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A group of Second Graders proudly present their Science Expo Project on addressing deforestation in French and English.

Science Expo at Tessa International School: Celebrating Earth Month through Sustainable Education

April 24, 2026/in Celebrations, Curriculum, Teaching and Learning /by Tessa International School

Earth Month is observed every April. In 2026, the theme of Earth Day is Our Planet, Our Power, a call to action emphasizing tangible impact through education, advocacy, and community engagement. In alignment with this theme, all Primary students at Tessa International School participated in the Science Expo with a shared goal: addressing pressing environmental challenges of our time. This initiative reflects our school mission to prepare students not just for academic excellence, but for meaningful contribution to the world.

A First Grader introduces her Science Expo Project to her Kindergarten peers in Spanish.

At Tessa, we prepare children to embrace the world with enthusiasm, confidence, and the strong will to make a difference.

What Is Sustainable Education?

Sustainable education, or Education for Sustainable Development (ESD), is an educational framework aimed at enhancing the social, economic, and ecological well-being of communities worldwide. The core learning outcomes are to equip students with the knowledge, skills, attitudes, and values necessary to build and sustain a more equitable and resilient future.

Within this framework, sustainability principles are embedded across disciplines to cultivate awareness of critical global challenges, such as:

Climate change
Threats to biodiversity
Exploitation of natural resources
Social inequality

Sustainable Education Through the International Baccalaureate Framework

The International Baccalaureate (IB) curriculum is widely recognized for its commitment to developing well-rounded individuals who are not only academically proficient but also socially responsible and globally aware. Central to the IB values is the emphasis on nurturing active, engaged citizens who contribute to a “better and more peaceful world” (IBO).

In practice, the IB curriculum is intentionally structured to foster environmental awareness through every stage of schooling. As early as in the IB Primary Years Programme (PYP), transdisciplinary themes such as Sharing the Planet encourage young learners to investigate topics including resource scarcity and human impact on the environment, across STEM (Science, Technology, Engineering, and Math), visual arts, social studies, language arts, and beyond. Through this inquiry-driven approach from the preschool years through Primary school, students build deep conceptual understanding while simultaneously developing the empathy and sense of agency needed to engage meaningfully with real-world issues.

Tessa International School is authorized to offer the IB PYP program.

Science Expo at Tessa International School’s Primary School Program

As part of their IB learning experience and in celebration of Earth Month, all Primary students at Tessa participated in the Science Expo over recent weeks. Working in groups of two to four, students collaborated on self-directed, inquiry-based projects targeting significant environmental challenges:

Grade 1: Natural Resources and Responsible Use
Grade 2: Ecosystems and Local Preservation
Grades 3–5: Designing Systems to Navigate Climate Effects

The Science Expo bridged classroom learning with real-world application. Importantly, students were not assessed solely on their final presentations or proposed solutions. Instead, the emphasis was placed on the inquiry process, where students engaged with questions, tested ideas, gathered evidence, and reflected critically on their thinking.

Every stage of this research journey supports the development of STEM literacy, reinforcing the essential role that personal curiosity, hands-on experience, and genuine enthusiasm play as catalysts for sustained interest in STEM fields through higher education and career exploration.

School families engaged in Science Expo.

Parents and guardians are key partners in our Science Expo, offering meaningful feedback and inspiring children’s passion for science and sense of sustainable citizenship.

Green Tessa: Sustainable Practice at Tessa International School

At Tessa, sustainability is not confined to a single month on the calendar or a unit of study in the classroom. We actively work to align our day-to-day practices with the values we foster in students. From resource management and staff professional development to student efforts and community engagement, sustainability becomes a shared responsibility that extends across every member of our school.

This commitment is formally recognized through our achievement of the EFE3D (Établissement Français à l’Étranger en Démarche de Développement Durable) Level 1 certification, awarded to French international schools that demonstrate meaningful integration of sustainable development goals into both their educational approach and institutional operations. Read more here.

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

Two Kindergarteners in Mandarin track at Tessa International School are practicing Dragon Dance for Lunar New Year.

Lunar New Year 2026: A Family Guide to Cultural Learning

January 30, 2026/in Celebrations, Hoboken /by Tessa International School

Lunar New Year is one of the most celebrated cultural festivals across Asia and beyond. Observed for centuries, it marks the end of winter and brings families together to welcome a new year filled with luck, prosperity, and happiness. Beyond celebration, it offers an opportunity for cultural learning and reflection, making it a rich educational experience for children of all ages. Keep reading to learn more about Lunar New Year 2026 and child-friendly ways to enjoy the holiday!

A primary student in the Mandarin track at Tessa International School is experiencing lion dance for Lunar New Year Celebration

Celebrating Lunar New Year invites children to appreciate different cultures.

Who Celebrate Lunar New Year

Lunar New Year is the most important holiday in China and is also widely celebrated in many other Asian countries, including Vietnam, Korea, Singapore, and Malaysia, with each region showcasing unique cultural traditions:

In China, it is known as 春节, or Spring Festival;
In Vietnam, it is known as Tết Nguyên Đán;
In Korea, it is known as Seollal.

While the holiday is deeply rooted in East and Southeast Asian cultures, millions of people of Asian heritage around the world also celebrate it. The festival is both a family-centered holiday and a broader cultural celebration.

When is Lunar New Year

In 2026, Lunar New Year falls on February 17th. In China, the holiday continues for 15 days, concluding with the Lantern Festival (元宵节).

Although commonly referred to as “Lunar New Year,” the festival is based on the traditional Chinese Lunisolar Calendar, which tracks both moon phases and the sun’s position to determine months and seasons. This is why the holiday does not have a fixed date but typically falls between late January and mid-February on the Gregorian calendar.

