'If it hasn't been in the Hand...and on the Body...it can't be in the Brain!' - Bev Bos

Attitudes and Learner Profiles
Elements of the PYP: Skills
Elements of PYP unit planning: Knowledge.
Loy Krathong Help
New Ideas in Trust and Caring
Waiting Time in teacher training
Child’s Play
First week in Trust and Caring.
Exploring the Earth’s natural resources helps us to understand our environment- Our Class Assembly

Attitudes and Learner Profiles


The third element in the IB has to do with behaviors. The IB labels these as attitudes and they are linked to IB learner profiles. In this unit, we are looking at the learner profiles inquirer, knowledgeable, and communicator.

The attitudes we are looking for are communicator, curiosity, and independence.

An Inquirer uses research and thinking skills. “We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.”
Someone who is knowledgeable grasps the 5 areas of knowledge. “We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi ficance.”
A communicator uses social skills. “We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively , listening carefully to the perspectives of other individuals and groups.”
Confidence is also connected to social skills. It is defined as “Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.”
Curiosity uses Research and thinking skills. Students are “Being curious about the nature of learning, about the world, its people and cultures.”
Independence uses self management skills.  Independent children are “Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments”.

Elements of the PYP: Skills


Our second area that we look at is skills.  This is where we see the most growth in toddlers.  What is amazing is that all this growth happens through play and interaction!



Sustains attention to complete a task

Understands how objects can be used

Makes connections


Social skills (also PSPE)

Trusts known caring adults

Interacts with peers

Learns to be a member of the group

Accepts responsibility

Respects others

Expresses and manages feelings


Self Management Skills

Collects objects for play

Puts things away


Keeps hands to self

Uses appropriate behavior

Follows routines

Separation started/finished


Motor Skills


Use stairs with little help

Kicks ball




Pedals bike


Picks with pinscher grasp

Pours drink with minimal spilling

Beads on a pipe cleaner



Gains knowledge through repetition/ trial

Shares thinking



While we talked in conferences, this is the list we referred to most.  It is amazing to see the daily changes that happen in these skill areas.

Elements of PYP unit planning: Knowledge.


When we are planning a unit, we focus on the five elements of the PYP: Knowledge, concepts, skills, attitudes, and action.  What we are looking for in each area depends on the age group with which we are working.  Trust and Caring children are between 1-2 years of age.  Do you know what knowledge they have/ can learn?


Uses number words


Understands more/less

Compares and Groups by attributes- color, size, shape

Understands directionality


Language Arts:

Names things

Says 2 word phrases

Join in familiar songs and rhymes

Recognize that people speak different languages

Shows interest in books

Makes marks

Differentiates between pictures and writing



Responds to different forms of art

Explores different forms of art (music, drama, dance, visual)



 plans ways to use objects to perform  tasks

shows a beginning understanding of cause and effect

uses problem solving strategies


Social Studies:

Recognize that people speak different languages

Show empathy
Each of these bits of knowledge is usually learned around/before the time the students move to Joy and Confidence.  Isn’t this amazing?  so much to learn!






Loy Krathong Help

This week we will be celebrating Loy Krathong.  We will be making krathongs on Friday in the morning.  We are scheduled to float them at 9:40.

This Wednesday (Nov 1) at 2pm the Loy Krathong Committee and parent volunteers will be folding and preparing the banana leaves that students will need for their Kratong-building on Friday.  They are hoping to have as many volunteers as possible so that the work goes quickly and isn’t too difficult.

If it is possible for any Trust and Caring member to help, that would be wonderful.  This will allow us to make our krathongs quicker and easily in the early years program, as our children are not ready to fold the leaves themselves.

Ms. K

New Ideas in Trust and Caring

Our students have become quite independent in the last few weeks.


In fact, some are in the process of not having mommy in the classroom all day.  This is amazing!


