Does Bilingualism Lead to Language and Speech Delays?

February 15, 2020/in Bilingualism, Language Learning, Parenting, Teaching and Learning /by Tessa International School

Chances are, if your child is actively learning a second language at a young age, it’s with high hopes that they will someday become proficient bilinguals. Let’s face it, parents don’t generally enroll children in dual language studies without the desire for them to one day become fluent in multiple languages. Along the path, however, are some key questions and even concerns that should be addressed in order to give a child the best chance at achieving true bilingualism.

Will Bilingualism Cause Speech Delays?

One of the biggest questions parents of young children face when considering a second language for their child early on is – will bilingualism cause speech delays? The concern is a valid one to address since no parent wants to inhibit the learning path of their child by any means.

While many children often display what appears to be speech delays when exposed to dual languages, it’s important to note these pauses are not delays in learning. On the contrary, when a child takes pause to consider which language to use at which time, they are actually beginning to show a mastery of both languages. The “pause” or “delay” is a sign their minds are processing the information and learning not only the language cues, but also, to problem solve and compartmentalize simultaneously.

Does Multiple Language Learning Cause Confusion?

Often times children who are learning a second language may pull words from both languages in regular conversation. This “mix up” may be seen as confusion to some, but it’s actually a sign of high cognitive functionality and impressive progress. Since children are operating on a smaller vocabulary than adults, they often need to rely on tried-and-true words to describe things they don’t yet understand. By pulling other words, they are showing they understand a cross-correlation which will help them to eventually pull together a more complete picture.

“One misunderstood behavior, which is often taken as evidence for confusion, is when bilingual children mix words from two languages in the same sentence. This is known as code mixing. In fact, code mixing is a normal part of bilingual development, and bilingual children actually have good reasons to code mix,” explains the U.S. National Library of Medicine’s National Institutes of Health.

Should You Wait to Introduce a Second Language?

Many parents consider postponing bilingual studies until their child is older and believed to be more equipped to study a second language. The belief with this is that they want their child to master one language first before introducing them to another. While this may sound plausible in theory, in order to have the best chance at fluid bilingualism, most researchers agree it’s actually best to introduce multiple languages as early as possible.

Since our brains are poised best for learning at an early age, it makes sense to introduce more learning possibilities early on. As we age, our minds evolve and begin to adapt to several environmental factors as well as physical determinants that change our ability to learn new topics. In other words, the older we get, the more our minds work against us in our ability to pick up new concepts as easily as we did when we were younger.

So, what does all of this mean? Essentially, if you’re concerned about inhibiting your child’s ability to learn by introducing a second language early on, don’t be. Research shows that the earlier and the more frequently children are exposed to dual languages, the higher their chance becomes of being fluent in both later in life.

Woodworking at Tessa

February 14, 2020/in Tessa News /by Team Tessa

Tessa International School has partnered with Kidbilt to provide an engaging afters-chool program devoted to woodworking. Here is what they have to say about it:

In our after school woodshop class, kids as young as 4 years old are learning how to work with real tools building projects out of wood. We take the kids through he entire woodworking process from start to finish. We learn about where wood and lumber comes from and how it’s made. The different species of wood look and feel different as well as have different properties. Cherry wood is harder than pine.
Students learn how to use the measuring tools such as rulers, squares, measuring tape and angle measure. We measure and mark desired lengths of the project pieces before cutting them with a hand saw. Students use a small hand pull saw one on one with the teacher. We teach them the importance of using a woodworking clamp by attaching the piece we are working with securely to the table before using a saw so that the free hand can be at a safe distance away from the blade. Students learn various joinery techniques – we use a drill to make pilot holes to attach pieces by using screws, nails or dowels. In the process students are practicing hand eye coordination when using a hammer, a pincer grasp and fine motor skills when turning the screw in with a screwdriver. Students are also taught various finishing techniques such as sanding with different grit paper, using mineral oil or using wax.
Projects during the semester include, toy car/ vehicles, sail boat, airplane, bird feeder, tool box, step stool. We try to make sure students are excited about the projects and ask for their input on what they would prefer building.

A Celebration of Learning

February 7, 2020/in Tessa News /by Team Tessa

At Tessa International School, for the End of Unit Celebration, students have been demonstrating different arts and crafts they have created related to the Unit of Inquiry, performing songs and dances, or making short speeches about what they have learned.