What is Chinese Zodiac

2026 is the Year of the Horse, specifically the Fire Horse (丙午) according to the historic Chinese sexagenary cycle system (天干地支), symbolizing breakthrough energy and rapid progress.

The Chinese zodiac (生肖) is a 12-year cycle, with each year associated with a different animal: Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse, Goat, Monkey, Rooster, Dog, and Pig. Each animal carries symbolic meanings and personality traits that are believed to influence the people born under that sign.

How to Celebrate Lunar New Year

Lunar New Year is celebrated through a variety of traditions across regions and cultures. Despite these differences, the holiday emphasizes family reunions and community engagement. Here are some festive activities parents and guardians can easily introduce to children:

Find out the Chinese zodiac animals for your family.

Exploring each family member’s zodiac animal opens fun communications about personal traits, storytelling, and family bonding. For older children, parents can discuss the beliefs and histories behind the zodiac, turning it into an intellectually meaningful activity.

Spend time with family and friends.

Reunion dinners (年夜饭) are a central tradition during the festival. Family gatherings reinforce the value of connection and shared experiences while developing children’s social-emotional skills.

Try special cultural dishes and snacks.

There are healthier, child-friendly options for the Lunar New Year, including jiaozi (dumplings), gỏi cuốn (fresh spring rolls), and japchae (stir-fried vegetables and noodles). Inviting children to taste and discuss these foods encourages openness to new flavors and experiences.

Decorate the home with red.

Red is traditionally associated with good fortune and protection from negative spirits in Chinese culture. Creating decorations together, such as paper-cuts or lanterns, allows children to engage with cultural symbolism while practicing creativity and fine motor skills.

Join local celebration events.

Community events offer children immersive experiences filled with music, performances, and festive energy. For example, families in Hoboken or the New York area can take a look at these events to help children experience the atmosphere and traditions of Lunar New Year beyond the home.

Lunar New Year Celebrations at Tessa International School

On Saturday, February 7, 2026, join Tessa for a festive morning full of fun, culture, and community from 9:30 AM to 11:30 AM!

Mandarin is one of our three bilingual language tracks for children ages 2–10. At Tessa, we not only teach the language but also emphasize cultural understanding.

During the celebration, children of all ages can enjoy a variety of engaging activities, including Lion Dance, sugar painting, Chinese calligraphy, traditional crafts, and more! Parents will also have the opportunity to meet our Mandarin teachers, learn about our school programs, and discover Tessa Summer Camp 2026.

Space is limited. Sign up today!

A child waiting for her sugar painting during Tessa International School's Lunar New Year Open House

Celebrate the Year of the Horse with our Tessa Community!

Celebrating Lunar New Year offers children an inspiring way to learn about culture, history, and values while spending time with family. At Tessa International School, we highlight cultural celebrations as a key part of our school life to develop a global mindset. Our children not only gain a deeper appreciation for their own heritage, but also learn to respect and embrace the diversity of the world, preparing them to become thoughtful, globally-minded citizens.

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

A PK2 toddler in Tessa International School's French Nursery Program read a book.

How Bilingual Children Develop Reading Skills in English

November 19, 2025/in Bilingualism, Language Learning, Teaching and Learning /by Tessa International School

This is the fourth post of our Literacy Progression Series. Read the previous post here.

One of the most common, and completely understandable questions we as bilingual educators hear from families is:

“When will my child learn to read in English?”

The short answer is: they will.

But the more meaningful answer involves understanding how bilingual children build the foundation for reading and why their path may look a little different from that of monolingual children.

Early reading skills start sooner than many expect.

Reading Builds on a Foundation of Language

Before children can begin to read, they need to develop a strong command of spoken language. This means:

Understanding how language works
Recognizing the sounds that make up words
Building a broad and meaningful vocabulary
Connecting symbols and words to real experiences

At Tessa, children develop these skills in their target language first through stories, songs, conversations, and purposeful writing and drawing (learn more about our 80:20 Immersion Stage here). By the time formal reading instruction begins, children already understand that print carries meaning, and they have spent years immersed in rich, meaningful language experiences.

The Role of English in the Early Years

In Nursery through Pre-K, English is the social language of the playground and lunchroom. While children are immersed in Spanish, French, or Mandarin for instruction, they still hear, speak, and build oral language in English every day.

In Kindergarten, we introduce daily English literacy instruction alongside continued immersion. By this point, children are developmentally ready to begin learning formal reading strategies, and they are able to draw on the sound awareness, vocabulary, and symbolic thinking they have developed in the target language.

This is when English literacy begins to take shape, but it is not starting from scratch. It is built on a deep foundation of early literacy in another language.

Reading in Two Languages Is a Strength

Some families worry that learning in a second language first may delay reading in English. In fact, research shows the opposite.

Bilingual children may sometimes start formal reading a little later than monolingual peers, but they often catch up quickly and show strengths in areas such as:

Comprehension
Metalinguistic awareness (understanding how language works)
Vocabulary depth
Problem-solving and cognitive flexibility

Bilingual readers may take a different path, but it is one that leads to powerful long-term gains.

Tessa primary teacher is amazed by a French G2 student’s English writing assignment.

Research suggests that bilingualism impacts children’s ultimate acquisition of literacy via the beneficial effects of bilingualism overall.

We Follow the Child, Not the Clock

At Tessa, we support each child at their developmental stage. Some children begin decoding in their target language first. Others begin blending sounds in English. Many begin both at once.

We observe their strengths, track their progress across both languages, and ensure they feel confident, motivated, and joyful as readers.

In our next and final post of this series, we will explore the long-term benefits of bilingualism and biliteracy, not just for school but for life.

