You rock, CHILDians of the Month!

The school’s in a buzz from the many activities since June but we never fail to recognize our outstanding students who have shown and exemplified the CHILDian character of being Cheerful, Honest, Inquisitive, a Leader, and a Doer.

Here’s the inside story of how these young students prove that “beauty catches attention but character catches the heart”…

 

CHILDians of the MONTH - JUNE

LEXIE S. UNDALOK– PRESCHOOL DEPARTMENT

At five (5) year’s old (and a newbie in BCHS), Lexie knows already the values of hard work and leadership. She takes her tasks seriously and finishes them on time. Twice awarded as CHILDian of the Week in her class for the month of June, she never hesitates to help her classmates and assists those who are in need especially during writing time. She is also cheerful and a good listener. She is indeed the “Little Teacher” in her class and she deserved to be awarded as the CHILDian of the Month!

ANDHEL JANE TICHY- ELEMENTARY DEPARTMENT

Many would have attest her consistency in being a Doer and a Leader CHILDian. She has been a dependable girl and has led her class in many endeavors (past and present). Now in Grade 3 and twice awarded as CHILDian of the Week in her class, Andhel proves to be a good model to her fellow CHILDians who are also working hard to show positive behaviors in school. You’re worth emulating for, Andhel!  The elementary department is so proud of you!

CHILDians of the MONTH - JULY

Here’s comes July and everybody’s excited to know who would be the deserving awardees to spend “Ice Cream Time with the Principal” (yes, no kidding!)

JAYA LOUISSE MARY CATACUTAN – PRESCHOOL DEPARTMENT

Aya, as she is fondly called by family and friends, started on a rough note when she was enrolled as a Kindergartner in BCHS. Being a transferee and a late enrollee added to her discomfort. She has difficulty in attention regulation (cannot focused on tasks/activities) and would just roam around the classroom to entertain herself. In short, she wouldn’t joined the group and her teacher expressed these concerns, to help Aya as early as possible. That was the constant scenario last June.

However, in mid-July, Aya started to show significant behavioral changes — she can sit down and complies to tasks given to her, may it be reading, writing, or boardwork activities. Her attention and self-regulation have definitely improved and is still improving now, earning her the coveted CHILDian of the Month Award for July! Truly, not all children starts on a good note at the beginning, but some really transcends as extraordinary! Keep it up, Aya!

ELLAH ALBELDA- ELEMENTARY DEPARTMENT

This Grade 3 student is a humble and silent worker. She has been one of the weekly CHILDian awardees when she showed that honesty is one great virtue – especially when it comes to scores. Although it was to her advantage, Ellah chose to do the right thing and approach her teacher of the discrepancy, and this happened twice. Not only that, she is also honest to admit if she could not understand some of the concepts/lessons introduced and would always participate in class discussion.

As young as she is, Ellah showed that being honest, inquisitive, and responsible in dealing with tasks, are great behaviors to copy from. You’re awesome Ellah!

JAN CELINE LAGUNA- Special Intervention (S.I.) Department

First time to include the S.I. Department in this monthly recognition, Celine has shown genuine care to her classmates and acted as the “Big Sister” to them. She would look after them and most of the times, she acts as the Assistant Teacher in class. Her initiative to do such was a simple yet a very sincere manifestation of how responsible she is as a student and as an individual. Great job, Celine!

You truly deserve to be recognized, CHILDians! Keep the passion for learning and bring along with it the values of a true CHILDian. Congratulations!

BCHS is looking for a TEACHER

BCHS is looking for a TEACHER who possess the following:

* Good oral and written communication skills

* Flexible and highly trainable

* Can work efficiently under pressure

* With a Bachelor’s Degree in Secondary Education Major in English or Science

Submit your applications to the HR Personnel or at [email protected]

SPECIAL DADS

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I arrived for lunch last Friday with Oido, my 5 year old son, crying in his mommy’s office. I learned that she scolded him because he just barged in and accused her of something that she did not understand.

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Only when I arrived did she realize that Oido was frustrated and angry because she lost the Father’s Day card he made from his class he gave to her. He wanted to surprise me and he lost that opportunity..

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I was touched and was beaming with pride for my son. I felt so special and just embraced him and told him that I am more than surprised. And when we found the present, he showed me what he wrote on it: “I love you Daddy”.

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These are the moments when being a father feels so extraordinary. Although when it comes to raising children and being a parent, most of the attention goes to Moms. That is very understandable. Mommies are the ones who endured pregnancy, labor, nursing, and all others.