The Celebration of Learning is a part of the IB PYP curriculum framework and a great way to develop a partnership between parents and schools.

It is such a powerful opportunity for students to make their learning public and gain confidence by presenting it to an authentic audience.

Through this process, students can embrace the different learner profiles to reflect on their learning by communicating what they now know and what they are inquiring about.

Are your children enthusiastic and proud to show you what they have inquired about? Are they able to explain it? Can they use some vocabulary of the targeted language ( French or Spanish)

Parents (and teachers) have on the other hand to show respect, curiosity, confidence and appreciation in the progress during the Celebration.

Do we show pride when we see our students accomplishing their goals? Do we empower them and give them ownership by being curious and asking questions?

Indeed, “the PYP is a transformative experience for students, teachers and the whole school community. PYP students learn how to take control of their learning, teachers collaborate to deepen student- learning and increase their confidence and self-motivation. The whole school community, including parents, are viewed as partners in learning, and actively contribute to a holistic educational experience”

For those reasons, we have to embrace every kind of progress as it is a demonstration of skills (socially and academically) they have acquired through the learning.

In the PYP, there is no standard way to do a celebration of learning as it is a reflection of the students work and progress.

For that reason, teachers and students can choose the format but the most important thing is that celebrating your children’s learning is a way to realize an effective assessment which is profitable not only for teachers but also for students and parents.

Indeed, effective assessments allow students to:

share their learning and understanding with others;
demonstrate a range of knowledge, conceptual understanding and skills;
use a variety of learning styles, multiple intelligences and abilities to express their understanding;
know and understand in advance the criteria for producing a quality product or performance;
participate in reflection, self- and peer-assessment;
base their learning on real-life experiences that can lead to further inquiries;
express different points of view and interpretations;
analyze their learning and understand what needs to be improved.

And it allows parents to:

see evidence of student learning and development;
develop an understanding of the student’s progress;
provide opportunities to support and celebrate student learning.

That being said, we had a wonderful Celebration of Learning last week!!!!

Elodie Sylvestre.

The Environmental Advantages of Language Learning in Young Children

February 1, 2020/in Bilingualism, Language Learning, Teaching and Learning /by Tessa International School

As any adult who has ever attempted to learn a new language or skill can tell you, picking things up later in life seems to be much more difficult than it was as a young child. No matter how hard you study or how many times you try to master a new skill, the older we get, the harder it becomes to pick things up. So, do children really learn faster than adults or is there a trick to their ability to grasp language concepts and skills at a more effective and efficient rate?

Language Learning Differences with Age

You may assume that a younger brain is more conditioned to learn, much the same as a younger body is more physically able to compete in triathlons than an older body. While you wouldn’t exactly be wrong, the process of conditioning a brain for learning is much more complex than simply age. It’s true that we do lose brain power as we age – particularly reducing our ability to pick up new items and retain new information – a fact which has a direct result on the rate in which we learn (obviously). It’s not as simple as saying adults learn slower than children because of age, however. Understanding how our minds change as we age is key to grasping why we learn differently at various stages of our lives.

“As a person gets older, changes occur in all parts of the body, including the brain. Certain parts of the brain shrink, especially those important to learning and other complex mental activities. In certain brain regions, communication between neurons (nerve cells) can be reduced… These changes in the brain can affect mental function, even in healthy older people,” explains the U.S. Department of Health and Human Services.

While our brains undergo degeneration and deterioration naturally over the years, this still does not account for a complete picture on learning differences over the ages. In other words, yes, aging minds are physically less capable of learning as younger minds, but not to the extent that thoroughly explains why children are able to pick up learning new languages and subjects so much faster.

Unconscious Learning Vs Conscious Learning

Outside of the physical difference of young minds versus older minds, there is another piece of the puzzle that helps to explain how children learn so much faster than adults: unconscious learning versus conscious learning. In the simplest definition, unconscious learning is that which takes place without even trying. Think of it as picking up a favorite line or phrase from a movie you’ve seen a few times – you didn’t intend to learn it, you just picked it up and remembered it while watching in enjoyment. Conscious learning then, is the opposite. It’s the intentional act of trying to learn a new task or subject. This form of learning is like trying to study for a test or memorize new policies or manuals for work.

