Read the original post: Psychological Education Cultivates Resilient Pupils
A UK National Health Service survey reported that about 20% of children face psychological issues, a rising trend. Many such issues begin in early childhood but often go unaddressed due to children’s limited ability to express themselves and manage emotions.
At WASHZ, our 15-year continuous education system supports both academic and psychological development. Under this programme, Kindergarten focuses on building a solid foundation for a sound personality and emotional health.
Martina Daynes, our esteemed Executive Head of WASHZ kindergarten, brings a wealth of knowledge with her postgraduate degree in psychology and child development. She emphasises affectivity regulation as a key lesson for pupils entering kindergarten.
K1 teacher Nydia Li has recently acquired a master’s degree of preschool education from University College London. She identifies separation anxiety as a common issue among young pupils based on her profound teaching experience.
Additionally, Ms Li stresses the importance of communication between teachers and parents to address individual needs so that pupils can get proper help.
Codie Fleming, who has been teaching in WASHZ kindergarten since its founding and now serves as extracurricular activity coordinator for the entire school, highlights kindergarten as a crucial time for pupils to develop empathy.
WASHZ kindergarten is a “mirror,” where pupils can safely explore and understand their emotions, supported by trusted teachers and friends.
Kindergarten is critical in bridging pre-school and lower school education, helping pupils develop the skills and mindset needed for this transition.
K3 teacher Thomas Vos, with over ten years of experience teaching in China, notes that while pupils view entering lower school as nervous and exciting at the same time, many parents worry more about their children’s ability to adapt, esperically those with kids born in summer as they are usually younger than others in the same class.
However, Mr Vos believes that this gap is not as obvious as people think and will disappear qucikly as pupils grow older. In daily teaching, he ensures that every pupil has the learning ability and language ability to ready them for lower school.
According to Mr Vos, the teaching approach in K3 shifts from ‘play-based’ to a gradually more ‘academics-based’, increasingly focusing on concentration and structured learning.
As graduation approaches, Mr Vos plans to share a story about a hermit crab outgrowing its shell, symbolising the growth pupils experience at the kindergarten.
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