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

Sources & Further Reading

National Literacy Trust. (2017). Bilingualism and Literacy: A Research Briefing.
Genesee, F., & Geva, E. (2006). Cross-linguistic Relationships in Second Language Reading Development: An Overview.
U.S. Department of Education. (2015). Dual Language Learners in the Early Years: Getting Ready to Succeed in School.
August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.
Espinosa, L. M. (2015). Getting It Right for Young Children from Diverse Backgrounds.

A kindergartener enhances her writing skills with her Mandarin teacher.

From Scribbles to Words: How Children Learn to Write in Two Languages

September 18, 2025/in Bilingualism, Teaching and Learning /by Tessa International School

This is the third post of our Literacy Progression Series. Read the previous post here.

In our last post, we explored how early literacy grows through meaningful play and inquiry in a language-rich environment. One of the most exciting parts of this journey is watching children begin to write, often long before they’re formally taught how.

At Tessa, writing doesn’t start with a pencil and a worksheet. It starts with ideas, stories, and expression. When children feel like they have something to say, they begin to explore how to say it through marks, symbols, drawings, and eventually, words. This is true whether they’re speaking Spanish, French, Mandarin, or English.

A Primary student writing with his English Teacher at Tessa International School

With patience and creativity, educators at Tessa International School build a supportive and dynamic learning environment that champions bilingual literacy.

Writing Begins with Symbolic Thinking

Before children write actual words, they first need to understand that writing represents meaning. This begins with drawing, a form of storytelling and idea-sharing, and grows into more intentional mark-making.

Children might:

Draw a picture of their family and add lines or squiggles to represent names or feelings
Use letter-like shapes or familiar characters they’ve seen in books
Label parts of a science sketch using invented spelling in the target language
Attempt to write words phonetically, using the sounds they hear

This is called emergent writing, and it’s a powerful step in literacy development. It shows that children are making connections between language, sound, and print.

Phonological Awareness and Vocabulary Guide the Way

As children begin writing, they rely heavily on their phonological awareness—their ability to hear and play with the sounds in language—and on the vocabulary they’ve been building since toddlerhood.

For example:

A child who knows the word chat in French and can hear the /ʃ/ sound may try to write it as “sha.”
A child exploring rhyming words in Spanish may begin to notice spelling patterns that go with sound patterns.
In Mandarin, where characters represent whole ideas, children begin by copying and experimenting with brushstrokes or shapes that hold meaning.

The more confident children are in speaking and listening, the more confident they become in representing language on paper.

Two Languages, One Writing Journey

Because our children are developing literacy in more than one language, their writing development is dynamic. They may mix languages, switch sounds, or bring vocabulary from one language into another. This is a natural part of bilingual development and a sign that children are drawing from a broad toolkit of knowledge.

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.
– Barbara Zurer Pearson, American Linguist and Researcher, 2008

You might see a child:

Writing a word in English using French spelling patterns
Labeling a picture partly in Mandarin and partly in English
Inventing spelling based on how a word sounds in their dominant language

This cross-linguistic transfer is not confusion. It is evidence of deep thinking and flexibility.

Read more about how to support a bilingual toddler.

At Tessa, we support this growth by creating intentional opportunities for children to write for real purposes: telling stories, labeling observations, sharing opinions, or making signs for the classroom. We celebrate every step, from the first scribble to the first sentence, knowing that each mark carries meaning.

In our next post, we’ll look at how all of these early literacy experiences set the stage for formal reading instruction and how bilingual children develop strong reading skills in English and beyond.

Sources & Further Reading

National Association for the Education of Young Children (NAEYC). (2019). Understanding Emergent Writing: Young Children Learning to Write.
Castro, D. C., Páez, M., Dickinson, D. K., & Frede, E. (2011). Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy. Child Development Perspectives.
Espinosa, L. M. (2015). Getting it Right for Young Children from Diverse Backgrounds: Applying Research to Improve Practice with a Focus on Dual Language Learners. Pearson.
Rowe, D. W., & Neitzel, C. (2010). Interest and Agency in 2- and 3-Year-Olds’ Participation in Emergent Writing. Reading Research Quarterly, 45(2), 169–195.
U.S. Department of Health & Human Services & U.S. Department of Education. (2017). Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs.

What to Expect on Curriculum Night: A Parent’s Guide

September 8, 2025/in Curriculum, Teaching and Learning /by Tessa International School

With the start of the school year, you may already have received invitations to various back-to-school events, including Curriculum Night. Curriculum Night is an interactive information session hosted by schools across the country a few weeks after children return to school. It takes place at all levels, from early years to high school, in both public and private schools.

So, what should parents know about Curriculum Night? Let’s take a closer look.

At Tessa International School, Curriculum Night is designed to be both informative and engaging.

What is Curriculum Night?

Curriculum Night is designed to give parents a clear picture of the year ahead. Typically, your child’s teachers will walk you through the year’s curriculum, classroom routines, assignment expectations, and the concepts, skills, and knowledge that will be addressed throughout the year.

These insights help parents understand not only what their children will be learning but also how they will be supported academically, socially, and emotionally.

Curriculum Night in Preschool vs. Elementary School

While the purpose of Curriculum Night remains the same, the focus varies depending on your child’s developmental stage.

For Preschoolers (Nursery to PK4):

For parents and caregivers of younger children, Curriculum Night usually provides the first window into their child’s school journey. Unlike normal daycares, nursery and preschool programs always emphasize early childhood education. Teachers will highlight how carefully designed learning experiences support children’s early development and build fundamental academic skills.

At Tessa International School, for example, you will learn about our 80:20 bilingual immersion model (80% in target language and 20% in English) to strengthen early language proficiency, and how social-emotional learning practices help children develop emotional intelligence.

