EARTHQUAKES AND EVERYDAY LIFE

Our ground is continuing to rumble, our anxieties fail to abate and our ability to cope with "everyday - little" challenges seems to be diminishing.

We all experience the sleepless nights, loud traffic noise, shaking homes, insecure feelings when we leave our children and loved ones.

WE ARE NOT ALONE!!!!

Please feel free to speak to any staff member at anytime. Your phone calls are always welcomed with care and confidentiality.

Abacus Staff have had access to two external support/professional guidance networks for post traumatic stress care. From these sessions, we are able to avail you to relevant literatures, support, counseling and bureaus etc. Please contact us if you wish to access any of the above.

Clare, Pam, Leah, Anna, Amber, Leanne, Kim, Holly, Bex, Joanna, Sam and Renee & Cissy.

"The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. But not only his intelligence; the full totality of his psychic powers... At no other age has the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection".

1. In keeping with the true tradition of Montessori Education we believe that no person is educated by another and that he or she must do it themselves or it will never be done.


2. Learning is a continuous process motivated by a natural curiosity and love for knowledge.


3. An intense fascination for learning even the simplest skills is prevalent during the early sensitive periods in a child's life. A child must be allowed the freedom to select individual activities which correspond to his/her own periods of interest so that an early enthusiasm for learning is fostered.


4. We aim to create an environment which encourages self confidence, self discipline, concentration and independence and prepares the child to become a responsible member of society.


5. The children who are of mixed ages, races and abilities are encouraged to learn from each other and respect the rights of others.


6. We must strive to create an atmosphere of peace, generosity, order and co-operation in which all children can thrive.


7. We aim to perfect the art of creating a climate of co-operation, a subtle and flexible balance which avoids the extremes of no control and over control, steering rather towards self-control.


8. The environment encourages every child to participate. The process of doing is of value, not just the achievement of task completion.


9. Errors are to be treated kindly, not criticised.


10. Children are given the freedom within limits. Staff are firm, consistent and positive in the promotion of the understanding and acceptance of limitations.

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