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Oh! The Places We Go, an Annual Day Showcase 2020 - 2021

22/5/2021

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This year's annual day was extra special to us. As we like to say at SM, "No virus can stop us!", no virus did stop us from learning and growing this year.

Our 1st, 2nd and 3rd graders came together to express themselves in a different way this year, a special way where both them and we facilitators journeyed along many different paths through our minds. Yes, you heard it right- our minds.

​Now, here is Ms. Poorva Agarwal giving you a brief about the process. So here we go. 
Our 1st, 2nd and 3rd graders were introduced to Dr. Seuss' book, 'Oh, The Places You'll Go', and they went along the character on his  journey through his mindspace. They, individually and as a class explored this together and reconstructed their mindspaces in the form of a narrative poem in classic Dr. Seuss style. 
​
The videos you're about to watch are rendered using children's illustrations and their voice.

Watch out for some amazing twists in the story and some cool illustrations as well as voice acting. 
Sit back and enjoy the show.
Which all places did you go to in your mindspace watching these videos? Do let us know in the comments. 

Our school parents came together to watch children's work on the 22nd of May. Out of all of the heartfelt responses they shared post-watching the final videos of their children's versions of Dr Seuss' 'Oh, The Places You'll Go' poem, we handpicked a few of them, which you are about to watch.

​

#noviruscanstopus
#sparklingmindzglobalschool
#annualdaycelebrations
#ohtheplacesyoullgo
#drseussinspired
#reggioemiliainspiredlearning
#playbasedlearning
#funplacesforchildren
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Our Little Engine can do anything!

14/3/2021

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 Every morning children sing different SM welcome songs to greet each other before beginning the day at school. One morning, our 2 to 4 year olds looked like most of them did not eat breakfast, no energy at all. Can you visualize how a flower without water how it looks?  It wouldn't be much of an exaggeration if I told you that our children looked the same way.
 
This inspired me to read a book called "The Little Engine", to get them back up on their energy levels. This book is about how the little engine did not give up when faced with challenges till the end and also helped the others in the process.  His favourite chant so that he won't give up was, "I Think I Can", which was what I hoped would energize the children today.

So I checked with the children if they would like to listen to a story.  As expected, they were all aboard!
 
While reading the book, my gaze panned through the class. This was what I saw: pin-drop silence, all their eyes glued to the images, nobody blinking. They were focused and paying attention without a movement in absolute silence. At the end of the story, I saw a lot of clarity in their faces, a bunch of warm smiles and some who showed a variety of mixed emotions.
 
 During our reflection of the story, post the usual questions on what was the story, did they like  the story and such, we jumped into a specific question,
 
What did you like in the story?
 
A:Train is carrying a lot of toys, even I have a lot of toys at home.
 
As she was sharing the other children pitched in and shared their toys’ details too. They together counted their toys, specifying the features and at a certain point they started  to argue with each other too until T said: “I have a little engine at my home!"

Facilitator (F): Oh wow! What do you do with that little engine?
T: I play with it
 
This got the others to share about what do with trains too such as, “We  play with it, we put things on it to carry, I go on a ride and have lot of  fun”...
 
F: Very nice! What do you think the little engine is doing here?
 
D: Ma’am, it is helping.
F: Who is it helping?
V: big train
A: blue train 
 
F: Why is it helping?
D: Because it is big it is heavy.
Ari: It can't move.
 
F: How is it helping?
V: I think I can 
T: It's pulling the big engine and saying I think I can 

Upon hearing this, In chorus everyone started singing, "I think I can!  I think I can!" 
 
F: What did you learn from this story?
A: I think I can 
D: I think I can 

And they continued singing it some more…

Suddenly I heard a voice that said "I think I can help". 
As everybody was singing out loud, this little voice wasn’t very audible. So he was asked to repeat.
Ari:" I THINK I CAN HELP! " 
 
F: what do you mean by that Ari? 
And he said, “I can also help others” Meaning that he can be like the Little Engine and help others too. This inspired T and she added, “I THINK I CAN DO IT!”