For Elementary Students (Kindergarten to Grade 5):

As children begin formal education in Kindergarten and Primary School, the emphasis of Curriculum Night shifts toward more structured academics and skill-building. Teachers outline literacy, numeracy, and other core subjects, along with the methods used to assess student progress.

Different schools focus on different educational frameworks. As an IB School, Tessa teachers will explain how inquiry-based learning fosters critical thinking, problem solving, and conceptual understanding in elementary students.

What to Expect on the Curriculum Night at Tessa

At Tessa International School, Curriculum Night is designed to be both informative and engaging. Here’s what you can look forward to:

Meet your child’s teachers. Connect with lead, assistant, and specialist teachers to understand what and how your child will be learning.
Step into your child’s learning environment. Presentations take place in your child’s homeroom, allowing you to sit in your child’s seat and experience learning from their perspective.
Understand routines and expectations. Learn about the daily schedule, classroom routines, and goals for the year.
Mark key dates: Important conferences and events will be shared to help you plan ahead and celebrate your child’s learning process and progress.
Build connections with other parents. Meet other families to foster community and support.
Participate in the Uniform Swap: Families of older students can donate preloved uniforms, which other parents can pick up to support the community and promote sustainability.

Education at Tessa: A Blend of International Best Practices

At Tessa International School, Curriculum Night translates the coherent educational principles to their child’s everyday experiences, showing how our thoughtfully integrated curriculum (IB PYP, French, Spanish, Chinese National Curricula, and US Standards) is brought to life in a bilingual setting.

Our approach ensures that students develop academic competency, bilingual proficiency, and a global perspective. Parents leave Curriculum Night with a clear understanding of how their child will be nurtured as a whole child, in alignment with Tessa’s mission: bilingualism, excellence, and happiness.

Frequently Asked Questions (FAQs)

What is the difference between Curriculum Night and Open House?

The Open House is for prospective families to tour the facilities and learn about the school’s overall offerings, whereas the Curriculum Night is a specific type of back-to-school event for currently enrolled families to meet their child’s teachers and learn specifically about what their children will learn in class that year, including curriculum, classroom procedures, and expectations.

How can parents prepare for Curriculum Night?

Most of the evening will focus on the teachers’ sharing. Depending on what is presented, you may find it helpful to ask a few follow-up questions, such as:

What does a typical daily schedule look like? How are learning, play, and social time balanced?
What are the main learning goals for this grade level? How will progress be assessed?
What do assignments look like at this grade level?
How do you encourage social-emotional growth?
What role do specialist classes (such as STEM, Music, Library, or PSPE) play in the curriculum?
How can parents best support learning at home and stay informed?

Are kids supposed to go to Curriculum Night?

Curriculum Night is intended for parents, so children are not suggested to attend. This helps ensure a focused and productive evening. Planning ahead ensures you can be present and fully engaging.

What if I cannot attend the Curriculum Night?

Life can be busy. Check if your school offers an online option. If that doesn’t work for you either, contact your teacher or the school for more information.

At Tessa International School, our homeroom teachers will share resources after the night, and grade-level information sessions are organized regularly for any additional questions. Our Head of Curriculum, Teaching, and Learning is also always happy to help!

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

A toddler happily explaining to her mother the art activity during her IB PYP End-of-Unit Celebration

When Should My Child Start the IB Program? What Parents Need to Know About PYP

August 8, 2025/in International Baccalaureate, Teaching and Learning /by Tessa International School

The International Baccalaureate (IB) is a globally recognized educational framework renowned for its rigorous academic standards and holistic approach to student development. Highly regarded by over 4,500 universities in more than 110 countries and territories, the IB program equips students with the skills and knowledge necessary for success in higher education and beyond.

As interest in IB continues to grow, many parents find themselves considering when to begin. Should children start with the Primary Years Programme (PYP) in their early and elementary years, or is it just as beneficial to wait until later? In this blog post, we will explore the advantages of early exposure to the IB philosophy and offer guidance on identifying a strong PYP school.

What is the IB PYP?

The IB offers a continuum of international education through a series of challenging, high-quality educational programmes to students aged 3 to 19. The IB PYP marks the start of a lifelong journey of learning. It develops caring and culturally aware children aged 3–12 to become active participants in their own learning.

The PYP is future-focused: instead of emphasizing static knowledge, it prepares students to thrive in a changing and unpredictable world. Embedded within the framework is the recognition of the importance of fostering an individual’s agency.

For example, during Student-Led Conferences, an integral part of the PYP assessment process, students exercise their self-efficacy by leading every stage, from preparing work samples and setting the agenda to reflecting on feedback from parents. The shift from passive recipients to active participants enables them to continually grow, adapt, and contribute beyond school.

An international baccalaureate primary years program student learning numbers

The International Baccalaureate Primary School Program promotes a rich learning experience.

How PYP Is Beneficial

Choosing the IB PYP is not just an investment in a child’s early education. It’s a thoughtful step toward their long-term academic and personal development.

How PYP Shapes Early Learning

Play-based Learning That Meets Developmental Needs: The PYP recognizes the unique needs of early learners and the importance of play as the vehicle of inquiry. Through play, children actively create meaning from their interactions with people and their environments, which will be revisited and revised in light of new experiences and further learning.
Fostering Curiosity, Independence, and Confidence: Unlike traditional instruction where learning is primarily teacher-directed, the PYP’s inquiry-based and student-centered approach nurtures their natural curiosity, encouraging students to ask questions and seek answers independently.
Learning Languages in The PYP: The PYP welcomes all languages of the child, family, and community, and PYP schools often offer a language in addition to the language of instruction. For example, at Tessa International School, we offer bilingual immersion education in Spanish, French, and Mandarin. A multilingual approach supports both the cognitive development and maintenance of cultural identity for each learner.

