The 4 to 5 year olds pretend played being doctor and nurse.

It was G and P's turn to be the doctor and nurse. P goes and sits on the doctor's seat, G wants to be the doctor too. 

F (Looking at P): Do you want to be the nurse?
P: No I want to be the doctor

Both G and P sitting quietly waiting for the other to let go.

F waited for a while and respectfully tried giving them a suggestion after seeking their permission saying, "Since you get to attend 2 patients do you mind taking turns being the doctor for each of them?"

G immediately says, "Ok then I'll be the nurse"
And they took turns happily.

When shown fair chance children immediately expand their horizons and can see possibility of a different kind of interaction. One that involves being caring and empathetic towards each other and not just grabbing opportunities for self. 

We believe children are respectful individuals who deserve to be respected the way adults do and by modeling respectful behavior they pick up cues to respect each other.

Contributed by Grace Veronica, Facilitator, Sparkling Mindz Global Preschool

Sparkling Mindz makes you do things beyond your comfort zone; gently nudging and pushing you to grow.  This one (as you must have guessed from the article) is about HOW I RAN A 12K MARATHON! Actually, how all of us at school ran a 12k Marathon?

Yes, we do run a marathon every year and this year on Oct 2nd, 2019 we all ran a solid 12 kilometers! While at any other place a marathon maybe about running and winning. Not at Sparkling Mindz. Here, it stands for everything that we as Sparkling Mindzians stand for -

1. Beating my best - it was not about comparing with anyone else but bettering our own timing
2. Being one with oneself - spending an hour+ running by yourself can bring out a lot of voices in your head - some that are cheerleaders and others that can be very discouraging
3. Finding my rhythm - running is all about discovering the rhythm in your breath, body and mind and each can find a different one

Something interesting happened on one of our last day of practice,. You must be wondering why bring up a practice session? Well, it was the day where we would run three rounds of around 4K each on site testing whether we could really do 12Kms or not! The moment of truth was here.
​
As soon as we began stretching you could already see the different thoughts running through people's minds, "Yay! We are doing 3 rounds today!", "Can I really run 3 rounds.... [sighs]",  "Oh my, I am so excited! I am sure I can do it", and more.  All of us having different thoughts, all of them that affected our run. Thoughts affected run? Yes! Let's explore what I meant through this.

We began our run and the facilitator screamed a heavy ‘Ready.......Steady.......Go..!’ and all of us ran with our hands moving front and back, our lungs filling with air, our legs drifting across the surface and thoughts running across our minds. All that were there in front of us was the pitch black road with trees on either sides, rocks laying here and there and wind passing by. In the first stretch some of us stopped and some took time off, all based on what we chose to tell ourselves.
We all finished the first round like we were flying through air and when the second round began, things started to get different. Few had pulled themselves up, some had fallen behind, some were determined, some were just talking and others were just walking. All telling themselves different things - ‘I can do this I will finish .’, ‘What! Where is my friend I can’t run like this.’  and ‘[sighs]...I am so tired I am not sure if I can do this’. Throughout the second round there were distractions, motivations, goals and narratives all of them new and some, different. Well, all of us managed through the second round.

​You ever hear the words ‘strong determination’? Well now we witnessed it because in the third round, narratives shifted and patterns changed. Everyone who committed to the third round began and this round started off like a bird taking off with its wings wide open. All of us told ourselves, "We could do it!" All of us with a productive mindset. This round was as fast as the wind and everyone by now was very eager to finish this run and achieve their goals.

The run ended and everyone was stretching- when we closed our eyes and took a deep breath,  we could feel this energy inside of us, something that drove us for the rest of our day. It was a source of power within us.

Why is this so important? Well, because that day the amount of improvement all of us showed was huge, how some of us learnt to shift states and narratives was an achievement. That day was the day when we all gave it our best, the best that we could give then. 