Post this, we saw children religiously following it, reminding each other when they did not follow. 

After a month or so, I received a video recording from a parent to see the child repeating the said slogan and not giving up in tough situations. It was definitely a surprise for both the parent and me to watch.

When children are given the freedom to personalize their learning, they start showing ownership of the learning. They customize it to their liking and use it at the required spaces. At SM, when a child learns something new, they learn it as an experience by going in depth through various forms. They then connect this learning not only at school, but also everywhere, gaining knowledge and mastery at it! They show us that learning is fun!

​Contributed by Sheela Peter, Learning Facilitator at Sparkling Mindz Global Preschool.

#inspiringconfidentlearners
#sparklingmindzglobalpreschool
#sparklingmindzglobal
#reggioemiliainspired
​


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Raising Confident Learners!

4/2/2021

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Inspiring Confident Learners
We at Sparkling Mindz handle children's issues in different ways. One way is to model their behavior back to them, asking them to reflect, take perspective and empathize on how/what they are doing or how others feel as a result of their behavior.

Another way is through role plays and this time, the facilitators at preschool decided to role play as children. They chose three scenarios to role play:
a) taking every communication with peers as an attack and being rude in response to attack,
b) self victimizing by saying they have no friends, and
c) wanting to look like the others and not satisfied with how they already look (especially the skin color).

Each scenario explains what the facilitators role played and what children reflected after each of the scenes.

Scenario 1

Friend 1 makes fun of friend 2's drawing that leads friend 2 to be upset and get into a mode of rejecting the other's friendship and her opinion by telling herself things that are not productive.

Reflections
 
An, "The house can be drawn however we want it to be."
Em, "We should not be rude at other's work."
An, "Friend 1 did not care about what the other child said." 
An, "Yes, she cared only about herself."
Sh, "She was hurt!"
Aad "Friend 2 was upset and was telling herself that she wants to be on her own."
Anya " Yes, she kept telling bad things to herself like, I don't like other people and they are rude to me!"

At this point the facilitator asked them, "Did friend 2 telling herself bad things help her?"

All, "Nooo!!!"

Facilitator (F), "What could she tell herself instead?"

Various responses such as, "I like mine, but I don't know why she did not like mine...", "I like mine but maybe she likes the way she draws...", "We should like what others do...", etc., came out.

F, "Are we expecting others to tell good things about us?"
An, without a blink, "Yes!"

F, "Is it ok when somebody doesn't like what we do?"
An, "It's okay I'll like it anyway."
F, "Okay. You can also tell them politely , "I like the way I have painted.""
F2, "So what did we learn from this?"
An, "To be kind to others and ourselves."

And the facilitator added, "Saying good things to ourselves and what we choose to do is not for other people's approval."

Scenario 2

Facilitators role played 2 kids playing and talking about their interests. Another child who wanted to join them did not want to join them as he did not get invited, and how the child 3 feels sad.

​Reflections

An, "We have to play with everyone and we can't leave others."
Av, "Do not play with only one best friend but others too."
F , "Why?"
An, "If we get used to only one friend and when that friend is not there we will have no one!"
, "What do you think child 3 should have done?"
Ang "The child 3 should have asked them can I join you"
Sh " Ask yourself what else can you do and do that"
Em, "Play with myself"

Scenario 3

Facilitators enacted a scene where they were comparing and complaining about their skin tone and not liking the way they look.

Reflections

F, "Why do you think we are telling ourselves this?"
Sh, "Because we don't like ourselves."
F, "Hmmm. Has anybody felt this way?"

A couple of hands went up.

F, "What did you do when you felt that way?"

There was no answer at this point.

After a couple of questions,
An, "If you were dark you would want to be fair, you will always want to be like someone else!"
Ad,  "It doesn't matter what color we are."
Aa added to spark some creative thinking and humour, "Only chameleons change color..."
Ash, "If we become someone else then we cannot get back our own color!"
Ad shared how he felt bad one morning when his peers made fun of his color.
Sh after some thought, "If we are different that's what makes us special!"