How PYP Supports Lifelong Success

Smooth Transition Within the IB Continuum: The PYP prepares students for the Middle Years Programme (MYP) and Diploma Programme (DP), ensuring a coherent educational experience that contributes to long-term academic success.
Building IB Learner Profile Since Young: The Learner Profile defines 10 attributes that IB aims to develop in all students throughout their educational journey, regardless of age or program. Starting as early as the PYP, these values are adapted to be relevant to students’ every developmental stage, preparing them to be world citizens.
Preparation for Global Environments: Not only is the IB a globally recognized curriculum that allows for student mobility, but the program also explicitly equips students with the international-mindedness to thrive in diverse cultural and educational settings.
Equipping Students for an Evolving Future: The PYP’s transdisciplinary approach enables students to apply knowledge across various contexts with strong critical thinking and problem-solving skills. These skills prepare students to confidently face a more competitive career landscape and navigate the complexities of an increasingly interconnected world.

Debunking Misconceptions About the PYP

Will PYP be too “loose” or unstructured?

No. The PYP is a well-structured curriculum framework designed to be dynamic and responsive for children in their formative years, who need room to explore, inquire, and develop at their own pace. It provides the necessary guidance and rigor–especially through its concept-based inquiry and set transdisciplinary themes–while allowing educators to tailor learning experiences to truly meet young learners where they are. It is an intentional balance of structure and freedom to support developmentally appropriate learning.

Is PYP academically rigorous?

Yes. The PYP challenges students to think deeply and understand complex concepts, promoting high academic standards.

A 2024 longitudinal study conducted in South Korea showed that students attending IB PYP schools exhibited superior academic achievement and motivation in language development and mathematics than non-IB PYP students.
A 2014 study conducted in Singapore and Australia showed that children developed literacy, school readiness, and learning skills at similar or higher levels.
PYP students outperformed non-IB students in mathematics, reading, and writing, according to a global study on International Schools’ Assessment for the years 2009-2011.

Does PYP only benefit international students?

No. The PYP is designed for all learners, regardless of nationality or location. Its culturally inclusive framework and emphasis on global awareness are valuable for children in any community. More importantly, whether they plan to move abroad or not, intercultural understanding and adaptability are essential skills for everyone in increasingly globalized societies.

Students across grade levels gather to celebrate the cultural diversity during UN Day at Tessa.

At Tessa, children are introduced to other languages and cultures in order to enhance their cultural awareness; they are bilingual and culturally adaptable.

What to Look for in a Strong PYP School

When evaluating a PYP school, consider the following:

IB Accreditation and Quality Faculty: Ensure the school is authorized by the IB and employs trained educators proficient in the PYP framework.
Visible Student Agency: Look for classrooms where students have an active voice in their learning, demonstrating ownership and initiative. Find more examples in Tessa International School’s End-of-Unit projects.
Integrated Units of Inquiry: Effective PYP schools should implement transdisciplinary units that connect learning to real-world contexts.
Social-Emotional Learning: A strong PYP school supports the whole child physically, intellectually, and social-emotionally.

Tessa International School as An IB World School

Tessa is officially authorized by the International Baccalaureate Organization (IBO) as an IB World School offering the PYP. This dynamic and goal-oriented framework creates many academic and social-emotional growth opportunities for our students, preparing them to reach their fullest potential and navigate an ever-changing world with bilingual proficiency, academic excellence, and individual happiness.

As an IB world school, Tessa International School develops inquiring, knowledgeable and caring children of the world.

Frequently Asked Questions (FAQs)

Q: Can my child transition easily from PYP to another curriculum later?

Yes. According to the IBO, “the PYP is flexible enough to accommodate the demands of most national or local curriculums.” Not only does the PYP conveys a broad range of knowledge, concepts, and skills that overlap with other school frameworks, but the transdisciplinary framework fosters the ability in children to transfer knowledge to new contexts. This cognitive ability, along with other transferable skills like critical thinking and adaptability, supports smooth and confident transitions between curricula.

Q: Is Tessa International School’s IB PYP program qualified?

Tessa International School is an authorized IB World School, meeting the rigorous standards set by the International Baccalaureate Organization. Read more about our accreditations here.

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

Young students in Tessa International School's nursery school program engage in their Spanish immersion class.

Can My Child Handle Two Languages? Yes—and Here’s Why It’s Great for Them

June 17, 2025/in Bilingualism, Teaching and Learning /by Tessa International School

Raising a bilingual child is an inspiring journey that combines both excitement and thoughtful considerations. “Will early bilingualism slow down their speech? Will they mix up the languages and get confused?” These common questions come from your care and love.

Fortunately, supported by decades of research, the encouraging news is this: your child is naturally equipped to acquire more than one language from an early age, and with the right environment, that ability blossoms with ease and excitement. Keep reading to learn why early bilingualism is a remarkable gift that nurtures your child’s long-term development.

Our Spanish Nursery teacher guides toddlers in language learning.

Learning a second language earlier and for a longer period is most likely to lead to proficiency.

Why Young Brains Thrive on Bilingualism (or Multilingualism)

Natural Language Learners

Early childhood is a prime period when children’s brains are especially receptive to learning languages. Research indicates that infants as early as 20 months can recognize and differentiate between two languages for efficient comprehension. This innate ability to absorb the sounds, patterns, and grammatical structures of multiple languages happens effortlessly during the early years, but it gradually diminishes as children grow older. A study from cognitive scientists at MIT shows that learners who begin acquiring a second language after the age of 10 are less likely to reach native-like proficiency. This reinforces the importance of beginning bilingual education as early as possible.

