HotH Family | House on the Hill

Montessori at Home: Exploring Holidays Around the World with Your Child

Amanda November 2024

The holiday season is a magical time filled with traditions, celebrations, and the spirit of togetherness. At House on the Hill, we believe in fostering a love for different cultures and global understanding. This month, our children are diving into the world of holidays from different countries. Why not continue the learning journey at home? Exploring global festivities with your little one is a wonderful way to inspire empathy, curiosity, and respect for diverse traditions. In this blog, we’ll guide you through fun, hands-on activities to help your child learn about holiday customs from different countries. Let’s celebrate the spirit of the season while embracing our world’s rich cultural diversity! 1. Create a Holiday World Map Start by creating a world map together with your child. Use coloured markers, stickers, or pushpins to mark different countries. As you explore various holiday traditions, mark each country on the map to show where the celebration originates. Activity: Print out or draw a simple world map. As you learn about a new holiday, let your child colour in the country and add a symbol that represents the celebration (like a Christmas tree for Christmas, a lantern for Lunar New Year, etc.). 2. Celebrate Deepavali (India) Deepavali, the Festival of Lights, is one of India’s biggest celebrations. Families decorate their homes with beautiful oil lamps (diyas) and colourful rangoli patterns. DIY Craft: Create your paper diya lanterns using coloured paper and glitter. You can also draw Kolam patterns on the ground using chalk. Fun Fact: Deepavali symbolises the victory of light over darkness and good over evil. 3. Celebrate Chuseok (Korean Thanksgiving) Chuseok often called the Korean Harvest Festival, is a time to give thanks for the year’s harvest and honour ancestors. It’s a wonderful occasion to learn about Korean culture, family traditions, and gratitude. Activity Create a traditional hanbok paper doll which is traditional attire, worn during celebrations. Create a paper doll of a family member wearing a beautiful Hanbok! You will need: paper, markets, crayons or coloured pencils, scissors and glue. Start by drawing a simple paper doll and then use the markers to design colourful Hanbok clothes including intricate patterns. It’s a fun way to explore Chuseok and the beauty of Korean traditions. Fun Fact: Chuseok is celebrated with a feast of songpyeon—a traditional Korean rice cake filled with sweet fillings like sesame seeds or red beans. It’s shaped like a half-moon to symbolize the harvest moon and is often enjoyed with family. 4. Celebrate Halloween Halloween is a spooky, fun time for kids to explore creativity and imagination! Here’s a fun way to celebrate: Activity Idea: Pumpkin Sensory Play Create a pumpkin-themed sensory activity by filling a large container with items like dried rice, small plastic spiders, mini pumpkins, and other spooky items. Let your child explore, dig, and feel the different textures while practising sorting, counting, or even pretending to be a pumpkin farmer! It’s a great way to engage their senses and creativity. Fun Fact: The tradition of carving pumpkins into Jack-o’-lanterns comes from an Irish myth about a man named “Stingy Jack,” who tricked the devil. People started carving faces into pumpkins to ward off Jack’s wandering spirit. Today, we continue the tradition as part of Halloween fun! 5. Learn About Winter Solstice Christmas is celebrated in many countries with unique customs, from decorating Christmas trees to exchanging gifts and singing carols. Activity: Bake holiday cookies together or create ornaments using salt dough that you can hang on your Christmas tree. Fun Fact: You can also send a special Santa Claus Letter from the Santa Claus village in Rovaniemi which is especially sent by Santa in time for Christmas. If you wish to write to Santa, his official hometown address is Tähtikuja 1, 96930 Rovaniemi, Finland. Interestingly, Santa receives over half a million letters from all over the world. 6. Make a “Holidays Around the World” Book As you learn about each holiday, document it together in a special scrapbook. Include pictures, crafts, and facts about each celebration. Activity: Ask your child to draw, write, or paste pictures of the crafts they’ve made. This book can serve as a keepsake and a way to revisit the traditions each year. The Montessori Approach: Learning Through Exploration By introducing your child to holidays from around the world, you’re helping them develop a global mindset and respect for cultural diversity. The Montessori approach emphasizes hands-on, sensory-rich learning experiences, and these activities provide just that—engaging your child’s curiosity and creativity. Learning about different holidays can be a joyful and enriching experience for your child, fostering an appreciation for the world’s many beautiful cultures. So, gather your craft supplies, turn on some festive music, and get ready to explore the world from the comfort of your home.