​Meh, "Our parents love us no matter what!"

The last scenario's discussion will be taken forward in their own individual classes as most of the children seemed to relate and did not know what to answer. This will need more time and hence children wound up for the day after this, as it was the last hour for the day. It is important to address situations like this as they start off itself so that children are equipped to handle themselves, and others if needed. They become empowered citizens who can think for themselves, empathize and grow with growth mindset. And they learn to accept themselves for who they are instead of seeking constant approval from others. 

Let's raise a generation of confident learners!

Contributed by Grace Veronica, Learning Facilitator at Sparkling Mindz Global Preschool.
​
#reggioemiliainspiredlearning
#joyouslearning
#sparklingmindzglobalpreschool
​#inspiringconfidentlearners
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Our Joeys Learned to Daydream!

1/2/2021

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Picture
Children love to daydream, children grow when they daydream. All the gadgets, technology, onslaught of media and the constantly on culture has robbed them of the stillness and the purpose of daydreaming. The joy of letting our mind wander and make random connections, the very well from which creativity feeds is being robbed off our children.

We also saw that it was something the children were yearning for. Little voices of boredom and big parent voices of constant TV watching or needing someone to engage them were clear indicators that children needed a more mindful tool for themselves. And just like that, we embarked on the daydreaming mission.



Little voices of boredom and big parent voices of constant TV watching or needing someone to engage them were clear indicators that children needed a more mindful tool for themselves. And just like that, we embarked on the daydreaming mission.

​This is our story of how our children learned to daydream.

The 5 to 6 year olds' just had a daydreaming hour! 

This was done to help them learn to engage themselves comfortably without finding the need to have someone or something around to engage them. 


Post the daydreaming session children reflected and spoke about how they felt as they dreamed. 
​

S says, "I was dreaming about the stars and was feeling calm and comfortable" 
T "I saw a shooting Star that sparkled on me and I was feeling curious to learn about it, I also heard a bird chirping in my heart and I love birds"
Pr "I felt like people sitting around me and I saw  lot of colors in the sky and I felt happy because I've never seen a colorful sky like that"

San an animal lover said that, he imagined going to an aquarium and saw a leopard seal that made him feel shocked looking at its hugeness.  
Av was curious about animals and said that he had created new animals in his head.
Sa was able to think about what she could do when she gets home and agreed that she does not know how she felt.

Ar, swam into the ocean with Sharks, touched it and it felt soft. 

When children learn to spend time with and by themselves, they learn to start valuing their ideas, wonder about their thoughts and learn to plan things ahead. Most importantly, they start to learn to listen to their own voice and pay attention to their feelings thus, building and eventually mastering an essential skills of self-sufficiency.

Contributed by Grace Veronica, Facilitator, Sparkling Mindz Global Preschool

#reggioemiliainspiredlearning

#sparklingmindzglobalpreschool
​#inspiringconfidentlearners​
​

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Can you lift ice without touching it?- a Covid-19 challenge!

12/9/2020

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​Times have been unpredictable, with the COVID-19 spreading, driving the world to take refuge in a dark shell of uncertainty. First, the schools were shut, then we were to keep our distance from each other and then, a complete lock down extending for over a month. Does this mean we shut everything down? Should children's learning stop? How are parents going to keep them engaged? These are some of the questions we asked ourselves.

We, at Sparkling Mindz value and nurture growth mindset. We believe that there is always a way, even in the face of adversities. We took to technology and reconnected with our children over video calls. Our children too vibed with our mindset, that NO Virus Can Stop Our LEARNING! 

We have been connecting with our children ranging from 7year Olds to 14 year Olds, reiterating to them about the importance of managing themselves mentally, emotionally and physically, and being able to create a routine that involves productive engagement. Oh! trust me, our children can create amazing schedules for themselves. 

On the last video call with our youngest group of children (the 7 to 8 year Olds), we presented a variety of activities that they could add to their schedules, which included different kinds of chores, workouts, experiments, skill building activities etc. Our children were  more than delighted to accept the repertoire of  options to choose from. 

