A Garden Designed for Wonder 

Inspired by the Reggio Emilia philosophy, The Magic Garden is a responsive environment that grows with the children. At its centre, a wooden stage with the metallophone and ponglang invites children to explore rhythm, sound, and culture—encouraging collaboration and creativity through music and play. 

Climbing Towards Confidence

The garden’s climbing frame is more than a structure—it’s a space for building strength, balance, and resilience. As children challenge themselves through movement, they grow in courage, coordination, and confidence with each step they take.

Learning Through Connection 

Open-ended and ever-evolving, the space encourages child-led exploration. Whether in moments of quiet reflection or lively collaboration, children shape their own narratives—turning each visit into an opportunity for connection, inquiry, and imagination.

A Living Space for Growth More than a playground, The Magic Garden reflects our belief in meaningful, hands-on learning. It’s a place where discovery unfolds naturally, shaped by the children who bring it to life. Each day, it becomes something new—a reflection of their curiosity, creativity, and connection.

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As part of our student support programme in our Bangkok schools, we are delighted to offer a series of Parent Workshops to share our best practice teaching and learning approaches at ºÚÁÏÍø, beginning with the importance of relationships and the neuroscience of learning, before we explore our particular approaches to literacy and mathematics.

We welcome all ºÚÁÏÍø parents to join our Early Years programme in Bangkok so you and your child can be empowered at home to maximise their years at school and unlock their full potential.

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The Morning Meeting builds a democratic learning community; children are given the space and time to listen, discuss, and exchange ideas and perspectives. These different elements allow for a variety of opportunities to build the classroom community, set expectations, and develop social-emotional and academic skills.

Beginning with the ‘Greeting’, all children are met with a sense of belonging and acceptance as they are welcomed into the group. This sets the tone for respectful learning and establishes trust for the whole school day. The ’Sharing’ element allows children to share stories, ideas, and important experiences or events in their lives with their peers and practice their active listening skills and inquiry, cultivate empathy, and build up their own self-esteem.

Group Activity: everyone participates in a short, fun activity that fosters community spirit and helps the children practice social and academic skills. This might include playing a game, conducting a class survey, or singing a song, for example, which can incorporate literacy, mathematics, problem-solving, exploration of new concepts, and more, through cooperation, interactive play, and self-expression.

Morning Message: finally the children learn about the upcoming schedule for that day and develop language skills by reading and discussing the messages prepared and written by their teacher.

The Morning Meeting is a part of our Early Years program in Bangkok. It is a crucial daily ritual for the children that integrates and solidifies their social and academic learning and their sense of belonging; it is a ‘foundation for every lesson, every transition time, every lining-up, every upset and conflict, all day and all year long.’ (Kriete, 2002).

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Gea provided an enlightening overview of positive parenting, its benefits, pitfalls, and strategies for implementation. ºÚÁÏÍø’s Reggio-inspired approach to learning and the positive parenting philosophy naturally go hand-in-hand in their shared appreciation for the ‘whole’ unique child and our role as nurturing guide and coach; this is an understanding that all children fundamentally desire to do good, to do the right thing, and should be trusted in their potential to develop according to their unique personality and be guided with compassion, respect, and responsiveness.

Whilst being sensitive to the unique needs and temperament of your child, this does not imply a ‘laissez-faire’ approach but rather, as Gea stresses, a key component of positive parenting is the capacity to set clear boundaries and expectations consistently to provide a framework for your child to grow, work through challenges and frustrations, and become a resilient, confident and independent individual.

Gea highlights some tips for reinforcing positive behaviour and managing challenging behaviors: observe, engage with, and listen to your child; consistently model behaviour; offer praise ‘in the moment’ for desired behaviour and conversely with undesired behaviour, give simple, direct statements ‘in the moment’ rather than offer endless talks and negotiation, and instead reflect later on ‘what happened’ to identify reasons and explore future options to work on accountability.

Gea reminds us that at the heart of the parent-child relationship is trust, trust in yourself as a parent and in your child. Facing the stresses wrought by the pandemic and tackling new challenges such as online learning, it is more important than ever that we should give ourselves a little grace; we should not aspire to perfection, but just as we try to encourage it in our child, we too should embrace a ‘growth mindset’ in our journey as parents. 

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