What is True Cultural Immersion, Why Does It Matter When Children Learn a Language, and How House on the Hill Provides Cultural Immersion Experiences

Amanda November 2024

What is True Cultural Immersion True cultural immersion is more than just learning about a language; it’s about experiencing the traditions, practices, and values that shape a culture. At House on the Hill, we provide a Mandarin Immersion Programme called Tian Tian Xiang Shang 天天向上. We immerse our students in the essence of the language, nurturing an authentic understanding and appreciation that extends far beyond the pages of textbooks. Through hands-on activities, children experience learning in a dynamic and engaging way, helping them connect with the language as a vibrant and integral part of the world around them. Why Cultural Immersion Matters for Language Chinese Contextual Learning: Cultural immersion provides real-life contexts for language use, helping children internalise vocabulary, tone, and grammar naturally. Deeper Cultural Connection: It helps children understand the cultural nuances and traditions that are integral to the Chinese language, fostering respect and empathy. Increased Motivation: Interactive and creative experiences make language learning enjoyable, inspiring children to explore further. Encourages Holistic Learning: By integrating history, art, and tradition, cultural immersion nurtures a broader understanding of the world. Lifelong Learning: Immersion nurtures curiosity and a global mindset, preparing children to navigate a multicultural world confidently How House on the Hill Provides Cultural Immersion Experiences At House on the Hill, we believe that learning a language goes hand-in-hand with experiencing its culture. Our Tian Tian Xiang Shang 天天向上 Mandarin Immersion Programme is a carefully curated cultural immersion program that creates opportunities for children and their families to engage with the rich traditions and history of the Chinese culture. Recently, we hosted a Mandarin Experience workshop for our students and parents, featuring a wide array of activities and performances, including: Traditional Chinese Instrument Performances: Children enjoyed live demonstrations of the Guzheng, Pipa, and Erhu, immersing themselves in the beauty of Chinese music. Exploring Chinese Poetry: A medley of ancient and modern Chinese poetry, coupled with recitations and speech and drama performances, deepened their connection to the language. Interactive Games: Engaging activities like charades, a radicals and character components board game, and matching games with Chinese characters added a playful element to learning. Artistic Expression: Chinese painting workshops inspired creativity while teaching children the artistry behind cultural symbols and themes. Tea Ceremony: A hands-on introduction to this traditional practice highlighted values like respect and mindfulness. Language History: Exploring the evolution of Chinese writing from ancient scripts to modern forms gave children a broader perspective on the language’s history. Calligraphy and Language History: From ancient forms of writing to modern characters, children traced the evolution of the written language. Dynamic Movement: A Kung Fu dance performance blended tradition with fun, encouraging physical expression tied to culture. These experiences go beyond the classroom to provide a holistic and memorable approach to learning, making language acquisition an adventure in cultural discovery. The Lasting Impact of Cultural Immersion At House on the Hill, we are committed to helping children grow into confident, curious, and culturally aware individuals. By immersing them in authentic language experiences, we not only teach them to speak a new language but also open their hearts and minds to the richness of the world around them. If you’d like to learn more about our bilingual programmes and how we use cultural immersion to enrich our students’ learning journeys, book a tour today and see firsthand how House on the Hill nurtures lifelong learners. Discover the magic of cultural immersion with House on the Hill Montessori Preschool—where language learning is an adventure in understanding, exploring, and celebrating the world!

