Sparkling Mindz
  • Home
  • School
    • Young Changemakers' Summit
    • Changemaker Missions >
      • SM Plates (Healthy Food Practices)
      • TRUI (Climate Change)
      • CSP (Community, Stories and Practices)
      • MCV (Mission Child Vulnerability)
    • Poetic Fete
  • Preschool
  • Programs
    • Young Thinkers and Achievers
    • Early Learner's Enrichment
    • Summer Camps
  • Enquiry
  • Testimonials
  • Blog

Raising Confident Learners!

4/2/2021

Comments

 
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
Comments

Empathetic Resolution Routine (ERR)

24/10/2020

Comments

 
Picture
One of the biggest crises of our times is the inability to see another's perspective, see the other as human, in fact. So, in our endeavor to teach empathy to children we used a modified ‘Step Inside’ thinking routine. We have also created a 'step out' tool such that it helps people step out of the others' shoes and use the perspective gained to creatively resolve emotionally charged situations. Inspired to implement this? Here's how...

1. Gather Facts
​

1. If you are an involved party then share things from your perspective as well as what the other person said, did etc. clearly (without distortion)
2. If you are a teacher/parent, then ask questions to gather as many facts as you can for you to get a clear picture of the involved parties and the situation
3. If you are an involved party or not, express how you are feeling and acknowledge your emotional state. This is to ensure this does not carry into your next step.
4. Also clearly state any beliefs or values you have about the issue/situation/behaviour you are dealing with so that it is easier for you and others to acknowledge this and ensure it does not affect your next step.


Picture
2. Step In
Step In Routine Involves the following.
I'm the other now (assume that is X). So, I'm X  (I step into the situation as X and answer the following prompts):
I see: 
I feel:
I care about:
--------------
You can ensure you are not projecting at this stage by asking yourself, "Would X say that about themselves?"


Picture
3. Step out

​You physically step into a different space and do this part of the routine.

​Knowing what I know because of my Step In what can I do differently?
Was the "I see" objective and wide in perspective? If not, how might we see/show objectivity and a wider perspective?
Was the "I feel" resourceful? If not, how might we bring/show awareness and help shift state to something more resourceful?
Was the "I care about" expressed resourcefully? If not, how might we encourage a more resourceful way to express the care about?


Picture
4. Iterate
​

​At this stage, you check if the solutions you had found are working or not . If yes, you have just now resolved something with empathy and creativity. Time to celebrate!
If not, you iterate back to the leverages in the "step out" stage and see if you have exhausted all your options. If not, use them. If you have, then you iterate through the "step in" stage. Maybe you missed something there. A different see, feel or care about that given this new information of what didn't work can reveal itself and you find yourself with multiple solutions again to work with.
No two situations, the underlying intentions or the resolutions are the same. The only thing that really works is remaining creative, resourceful and empathetic.


"Empathy is perhaps one of the greatest gifts we can give our children in today's world and perhaps, our greatest hope for a better future for humanity." -Sreeja Iyer
​
Contributed by Sreeja Iyer, Founder & CEO of Sparkling Mindz Global School & Preschool.

#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#inspiringconfidentlearners
#21stcenturylearning
#empathyroutine
#socialemotionallearning
Comments

Did the virus win? What happened next?- a poem

10/7/2020

Comments

 
The Covid-19 took the whole world by surprise. Before we knew it, the entire world went into lockdown. The regular life came to a pause. It started to show up in everybody's lives differently. When we look back at it a few years, decades and centuries from now, what will people see or talk about?

​As the children in the school embarked on a newsletter project on - No Virus Can Stop Us, they asked Sreeja Ma'am to write a column about it. She chose to write a poem in her role as a mother of all children in the system and it's an exploration of the mother and child together of the situation that they suddenly find themselves in as well as a promise of hope to the ones who can't see the light.

 Let's read on.
​
Covid19 - a poem
The machines came to a grinding halt
The morning rush no longer the default
People scared, holed up in no virus can stop us listening to me homes
A sight one heard of only in tomes

Did the virus win? What happened next?
Mummy, please don't stop just yet
How did everyone live like that?
In fear of a virus from a bat!