This has led our school to think about how to foster more English language with these in self motivated students.  MYIS has decided to pull our friend Nune out at times during the day.  This will allow students to bond more with Ms.K and speak more English.  We will be doing this as a trial run for the week, then revisit it when we return from our week holiday.  Nune, of course, is sad to not see our students as much.  She understands that she is also needed elsewhere in the school.


We hope this change is positive and promotes growth in our young learners.

Copy of 20171010_102507







Copy of IMG_5595 (1)
IMG_8912 (2)
20170928_104337 (1)

Magic years includes Trust and Caring in the same things a fifth grader would be included in! We are blessed to be able to go to specials with these little ones. The current specials are gym, swimming, and music.  MYIS respects children and believes in their abilities to learn and grow, so the school ensures that each child gets time in these classes.  Of course, ours are scaffolded so that we can partake in the experiences safely.

This allows us to get used to routines, new places, and new faces. We move from one class to another and are introduced to new teachers through out the day.  Children in Trust and Caring learn to clean up, line up, put on shoes, walk to the correct classroom, take off shoes, and care for themselves by drinking water during each transition.

The children love our specials teachers: Ms.Bee and Ms.Fon. They set out provocations and help us learn new things (like drumming and sommersaults). Each class is interactive and guided by these teachers.

The children are very independent during specials. They really enjoy the movement activities and play.  This helps them build motor skills as well as confidence.  We are happy to watch these little ones grow and blossom!

Waiting Time in teacher training

Elementary teachers are taught about waiting time when asking questions.  We are taught not to move on right away or answer the questions ourselves.  Give the students time to think, we are told.

This is the same in early childhood classrooms, only our kids don’t necessarily answer our questions, but answer their own. Here’s an great example of this:

IMG_1261 (1)

Thames decided to create some artwork.  This is great because he enjoys it, and he is working on essential growth skills at the same time.

IMG_1258 IMG_1257 IMG_1253 IMG_1252 IMG_1251

He tried to open the pen.  It was difficult, and I could have easily jumped in and opened it for him, but I didn’t.  I didn’t because I respect him. I can trust that he will try until he needs help, then he will ask for help if he wants it.  I watched and waited while he pulled on the marker.  He looked at me, I modeled how to open the lid with another marker, showing him and using words like “pull hard”.  He watched me do it, then returned to his own marker and opened it all by himself.  Had I not waited for him to work it through, I would have ruined his chance to succeed at something difficult for him.  I watched him open two markers, a purple one and an orange one, he colored, then put the lids on.  I noted that he put the correct lids on the correct color.  This is my job as the teacher…to wait, watch, model, and note.

He decided to cut. He picked up the scissors and opened and shut them with two hands.  You can see this in the third picture.  In the fourth picture he realizes that his fingers fit into the holes of the scissors.  I react to this positively and model how to open shut them with my own scissors.  I held his paper and he cut by himself.  I was astonished because children don’t usually do this until they are about 3 years old and they don’t master this until they are six.  Thames’ curiosity has helped him develop early. Again, my job was to just watch him grow, patiently.

Teachers learn about the zone of proximal development.  It means the area between what children can do, and what they can’t do.  This zone is a great place to be, because this is where we learn.  We might need help like encouragement or modeling, but we never need someone to just do it for us, how will we learn?  I enjoyed seeing Thames grow this day.  His zone is now a bit higher because he figured out how to open pens and use scissors by himself.

Child’s Play

We teachers have been reading up on the benefits of child-led play.  We’ve been taught from the first classes we took as caretakers that play is the most important thing for children to do.  Piaget talks about how children make necessary connections, develop skills, and grow in all facets  by play alone.


“Decades of research has shown that play is crucial to physical, 
intellectual, and social-emotional development at all ages. 
This is especially true of the purest form of play: the unstructured, 
self-motivated, imaginative, independent kind, where children initiate 
their own games and even invent their own rules.”  Dr. David Elkind

Here at Magic Years, especially in the early years classes, we are focused on play.  Teachers are trained and continue training with the focus on creating environments that nurture child exploration and creativity.