Teachers as Role Models: What They Teach Our Children

Amanda September 2024

From the moment a child steps into the classroom at House on the Hill, teachers take on a role far beyond that of a teacher—they become caregivers, mentors, and a guiding presence in a child’s everyday life. Parents place deep trust in teachers when they entrust their children to them each day. Spending much of their time at school, children naturally seek role models among those around them. Our teachers at House on the Hill embrace this vital role with great care and dedication. They provide comfort during tough moments, offer encouraging words, celebrate small successes, and often become the reassuring presence a child needs when feeling homesick. 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Teachers as Role Models: What They Teach our Children Teachers play a critical role in shaping the future by educating and nurturing the next generation. Here are some key reasons why teachers are so important: 1. Guiding Academic and Intellectual Growth Love for Learning: By creating engaging and dynamic lessons, teachers spark a love for learning that can last a lifetime. Foundation of Knowledge: Teachers impart essential knowledge and skills, laying the foundation for students future learning and success. Critical Thinking: They encourage students to think critically, ask questions, and explore new ideas, fostering intellectual curiosity. 2. Serving as Role ModelsTeachers play a pivotal role in shaping the values and character of children. As they interact with students daily, teachers impart crucial values like respect, kindness, and integrity. This process begins with the basics of communication and behaviour. Modeling Respect and Kindness: Teachers demonstrate respect and kindness through their actions and words. When they address students with consideration, listen actively, and treat each child with fairness, they model how to interact with others in a respectful and empathetic manner. Children learn that showing respect to others is not just a rule but a fundamental part of creating positive relationships. Communication Skills: Effective communication is at the heart of building respectful and kind interactions. Teachers teach children how to express their feelings, articulate their needs, and listen to others. By guiding students through discussions about how to communicate respectfully and resolve conflicts amicably, teachers equip them with the tools to navigate social situations with empathy and understanding. Fostering a Sense of Responsibility: Teachers also instil a sense of responsibility by setting clear expectations and holding students accountable for their actions. When students understand the importance of being responsible for their own behaviour and the impact it has on others, they develop a strong sense of integrity and ethical behaviour. 3. Fostering Emotional and Social DevelopmentTeachers are instrumental not only in teaching academic subjects but also in helping children manage and understand their emotions, a vital aspect of emotional and social development. Teaching Emotional Regulation: Teachers introduce strategies for coping with stress, frustration, and anxiety, such as deep breathing, mindfulness, and positive self-talk. By teaching these techniques, teachers help children develop emotional resilience and self-regulation skills. Encouraging Empathy and Emotional Intelligence: Teachers encourage students to empathise with others and understand different perspectives. They help children identify and articulate their own emotions, as well as recognise and respond to the emotions of their peers. This focus on emotional intelligence enhances children’s ability to build meaningful relationships and navigate social interactions effectively. Supporting Emotional Growth: Teachers often act as a source of comfort and guidance during challenging times. Whether a child is experiencing personal difficulties or facing social challenges, teachers provide a listening ear and offer support. By being attentive and responsive to students emotional needs, teachers contribute significantly to their overall well-being and development. 4. They Create a Safe Space for a Child’s Growth A safe space is an environment where individuals, particularly children, feel secure, respected, and supported. In the growing years of a child, creating a safe space is the key to unlocking their personality and building confidence. Encourages Open Expression: In safe spaces, children feel comfortable sharing their thoughts, feelings, and ideas without fear of ridicule. The openness allows them to engage more deeply in discussions, ask questions, and express their creativity. The freedom to communicate openly supports cognitive development and fosters confidence in their own abilities. Fosters a Sense of Belonging: Feeling a sense of belonging is crucial for children’s social and emotional development. It helps build a positive classroom community where students feel connected to their peers and valued by their teachers. This sense of belonging enhances motivation, engagement, and overall well-being. Facilitates Personal Growth: A safe space allows children to explore their identities and interests without fear of judgment. This exploration is key to personal growth, as it helps students discover their strengths, passions, and areas for improvement. Supportive feedback and encouragement from teachers further foster this growth, helping students build a positive self-image and self-efficacy. 5. Nurturing Lifelong Learners Love for Learning: By creating engaging and dynamic lessons, teachers spark a love for learning that can last a lifetime. Adaptability: They help students develop the skills needed to adapt to new challenges and environments, preparing them for the ever-changing world. 6. Influencing Future Success Career Guidance: Teachers help students discover their strengths and interests, guiding them toward future educational and career paths. Empowerment: By believing in their students’ potential, teachers empower them to achieve their dreams and make positive contributions to society. Unseen Partnership with Parents Parents and teachers are partners in a child’s growth. While parents provide the foundation at home, teachers build upon it each day. This partnership is built on communication, trust, and mutual respect. Teachers are often the ones who notice the small changes—a child who seems more withdrawn than usual or one who is suddenly bursting with excitement about a new interest. They share these insights with parents, creating a bridge between home and school that supports the child’s holistic development. Teachers are more than just educators—they are the cornerstone of society, shaping the minds,

Montessori at Home: Matching Card Game with Chinese Zodiac Animals

Amanda January 2024

Celebrating the Lunar New Year is a wonderful time to introduce children to the vibrant world of Chinese culture. And what better way to do that than through a hands-on, interactive activity that brings the beloved Chinese zodiac animals to life? Bringing the Chinese zodiac animals to life for children is a wonderful way to share this fascinating culture and its traditions. This matching card game is a simple yet powerful tool for supporting your child’s cognitive development and will help contribute to building a strong foundation for memory, perception, thinking, and attention skills. Start your DIY print-and-play matching card game with your child now! Click the image for our DIY printable Materials: Paper or cardstock: Choose sturdy paper or cardstock for your cards. Thicker material will make the game more durable. Printer: You’ll need a printer to print out your card designs. Scissors or paper cutter: For cutting out the cards. Optional: Laminator (for extra durability), glue stick (for attaching backing paper), markers or crayons (for personalizing the cards). Click here to download your House on the Hill Chinese Zodiac Animals Matching Card Game Instructions 1. Prepare for the game Print your cards on your chosen paper or cardstock. Carefully cut out the individual cards using scissors or a paper cutter. Optional steps: Laminate: Laminating your cards will make them waterproof and more durable, especially if you’ll be playing with young children. Add backing paper: If your cardstock is thin, you can glue a piece of plain paper to the back of each card to make it sturdier. 2. Play the game There are several ways to play this game: Matching: Shuffle the cards and matching pieces and lay them face down on the table. Players take turns flipping over two cards at a time, trying to find a match. The player with the most matches at the end wins. Memory game: Lay all the cards face down on the table. Players take turns flipping over two cards at a time, trying to remember where the matching card is. The player who finds the most pairs wins. Sorting: Sort the cards and matching pieces into groups based on the animals. This is a good way for younger children to learn the names of the zodiac animals. Montessori-inspired learning outcomes By playing the matching card game, your child will learn the following outcomes: Open-ended play: The game can be played in different ways, allowing for different levels of challenge and engagement. Sensorial development: The different textures and materials of the cards and matching pieces can stimulate children’s senses. Concentration and memory: The matching and memory game variations help children develop their concentration and memory skills. Fine motor skills: Cutting, drawing, and manipulating the cards and matching pieces help children develop their fine motor skills. Additional tips: Bilingual families are encouraged to play in both English and Mandarin Make the game more challenging by adding more than one matching piece per card. For younger children, start with just a few animals and gradually add more as they become familiar with them. We hope this activity helps you and your little ones explore the captivating world of the Chinese zodiac in a fun and meaningful way! Happy Lunar New Year!