Did everyone put down their arms?
What about workers and the farms?
Did everyone stop everything?
From factories to market gathering?

No one went out to play?
Or on a holiday?
No one strolled in the park?
What a sad story with no spark!

Sonny boy! Not all that meets the eye
Is the truth or what we should buy
Let's Look further and beyond
To see how humans respond

There were doctors and nurses
Who without a care for themselves
Served every needy sick and patient
Despite lack of equipment

Tough decisions they had to make
Who to save and who to forsake
It broke their hearts and soul
Yet, they focused on the goal

To prevent loss of life and reduce pain
They tried hard, sometimes in vain
What made them not give up
Mummy, of what are they made up?

Pain and adversity have their way
They go deep within to find a way
Through the hurt and the pain
To build out the power within

Some families drew closer together
A few others broke altogether
Industries, workers had to heed
Very harsh realities indeed

Less fortunate were losing homes, 
Migrating by foot, hurt by stones
Hungry for food, blisters on feet
Breathing their last on the street

Briefly, students cheered
No exams that they feared
Soon boredom and despair loomed
Everything seemed to be doomed

Through these times, a few discovered they could
Work from home
Work on their own
Do house chores 
Cook
Dream
Sing
Dance
Tell stories
Play
Connect
Be generous
Serve
Discover themselves
Generally, do with less

Mummy, do tell me more
Did they forget how they lived before?
My dear boy, people didn't forget
But people didn't regret

They ventured forth to create - 
New ways of being
New songs for dreaming
New dances for creating
New books for seeing
New forms of working
New norms of serving
New connections for making
The world a better place
And each of our lives worth living.


It's your turn to reflect on how you are taking this pandemic, and how you are choosing to spend your time. Let us know in the comments. 


Contributed by Sreeja Iyer, CEO & Co- Founder, Sparkling Mindz Global School and Preschool.

#sparklingmindzglobalpreschool
#sparklingmindzglobalschool
#youngachieversacademy
#covid-19
#deepthinking
#inspiringconfidentlearners
#21stcenturylearning

#reggioinspiredschool
Comments

Staying inspired during the Lockdown - SM Times, Edition 2

4/7/2020

Comments

 
In May, children at SM had created the first edition of SM Times, our student-led newsletter. The process of creating these newsletters was challenging and fun - just the way any true learning process is. And it left all of us with a feeling of growth and inspiration. The second edition of the newsletter is about just that. About how the children have continued  to grow and stay inspired despite the lockdown. 
At the start of the lockdown, Sreeja ma'am had asked the children "No virus can stop us, can it?" They answered with a wide-eyed, open-hearted 'Yes!" The newsletters below are a compilation of some parts of their journey of learning, growth and inspiration... 

​
Picture
Picture
Picture
Picture


Contributed by Poorva Agarwal, Learning Facilitator at Sparkling Mindz Global School.


#sparklingmindzglobalschool
#sparklingmindzglobalpreschool
#youngachieversacademy
#inspiringconfidentlearners
#everychildcan
#21stcenturylearning
#buildingownershipinchildren
​#gamebasedlearning
Comments

What does 'Hope' mean to you?

25/6/2020

Comments

 
Let me start with that question: What does the word 'hope' mean to you? Let's take a few seconds and ponder on it. 
.
.
.
We, the SM facilitators, were asked to collect as many loose parts materials as we could possibly find at home and to create something that symbolizes 'hope' for us in our morning Inspiration Stand Up (INSPU). This week's theme for our INSPU is anything Reggio - inspired hence, the selection of loose parts play. Why 'hope'? 

Perhaps it could be because it is so easy to get carried away in our lives and forget to stop and smell the roses...or that we are in the middle of this pandemic, some of us stuck at home and missing our community...or that life could get rough here and there...so what can we hold on to, if not hope? 