Here, we have V trying to pick ice cubes with a piece of string as part of his play and learn experiment. The joy on his face shows us his engagement and wonder. Knowing V, we can imagine the curious wonder questions and observations he must have made while he experimented. 

Here is our Advika, doing the same challenge, inspiring all of us in the process, in her own creative way!
We viewed this adversity not as a hindrance but rather as an opportunity that presented itself to help our children and us learn and grow through it. 

Children, need to be encouraged to deal with adversities with a growth mindset. Why? So they become individuals who can deal with their circumstances without giving up on themselves or their dreams.


Contributed by Disha HK, Learning Facilitator at Sparkling Mindz Global School.

#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#covid19
#gamebasedlearning
#challengingourselves
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My power looks like a Bright Mossy Sun!!

23/4/2020

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T is visibly upset, screaming and crying, sitting on her pink mat, "I want H to sit next to me not Ash!!!!!!!"

Now both the classes, Cubs (4 - 5 y/o) and Joeys (5 - 6 y/o) were staring at the scene, wondering what was happening. 

T was then reminded to use her words and that we couldn't help her if we didn't understand why she was so upset. After a few seconds, when nothing seemed to help her calm down, the facilitator (F) stepped in, "Can T please come with me? Let's go to our calming corner."

This was done so that her emotions could be addressed with her calmly and to help her calm herself. 

T and the F then came to their class (Cubs' class) for further discussion,

F: What happened? 
T, still crying, at this point her words are not clear, murmurs something. 
F: You know I can't understand what you are trying to tell me. 
T, calms down and starts to talk after a few seconds: I wanted Ash to sit here (pointing to her left) and H there (pointing to her right). I didn't want Ash to sit here (pointing to her right). 
F: So what can you do about it?
T (now angry): I told her so many times. She didn't listen!
F: Okay, I hear you. 
T: NOOOOOOOO!!! (screaming and crying slightly) She made me upset. 
F: You're saying that she made you feel upset and cry? 
T: Yes.
F: What can T do about this now?
T, now calm: I can take a deep breath and go sit somewhere where there is space. I can make new friends also. I was upset because she made me. 
F: Hmm, so you are saying that somebody else has the power to upset you and make you cry?
T agrees. 
F: So you have given the power to make you feel angry or any other emotions, to people outside of you?
T: Yes. Only others can make me feel bad and happy. 
F: Interesting. So that's what you're choosing to tell yourself ?
T, now pondering, but also agreeing. 
F: Okay. Let's think about it this way, what does this power of yours look like? 
T: Like a mossy rock!
F: Awesome! And?
T: Yellow, bright like that sun (points at the ceiling, to show the sun in the sky). Oh, I don't need that sun, I can make a sun for myself!
F: WOW! And where is this power?
T points into the middle of her chest.
F: In your chest? Wow. So when you give your power away to others, when others have the power to upset you or make you happy, where does this bright mossy sun go? 
T, thinking. No response. 
F continues, "Next time you feel like others have upset you, can you look for that power within you and see where it is?"
T: Yes.
F: And if you that power is missing, what can you do?
T: Put it back in my chest! And I'll be powerful and bright like the sun! (does a little dance)
F: Awesome! Would you like to think about this and come back after a bit, so we can talk more about it?
T: Mm-hmm. 

And off she went hopping and skipping with the power of mossy sun within her! Who knows what hidden powers we carry when we don't stop to introspect or too easily hand over all our power to others to hurt, to anger us. What if, we chose to take back that power and work with it instead? What would your power look like? Have you wondered?
Picture

And off she went back to the class, happy as ever. Holding space for children to express their emotions give them the understanding that it's okay to feel what they are feeling without feeling judged. In this space, they feel safe to be themselves, and to be open to express and explore different parts of them.  