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But does this put Daddy’s role at the sidelines? Not the least. In fact research suggests that Dads are important in a number of ways. First, Daddy’s presence in a household is associated with fewer behavioral problems in children. For instance, children raised in homes without fathers are at a greater risk for delinquent behavior and committing a crime than children raised in homes where the father is present.

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Relatedly, girls raised in families without a father are more likely to become pregnant as teenagers than those who live with your fathers. There is also evidence that children who have two parents in the home are more likely to do well in school for the help and encouragement they get from both parents.

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But the most convincing evidence of how important Dads are come from research on Dads interaction with their kids. Dads’ interactions with their kids differ from that of mothers. They play differently, that is, they tend to play more physical than mothers do. And they tend to encourage children to take more risks than moms do. Does it make a difference?

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Research suggests that paternal physical play is associated with positive outcomes for children. Dad’s encouragement for risk taking allows children to do things on their own. Because most Dads tend to provide a safe and secure environment with supervision, they encourage their kids not to be afraid to try new things.

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In general, Dads are necessary for raising happy and healthy children. Their roles are very significant in the home and cannot be relegated just to anyone.

This Father’s Day, here are some more tips for all Dads out there to enhance their impact on their children. First, Dads can show more emotions and vulnerability. Let go of the stoic type and learn to be more of a feeling person.

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Second, Dads can begin to truly listen and empathize. In most households, Dad’s voice is the rule. But when Dad begins to lend a listening ear from the heart, it can make relationships much better.

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And lastly, Dads can be more affectionate. Most Dads are allergic to physical affection that is why children tend not to open up to them. But when Dads become more affectionate by hugging and kissing, and embracing their children, it melts barriers and foster emotional bonds.

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Happy Father’s Day!

PRESCHOOL: Play or Academics?

I have written a couple of articles about the benefits of a play-based preschool curriculum but I never made a direct comparison with an academically oriented classroom.

Clearly, I have my own bias towards play-based preschools as an educator. But it is not without evidence at all. Today, I would like to share a number of well controlled studies, based on an article by Dr. Peter Gray, which summarized and compared the effects of academically oriented early education classroom with those of play-based classrooms.

Strikingly, the results are consistent from study to study. Early academic training somewhat increases children’s immediate scores on the specific tests that the training is aimed at, but these initial gains wash out within 1-3 years and, in some studies, are eventually reversed.

But not only that. These studies indicate that the harm may really be significant on social and emotional development of the children.

In the 1970’s, the German government sponsored a large-scale comparison in which the graduates of 50 play-based kindergartens were compared, over time, with the 50 graduates of academic direct-instruction-based kindergartens.

Despite the initial academic gains of direct instruction, by grade four, the children from the direct-instruction kindergartens performed significantly worse than those from the play-based kindergartens on every measure that was used.

In particular, the kids from the direct instruction school were less advanced in reading and mathematics and less well-adjusted socially and emotionally. This study influenced the Germans, in part, to revert to play-based preschool.

Similar studies, particularly in the United States, have produced comparable results. One study, which involved poor African American children, indicated that those who attended preschools centered on academic training showed initial academic advantages over those who attended play-based schools.

But by the end of the fourth grade, these initial advantages were reversed. The children from the play-based preschools were now performing better, getting significantly higher good grades than were those from the academic preschools.

In a well-controlled experiment begun by David Weikart and his colleagues in 1967, sixty eight poor children were assigned to one of three types of nursery schools: Play-based, High/Scope (involved more adult guidance), and Direct Instruction (where the focus was on teaching reading, writing, and math, using worksheets and tests.)

The initial results of this experiment were similar to those of other such studies. Those in the direct-instruction group showed early academic gains, which soon vanished. This study, however, also included follow-up research when the participants were 15 years old and again when they were 23 years old.

At these ages there were no significant differences among the groups in academic achievement, but large, highly significant differences in social and emotional characteristics.

By age 15, those in the Direct Instruction group had committed, on average, more than twice as many “acts of misconduct” than had those in the other two groups. At age 23, as young adults, the differences were even more dramatic.

Those in the Direct Instruction group had more instances of friction with other people, were more likely to have shown evidence of emotional impairment, were less likely to be married and living with their spouse, and were far more likely to have committed a crime than were those in the other two groups.

What might account for such dramatic long-term effects of type of preschool attended? As I have stated before, play in the classroom can develop lifelong patterns of personal responsibility and prosocial behaviour that they carry in their childhood and early adulthood.

On the other hand, classrooms that emphasize academic performance develop lifelong patterns aimed at achievement and getting ahead which could potentially lead to friction with others.

P.S. Enrolment is going on at Bohol Child Head Start. Call or text 416-1248/09295571136. You can also visit us at Banat-I Hillside, Bool District, Tagbilaran City.