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Tree House Trilingual School has adopted the learning by doing approach using the teaching system that is in line with the following internationally accepted educational theories: Montessori, Waldorf, Multiple Intelligence, Creative Training Package, and Subject oriented base on hands on activities to promote the development of skills and knowledge in all aspects of students, including intelligence, creativity, and application in real life. Effective learning comes from direct experience, where teachers play a role in making learning an experience full of happiness and meaning for the learners.
All classrooms at Tree House Trilingual School are designed according to Montessori theory to align with the learning approach that focuses on developing students’ full potential. The environment is conducive to learning and promotes the development of various skills according to Montessori principles.
Applied Montessori teaching in kindergarten focuses on hands-on experience using the five senses: seeing, hearing, tasting, smelling, and touching.
The Waldorf learning environment emphasizes the use of natural materials and natural elements to foster children’s creativity and imagination.
The theory of multiple intelligences was developed by renowned psychologist Howard Gardner, who proposed the idea that human intelligence does not have just one form, but rather consists of many different forms.
The Waldorf learning environment emphasizes the use of natural materials and natural elements to enhance children's creativity and imagination. The Tree House uses a walkboard learning method to organize activities where children can choose to learn from the choices prepared by the teacher at each station, divided into groups of no more than 8-10 children per group.
Extra-curricular activities at Tree House Trilingual School are designed to enhance students’ development and interests in areas outside the core curriculum. They focus on diverse and adaptable learning based on children’s interests, such as art, sports, music, and social skills development to promote creativity and problem-solving skills.
Teacher Chanattha Chinsuphakul has adapted the curriculum and teaching techniques from the United States to be appropriate for the Ministry of Education’s curriculum by using the Integrated Teaching Approach, Thematic-Based Learning, and Project-Based Learning to create meaningful and systematically connected teaching. The teaching will be held in English by an experienced native teacher in each learning unit. Children will learn important topics that are relevant to real life, which helps children understand the content deeply and apply it to their daily lives effectively. This is done through Thematic-Based Learning, which links together many subjects such as language, art, mathematics, science, and social studies, so that children can learn from many perspectives. Project-Based Learning is also used to promote learning that focuses on practical practice. Students will participate in challenging and real-life projects and work together in groups.
Using the Integrated Teaching Approach effectively connects and harmonizes the content taught in each learning unit in terms of intellectual development, life skills, and social learning, which will help build skills necessary for daily life. The learning process focuses on developing children to have a thorough and profound understanding and be able to apply the knowledge they have gained to their real lives effectively.
An academic year consists of two terms: the first term (18 weeks) and the second term (18 weeks).
There are approximately seven periods of 40 minutes each each day.
Focus on activities to develop learning readiness and various skills with 4 classes per day and 3 breaks
Focus on activities to develop learning readiness and various skills with 5 classes per day and 2 breaks
In terms of language use, teaching will be adjusted to use a balance of Thai, Chinese and English in accordance with a curriculum designed to promote diverse communication skills and connect them to children’s daily lives in a linguistically and culturally diverse environment.
The assessment of early childhood development in Baan Ton Mai Kindergarten focuses on monitoring and promoting holistic development based on the principles of child development according to age and individual differences to reflect progress in various areas that are important for the development of the potential of every child. The assessment covers the following approaches and tools:
Portfolios collect the work children have created over time, such as drawings, writings, crafts, and activity photos, to reflect the development of creativity, learning, and problem-solving skills.
Portfolios demonstrate development in various areas, such as physical, emotional, social, and intellectual, rather than being measured solely through examinations.
Monitoring progress through a portfolio emphasizes comparing each child's progress with himself or herself to promote confidence and pride in personal achievement.
Children play a role in selecting their work into the portfolio, with teachers acting as guides to enhance self-evaluation skills and promote systematic thinking.
Teachers record data on behavior, learning, and activities that demonstrate development in various dimensions, such as physical, intellectual, linguistic, and emotional-social dimensions.
The assessment focuses on setting individual goals that are appropriate to the child’s potential to help promote future development.
Teachers use developmental reports as a tool for discussion with parents to create a shared understanding of the child's development and determine a consistent developmental path.
Teachers observe children’s learning through self-selected activities, focusing on developing skills such as hand-eye coordination, problem-solving ability, and creativity.
Assessment of each activity focuses on the development that occurs in the process rather than the outcome, allowing for an understanding of the child’s individual potential and interests.
The assessment of development based on the concept of multiple intelligences covers a wide range of abilities such as language, music, physical, spatial thinking and social intelligence to reflect children's specific aptitudes.
Focus on assessing different abilities to plan appropriate development and promote learning that matches interests.
Teachers work with parents and children to set appropriate learning goals to help develop potential effectively.
This includes observation, interviews and reflection to obtain comprehensive and complete information in all aspects.
โรงเรียนอนุบาล 3 ภาษา บ้านต้นไม้
BAANTONMAI SCHOOL
973/2 ชอยพิบูลย์อุปถัมภ์ ถนนสุทธิสารวินิจฉัยแขวงสามเสนนอก เขตห้วยขวาง กรุงเทพฯ 10310
ยินดีต้อนรับสู่ โรงเรียนอนุบาล 3 ภาษาบ้านต้นไม้
เรามีความยินดีต้อนรับเด็กๆทุกคน และยินดีที่จะ ดูแลเด็กๆ ไปพร้อมกับคุณพ่อคุณแม่ โรงเรียนอนุบาล 3 ภาษา บ้านต้นไม้ เป็นโรงเรียนอนุบาลขนาดเล็ก และรับนักเรียนไม่เกิน 200 คน โดยมีคุณครูดูแลอย่างใกล้ชิด คุณครูทุกคน ได้ผ่านการอบรมพิเศษ ภายใต้ความเชื่อ ปรัชญา และทฤษฎีการศึกษาของโรงเรียน อนุบาล 3 ภาษาบ้านต้นไม้
วันจันทร์-ศุกร์ เวลา 7.00 – 17.00 น.
วันเสาร์ เวลา 8.00 – 12.00 น.
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