So, how does this translate to language learning as children versus as adults? It’s really quite simple; young children tend to learn unconsciously while adolescents and adults lean more on conscious learning habits. Young children do not focus on studying specific grammar books, diagrams, or memorization – in fact, they don’t focus on learning at all. Instead, young children inadvertently pick up information like a sponge by simply absorbing what they see around them. Adults, on the other hand, spend hours poring over learning techniques and specifics, trying to memorize new information and, subsequently, absorb less information in the process.

Environmental Advantages of Language Learning

“(Children) are literally built to absorb information; they do this in an unconscious state of mind, like they’re learning, and they don’t even know it. Adults and older children, on the other hand, have to consciously learn the information which makes it harder because when we learn that way, information sometimes gets lost or disassociated,” explains the Instructor Blog for Penn State’s SC200 Course.

In addition to picking up learning cues unconsciously, the environments in which children learn are more conducive to information absorption as well. As children, we are encouraged and praised for the very concept of learning despite not picking up proper grammar cues or techniques. Children are met with smiles, accolades and support when they are able to communicate the basics of a new concept or language because they are not expected to learn all of the details all at once. This allows them to grow by picking up specifics a little at a time without fear of failure or sounding unintelligent if they don’t get something 100% correct.

On the flip side, older children and adults are often faced with (sometimes paralyzing) fear over sounding like anything less than a native speaker on their topic of study. In other words, adults have a fear of failing or making mistakes and being criticized for said mistakes which can (and does) inhibit the ability to fully absorb and learn through their environments.

Immersion and Bilingualism

Closely linked to the environmental advantages to learning – particularly with language learning – is the difference of learning through immersion. Immersion is the act of learning by being fully immersed in the topic of study for at least 50 percent of the time. In terms of bilingualism, it means learning by being in an environment which speaks the language being learned for at least half of your time awake each day. This is something which has benefits for both adults and young children, but again, there are differences in the rate at which each pick up the immersion learning cues.

While immersion is a highly productive method of learning, adults and children still pick things up at different rates. Referring back to the previous differences, despite being immersed in language learning, adults are still prone to cognitive degeneration inhibiting their ability to learn as well as holding on to the same fear of mistakes. It all boils down to a combination of both physical deterrents as well as environmental inhibitors that present as learning obstacles with age. It is the overall healthier cognitive functionality in combination with more favorable environmental stimulants (among other, more unique, criteria) that ultimately gives children the advantage when it comes to learning new languages and other topics more quickly than their older selves are capable of pulling off years later.

Tessa’s Chinese New Year Celebration

January 31, 2020/in Celebrations, Tessa News /by Team Tessa

On February 1st, 2020 Tessa International School is excited to host its first Chinese New Year festival!

Chinese New Year (春节) is the Chinese festival that celebrates the beginning of a new year on the traditional Chinese calendar. Observances traditionally take place from the evening preceding the first day of the year to the Lantern Festival, held on the 15th day of the year.

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Lantern Festival

Chinese New Year is associated with several myths and customs. The evening preceding Chinese New Year’s Day is frequently regarded as an occasion for Chinese families to gather for the annual reunion dinner.

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Reunion Dinner

For the northern regions of China, dumplings are featured prominently in meals celebrating the festival(Dumpling Making, Blue Classroom).

It is also traditional for every family to thoroughly clean their house, in order to sweep away any ill-fortune and to make way for incoming good luck. The lion dance is believed to bring good luck and fortune to family and business(Lion Dance, Purple Classroom).

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Lion Dance

Another custom is watching performances with family members (Chinese Opera Mask Making, Green Classroom).

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Chinese Opera

Other activities include lighting firecrackers and giving money in red paper envelopes to young generations (get a red envelope at the end of the activity at Purple Classroom).

During the week, our students prepared decorations for the celebration. You can find some of them below!

Prime Taekwondo, more than an Afterschool!

January 24, 2020/in Tessa News /by Team Tessa

Tessa International School has a great relationship with Prime Taekwondo in the Monroe Center. Besides hosting our indoor Yoga and PSPE classes, as well as indoor play on rainy days, on Tuesdays we have an After-School program for Taekwondo for children who are 4 years old and up with Prime. There, each child is taught with care and patience. The instructors scaffold for each child’s individual level. The program offers children a way to let each child know that he or she is special and he or she can achieve his or her maximum potential. Taekwondo students are more respectful at home and more diligent about doing homework and chores around the house.