What’s next? Well, we are from Sparkling Mindz...so we want to constantly do more and do better, and so we will! We will continue our practices diligently and continue growing and learning. This is just one of our milestones in the many coming ahead.

Contributed by Meenakshi Tanikella, Falcons (Grade 8), Sparkling Mindz Global School. 
Edited by Sreeja Iyer, CEO & Founder Sparkling Mindz.

It's the month of August, the month that's special for every Indian. It was the month in which India achieved Independence from the British rule 73 years ago. As the rest of India celebrates this month by reminiscing the sacrifice of the various people who contributed to the Indian freedom movement, our pre-schoolers (5-6 year olds) at Sparkling Mindz began their discussion with a prompt "What do they love about India?" and the following were their responses along with how the discussion moved forward.

*Sh: I love that India is a big country and I love the national anthem.
Sh: Why do we sing the national anthem?
Ash: We sing national anthem to wish India*

This opened up an opportunity to discuss about the geography of India. The States, union territories and their capitals. How big India was before Independence and how big is it now and a little about the national anthem.
*Ana: I love that freedom fighters fought for our country*

This led us to discuss about who did the freedom fighters fight against and why? Why did the British East India company come to India? Who were the freedom fighters and how did they fight (Violence and Non violence)?

*Em: everywhere I travel in India, I love the buildings*
This led us to discuss about the famous monuments or heritage towns in India.

*Aad: I love India because it's colorful*
This opened up an opportunity to talk about the diversity in language, food, clothing, culture etc. And how inspite of our difference we love each other.
*Tan: I love India because it's beautiful*
*Abh: But, there are also people who litter in India*
This statement ignited a spark in the class and everybody seemed upset and concerned.
Facilitator: Why do you think people litter in India.
Abh: Because they are bad people.
Facilitator: It is? Sometimes in class we forget to follow ground rules, does that make us bad people?
Class: No, they just don't know the ground rules.
Facilitator: what do you think we should all do about this?
Tan: When somebody litters we can take it and throw in the dustbin.
Facilitator: Do you think they will learn if we pick up all the garbage for them? Is it possible for us to pick up all the garbage in India?
Ved: We need to clean our roads.
Abhi: We need to have more bins on the pathways.
Avy: We need to have poop bins for the dogs on the streets.
Adi: If you don't find garbage bin, keep it in a bag and throw it when you see a dust bin.
Post this discussion, children began reporting about littering incidents they come across on a daily basis while traveling from school to home and other places.
Noticing the concern and the spark in children to make a change, the facilitator gave them a choice to come up with ways to educate people on keeping India clean.
​
Few suggestions they came up with were-
1. Role play
2. Making placards
3. Making videos
4. Writing letters

Considering all their suggestion the facilitator helped them thread through a mime which they performed to educate their parents on Independence day. They also went about and wrote letters to people they see littering the streets. 

​Contributed by Yashika CG, Facilitator, Sparkling Mindz Global Preschool

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. 

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. 
​

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.

What would you do if you ever felt like you weren't part of a group, that you had no friends, that you felt like nobody liked you? 

How would you feel? 

Moreover, how do you think a child feels when she feels like she has no friends, that she isall alone, that nobody likes her?

Our 4 year old K had been finding it difficult to connect and be friends with her classmates, feeling alone and sad but not sure how to solve it by herself; neither did she have clarity on why and what she was feeling. 

The time came then for our 4 year olds to get a new set of library books to take and read at home. Out of those books, was one tiny treasure called 'Something  Else' by Kathryn Cave and Chris Riddell. The book is about a little creature the other animals call 'Something Else' because it doesn't look like the others. The storyline moves through the emotions faced by the creature when it felt alone, sad, lonely because of how others treated it and called it 'Something Else'. The book however ends on a happy note where another creature that looks like none other comes into the picture and they become the best of friends. 