Cognitive Advantages

Children exposed to two languages from an early age often show enhanced cognitive flexibility and executive functioning. Skills such as attention control, problem-solving, and task switching develop through the brain’s ongoing management of multiple linguistic systems. More importantly, these benefits don’t disappear with age, they continue to support academic performance and real-world functioning well into adulthood.

Language Confusions or Delays? No!

Numerous research has debunked this common misconception that learning two languages might lead to confusion or delay. In fact, children achieve the same milestones in language development at a similar pace as monolingual children, provided they receive consistent and meaningful exposure to both languages.

Two French Track toddlers actively engage in bilingual learning.

Early exposure to another language ignites children’s learning.

The Long-Term Benefits of Bilingualism

Academic Achievement

Bilingualism enhances brain function in ways that promote academic success. The analytical and reasoning skills fostered by dual-language learning contribute to higher performance, especially in reading comprehension and mathematical problem-solving.

Enhanced Communication Skills

Bilingual individuals often develop superior communication skills, including the ability to interpret non-verbal cues and adapt language use based on context. These skills are invaluable in both personal and professional settings.

Cultural Awareness

Exposure to more than one language also means exposure to more than one culture. Bilingual children are more likely to appreciate cultural diversity, show empathy, and engage with others from different backgrounds. In today’s interconnected world, these traits are as essential as academic success. Read more about how to cultivate global awareness here.

Future Opportunities

The professional advantages of bilingualism are clear. A 2019 U.S. employer survey revealed that 9 out of 10 companies rely on employees who speak languages other than English. Over half reported that the demand for bilingual and multilingual professionals would rise significantly within the next five years, particularly in sectors related to business development and global expansion.

How Tessa International School’s Nursery Program Foster Bilingualism

At Tessa International School, we offer world-class bilingual education for ages 2-10, offering immersion tracks in French, Spanish, and Mandarin. Unlike other daycare programs, our nursery program is uniquely designed to introduce a second language through joyful, play-based learning that nurtures curiosity, creativity, and confidence.

A Bilingual Program: As highlighted above, the earlier children start with a second language, the more naturally they acquire it. Our nursery students benefit from daily exposure to two languages in meaningful contexts, helping them grow into confident communicators and culturally aware individuals.
A World-Class Education: Guided by the framework of the International Baccalaureate (IB), our curriculum promotes inquiry-based learning. Our “roadmap” allows for exploration and flexibility, empowering even our youngest learners to follow their curiosity, take initiative, and begin developing the habits of lifelong learning.
A Play-Based Curriculum: Play is more than just fun—it’s a vital part of how young children learn and make sense of the world. Our curriculum blends purposeful activities with space for free exploration, supporting language growth and aligning with one of the three foundational pillars of our school: Happiness. You can download our Nursery Curriculum here.

Frequently Asked Questions (FAQs)

Q: Will learning two languages confuse my child or delay their speech?

This is one of the most common concerns among parents, but research has consistently shown that bilingual children meet language milestones at a similar pace as their monolingual peers. As long as they are exposed consistently to both languages in meaningful contexts, children are capable of learning two languages without confusion or delay.

Q: What are the benefits of bilingual education?

Bilingualism offers more than just the ability to speak two languages. It enhances cognitive development, supports academic success, and improves communication skills. Bilingual individuals also tend to develop greater cultural empathy and are better prepared for global career opportunities later in life.

Q: How does Tessa International School support early bilingual development?

At Tessa, our nursery program introduces children as young as 20 months old to a second language (French, Spanish, or Mandarin). Designed for young children, our approach blends structured inquiry with play-based exploration, all grounded in the global-renowned International Baccalaureate (IB) framework.

Are you ready to discover Hoboken’s leading international private school?

Contact Tessa International School to learn more!

A parent happily accessing children's literacy skills

How Early Literacy Comes to Life in an Immersion Classroom at Tessa International School

May 29, 2025/in Language Learning, Teaching and Learning /by Tessa International School

This is the second post of our Literacy Progression Series. Read the previous post here.

If early literacy begins with sound, play, and connection, what does that actually look like in an immersion classroom?

At Tessa, we intentionally design learning experiences that help children build the foundation for reading and writing in two (or more) languages. We don’t teach literacy skills in isolation. Instead, we nurture them through meaningful, inquiry-based units delivered entirely in Spanish, French, or Mandarin, at a time when the brain is naturally wired for language acquisition.

Literacy Through Play and Inquiry

In our Nursery, Preschool, and Kindergarten classrooms, literacy is woven into every part of the day, from storytelling and singing to block building and dramatic play.

Because our program is rooted in inquiry, children build early literacy as they explore big ideas and concepts like:

Self-expression through play and art: Children study paintings, respond with movement or words, and create their own representations using drawings, symbols, and language to express ideas.
Making meaning through science and communication: Children make predictions, test their ideas, and document their thinking using drawings, invented spelling, and early writing.

Our French preschool teacher explains how we express ourselves through art.

For example, when they study paintings, students at Tessa are encouraged to use language to interpret and communicate their understanding.

Learning in Context, Not in Isolation

Children develop stronger literacy skills when those skills are embedded in real experiences. That’s why early literacy at Tessa happens through songs, conversations, drawing, inquiry, and meaningful writing opportunities.

For example:

A child exploring a painting might say how it makes them feel, then write the first sound they hear in that feeling word.
While experimenting with floating and sinking, they might use drawings to record their ideas or label objects using their own writing system.
During shared storytelling, they begin to predict, retell, and build vocabulary, all of which are critical pre-reading behaviors.

These moments strengthen phonological awareness, vocabulary, symbolic understanding, and oral language. These are the essential building blocks for reading and writing in any language.

Language Drives Literacy

In an immersion classroom, the target language is the lens through which children explore these ideas. They’re not just learning a language. They’re learning through language.