Understanding Big Behaviours In Little People

Amanda January 2024

4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Little children use behaviours like crying or running away to communicate with the bigger people in their lives. Behaviour is all about communication, and it’s our job as adults to learn what children are trying to tell us through their behaviours. Thinking of children’s behaviours as a form of communication helps us to create environments where children feel safe, understood, secure and supported. We know that in those environments, children learn to interact with others with care, empathy and respect, skills that prepare them for school and life. How can co-regulation and self-regulation support your child? Co-regulation is you and your child working together to achieve a calm regulated state. Self-regulation is when your child can regulate their behaviour. Here’s our three top tips for understanding children’s behaviours and how to help them co-regulate. 1. How to interact with your child We need to understand that crying and other behaviours are children’s ways of communicating with us and asking us for help. Many of us were brought up in a time when parents would say ‘don’t cry’ or ‘you’re okay’, or ‘they’re just being silly’, and they would dismiss our emotions. So, it can be hard for us to interact with our children differently when that’s what we’ve been taught. For example, drop off and pick up at preschool can be hard for children, especially when they first start. When you leave your child instead of saying ‘you’re ok’ try saying, ‘I understand you’re sad.’ 2. Support your child to build relationships As humans, we are hardwired to be in relationships with others – children are trying to build relationships with others in their lives, but they may not know the best way to communicate or negotiate. Some of the behaviours you might see when a child is having difficulty communicating include: Crying and yelling Hitting, kicking, pushing Throwing or breaking things Running away Blank face – no connection/expression Silent sobbing – deep quick breaths When you see these behaviours, your child is not attention seeking – they are connection seeking. They are telling you they need you, but they don’t have the skills to communicate so they act out instead. It’s our job to decode their behaviours and emotions and support children to develop the skills and strategies they need to self-regulate. Try taking a moment to consider what’s happening in their environment, what they might have experienced that day, or what they might be asking for. For example, could your child be hungry, tired, or anxious? Could they be sad to leave their friends at the end of the day? In these moments, approach your child calmly and help guide them through explaining to you how they’re feeling. 3. Support positive behaviours The environments we create at home and in schools are crucial to driving positive behaviours in children. As adults, we can do this by: It is okay to let your child release their emotions. Allow your child to release the tears in a supportive environment. It doesn’t matter why they are crying, or where they are crying, or how hard they are crying – it’s okay to just allow it and support it. Creating calm, structured, and predictable environments. Example: Create a cosy or calming corner for your child to go to. Building a responsive and reciprocal warm relationship with your child is important, to build their trust. Developing strategies to assist in hard times – it is important to let children have a say and let them have choices. Co-regulation is a wonderful way to assist your child to understand and regulate their emotions and help you manage challenging situations. They have to name it to tame it. Help your child to identify big feelings by labelling your child’s emotions. For example, ‘It seems like that really frustrates you’ or ‘I can see you’re sad when’. Breathe together – Calmly take breaths so your child can see you practising self-calming. Or you can hold your child while you breathe deeply so your child can feel the rhythm of breathing. Body calming – slowly and rhythmically rub your child’s back or feet. Connecting like this lets them know that you will be there when they are ready to talk. Backstories – Tell your child a story while drawing on the top half of your child’s back. For example, draw a circle with rays for the sun. Then switch places and let your child tell a story on your back. Music – sing or play relaxing songs. Model how to sing/dance/play an instrument. Your child will learn to use music as an active calming tool. Sensory activities – Creating a soothing environment can reduce stress. Try lowering lights and turning off noisy toys. Support If you need support in understanding your child’s behaviours and what they’re trying to tell you, reach out to their Educators and Teachers at House on the Hill, who will be able to use their expertise to help you navigate these moments.