We then started on our journeys in the morning, amidst our online team meeting, through play with the loose parts we had collected from our homes, reflecting, creating, recreating, adding more materials...it was a sweet and inspiring morning to remind ourselves of the hope we carried within. Sharing what we each came up with, 

​
what is hope according to you
Hope, to Grace is, "When I'm able to see light at the end of the tunnel."
What does hope mean to you?Picture
Jennifer said, "For me, sunrise represents hope. Every problem has a solution, there is a ray of hope which lights up even the darkest moment."
What does hope mean to you
"Where there is hope there are trials...where there are trials your ability to smile is golden.", said Kruthika.
What does hope mean to you
For Neha, "I am MY hope!"
Picture
"Climbing the ladder to reach the light - I can climb to reach greater goals. I can climb out of my problems. That gives me hope.", is what Sheela had to say about what 'hope' means to her.
What does hope mean to you
For Sruthy, "With me in the middle, a sense of community and belonging gives me a sense of hope. All the different things around shows the variety of people, things such as purpose, and such. The strings show how everything is interconnected. And as they expand more outwards, they get bigger and bigger to show the bigger perspectives, experiences and communities all around the world and beyond."
What does hope mean to you
Tasha, "Hope is looking forward to a better tomorrow, knowing that there is a way even when you're shattered and lost. These birds are very protective of their young ones, they value their future. Swans are graceful and peaceful , these characters are very essential to retain hope and believe to believe in it completely. They are flexible and adaptable, two traits that allow us to move forward and feel hope."
What does hope mean to you
Yashika says, " Music is one of the things that represents hope to me, music has the power to transcend you to places. Music inspires, music soothes, music helps shift narratives. There is a song for every situation and if there is not, we can always create one."

​What would you create to what 'hope' meant to you?

P.S. We incorporated Reggio - inspired themes this week as we are working towards making this new academic year a fruitful one for the children, no matter the pandemic, and no matter whether it's online or not. One can only go as deep as one has explored, in the sense that when we play around with materials first, we get to see various dimensions to materials we see laying around that we otherwise might not see. It's a learning journey for both us and the children alike!


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


##sparklingmindzglobalpreschool
#sparklingmindzglobalschool
#reggioemiliainspired
#everychildcan
#inspiringconfidentlearners
#youngachieversacademy
#facilitation
#inspirationstandup
#whatdoeshopemeantoyou
Comments

My power looks like a Bright Mossy Sun!!

23/4/2020

Comments

 
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
Comments

A Blue- Green Chair Problem - You can be anything you want to be!

21/2/2020

Comments

 
The 4 year olds were making a circle with all of the colourful chairs around them for their usual Monday circle time. They had just gotten back from a 3 days long holiday and had lots to share! The circle was almost complete when Paridhi was just standing in the middle of the almost circle with an upset face, refusing to talk to anybody. 

"What happened Pari?", asked the facilitator (F).
Paridhi, with more tears," I want Elsa's chair!"

At this point, as the F seemed confused, children explained that the blue chair is Elsa's chair and the others are Aana's chairs. At this time there were no more blue chairs as children had all already occupied all of the rest, except for a green chair.

F continued," Why don't you take another chair and sit? Because there's no more blue chair."

Pari,"But that's Aana's chairs. I want to be Elsa!" and continues being upset. 

F noticed Tanmayi was sitting on a yellow chair and pointed at Tanmayi ,"See Tanmayi is sitting on a yellow one!", To which Tanmayi replied," I am sitting on yellow one because it is a bright colour chair. It is sun fairies,moon fairies, anything you want to be!"

F,"Oh wow! Did you hear that Pari? You can be aaaaaanything you want to be! What would you like to be other than Elsa?"

She thought for a few seconds and shouted with excitement," Butterfly!"

F,"Awesome! And which chair would you like to sit on?"

She pointed at the only available green chair and happily sat on it, and the problem was resolved.

With the right prompts, children can figure out solutions for themselves. It's important to understand the care-abouts of children in every situation as it helps to resolve issues at a deeper level, leaving everybody calmer and happier. 


Contributed by Sruthy Krishna, Sparkling Mindz Global Preschool.
Comments

"Are you my friend or not?", asked Tanmayi, with tears in her eyes.

18/2/2020

Comments

 
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. 

Picture

Tanmayi and Ashley were playing a while before this and they got into a mini fight. That's when Ashley told Tanmayi that she will no longer be her friend, which triggered Tanmayi. 

"Because I wanted to play Catch Catch with you!", clarified Tanmayi, sounding apologetic. 

"Okay! Let's play something else!", replied Ashley. 