​

Call it luck, call it a connection, K found it and took it home for the week. Days pass by, the book made its rounds with the others without any of us realizing how deep a connection K had made with the creature in the book called 'Something Else', until it was brought to our attention by her mother. K had been feeling like she was Something Else in the class as she felt alone, lonely and sad. Reading that book gave her the vocabulary and understanding of her emotions and feelings that she connected to, resulting in her opening up about it to her parents. 

When it was brought to the attention of the school, we decided to dive right in, as we always do. With her in particular, we have been working on communication skills, and as a class, social skills and making friends with new children were on the focus. Because of the initial layer of work that was already done, when K's emotions were brought in the picture, children found it easier to empathize and suggest solutions.

We read the book today, it being a Thursday where we usually read a book for our Library Routine. We chose 'Something Else' to read and everybody was excited and jumping on their mats, except for K. She looked quiet and withdrawn throughout. However, we proceeded. Children kept empathizing with the character and vocalizing about the scenes in the book. Post the reading session, the floor was open for questions and further discussions. 

"Have you ever felt like how 'Something Else' was feeling? " 

Nobody answered as such. 

The question then was repeated to K to which she whispered a yes. She then came and stood with us in the front for the issue to be discussed further. We held her throughout to let her know that she was safe in our circle. 

"Because I am alone like Something Else. Nobody is not playing with me." meaning to say that nobody played with her.

The whole class of the 4-year olds sat quiet and looked concerned as she spoke as they now knew exactly how she felt. 

"We will be friends with you. " 
"We will play with you." 
"I will write a letter for you at my home. I will bring it for you. You can take it home."
"I will play with you K"...

And on and on went children, soothing her heart. 

There was no need of further conversations and this culminated in a a gentle group hug where they just held her. And T planted her a kiss in the end. ​

Developing a vocabulary to express how they are feeling is a good first step to seeking help when someone is feeling left out, lonely or upset. Children, when not felt supported and loved, can develop all kinds of insecurities right from childhood that could take a long time to move out of. As important as it is to make them feel loved, supported and belonged, it's also important equip them to love, support and be there for one another. 


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

It was take home issue time for Cubs (4 to 5 year olds) today, just before they went home for the weekend. Children were all busy packing their take home files into their bags when Tanmayi was visibly upset. With teary eyes she said, "Nobody is being my friend." And started crying slightly. 

"Who do you mean by everybody?"

Tanmayi, pointing at Ashley, continues to tear up. 

"I am sure you can solve this. Why don't you go talk to her and ask her- Ashley, are you not my friend?"
She was prompted here as she was not in an emotional space to come up with questions. She seemed really upset. Usually she takes care of such situations herself. 

Tanmayi walked over to Ashley and asked gently, "Ashley, are you my friend or not?", hoping for a yes. 
When Tanmayi got no response from Ashley's side, she looked even more helpless, without realizing that Ashley might not have heard her voice as she was speaking very softly. Tanmayi kept standing next to Ashley, looking at me as if asking for help. 

"Ashley, I think Tanmayi is trying to communicate something with you."

Upon hearing this, Ashley suddenly noticed Tanmayi standing in front of her, "Oh!"

"Ashley, are you my friend or not?", repeated Tanmayi with a calmer demeanor. 
"Yes I am! But why did you twist my hand?", asked Ashley. 

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

​I was having a conversation with children today on putting effort and how it's not easy, yet we do it. We reflected on it during our facilitators meeting. It inspired me to write a poem. Sharing...

Everyday 
I choose a fight
With my time
On what's right 

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Everyday 
I choose to talk
With care
And deep thought

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Everyday 
I choose to work
To make an impact 
For what it's worth

I choose to grow 
I choose the pain
I choose the joy
From deep within 

Most times I win
Even when I don't
I still choose the fight
As it's worth my might

If our children saw everyday as a challenge to grow and make themselves better. If they just started to see themselves as worthy of great things we would see them pushing themselves and picking battles that are worthy of everyone's time. 