Higher Staff Retention Through Active Engagement: An Interview with Singapore Business Federation

The HotH Team July 2023

4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour Ms Marilyn Ow, Founding Principal of House on the Hill Montessori Preschool, shares why putting staff first has been most rewarding when it comes to retaining talent. According to the Early Childhood Development Agency (ECDA), Singapore currently has more than 23,000 early childhood educators, and another 3,500 are needed by 2025 to support the sector’s expansion. With the tight labour market, how can pre-schools create a conducive environment that attracts and retains employees? Ms Marilyn Ow, Founding Principal of House on the Hill Montessori Preschool (HotH) shares that a major challenge facing the early childhood education sector is managing the educators’ workloads while balancing the needs and requirements of the centre. Together with the founders Wu Jing and Oliver Bettin, Ms Ow helped grow HotH from just one school with five employees to what it is today — four campuses located at Mount Sophia, Pasir Panjang, Balmoral Crescent, and Hollandse Club, where they oversee the growth, development and care of 350 young children from infant to kindergarten levels, with the help of a team of just under 100 employees. Because of the fast-growing expansion in the sector and the high demand for early childhood educators, there is an urgent need to improve the well-being and working environment of educators. This is where Ms Ow and HotH’s shared vision comes into play with fruitful results — many of their staff have remained loyal and have been with the school since it was founded in 2012. In addition, 42% of their current employees have been with them for more than three years. They achieved this through constant staff engagement initiatives, seeking to truly understand the needs of their employees, and investing in their growth. They also recognise that younger educators may want exposure to other institutions within the education sector, and they welcome them back when these staff eventually return, now with renewed appreciation of how HotH is different compared to others. BiZQ speaks to Ms Ow for a better understanding of their staff engagement initiatives. Why the decision to prioritise staff engagement? It has always been a high priority for HotH from the very beginning, as it allows our employees to have a voice in expressing their thoughts and co-shaping the school’s practices. We also realised early on that when teachers were empowered in selecting their team members during the recruitment process, they feel more connected to the school. Sometimes, we get them involved in the interview process or on-the-job assessment. They are also involved in the mentoring and buddy system for new teachers, and they are part of the confirmation appraisal process. This creates a more positive work environment that helps not just with productivity, but also staff loyalty. Staff referral has also been a good way to involve staff in the recruitment process. They are a good way to market the best employee practices in our school. Can you tell us more about HotH’s employee engagement initiatives? With four schools, engagement is multi-layered. We try to foster a school spirit that is shared by all, and within each school and department. We adopt the following approaches: Encouraging a culture of collaboration among our staff where they take charge of their personal and professional development. Together with Centre Leaders, they can discuss their short- and long-term goals, and this helps them feel inspired knowing that their leaders have vested interest in their growth. Having open lines of communication and feedback available for staff. These sessions are conducted both on an informal and formal basis, at least six times a year on Curriculum Planning, Staff Development Day, Staff Training Days, and Strategic Planning days. It gives staff the opportunity to support one another to improve their abilities or to work out any differences during their course of work. Staff bonding activities such as casual get-togethers like pizza and movie nights or overseas trips. Through such activities, our staff gets to enjoy the ‘play hard’ part of ‘work hard, play hard’. Support during difficult times. For example, during the pandemic, we still made it a point to meet virtually and have online training and development. To help our staff stay mentally strong, we arranged for a trainer to carry out emotional resilience training online. How have employees responded to these engagement exercises? They feel connected as part of a big family. We have a very strong, tight team who feels empowered to voice their opinions and grow with us. We also really like being with each other — we encourage, support, and mentor one another, and we laugh a lot together as well! We value our teams, and we try our best to engage in open communication regularly. Any staff growth stories to share? We nurture our staff to be well-rounded in their development. We have many who started with us in the initial stages of their early childhood education career path and have taken up different planning, mentorship and leadership roles as they advance further in their journey. For example, the principal of our Hollandse Club campus was one of our founding teachers in 2012 who rose through the ranks. The staff development goals and objectives we planned out for her have helped hone her talents. She is a great example of a motivated, passionate educator who enjoys her work and has grown through experience and training. We also celebrate their personal milestones and life experiences — some are now mothers themselves and in turn, trust their babies in the care of their colleagues in the team! What’s your advice for companies or entrepreneurs who would like to start focusing or investing more in employee engagement? Just start! It doesn’t have to be anything fancy. Some of our best engagement moments have happened over pizza and hanging out together in the teachers’ lounge. Start with small ways by showing appreciation and recognition to staff to let them

