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Parent Category: Uni5 Schools

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Music And Instruments connects to Rhymic patterns

 Alphabets connect children to the sound pattern, while music connects to the rhythmic patterns of sounds. In Uni5 model exposing children with this concept to various type of music again enchances their deep scientific  understanding of frequency of sound, amplitude, tone and pitch.

At a later stage we connect them  to the universal energy pattern and music and how various combinations of rhymic patterns can create music.  In this regard we expose children to both  Indian musical instruments and international musical instruments.

Musical connecting to rhymic patterns of day times and sesaons times, emotional states, energy patterns (Pancha bhootas) are also done.

This way they are exposed to all the patterns interconnecting to various aspects in our school.

Every day songs are sung in many languages that  convey a message.

Chanting shlokas, Christmas carols, songs, are also exposed to children.

Playing back ground music each day different in the children environment.

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Parent Category: Uni5 Schools

Category: Programs and Curriculum

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Fine Motor Skills connects to work patterns

Human evolved to higher intelligence when he started to use hands to make tools, that indirectly did neuronal inter connectivity. This is why we expose all essential practical life skills are  presented and exercised with child size materials, special Montessori sensorial materials and many hands-eyes coordinating tools.

This creates a huge difference in children in the children's ability to grasp patterns and be creative in later stages.

Out dated traditional tools and modern tools both exposed: We expose children to both outdated traditional and modern tools because it helps builds a strong scientific foundation which helps them later to connect and be creative.

 Example use of broom stick, allows children to be aware of the process of cleaning and moving objects of various sizes, from dust to bigger objects.

 Grinding stones of variety of shapes and sizes and kinds used for various purposes from wet , dry grinding of grains, herbs, vegetables etc expose them to the physcial sciences. We also connect children to separation technique in traditional winnowing pan (Muram) for winnowing grains. Churning of butter from yogurt is a favorite of many children to see the physics of sepration and the chemcistry of food.

Carrying small pots of water in the hip and in the head to give a sense of balance. Walking pattern, on zig saw and curved lines also done.

We use tamarind (a fruit used in Indian cooking) to clean brass instead of chemical detergents. This makes the child to connect to the chemistry of food as well as detergents and also the concept of eco friendliness.

Child size modern equipments like iron box, peeler, traditional iron box are also given.

 Lighting lamp, incense sticks, making garland with flowers, kolam, floral arrangements, vessels organization in kitchen, simple Indian cooking, cutting vegetables for different recipes in different in Indian cooking, arranging prayer room, different types of grinding and pounding stones, Indian balance, .

Hair plating for girls showing various patterns is also done.

Wearing buttons, changing dress and different type of costumes are shown.

Eating food with hands are first allowed to master and then to use spoon and forks.

Doll house playing and also eco friendly ball making and playing also gives team work spirit.

All these activities are given with the Uni5 pattern in mind.

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Parent Category: Uni5 Schools

Category: Programs and Curriculum

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Arts And Crafts connectis  to Emotional patterns

Instead of merely allowing children to merely color, cut and glue, we introudce various craft work which allow pattern recognition and connectivity in children.

Apart from allowing to use crayons with free hand drawings and scribblings, teachers show all types of knitting, embriodery, gems-stones fixing to cloth (chamki work) to children. 

We also use local pattern recognistion like mat weaving, flower garland making, beads strnging etc.  It is interesting to note that the Nobel prize winner in his bio graphy says his child hood expose to knitting helped to later develop a strong mathematical brain. ( see article Richard Feynman's  How to teach Science).

Other pattern designing painting with various colors, clay work, paper folding are also done.

We also use eco friendly materials and methodology like kolam drawing in Southern Indian tradition. Mathermatical properties of kolam is studied in Computer Science field too (American Scientist Article). Other interesting feature in Northampton Community College research. More on Kolam - wiki

This type of  exposure helps children later to connect arts to mathematics, language and science.

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Parent Category: Uni5 Schools

Category: Programs and Curriculum

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Alphabets  connects to sound patterns

Montessori says that within the age of 6, a child can learn as many as 8 languages. We emphasize children talking their mother tongue first, because it has been familiar with the words from its mother's womb.

We also expose children to the local language and the international language like English.

In our  Uni5 Sakthi CBE school we have teachers  who converse  pure Tamil,  English and one  in Hindi. We insist on pure because mixing languages while conversing is not good for the child's vacabulory. But if the child is told that about the name of the language and different languages spoken, then there is no confusion.

We introduce children from the age of 1to  different languages. More the languages they hear, better their conenctivity in the brain.

The teachers very clearly pronounce the sounds of nouns in different languages. Then they show real objects or pictures and then pronounce it. They also show give challenge to recognize where a phonetic sound is in a word that is pronounced. Then the alphabet is shown denoting the phonetic sound.

Then children are exposed to  sand paper letters to trace and feel the symbol given for the sound. This has been insisted to Dr.Montessori by Hellen Keller.

After the children feel in sand paper writing the alphabets, they themselves are inspired to write in paper. No force is given inisting to write in the early age.

When children leave to primary level at the age of 4 they can identify vowels and consonants in English and  in the local language (Tamil). More vocabulary is emphasized though listening to sounds.

In the Uni5 Self Connecting pattern system, we use proverbs to bring connectivity in the children. We introduce to native proverbs (Tamil, Hindi, Malayalam) and also English proverbs. We understand that connecting a situation to another analogical situation creates creativity in not only in language and arts but later helps in learning and comprehending science.

We also use simile (in Tamil Uvamai) and metaphor (in Tamil Uruvagam) in our conversation with children to increase connectivity and communication skills.

To enrich children in language, we also use riddles as a part of language development. This inspires to self create situations amazingly in children. We use riddles as a game in English, and local languages like in Tamil, and Malayalam.

We encourage every school to use their local language riddles to incrrease connectivity in children.

Writing in sand has an impact on the brain and touch stimulation. https://www.youtube.com/watch?v=MvtFuYhsCfI