Our children:

Build vocabulary naturally through play, conversations, and storytelling
Develop sound awareness by hearing songs, rhymes, and expressive speech
Begin to represent their thinking through marks, drawings, and letters, first in the target language and then across languages

In all of these experiences, literacy isn’t a subject. It’s a way of thinking and expressing. Children begin to notice print in their environment, use the target language to explain their drawings or ideas, and experiment with writing through scribbling, mark-making, and early letter forms. These are the first steps in becoming confident communicators who express themselves across languages and in many different ways.

In our next post, we will explore how children begin writing in two languages and how phonological awareness, vocabulary, and symbolic thinking come together to support that exciting process.

Sources & Further Reading

Roskos, K., Christie, J. F., & Richgels, D. J. (2009). Play and Literacy in Early Childhood: Research from Multiple Perspectives (2nd ed.). Routledge.
National Association for the Education of Young Children (NAEYC). (2019). Developmentally Appropriate Practice Position Statement.
Espinosa, L. M. (2015). Getting it Right for Young Children from Diverse Backgrounds: Applying Research to Improve Practice with a Focus on Dual Language Learners. Pearson.
Tabors, P. O. (2008). One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language (2nd ed.).
Genesee, F. & Nicoladis, E. (2007). Bilingual First Language Acquisition. In E. Hoff & M. Shatz (Eds.), Handbook of Language Development.

Elementary Students having fun during splash pad visits at Tessa Summer Camp

What Is The Best Age for Summer Camp? A Guide For Parents

May 14, 2025/in Enrichment, Summer Camp /by Tessa International School

At what age should your child start summer camp? It’s a common question, and one without a simple answer. Determining a child’s readiness for summer camp is not solely a matter of age. Factors such as emotional maturity, social comfort, and self-care independence all play a significant role.

A well-designed summer camp creates space for children to develop meaningful relationships, discover new activities, and gain confidence outside the classroom. While there is no one-size-fits-all answer to the “correct” age, this blog offers a practical framework for you to evaluate your child’s readiness and select an age-appropriate summer camp program, grounded in both developmental research and best practices.

Toddlers engage on Water Day at Tessa International School's Summer Camp.

Tessa International School’s Summer Camp programs meet a wide range of ages and developmental needs.

5 Questions to Assess Your Child’s Readiness for Summer Camp

What is your child’s current stage of social-emotional development?

Can your child follow basic instructions, participate in group activities, and regulate emotions reasonably well? Children who have developed key social-emotional skills are better equipped to thrive in structured group environments like summer camps.

How does your child respond to separation from caregivers?

Participating in a summer camp can be a gentle and helpful step in practicing separation and developing independence. Especially for toddlers, these early experiences support smoother transitions into nursery school, preschool, kindergarten, primary school, and other structured settings.

At Tessa International School’s Summer Camp, we offer weekly sign-ups, half-day/full day choices, and extended hours. The flexible registration options support you in planning a smooth and positive transition for your child adjusting to new routines.

How excited is your child about the idea of going to camp?

Interest is a strong predictor of positive engagement. If your child expresses curiosity about camp activities or shows excitement about meeting new friends, it is a good sign they are emotionally ready.

Are their interests matched with what the camp offers?

Some children thrive in active, outdoor settings; others prefer arts, STEM, or language-based enrichment. Matching your child’s preferences to the camp’s offerings supports both enjoyment and growth.

At Tessa Summer Camp, children engage in a wide range of dynamic activities that span multiple subjects and formats, keeping each week fresh, engaging, and free from boredom.

Are you, as a parent, ready?

Your confidence and comfort also matter. Children often reflect the emotional tone set by their guardians. If you feel assured in your decision, your child is more likely to embrace the experience with enthusiasm and ease.

Recommended Summer Camp Programs by Age Group

Below are general guidelines to help you choose the right type of camp based on age and developmental expectations. Keep in mind that every child is unique, and these ranges are flexible.

Ages 2–4: Introduction to Group Experiences and Language Foundations

This stage is marked by rapid development in language, emotion, cognition, and motor control. Toddlers and preschoolers benefit most from nurturing, play-based programs that emphasize storytelling, music, movement, and sensory exploration.

Language immersion camps are especially effective at this age. Research on bilingualism converges on the statement that it is most advantageous to learn two languages early on in life. Therefore, a high-quality language program, like Tessa Summer Camp led by native-speaking teachers, supports brain development and long-term language acquisition.

Ages 5–10: Specialty and Skill Development Camps

As children enter elementary years, they are typically ready for more structured, theme-based programs in STEM, sports, art, or cultural exploration, which capture their curiosity while helping them build skills. This age group is also a prime period for deepening bilingual skills through language-rich learning.

Ages 10 and Up: Overnight and Leadership Opportunities

Preteens and teens seek greater independence and personal growth. Adventure activities and overnight camps allow older campers to step out of their comfort zones and encourage self-reflection. These experiences build the kind of confidence that carries over into school, friendships, and beyond.

Tessa International School’s Language Immersion Summer Camp

At Tessa International School, our Language Immersion Summer Camp welcomes children ages 2 to 10 into an engaging, bilingual environment designed to support a wide range of developmental and linguistic needs.

Age-Appropriate Design: We create small, age-appropriate groups to meet campers’ developmental needs, ensuring every child feels safe, engaged, and supported. When our younger campers (ages 2–4) participate in play-based, sensory-rich activities, older students (ages 5-10) will engage in more challenging project-based learning and cultural exchange.
Differentiated by Language Level: We continue our focus on differentiated, student-centered instruction during the summer months. Whether your child is a beginner or already fluent, we provide leveled instruction and peer grouping that stimulate language development in French, Spanish, or Mandarin.
Balanced outdoor and indoor fun: Each day at Tessa Summer Camp includes both indoor creative activities and outdoor energetic play, with dedicated sports teachers leading games and movement sessions to promote physical development.
Cultural Enrichment: From the World Cup to STEM challenges, each week will center around exciting new themes, introducing children to real-life topics and fields with special visitors to enhance their experience. These themes are designed to spark curiosity, encourage creativity, and ensure variety each week!