HotH Family Spotlight: Zoe

Amanda February 2023

Life after House on the Hill is an ongoing series where we look back at how our various graduates have been doing! In this article, we look at graduate Zoe and her life in primary school. Zoe moved to Singapore in 2020, when she enrolled at our Mount Sophia campus. She graduated in 2022 and is now in Primary 1 at an MOE Primary school. 2022 Graduate – Zoe Parent’s Name – Karen 1. What did you like about House on the Hill? HotH offers an authentic Montessori curriculum including work cycles with appropriate materials in a mixed aged classroom. 2. At any point in your child’s pre-school years did you have any reservation on how they would cope in Primary/Grade school?  Yes, I did, as I had some fleeting thoughts about how my child would make a successful transition from a Montessori classroom to the mainstream classroom in Primary School. 2. Did you feel that your child was well prepared for Primary/Grade school in terms of Self Care, Confidence, Curriculum? Yes, Zoe was very well prepared. The Montessori curriculum at HotH has equipped her with the necessary skills such as practical life skills, exercising autonomy and control, and literacy and mathematical skills. 3. Did you find the primary school transition programme ultimately helpful for your child’s transition? I appreciate the fact that it was well planned and executed to the best of children’s interests. The programme were bite sized experiences and of a comfortable pace. As such, my child was able to benefit from the primary school transition programme. 4. How is she coping with Primary 1? It was a huge leap from HotH! However, Zoe has settled in well with the new school routines. 5. What advice do you have for new parents of House on the Hill? If you are looking for the real Montessori curriculum and an environment that your child would thrive in, HotH is the place to be at! This is part of an ongoing series for Life after House on the Hill. Read more about some of our other graduates here!

Celebrating 10 Wonderful Years: An Interview with Ms. Jing and Ms. Marilyn

The HotH Team August 2022

Founder Ms. Wu Jing and Founding Principal Ms. Marilyn Ow We’re celebrating the tenth-year anniversary of House on the Hill this year! Founded in 2012 by Wu Jing and Oliver Bettin, they sought to impart high-quality early childhood education and care, with an emphasis on staying true to the values and educational excellence of the Montessori Method. Together with founding Principal Marilyn Ow, Jing now leads a team of dedicated staff across four campuses in Singapore: Mount Sophia, Balmoral, Pasir Panjang and the newly opened Hollandse Club branch. Here they look back at the first ten years of House on the Hill. Our first campus at Tower House, 12 Mount Sophia 1. Why did you start House on the Hill? J: I was looking for opportunities in early childhood care and had decided on a Montessori school after learning about the pedagogy. I felt that there was room for a school that was committed to the pure principles of Montessori. When we met Marilyn, I felt an instant connection to her. I loved how professional she was, and I felt strongly that this was how a Montessori educator should be. For me, that was the turning point. This whole naïve plan to have a school, it lit up from there! Team Photo (Mount Sophia, 2015) 2. What are some of your favourite moments from these 10 years of HotH? Graduation (Mount Sophia, 2020) M: There are so many. I think my greatest satisfaction comes from seeing the children grow when they start with us to when they graduate. They are so tiny when they start, and to see how they go from being apprehensive to be in a new environment, perhaps having some separation anxiety, to the day that they are all grown up and graduating from their Kindergarten years. These are very joyous moments for us. Knowing that we have played a part in helping children grow, it gives me great satisfaction and joy. J: There are many sweet memories, but there is one that really stands out for me. One year, a truck accidentally hit our old school building at 12 Mount Sophia. It came out of the blue on a Sunday. We had to close for renovation and repairs, and so many of the parents immediately came together to support us.I remember that within two hours they had set up a parent volunteer committee! M: It was on a Sunday as well! J: I rented the meeting room in my condo, and they all came, lawyers and other professionals, and everyone was sitting there sharing their ideas on how we should handle the situation. It was really touching. M: At that time, the teachers also played their part. We needed to look after the children during the days that school was closed. The teachers had to quickly change their lesson plans. J: Yes, we did ten days of excursions! Each morning they would meet at the bus stop and off they would go. The aunties also came to my house and cooked for our staff as we tried to get the school back on its feet. Looking back, it was such a tough time, but it is also a very fond memory. 3. Do you think early years pedagogy has changed in the past 10 years? In what ways? Parents Workshop and Curriculum Briefing (Balmoral, 2019) M: I don’t think pedagogy has changed much, but what has changed are the parents. They want to be a lot more involved in the whole teaching process, and that’s where the difference lies. It is so much more meaningful when parents play a part in the teaching. So, we help by supporting them with workshops, Montessori at Home materials, and we ask parents to extend learning through lesson plans and our thematic topics. You’ll be amazed at the difference when parents have set their homes up to encourage independence in the children. It makes learning so much easier for the children. 4. What should parents look out for with their young children? Jing with her sons, Kai and Hans (Balmoral, 2019) J: After so many years of working with young children and their parents, and as the mother to two young boys, I would say that parents must learn to be patient about their children’s learning path. They should give the children plenty of space to explore. Children need time to learn in their own way. I have had to learn to step back with my own sons. Instead, I observe them, and I try enable them to think for themselves. We are big fans of independence at House on the Hill, and letting children do things on their own. It gives them such confidence. I understand the anxiety, but it is important to respect the learning process and let it take its course. 5. How do you see the future of House on the Hill? What’s in store for the next 10 years? Focused on developing happy, confident children J: We don’t have big plans to expand, we want to just keep doing what we are doing and doing it well. We are focused on making sure that the children are prepared for life as caring, global citizens and will continue to develop our employees. Looking back, it has been such a joy to do this for the last 10 years. It has been hard work, but I treasure everything that we have been doing here. I’m proud of what we have achieved. If we value and believe in what we are doing, we will go far. A version of this interview was published in the August 2022 Expat Living Magazine. Please click here to view the article.