Upon hearing this, Tanmayi had the most widest smile, and a completely calm demeanor. Her tears had disappeared completely! Ashley looked resolved too as she now understood why Tanmayi did what she did when they were playing. 

What might look like a small situation to adults could create a major emotional situation for children who are going through it.  Tanmayi wasn't able to move on and process other things around until this situation was resolved for her. And it wasn't resolved for Ashley either until they talked it through. Children can carry such emotions with them for a long time and it is absolutely necessary for them to learn conflict resolution. As adults who work with children, be it parents, teachers, and the like, it is imperative that they are shown conflict resolution methods. Though it could take some time initially for them to grasp the concept, nurturing these skills are a must from an early age. ​​
Picture



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

An Inspirational Stand-Up Inspiration!

17/2/2020

Comments

 
At SM, the facilitators have something called an Inspirational Standup (ISU) every morning right before the classes commence. The purpose is to get inspired for the day, perhaps, even for life, and to find deeper connections and purposes in what we do. ISU usually includes reading a write up, watching a video, listening to a poem, playing a game, learning a new dance as a team, and such. The possibilities are endless when it comes to creating a new ISU. 

As we sat today in the front space of the school thinking about what we could do for the day's ISU, we agreed to observe the three children who were playing in the mirror cave, completely engaged in their little game, and ponder on the emotions they could be feeling. We agreed on 5 minutes to observe, then discuss after. The purpose for this exercise was to make stepping into the shoes of another and empathize deeper, consciously. 

We chose this exercise today as we had sat for a training session yesterday and discussed on the importance of empathizing with another to solve problems deeper and create more awareness within ourselves about another person's thought patterns. So what better way to practice what we preach at SM about depth, vulnerability, connectedness...than to take perspectives?!

As the minutes progressed, we stopped after what seemed like 2 minutes to share our experiences. What came out was deeper than what we planned for!

Facilitator 1: I saw them experiencing curiosity, happiness, calmness, joy, sense of trust, sense of brotherhood and a family bonding, feeling at home, love. 
Facilitator 2 and 3 were smiling ear to ear at this point, realizing almost all of their observations were covered too. 
Facilitator 2 added, "Yes! I also noticed awkwardness from Ved when he noticed that we were watching them." 

The discussion went on for another minute or so, adding more layers to what we thought they were experiencing during those moments when were observing them. This is when we realized that a simple exercise like this added so much more value to our day as we consciously stepped in and out of children's shoes to understand how they felt and what we could do to help them move forward. Not just children, even stepping in other people's shoes help us move forward from stuck moments that involve them. 

We also realized how we don't need to search far and wide for inspiration; it's just around the corner! All it takes is to be mindful for a minute and look around with an open and non- judgemental mind. And the world is all ours to grab!

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

Everyday I choose - a poem

16/2/2020

Comments

 
​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
Comments
<<Previous

    RSS Feed

    RSS Feed​

    Sparkling Mindz is an organization with a vision to create millions of confident thinkers and communicators amongst our children!

    ​You can read more on...

    CEO's FB Page

    Archives

    December 2022
    October 2022
    September 2022
    August 2022
    June 2022
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    August 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    May 2019
    April 2019
    March 2019
    February 2019
    December 2018
    July 2017
    June 2017
    June 2016
    May 2016
    April 2016
    September 2015
    May 2015
    April 2015
    January 2015
    July 2014
    April 2014
    February 2014
    December 2013
    November 2013
    October 2013
    September 2013
    January 2013
    November 2012
    October 2012
    August 2012
    June 2012
    March 2012
    February 2012
    December 2011
    November 2011
    October 2011
    September 2011
    July 2011
    June 2011
    May 2011
    April 2011
    March 2011
    February 2011

