on the 'Ground Rules' chart that 'We will make friends with everybody in class', that 'We are all friends'. This whole discussion ended with a group hug and the day moved on pretty seamlessly as they all sat around with each other throughout and made conversations with each other.

Ever since when Ad tries to sit next to K, the whole class reminds him to make new friends. There is shared ownership and camaraderie of a different level since the discussion. When we co-arrive at ground rules children seem to actively own the agreement rather than passively following someone else's instructions. It's amazing what a group of 3 year olds can do when they decide to work together and be friends.

Our 3 year olds were exploring emotions and they began to connect emotions to nature. Is Sun happy or sad to play with clouds? Do clouds cover the Sun in anger? What about rainbow - is that a happy sign? Are moon and sun friends? The wonder never ceases in their world, nor do their connections....a sample conversation is shared below.

Ab (smiling at the facilitator): The sun is happy ma'am.
F: Why is the sun happy?
T: Because the sun is behind a tree and it is happy.
An: No it is sad. Because the clouds come in front of him. They are all angry clouds.
F: Why are they angry?
H: Because they are dark. Rain is coming.
An: Yeah, the sun is angry because there are so many clouds in front of the sun and it is hiding.
<Everybody goes into a pensive mood>
F: Ok. Looks like we have interesting things to think and wonder about. How about we all go upstairs and wonder at the sun and other things that are up there? We can even wonder which emotion the sun and the clouds are having. Would you like that?
S, T, An, Aa, Ab, H: Yes ma'am. 
F: Ok. Let's put a sticky note here and write it down. This week let's find some time and go upstairs to look!

Emotions of the sun, sky, clouds:
The children were taken upstairs to watch the sky and wonder about the various emotions they might be feeling.
Aa: I can see the sky
K: I see the sun ma'am
Ab: Ma'am , I can see the clouds
F: Very nice! How do you think the sun is feeling?
Collectively: Happy
Av: Because he is out today and he is not sick
<Collectively spot clouds>
F: How do you think the clouds are feeling today?
H & K: Happy, good.
H (changing her mind in an instant): I don't know.
F: Where is the moon then?
H: No, it's too far we cannot see it.
Av: No, the moon and the stars will come only in the night
F: Why?
Av: Because I saw a book like that in the office yesterday
They all came around, sat in a circle to watch the sky.
H: I see sky and sun
S: Sun is sick ma'am
F: Why?
An (consoling S as he is getting upset): No see, the sun is feeling so happy. He is on us.
Av (adding some love and care): Because see he won't get sick today.

As children explore emotions through nature and make connections they generally tend to project how they feel, learn to express it, work with each other's emotions, respond to it and even present other perspectives for the same situation - building emotional range and flexibility. 

Children represented in visual form the feelings they felt during the sky watch. It is generally very illustrative to watch them represent their feelings through colours and motion. 

The emotions came pouring onto paper through strokes and colours and left indelible marks on their minds. We continue this discussion on emotions on another day, with another set of natural elements...wondering what they will pour next, connect next?



Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.