Child Development, Learning & Teaching, Neuroscience | February 13, 2018
Your child’s well-developed working memory contributes to effective learning, strong executive functioning skills and their social-emotional development. Children are bombarded with sensory inputs that are taxing
Child Development, Learning & Teaching, Neuroscience | January 10, 2018
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
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
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.
Child Development, Engaging the Senses, Featured, Neuroscience | September 17, 2014
Children are not miniature adults; they have a unique set of needs for healthy development. Only when children are engaged with relevant and developmentally appropriate activities can developmental milestones be reached and real learning occur.