Our program is not only academically enriching but also intentionally designed to promote confidence and intercultural competence in a safe and stimulating setting.

Frequently Asked Questions (FAQs)

Q: What is the best age to start summer camp?

There is no universally “correct” age. Some children thrive in shorter, play-based camps as early as 20 months. Most children are ready to begin structured day camps around ages 5 or 6. For primary students, summer camps offer a more challenging and rewarding experience, allowing them to engage with complex themes and take on responsibilities.

Q: What should I consider when evaluating a summer camp program?

Look for camps with a clear educational or developmental philosophy, trained staff, safety protocols, and activities aligned with your child’s interests.

Learn more about how to find suitable extracurricular programs here.

Q: How is Tessa International School’s Summer Camp 2026 different from others?

Tessa’s Summer Camp offers age-appropriate, bilingual programs in Spanish, French, and Mandarin. Campers enjoy a balanced mix of outdoor fun with dedicated sports instructors and indoor learning activities. Each week features a new theme, allowing children to explore real-world topics through hands-on projects. Tessa Summer Camp is a unique blend of language immersion, discovery, and summer excitement.

Are you ready to explore the only international leading private school in Hoboken?

Contact Tessa International School to learn more!

A girl in Tessa International School's Nursery French program picking the book to read

“When Will My Child Learn to Read?” Early Literacy Starts With Sound in Every Language

April 30, 2025/in Language Learning /by Tessa International School

This is the first post of our Literacy Progression Series.

At Tessa, one of the most common questions we as educators hear is
“When will my child learn to read?”

But here’s an even more important question:
How are we preparing your child to become a lifelong reader and writer—in more than one language?

The answer begins with early literacy—and it starts long before decoding or writing words.

Teacher of a nursery class at Tessa International class

At Tessa, we begin nurturing children’s early literacy skills as early as 20 months of age through our Nursery program.

What is Early Literacy?

Early literacy refers to the foundational skills children build from birth through age six that prepare them to read and write. These include:

Phonological awareness (hearing and playing with sounds)
Vocabulary development
Symbolic representation (understanding that marks or symbols carry meaning)
Emergent writing (scribbling, drawing, or writing to tell a story)

These skills don’t emerge from memorization or drills. They grow through rich, meaningful experiences with language—stories, songs, conversations, dramatic play—and they develop across all languages a child uses.

Why Early Literacy Matters

When children have a solid command of spoken language, they are better prepared for the demands of reading and writing later on. They can express themselves, understand story structures, and play with language, all of which are essential for literacy success.

Phonological awareness is a key piece of this. For example:

If a child can rhyme, they are also beginning to notice word patterns and families (cat, hat, mat).
If they can identify the first or last sound in a word, they’re preparing to blend and segment sounds when they start reading.
But, and this is important, they need a strong vocabulary to do any of that. You can’t rhyme with words you don’t know.

That’s why early literacy is not about teaching skills in isolation. It’s about connecting vocabulary, sounds, and ideas in context—through stories, songs, conversations, and inquiry.

But What About Letters and Sounds?

We often get asked: “When will my child learn letters and sounds?”

The short answer is: when they’re ready—and in a way that makes sense.

At Tessa, we don’t rush into memorizing letters in isolation. Instead, we create experiences where letters and sounds come alive through songs, stories, names, and meaningful words.

For example, children may:

Recognize the first letter of their name on their cubby.
Hear the /b/ sound in butterfly while reading about insects.
Write the first sound they hear in a word while drawing or labeling their work.

These organic experiences stick because they’re tied to real ideas, interests, and vocabulary. Once children have a strong foundation in oral language and sound awareness, they’re much more successful when they begin formal phonics and decoding—typically in Kindergarten or Grade 1.

What This Looks Like in a Multilingual Setting

In our immersion classrooms:

In Spanish, children clap the syllables in mariposa or sing rhyming songs like Estrellita, ¿dónde estás?
In French, they act out stories and notice sound patterns in poems and songs.
In Mandarin, they explore tones, characters, and the meaning behind symbols.

These experiences don’t stay in one language, rather, the skills transfer. For example, when children are familiar with listening for patterns in Spanish or Mandarin, they apply that same awareness when they begin reading in English. It’s all connected.

Home Language Is the Starting Point

Whatever language your family speaks at home, keep speaking it. Read stories, play with words, sing songs. Your home language is your child’s starting point for literacy in any other language. A strong foundation in one language supports learning in every language that follows.

You can find more about how to support language learning at home here.

In our next post of the Literacy Progression Series, we’ll explore how early literacy is nurtured through play, exploration, and inquiry in our immersion classrooms, and why this approach works.

Sources & Further Reading

National Early Literacy Panel. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. [National Institute for Literacy]
Neuman, S. B., & Roskos, K. (2007). Literacy Knowledge in Practice: Contexts of Participation for Young Writers and Readers. Reading Research Quarterly, 42(3), 304–310.
Castro, D. C., Páez, M., Dickinson, D. K., & Frede, E. (2011). Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy. Child Development Perspectives.
U.S. Department of Health & Human Services. (2015). A Guide to Early Literacy Development.
Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems. Scientific Studies of Reading, 9(1), 43–61.

Are you ready to discover Hoboken’s leading international private school?

Contact Tessa International School to learn more!