I’ve recently found a blog about being a learning ally in play with infants and toddlers. http://www.nature-play.co.uk/blog/the-adult-role-in-child-led-play-how-to-become-a-learning-ally.  If you have time and are interested, please read it.


Here are some excerpts that summarize how I view my role as a teacher in play:

“As adults and guardians of these young ‘learning sponges’, it is our job as a ‘learning ally’ to –
·      offer a safe learning environment
·      let them follow their own play urges
·      support them without interrupting
·      watch and wait as they discover, invent and explore ”


” The more you stand back and enjoy observing their deep play concentration, their independent play ability increases. ”


I look forward each day to see what new things these wonderful toddlers want to explore.  I am amazed by their creativity and growth.  I love to watch their faces in deep concentration; you can almost see their brains making connections.  I look forward to a year of observation, socialization, and nurturing.

First week in Trust and Caring.

One of the joys and benefits of taking your child to school is that they get to make a big mess!  At Magic Years, we believe messes are part of learning.  This week, we spread rice everywhere, took toys out of baskets, and rolled balls across the gym.  We also may have dropped some food when we showed how we could feed ourselves.

Trust and Caring teachers are happy to see a messy room, this means the students are learning.  Please continue to allow your little one to play without worry, and to eat messily.  Children need to experience everything with all senses and without concern.



Exploring the Earth’s natural resources helps us to understand our environment- Our Class Assembly

The Joy and Confidence children have tuned into their final unit by identifying ways in which they can explore the Earth’s natural resources. They have been using their thinking and research skills to make new connections with the world around them by building on their prior knowledge of plants, weather elements, farm animals, see creatures and recyclable materials.

  • tuning in 1
  • tuning in 2
  • Tuning in 3


Later they have started to communicate the topics they were deeply interested in by asking questions such as:

What is rainbow?

Why is it raining?

Why is it not sunny?

Why does the water disappear when I pour it on the sand/soil? Where does it go?

Where do fruits come from?

Why do fruits grow under the ground?

How do walnuts grow on a tree?

Why do plants need rain?

What are these seeds for?



Most of them chose to express their interest by creating an artwork individually or collaboratively with their friends. To start with they have composed beautiful cloud and raindrop collages as well as have expressed their understanding of how the ground and the Earth’s atmosphere are connected by creating a beautiful landscape in a form of a collaborative art work.

  • IMG_1533
  • IMG_2205
  • IMG_2209
  • IMG_2237
  • IMG_2302
  • IMG_5673
  • IMG_6337


Next they have designed leaves, different fruits and vegetables using recycled papers and other collage materials.

  • IMG_2301
  • IMG_2481
  • IMG_7039
  • IMG_7412
  • IMG_6839
  • IMG_2472
  • IMG_2467
  • IMG_2449
  • IMG_2408
  • IMG_2395
  • IMG_2381
  • IMG_2362
  • IMG_2361
  • IMG_2357
  • IMG_2321


After they were satisfied with their art pieces, they started to place them on a background based on their understanding of where they grow from.


  • Background 2
  • Background 1


Meanwhile they were busy practising some of their favourite songs for our assembly, thinking about how they could communicate their love for Mother Earth. They have enjoyed cooperating with their friends while using a parachute for the songs ‘The rain is falling down’, ‘I like the flowers’, ‘The Sun goes up and the Sun goes down’ and ‘Sally goes round the Sun, Sally goes round the Moon’ as a form of a music and movement activity that is based on the Orff approach.

  • IMG_7364
  • IMG_7363


Then the big day come…and they made us very proud indeed! They have demonstrated being confident communicators and enthusiastic risk-takers by not ‘just’ performing in front of a big audience but even introducing themselves to the whole Magic Years community!

  • DSC_0827
  • DSC_0833 (1)

Here is a video of our Assembly for you to enjoy!


Thank you for joining us on this very special day. We can not wait to share more memorable events with you!