    Categories

    All
    21
    21stcenturylearning
    2 Year Olds
    3 Year Olds
    4 Year Olds
    4-year-olds
    5 7 Year Olds
    5-7 Year Olds
    5 Year Olds
    5-year Olds
    8 13 Years
    8-13 Years
    Activity Modules
    Add
    Adhd
    Afterschool Program
    Age Appropriate Session
    Age-appropriate Session
    Age Group
    Awards And Recognition
    Bangalore
    Being Changemakers
    Book Reading
    Child Development
    Children Making Friends
    Children's Activities
    Children's Workshop
    Children's Workshops
    Collaboration
    Communication Skills
    Communication Skills Workshop
    Community
    Concluding Sessions
    Confidence
    Confident Learners
    Confident Thinkers
    Conflict Management
    Conscious Parenting
    Creative Individuals
    Creative Thinking
    Creative Thinking For Kids
    Creative Thinking Summer Camp
    Creative Thinking Summer Camps
    Creative Thinking Tools
    Creative Thinking Workshop
    Creative Thinking Workshops
    Creativity
    Creativity For Children
    Critical Thinking
    Critical Thinking Workshop
    Curiosity
    Deep Learning
    Deep Thinking
    Dep
    Developing Creativity
    Distracted Behavior
    Documentation
    E
    Emergent Curriculum
    Emergent Play
    Emotional Quotient
    Emotional Vocabulary
    Emotions In Learning
    Empathy
    Everychildcan
    Experimenting
    Exploring Emotions
    Facilitation
    Facilitator Discussion Diaries
    Flexibility
    Flexible Brain
    Following Your Passion
    Fun Activities
    Fun Activities For Children
    Fun Modules
    Fun Places For Children
    Game Based Learning
    Games For Kids
    Getting A Quiet Child To Talk
    Growth Mindset
    Holistic Development
    Hyperactivity
    Imagination
    Imagining-with-blocks
    Impulsivity
    Innovative Learning
    Innovators
    Inquisitive Children
    Inspiration
    Inspirational Stand Up
    Inspiring Confident Communicators
    Inspiring Confident Learners
    Interpersonal Skills
    Invitation To Play
    Joy
    Joyous Learning
    Just Books
    Keys To Success
    Kindness
    Lateral Thinking
    Learning For Keeps
    Learning From Play
    Learning Styles
    Learning To Make Friends
    Light Play
    Logical Reasoning
    Making Connections
    Motivation Skills
    Music
    Natural Things
    Nature Of Creativity
    Nature Walk
    New Age Classrooms
    Open Ended Thinking
    Openness To New Expeiences
    Ownership In Children
    Parenting As A Skill
    Parent Invites
    Parent Testimonials
    Parent Workshop
    Peer Intervention
    Play Based Learning
    Playschool
    Poem For Children
    Poem For Children 8+ Years
    Positive Attitude
    Preschool
    Preschool Activities
    Preschool Games
    Preschoollibraryactivity
    Pretend Play
    Problem Solving
    Programs For Children
    Reframing
    Regg
    Reggio Documentation
    Reggio Emilia Inspired Preschool
    Reggio-emilia Inspired Preschool
    Reggio Emilia Inspired Preschool India
    Reggio-emilia Inspired Preschool India
    Reggio Emilia Inspired School
    Reggio Emilia Preschool Bangalore
    Resolving Disputes
    Resolving Fights Amongst Children
    Role Plays
    Self Expression
    Self Identity
    Self-identity
    Self Learning
    Self-learning
    Selflove
    Sensory Play
    Shy Child
    Shy Child To Talk
    Skills
    Social Emotional Learning
    Social-emotional Learning
    Sparkling Mindz
    Sparkling Mindz Stories
    Sports
    Stories
    Story Telling
    Story-telling
    Success Stories
    Summer Camp
    Summer Camp 2012
    Summer Camps
    Takehome
    Team Work
    Thinkers
    Thinking
    Thinking As A Habit
    Thinking As A Process
    Thinking Corner
    Thinking Program
    Thinking Skill
    Thinking Skills
    Thinking Skills For Children
    Thinking Skills Program
    Tinkering
    Traditional-classroom
    Trust Based Parenting
    Understanding-children
    Value Based Learning
    Visit To Park
    Visualization
    Weekend Activities For Children
    Wittyconversations
    Wonder Based Learning
    Workshop For Kids
    Workshops For Children
    Workshops For Kids
    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

Company

About Us
Team
​
Child-Led Missions
Careers
Media

Support

Contact
FAQ
Terms of Use
​Privacy Policy
© COPYRIGHT 2011-2023 AVIDA EDUCATIONAL TRUST.