Contributed by Sreeja Iyer, Founder, Sparkling Mindz Global School and Preschool

It was time for all the preschoolers to go home. But Pari was just not in the mood to go get her bag. She had tears in her eyes instead. 

Pari: I am upset. 
"What happened Pari?"
Pari: Kar is not my best friend anymore. 

And she starts crying. 
Kar walks by, we call him and he comes in with his bag and hat, all set to go home. 

"Pari called me Bad Kar!"

Pari looks at him, keeps crying, expecting him to apologize. But he doesn't. 

Unfortunately, the situation was not resolved. 

"Pari and Kar, can you please talk to each other?"

Pari:" I am upset."
Kar:" I was also upset when you said that."

That was the end of their discussion. Upon hearing that the words she chose to say to Kar had made him upset too, she quit. She turned around and walked away. It was also time for her to leave as the van was waiting to leave for the drop. Kar looked lost and unresolved. We talked about resolving it on Monday when we meet again and parted for the day. 

Monday arrived and they came back together to talk about it. 

Kar:" She called me a bad boy."
Pari, with her hands folded and face angry:" He came and closed it!"
Kar: "I was making door"

"Door for what?"
Kar:" Car. They were making a car!"

"Oh! Pari , he was helping you make a door for your car!"

Pari's face broke out into a smile, "Oh..."

The whole mood of the situation elevated into pleasant smiles. 

"Kar, but if you want the play with somebody, don't you think you should ask them and then do the necessary things?"

Kar nodded a yes. 

"Pari, next time you don't like something, you can always tell them what it is that you don't like about what they are doing, instead of calling them a bad boy or girl."

Pari, still smiling also nods a yes. And they walked back to class in harmony. Pari pulled Kar's cheek to show affection and happily went back to play. 

The situation stayed with them for more than 2 whole days, unresolved. It was necessary to get them together and resolve their issue. Even if as adults we perceive these issues as 'little', it could be a great deal of distress for them, and is necessary that these loops get closed. It sure is beautiful how a lot of emotions got processed and conveyed throughout this little episode, from anger, hurt, compassion and kindness, calmness, etc. Children are capable of so much more than we realize and it is important to keep an open mind when we are with them. It all makes it worth the while in the end.


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

"OWH!" cried out Sid, and he looked at me.
I kept quiet to see how this situation would progress or get resolved. 

After a few seconds of silence and staring at each other, Sid asks Adit," Would you like it if I took this bat and hit you?" 

Adit had hit Sid with the table tennis racket while playing. It was purely accidental as Adit aimed for the bat and not Sid's hand. Adit, a 5 year old Joey and Sid, a 4 year old Cub, stay at SM post their school hours for daycare. Their current game/fascination is tennis that they play with plastic table tennis rackets. 

"No", said Adit, feeling bad, looking at Sid. 
"Then why did you do it?", asked Sid, hoping for more clarity. 
"I thought this was the bat", replied Adit. 
Sid thought for a second and continued, "Let's not play this game anymore." And he walked off with Adit into the daycare room, to play with something more gentle. 

Children are capable of standing up for themselves and making rational decisions. Every child knows what they like and dislike. And they deserve to be respected. When they are trusted that they can stand up for themselves and make the right decisions, and given the right vocabulary, they can do anything in this world. 


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

It was 9:05am, which meant, it was time for the preschool children at SM to go into their respective classes to begin their day. As I was calling them all in to the class from the front space of the school, Aarav was looking around the window area , looking out, touching the surface, etc. He seemed to be in deep thoughts. As I called him too to go to his class, he stopped me and asked me, "Ma'am, how do we close the window?" 

Aarav and Aadya stared at this in wonder, trying to have an experience of opening and closing the window. After having figured it out, they happily jumped out and ran to their class with a newer dimension of thinking about how they could close the window. 

This little conversation served as a morning inspiration as it was yet another reminder about how curious children are about every little thing. And their passion to figure things out, and also helping others to figure things out. 


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