Let me preface this post by saying that I have never been a fan of enrichment classes. I’m not a tiger mum and I think that the “education” my preschooler receives at his daycare is enough for his needs currently. I’d much rather take him outdoors during the weekends and set him loose, than to seat him in a classroom and make him learn his ABCs.
Having said that, when Ros Schoolhouse approached me for a review, I was intrigued. I’ve never joined a class before and I was interested to know what went on behind those shiny, cheery doors. So I said yes to a trial of three classes and here’s what I found out.
The instructional approach of Ros Schoolhouse is the whole-brain programme, which allows learners to make connections that tap on both the left and right hemispheres, enabling active learning. Aidan was invited to participate in the Enrich 1 Programme, which was catered to three-year-old preschoolers.
I don’t know how it happened but that tiny dumpling of mine is fast approaching a year. A YEAR! I read some of the older entries, like this one on our early days, and my eyes get a little misty. In fact, Elliott is growing so quickly, I found myself checking out play groups.
When I was a kid, I don’t remember play groups. The earliest ‘formal’ education was Nursery or Kindergarten. These play group thingies did not exist then! Play was basically sitting around my grandma’s kitchen and messing up her uncooked rice pot, or running around with the neighbourhood kids at the playground.
These days, it is the norm to send young children to ‘interact and socialise’ at structured play groups. I know that the minimum age for play groups is 18 months but I am also concerned that as he grows older, he will need and want the company of other little people around his age.
Apologies for the long hiatus from Bubsicles. It’s been an especially hectic period with things exploding at work, sick family members, Claire starting school and … *drumroll*…. cello lessons for me!
Yes, I’m picking up the cello, at the ripe old age of 35 years. It’s a major paradigm shift for the brain, I tell ‘ya. All of the sudden, my mind and body need to communicate with each other outside of their routine conversations to execute the positions and movements needed for cello-playing.
Why am I doing this?
This entry is inspired by a conversation with the girls’ music teachers after class this morning.
We have been attending music sessions with Nurture With Love for more than a year now. The programme is structured upon Suzuki’s philosophy of ‘talent education’.
I know, I know, it sounds all very ‘tiger mum’ but I promise that it’s not (I’d make one lousy tiger mum anyway.) You can read more about my take on talent education in my recent post on Maybebaby and why I’m inspired by it.
This morning, the teachers handed each parent a little slip of paper, on which was written:
“Each of us enjoys receiving a pat on the back or hearing ‘Well done!’ from someone of influence. Our children are no different. Encouragement is Essential.“
It serves as a timely reminder that as parents, we are not only our children’s main caregivers for their basic needs, but also their key source of inspiration, motivation and guidance. Often, especially with young children, our daily interactions and conversations with them harbour on the instructional.
“Go take a shower now!”
“Come eat your dinner!”
“Let’s get ready for school now!”
“Don’t touch that, it’s dirty! Remember to wash your hands.”
“Do you need to pee? Tell mummy when you need to pee okay?”
“Are you a big girl now? Big girls pick up their own toys. Can you show me that you are a big girl?”
“It’s late now! Go to sleep. No more talking.”
Don’t do this. Do that. Be careful. Come here. Not now. Eat up. Wash up. Clean up. Pick up. Hurry up. Quickly now. Wait for me. Hold my hand. Don’t run. Walk.