Prime Taekwondo proposes different programs such as adult, teen and toddler classes, designed to encourage the development of the child, work on the discipline of the teenagers, relieve stress and tension for adults. Taekwondo is one of the most systematic and scientific Korean traditional martial arts, that teaches more than physical fighting skills. It is a discipline that shows ways of enhancing our spirit and life through training our body and mind. Today, it has become a global sport that has gained an international reputation, and stands among the official games in the Olympics.

They also offer amazing birthday parties and family classes. Your child and up to 15 friends can enjoy a fun party involving Taekwondo training, fun games, physical activities and even board breaking. We encourage you to have a look at their website!

Our Winter Holiday Show

January 17, 2020/in Tessa News /by Tessa International School

At the end of the 18-19 school year, the Tessa Administration asked us to direct the 1st ever holiday show and I will admit, we were equal parts excited and nervous. Just like you, we value the quality of education that Tessa provides and the unique community that Tessa has created and we really wanted to honor that in our work with the children. The task of putting together an original show for almost 100 students seemed daunting BUT we were up for the challenge!

We have always loved the portion of the Tessa mission statement that refers to Tessa students as “happy world citizens”. So we brainstormed for several weeks and 2 songs kept coming up for us: “It’s a Small World” and “We are the World”. We went into rehearsals knowing that we would incorporate both songs into our show somehow. In continuing with the world theme, we thought it would be fun and educational to highlight other winter holidays so we researched: Yalda, Pancha Ganapati, Omisoka and the Longest Night of the Year (a Winter Solstice festival celebrated in Ushuaia, the very bottom of Argentina) and worked with the Grade 1 and Kindergarten students to create short scenes to present on each holiday. The PreK 3 and PreK 4 classes were assigned winter or holiday songs to present.

It was important to us that we have at least one group number that included every student but we couldn’t decide on which of our world songs to use, ”It’s a Small World” or “We are the World” so…we combined them to create a finale song as unique as the students singing it! Because music did not exist for this new creation of a song, we took several students to SkyRoom Studios to record a Tessa original track that the entire student body could sing along to during rehearsals and the live show.

After several months rehearsing with the children every Friday, 30 minutes with each class, we began adding costume pieces in around 2 weeks prior to the performance. On December 20th, our group of “happy world citizens” took to the stage to present the culmination of their hard work

How to Continue Your Child’s Bilingual Learning at Home

January 15, 2020/in Bilingualism, Language Learning, Parenting, Teaching and Learning /by Tessa International School

When it comes to language learning, many parents often wonder how they can help their children become more proficient in their comprehension. In many cases, students will often struggle to pick up new language cues and improve fluidity of bilingualism if their studies don’t extend beyond the classroom. In fact, in order to obtain true bilingual capabilities, children require an immense amount of exposure to the languages – exposure that extends well beyond the classroom. So how can you help your child continue bilingual learning at home?

Bilingual Learning at Home

It’s well-known that pediatricians and early education professionals have long supported the relationship between reading and communication with language skills in young children. Parents are encouraged to both read to their children and interact with them directly as much as possible in order to expand their child’s language understanding. The same is true for learning a second language.

The key to expanding a child’s understanding of bilingualism is exposure – lots of exposure – to both the native and second language. Since language learning does not stop once your child leaves their classroom, parents should be continuing the learning at home by incorporating the second language as frequently as possible in the home life. This can be done by reading books, playing games, following recipes native to that language, or even just simply in regular conversations with their children.

Hands-on Learning, Not Screen-Time Learning

It’s important to understand there is a major distinction between direct bilingual exposure at home and that picked up by screen time. While certain online activities can help boost a child’s basic understanding of language, true fluidity is only possible by frequent submersion in the language itself. In other words, talk with your children in meaningful, bilingual conversations, or read to them directly to give them the most proficient means of immersion.

“In order to foster language development, the exposure has to be person-to-person; screen-time doesn’t count for learning language in young children – even one language – though kids can learn content and vocabulary from educational screen-time later on,” explains the NY Times in report of pediatrician recommendations on bilingual language learning at home.

Plenty of Language Exposure and Patience

With language learning, the best thing parents can do for their child’s learning process is to continue the language education at home by increasing their child’s exposure to the linguistics. There are virtually unlimited ways in which parents can do this, as mentioned above, but also, home submersion isn’t the only aspect to keep in mind when helping children grasp bilingualism.