A Day in the Life: Keia

The HotH Team February 2022

Hi everybody, my name is Keia and I am almost 4 years old! I am in the Shiny Starfish class at House on the Hill with Ms Gim Peng and Ms Shermaine. Today, I’m going to show you what a day in my life is like! 6.00am Good Morning! I usually wake up with my siblings, Luke, Leia and Mia, as we share the same bedroom. Sometimes, Mummy wakes me if we have to leave early for school. Today, I brushed my teeth and joined my siblings at the breakfast table. 6.25am Breakfast I like to have breakfast with my siblings. We usually have toast, cereal and fruits for breakfast, strawberries and eggs are my favourite! But sometimes, auntie will prepare roti prata or noodles for us! *Mummy says oats will make me taller but I prefer roti prata. Haha. * 6.35am Bye! See you later! Kor Kor and Jie Jies leave for school. Papa sends them to their school which is nearby while I continue breakfast with mummy. Big hugs to Leia and Mia!! “Bye!!!! See you later!!” Today, I had to take an ART test. I stayed very still while Mummy helped to swab my nose. I helped Mummy to squeeze 3 drops of liquid into the test kit and waited for the result. “Yay, a negative result!” 7.00am Getting ready for school Time for a shower before putting on my uniform. I can do this all by myself! I remembered to brush my hair too! Ms Gim Peng taught me to comb my hair from roots to bottom in school. 7.20am Off we go! Time to leave home for House on the Hill! Papa helps to buckle me into the car seat and off we go! Papa drove us to school today before he went to work. Usually Mummy will drive us to school. We love to sing on our way to school! 7.35am Coffee Stop We stop by a coffeeshop near school to get coffee for mummy and her colleagues. I help mummy with her tumblers. I love watching the uncle prepare mummy’s coffee! Our hands are busy carrying things so we can’t take pictures, sorry! 7.45am Checking in at school Hello! We’re here! Today, Ms Aishah checked my temperature and I sanitised my hands, then Ms Casilda checked me in. I love arriving at school early. I get to chat with Ms Gim Peng and other teachers, plus my other friends who are early. We also get a chance to feed our school terrapin pets, Moana, Lilo, and Stitch. Enjoy your breakfast! 8.45am Playground Time My favourite time of the day! I love to run down the slope and play a game of pirates with my friends. Hot Lava is my other favourite game to play! 9am Montessori Work Time It’s time to work. Today I am writing words that I can blend. I’d been practising hard to use the LMA (Large Moveable Alphabet) to learn to build words previously. Today, Ms Gim Peng says I’ve learnt to blend and put the sounds together very well to read the 3-letter phonic words. I can transfer them down to my writing exercise book! After I completed this task, my friend and I worked on an activity together. We were figuring out how to form a story game by putting pictures together in sequence. We are learning about what happens to our food after we eat them during our thematic day (Digestion System)! Did you know that we must always chew our food into smaller pieces? For Mathematics, Ms Gim Peng introduced addition to me using the short bead stairs. I can add numbers using the beads, just like my sisters! After this, I worked with another friend on the coloured blocks. We are always able to use these to come up with creative ways to form different patterns. Today, we explored the different ways to hide the smaller blocks in the bigger cube! After this, I worked with another friend on the coloured blocks. We are always able to use these to come up with creative ways to form different patterns. Today, we explored the different ways to hide the smaller blocks in the bigger cube! 11.30am Lunch Time! I eat lunch with a small group of friends. When the food arrives, we take turns to take our bowls and serve ourselves. My favourite lunch at school is the chicken and potato with lots of cheese (my teacher calls it the Potato Chicken Pizza Slices) and the fish which I eat with bread (Mummy says this is Mediterranean Style Salmon). Mummy likes that there’s no added salt and sugar in the food, I don’t know what that means, it all tastes good to me! 12.15pm Clean up time After lunch, we take turns to wash up and change out of our uniform. I have to pack away my used clothes. 12.45pm Mandarin Class We eagerly wait for Laoshi to arrive for our Mandarin programme. Today I’m learning the words for different clothing items. So that’s the word for slippers! I’m going to practice saying these words at home. My favourite part of Mandarin class are Laoshi’s games. They are so much fun! 3pm Snack Time I always like to have my afternoon snack at school before Mummy picks me up. My favourite day is yoghurt day – that’s when I get to pick my own fruits to have with my yoghurt! I like trying lots of new fruit. Yum! 3.30pm Time to go home! It’s time to go home. I pack my bag up and make sure all my things are inside. I go to my shoe cubby and put my shoes on, then I head downstairs. There’s Mummy! I give her a hug and then we head home. See you tomorrow House on the Hill! 4.00pm Exploring with Leia and Mia My brother and sisters are home when we get back. Now it’s playtime with Leia, Mia and our cousin! We get our backpacks and wagon