Now when T starts to get triggered, she can simply be reminded of the sun to shift it back to within herself and she's good to go. And that's all it takes, to emerge out as an empowered person, to realize and remember that we have the power within us to do whatever it is that we want to, that it is nobody but us who are responsible for our own lives. ​


#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#socialemotionallearning
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#21stcenturylearning
​#powerwithinme

Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool
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Care and kindness lessons by our 5 year olds

20/2/2020

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As part of their Independence day visit,  our pre-schoolers expressed interest in knowing more about the freedom fighters. Considering their curiosity, they were taken to Freedom park, a place that served as a prison during Indian freedom movement which is now converted into a park. 

As children arrived at Freedom Park, A noticed grass growing on the gaps between the tiles on the pavement and screamed.

A: Stop everyone! Do not step on the grass! 
He succeeded in getting everybody's attention and they walked carefully making sure to not step on the grass. 
Picture
Post this incident of A displaying kindness and care and encouraging others to do the same, they walked ahead exploring the different areas of the park, the prisons, the execution place etc. As they walked, they came across a little insect strolling on the grass. Av, picked up a small twig and killed the insect. 
Rest of the group screamed: Ma'am Av killed the insect.
Em (visibly upset): it didn't even do anything to us.

Seeing his friends holding him accountable for his behavior, Av feels bad and tries to defend himself by speaking gibberish. 
​
Picture
A while later, children exploring the park found a fallen branch. They picked it up and started playing tug-of-war (it's been their favorite game ever since it was introduced to them a year ago). Just then, M saw it and ran to her friends. 
M: Everybody stop! You'll get hurt.

Picture

It was moving to see how children had beautifully taken in the values of care and kindness towards each other and things around them. As adults and facilitators working with children, it's important for us to inculcate in ourselves the valves that we would like to see in our children. Things learnt during their formative years are learnt deeper and children learn better by observation. Let's be that good example that our children can observe and learn from. Let's create the world that we like to have for our children by being that world.


Contributed by Yashika CG, Facilitator, Sparkling Mindz Global Preschool

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A little sneak peek into our 4 year olds' discussion over a fallen honeycomb

8/1/2020

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Our Cubs have been curious over honeybees ever since they spotted a bee flying into their class one day during their regular Circle Time in the morning. Another day they saw a honeycomb itself where their fascination grew even bigger,

An: Maybe they are having a team game!
T: It looks like they are having a group hug.

This conversation went on about why the bees could be staying together all the time and such. A few days later, the comb fell off and it was taken upstairs for the children to see, and a little bit of that wonder got captured, and is documented below.  Initially, they were very sad to see the comb having fallen down, wondering why the comb fell down, where will the bees go, where did the honey go, why are there so many ants on it, how do they make their home, and such. This exploration is going to last a lifetime, a layer of learning added each time they discuss, explore and observe together!

Please note: As the interest grew, children were taken to a honey factory near by where they got to see the worker bees, how honey is taken out from the comb and processed, packaged and labelled. Their learning did not stop there, it continues. And here are SM, we are all learners for the lifetime!

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

​#reggioemiliainspiredlearning

#sparklingmindzglobalpreschool
​#inspiringconfidentlearners
#emergentlearning
​

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Why I really do what I do?

11/11/2012

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Picture
Children Excited! @Sparkling Mindz
It was a cold Sunday morning and I was finding it difficult to get up and prepare my mind to get ready to go for work. I had to go to another center and it would take quite some time for me reach there. I somehow got out of the refuge of my blanket and got ready to leave.

I go upstairs (I live as a paying guest) and find out that Aunty hasn't prepared breakfast till now. She seems to have just got up. I must have forgotten to tell her that I am leaving early. I say it is alright. I will manage

I put the ear plugs and switch on the radio and start walking. For people who don’t listen to Radio on Sunday morning. Here is a fun fact. They always play old Hindi songs, mostly the early 90’s period. And for me that was not the best period of Indian Cinema and they are really not my taste. I flip the channels then switch to my own playlist. I am feeling hungry and a few biscuits I had in the bag, didn't fill my tummy.

I went and had breakfast and enter the place. All the children were standing for some activity that they were doing. The moment I got inside the bunch of little kids looked and called out my name. They had charming smiles on their face and any other feeling of my lazy Sunday was lost. The thrill and excitement made me forget about everything else, the warm blanket, the empty stomach, the bad music, everything!