No matter the age, bilingual individuals will always have a tendency to combine, or mix-up, their languages from time to time and children are no exception. Parents need to keep in mind that their child will need plenty of patience during the bilingual learning process, as well as the ability to not get discouraged when languages get mixed. This is normal and all a part of the learning process. In fact, experts say that language “mix-ups” are actually a sign of a deeper understanding of bilingualism and considered a sign that individuals are truly grasping the second language when this happens.

Above all, parents who want to help their child expand their bilingual learning at home need to take an active role in helping them do so. Frequent and fluent language interactions in both languages will help continue the submersion outside of the classroom while patience and encouragement during the learning process will help them gain the confidence they need to continue their learning even further.

Celebrating La Galette des Rois

January 7, 2020/in Tessa News /by Team Tessa

At Tessa we celebrated the Galette des Rois on Tuesday, January 7th. Each class shared a cake and the lucky winners became kings and Queens of the day!

Why is it celebrated?

French families conclude the festive season with a rich pastry fit for kings. The Galette des Rois is a cake traditionally shared at Epiphany, on 6 January. The tradition of eating this cake dates back to the 14th century. It commemorates the moment when baby Jesus was presented to the Three Wise Men, Melchior, Caspar and Balthazar in Bethlehem. They arrived from and represent the three continents, Asia, Africa and Europe, to give their gifts.

What is the tradition?

The Galette des Rois isn’t just a cake, it is a ceremonial experience. First, the youngest child (and therefore the most innocent) goes under the table were they direct who should get which slice. If there are no children at the table, the cake is cut by the youngest person in the room. Whoever has the charm, or féve, in their slice, is crowned and chooses his or her king of queen. They both wear a paper crown usually provided with the cake. Careful when bitting into the cake, don’t break a tooth or swallow the féve! The féve is a porcelain or plastic figurine that represented the nativity and characters from the crib. Nowadays, there are a wide range of figurines, such as one of the three kings, Disney characters, animals, fruits, cars or even shoes. Féves are collectors items and their collectors are known as favophiles. In the 14th century they would use a white or black bean to hide in the cake.

Heavy is the head that wears the crown. Well, not to that extent! In some regions, the new crowned king or queen is given a choice between two tasks. They should either offer a beverage to everyone around the table, either sparkling wine or champagne, or volunteer to host the next Galette des Rois at their home. That way the festivities of Galette des Rois can be celebrated through all of January.

Is there only one type of Galette?

Eh, bien, non! The galette des rois taste has been modified in many ways by pastry chefs. For example, La Maison Dalloyau in Paris adds candied orange and Grand Marnier, top patissiers, Pierre Hermé, adds a creamy ganache while Maison Hédiard marries Bourbon Vanilla with the almond cream. Others have used apricots, nuts, spices, figs, honey, raspberry, even rose petals. Thus don’t hesitate to add you own unique touch of your favorite flavors!

Different regions in France have their own traditional kings cake. The northern half of France and Belgium the cake is the one we all know and love with the golden crust and frangipane, an almond filled paste. In the southern half of France, the cake is called a Gâteau des Rois and is a crown-shaped cake or brioche filled with fruit. Both equally delicious! In Switzerland, or Romandy, both types can be found though the latter is more common.

Some historical and contemporary changes:

“In the past, the pastry would be cut into as many portions as there were guests, plus one. The last one, called the “part du pauvre” or poor man’s share, was for the first poor person who stopped by the house.”

“They even played “find the king” at the table of Louis XIV. The ladies of the court who found the fève became queens of France for a day and could ask the king to grant them a wish called “grâces et gentillesse”. But the Sun King, Louis XIV, was to abolish this custom.”
“Interestingly during the French Revolution the name was changed to “Gâteau de l’egalité” because a king was not quite well regarded during this time.”
“Every year, during the traditional reception at the Elysée Palace, an enormous galette (measuring 1.2 m across for 150 people) is made for the President of the French Republic. But the artisan baker and pastry chef responsible for making it is instructed not to put a fève in the cake because “it would not be appropriate to find a king in the presidential palace of the Republic”.”