Checking In: Life after House on the Hill

The HotH Team December 2021

We caught up with some of our House on the Hill alumni families recently, to see how our not-so-little anymore graduates have been doing! Our students usually leave us around the age of 6 to move to primary school, either Singapore Ministry of Education or International curriculums. This is a big move for the students, who might be overwhelmed emotionally or academically. At House on the Hill, we take pride in guiding each child through their Kindergarten 2 level and preparing them for this transition. But don’t just listen to us, hear from our parents! We caught up with 7 families who graduated between the years of 2018 to 2020 to see how our students coped with the move and how they’re doing now. 4 Beautiful Locations Islandwide At House on the Hill, we strive to embody the true Montessori method and philosophy in every lesson and activity. Book A Tour They were generous in sharing their experiences with us, and we are pleased to share their stories in this month’s blog post. “She still misses her teachers!” – Mikaela, Graduated 2018 Mikaela in HotH and all grown up with her little sister (now also in HotH!) “Learning at House on the Hill was fun and memorable. The teachers nurtured each child to their fullest potential and Mikaela’s leadership and good self-help skills were put to use in her primary school. Mikaela was well prepared for primary school with House on the Hill curriculum that instils strong language and mathematical skills for each child. She was able to adapt to primary school learning easily. With confidence and trust, I worked hand in hand with the teachers as they provide feedback to improve on Mikaela’s learning. Transition to primary school was smooth with no fuss all thanks to the teachers at House on the Hill! ” – Naomi, mum of Mikaela, graduated 2018 To read Naomi’s sharing, please click here “After the first day at school, we saw a big smile on his face” – Moran, Graduated 2020 Moran working on the golden beads in HotH and in primary school now “We came to HotH in March 2017 and stayed there for almost 4 years. We witnessed HotH grow from a small family preschool to a three-branch big preschool. At the same time, they accompanied Moran from a little innocent baby to a confident boy, and accompanied us from being new, inexperienced parents to parents with clear goals. When Moran first came to Singapore, he could not speak any English, and could not express himself well. But the teachers were very patient, they taught him not only the English language but also how to take care of himself. To help Moran get used to the new environment, I often joined in the school activities, did different volunteer assignments, made play dates with his classmates etc. Moran grew up in HotH freely and comfortably, which gave him a memorable childhood and a strong base for his whole life.” – Lifeng and Guanyu, parents of Moran, graduated 2020 To read Lifeng and Guanyu’s sharing, please click here “Sometimes he feels that most of the things he has learned it before in HotH.” – Philip, Graduated 2019 Working on Constructive Triangles for Maths skills in HotH, and now more advanced Math work as a young man “We always feel confident that Philip will be able to cope his further study in Primary School because HotH has prepared him so well.” – Agus and Frida, parents of Philip, graduated 2019 To read Agus and Frida’s sharing, please click here “We believe she was more than ready for that next stage” – Maia, Graduated 2019 Maia walking home from the first HotH Mount Sophia Tower House and now with little sister Gia (currently at HotH!) “Maia has exceeded any expectations we had in terms of academic achievement. She is in a school with small class sizes similar to HotH and a setting which allows children to study at their own pace and move forward quickly if they grasp, understand and pass the relevant primary level test. She has been quick to accept new challenges and is so motivated by seeing her own results, that it drives her even more. We honestly do believe that having had a good foundation for her education from her time at HotH helped her strengthen this belief in herself too.” – Shereen and Raj, parents of Maia, graduated 2019 To read Shereen and Raj’s sharing, please click here “[He] does not feel intimidated by the learning environment at Nanyang Primary School” – Joshua, Graduated 2020 Joshua proudly showing off his lacing on the bow tying frame and now in primary school “Joshua was certainly more than ready for P1 in all aspects. He was independent and confident on his first day of school. He also showed little difficulty handling the academic portion of P1. His P1 teachers at our first PTA presented a picture of a confident boy who cared a lot for friends and was conscientious with his work with a good learning orientation.” – Mark and Jacqueline, parents of Joshua, graduated 2020 To read Mark and Jacqueline’s sharing, please click here “Emma had a lot of fun!” – Emma, Graduated 2019 Learning spelling with sandpaper letters; Emma now in primary school “Our experience was great [at House on the Hill]. We felt that Emma is in good and responsible hands. We felt that everyone’s focus is to educate and nurture while understanding that every child needs are unique. The teachers were really doing their best to help Emma progress and we could see her developing day by day. HotH approach is holistic from plating and learning to health and nutrition experts. Emma had a lot of fun.” – Gin and Tamir, parents of Emma, graduated 2019 To read Gin and Tamir’s sharing, please click here “The mixed-age class setting also helped Maya to have more chances to interact with kids of different ages” – Maya, Graduated 2020 Focused in

Category: HotH Family