Kindergarten can set the stage for a child’s school experience, laying the foundation for what kind of learner they become. Caulbridge School works to balance a child’s sensory-motor, social-emotional and academic development because to skip over any of these distinct areas will have consequences as your child moves through their school years. Sensory-motor skills are […]
Child Development, Learning & Teaching, Neuroscience | December 3, 2017
Academics tend to break down around third grade, when children go from learning-to-read to reading-to-learn; or from simple arithmetic to more complex math concepts. In the earlier grades it is more likely that learning differences will go unnoticed because
Learning & Teaching, Neuroscience | November 29, 2017
Ronnie’s Awesome List presents a guest article by Debra Lambrecht, Founder of Caulbridge Education. I’ll never forget the most meaningful advice given to me
Engaging the Senses, Neuroscience, Self-Efficacy & Agency, Updates | November 7, 2017
Every parent wants their child to be able to walk into a situation, read what is happening and then be able to act accordingly. Tracking is the science and art of observing animal tracks and other signs for the purpose of gaining understanding of the landscape, along with the systems that make up the environment. […]
Child Development, Learning & Teaching, Neuroscience | October 28, 2017
When viewing these colored images of a brain, it may not be obvious if we’re looking at a child or an adult brain. The centers that control critical thinking, spatial movements, language or executive functioning are developed at birth. What are NOT developed are the neuropathways and connections between the centers. Neuropathways are developing at […]
Child Development, Engaging the Senses, Learning & Teaching, Updates | October 22, 2017
Is your child easily overwhelmed by the environment; sensitive to loud noises or scratchy surfaces?Is your child is having difficulty saying goodbye at school, or with small motor activities like holding a pencil? Does your child fall a lot or play too rough with other children? These varied behaviors may be indicators of sensory delays. […]
Child Development, Self-Efficacy & Agency, Updates | October 13, 2017
Surely a child yelling ‘I hate you’ or throwing shoes around the room is not their best behavior. At that moment, yes, it is. Infants will cry to let us know they are hungry or need our help to meet their needs.
Child Development, Learning & Teaching, Self-Efficacy & Agency, Updates | March 30, 2017
There is still time to find the right education. Caulbridge School answers the call of forward thinking families who want more for their children; parents who want a relevant education in a nurturing environment.
Child Development, Learning & Teaching, Self-Efficacy & Agency, Updates | January 10, 2017
You may have heard ‘I hate math’ or ‘I’m not good at reading’. Learning is a natural process for children, so when they resist learning they may be telling us something much more significant
Learning & Teaching, Self-Efficacy & Agency | September 16, 2016
Oracy includes speaking and listening skills, rhetorical techniques, self-regulation and presence. Can a student look you in the eye, listen to another’s perspective and offer a reasoned point of view?
Learning & Teaching, Self-Efficacy & Agency, Updates | July 15, 2016
Preparing children to be adaptive thinkers with strength of heart and character is essential in these unprecedented times of change and uncertainty in the world. Caulbridge School has committed to an in-depth assessment process that measures courageous learning and positive self-concept
Child Development, Neuroscience, Self-Efficacy & Agency | January 26, 2016
Early adolescence (the 11-14 year old) is characterized by rapid physiological and psychological changes. Challenging children socially and physically helps to sort out the paradox between their inner life and their new-found need for sovereignty in their outer world.
Engaging the Senses, Self-Efficacy & Agency | January 6, 2016
We teach fire building at Caulbridge School, not because we expect our students will be stranded in the wilderness and need to survive; rather for the sense of accomplishment, confidence and mastery it provides.