I realized yet again, why am I really here and why I love what I do. 

Contributed by Nikita Kayal, Designer Experiential Products with Sparkling Mindz. She is an NIFT alumnus and loves designing products for children.

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Junior Masterchef vs. Masterchef

4/6/2012

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We have been watching Junior Masterchef with a lot of glee. First, it validates the age group we work with 8-13 years. Next, aren't the kids doing an exemplary job? It is all about trust and preparation and children never cease to amaze us. We know it and we have seen it, the show exemplifies it to such a degree that I could not prevent myself from posting here!

Not sure, how many of you are fans of the show yourself. But, I've watched Masterchef previously and when I started watching Junior Masterchef, I noticed how differently they were handling the children and it once again, proved our approach with them. This is exactly how we approach the children in our sessions, trusting them, guiding them where required, letting them be creative with resources, appreciating their unique talents and moving them forward positively. Parents ask us, what will you do when a child gets stuck, what do you do when a child does not perform. We don't have such issues, in our sessions - the child comes up with an idea, the child presents and they know how much effort to put in to make it happen too!

Anyway, coming back to the point, the major differences I noticed with the way Junior Masterchef was handled is a lesson for all adults and parents who deal with children, so here goes:

1. Every single child's dish was appreciated for something good they had in it, not even in the expression did the chefs given out what they really felt about the dishes! If they didn't like it, the praise was on the low side, that's all, but it was praised and their expressions were amazing. For children, your expressions and body language hurts more than your words itself, so you know where to create the change first! All those who have attended our communication parent workshop know this for a fact now and are implementing it. Now, you know it too.

2. When they did a MasterClass with the children, they didn't just gather them around and show them how it is done. They got them to do it along. Exactly how children learn new things well. By Doing It! It is simple: Don't Preach. Don't Teach. Guide, just show them how. Let Them Do. 

3. When it came to selecting a team, in MasterChef generally, the team leaders choose the team. Knowing very well that the children may not be ready for it, they created a random team selection game for them. No fighting, no complaining, no politics. Simple, effective way of dividing the children into groups! Wow!

4. Next, the taste test. They brought in a HUGE, GIANT 8.5m pizza for the children to dig in and taste at the same time. Children love to do work, when it is done in a fun way. They love to apply thought and learn, when the fun is not taken out of it. Loved this test!

Overall, at every point, they took so much care of the children's feelings and how to not hurt them or show them that they were inferior in anyway. Every single elimination, children got mementos and takeaways. Kudos to a show well done! Do observe and let us know if you found any other nuances of how they dealt differently with children than adults and how we can apply it in our day to day lives!
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    Growth Mindset
    Holistic Development
    Hyperactivity
    Imagination
    Imagining-with-blocks
    Impulsivity
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    Innovators
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    Resolving Disputes
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    Visualization
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    Wittyconversations
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    Workshop For Kids
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    Young Achievers Academy
    Young Thinkers Academy

Announcements

Admissions are open for 2020-21 batches. Limited seats remaining. Call us at +91 9900080331/2 for more details. Click here to register.

The season 3 of our TED-Ed Clubs are open now! As we are waiting for talks to get published, you can see past videos here!
​​
Next Trinity Communication Skills exam will be held in Oct 2020 at Sparkling Mindz. Our students have achieved distinction across grade levels in the exam the past two consecutive years! Enroll in our Young Thinkers and Achievers Program here today to participate. 


If you are passionate about innovative and joyous teaching and learning and want to be a part of SM Community. Apply here!

Locations
Hennur - 8/4, Kannuru, Bidarahalli Hobli, Hennur-Bagalur Road, Bangalore 562149
Kalyan Nagar - 408, 2nd Floor, 5th Main, HRBR Layout 2nd Block, Kalyan Nagar, Bangalore - 43

Contact Details
Mobile: +91 9900080331

                 +91 9900080332
Phone: +91 80 4111 5607
Email: contact@sparklingmindz.in

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