Hold off on your January dieting and loosen your belts because here are the ingredients of a traditional Galette des Rois:

INGREDIENTS

2 Sheets store-bought puff pastry
¼ cup (60 ml) almond paste
3 tbsp (45g) unsalted butter
3 tbsp (20g) powdered sugar
2 eggs
1 tsp (5ml) almond extract
¼ tsp (1.25ml) salt
2 tbsp (15g) all-purpose flour
1 egg beaten for egg wash
piece of bittersweet chocolate or “féve”

INSTRUCTIONS

Pre-heat oven to 400F (200C).
In the bowl of an electric mixer beat together the almond paste, butter and powdered sugar until well combined. Then add eggs 1 at a time, beating in between each addition. Then add almond extract and salt and beat again. Lastly add flour and beat until combined. Set aside.
Roll out puff pastry sheet onto a floured surface, making sure you have a flat rectangular with no seams remaining if your pastry came scored in any way.
Cut out 2 10” inch circles with a dinner plate. Place one on a parchment-lined cookie sheet and set the other aside resting on a cutting board.
Spread the almond cream on the circle on the cookie sheet leaving a 2” border. Brush border with egg wash, place “feve” or piece of chocolate anywhere in the cream.
Place 2nd circle on top and press together to seal circles together.
Create a decorative scallop along the edge of the circles by placing your two fingers at the top edge of the circle and pulling a butter knife towards you to pull the pastry towards you and create an indentation in the pastry. Continue all the way around the circle until a scalloped edge is formed.
Brush the center part only of the circle with more egg wash.
To firm up pastry before baking, place tray in fridge for 20 mins or the freezer for 10 mins.
Bake at 400F (200C) for 25-30 mins. Serve warm or at room temperature.
Slice into wedges. The guest that receives the slice of the cake with the “féve” or chocolate is King for the day!

NOTES

Be sure your puff pastry is extremely cold before you lace it in the oven. In fact, pop it in the freezer for 10 minutes before baking. This will prevent the pastry from melting too quickly and the filling seeping out. It will also help it puff up as it bakes.

Make sure your pastry mounds are well sealed with the egg wash, otherwise the filling will seep out.

You can make this cake ahead of time and either serve at room temperature or reheat for 10 minutes at 300F (150C)

Here is the recipe in French!

2 pâtes feuilletées
140 g de poudre d’amande
100 g de sucre fin
2 oeufs
75 g de beurre mou
1 jaune d’oeuf
1 fève

Etape 1 Placer une pâte feuilletée dans un moule à tarte, piquer la pâte avec une fourchette.
Etape 2 Dans un saladier, mélanger la poudre d’amandes, le sucre, les 2 oeufs et le beurre mou.
Etape 3 Placer la pâte obtenue dans le moule à tarte et y cacher la fève.
Etape 4 Recouvrir avec la 2ème pâte feuilletée, en collant bien les bords.
Etape 5 Faire des dessins sur le couvercle et badigeonner avec le jaune d’oeuf.
Etape 6 Enfourner pendant 20 à 30 min à 200°C (thermostat 6-7); vérifier régulièrement la cuisson !

Little Gardeners, a creative after school program

December 20, 2019/in Tessa News /by Tessa International School

Calling all young creatives!

We are excited to offer a new after school program called Little Gardeners. Little Gardeners spans over the course of January for four fun-filled classes of exploring and creating nature-inspired artwork. Tessa’s young gardeners and artists will learn about the life of a plant and have the unique opportunity to create two ceramic pieces. Here’s what each day will look like:

Week 1: Leaves, Textures, and Clay

Students will use natural objects while learning how to imprint leaves directly onto clay surfaces. The clay slabs that we imprint onto will then become small plates and trays for each student to take home at the end of the program.

Week 2: Pinch Pots

On our second class we will learn a new ceramic technique to make small pots that will later become planters. After the pots have been constructed students can then use different natural materials to create imprints and designs on the clay surface.

Week 3: Adding Color

On our third class we will add some color by painting our ceramic projects from the previous classes. The rest of the class will be spent preparing for what is to come in our final class: growing a plant!

Week 4: Sowing the Seed

On the last day of the program each student will get all of their finished ceramic work and we will plant a seed in the pinch pot. We will then learn about how to take care of the seed and help it grow into a strong and healthy plant. Students can then bring both projects home that day.

What Else You Should Know

The Little Gardeners program is a very unique opportunity for your child to engage in a new artmaking processes and create quality ceramic pieces that will be fired at an off-site ceramic studio. All materials are included in the fee and all pieces created are made with non-toxic glazes and are food safe.