Open School and learning Centre

www.helikxopenschool.org | info@helikx.com | +91-98427-33318

An Official Newsletter of

An Official NEWSLETTER of

Open School and learning Centre

Volume 1 | Issue 7

JULY 2014 CROSS learning & cooperative LEARNING

Dear Reader,

21 st century has thrown up lots of chal-

lenges for young parent and young

teachers. Both of them racing against time with-

out understanding what is to be educated and

how to up bring up their children.

Can technology provide solution to all their doubts and confusion, as everybody

understand 'NO', Children are ruled by EMOTIONS. Time has come let's start

respecting emotions.

Helikx open school and Helikx school Social Work department with in a span of

two years have reached out to many schools in providing professional school

counseling service.

We seek all your support for enhancing our professional support

Happy Reading!

G. Senthilkumar

From Our Chairman’s Desk

ON THE COVER

1 NEWSLETTER | JULY 2014

BRIDGE THE G A P BRIDGE THE G A P

The Condition of

Parents and Teachers

for Pupil Development By Dr.K.Muralidaran

Mentor, Helikx School Social

Work & Research Department

P arents are happy now as the

school are reopened after

summer vacation. They are

happy that their children will

be concentrating in their studies unlike

the vacation. They were of course per-

turbed as how to engage their children

during vacation, especially during the

school hours. Some parents might have

sent them to relative’s houses and some

might have invited relatives to their home

for engaging children. There are few who

would have sent them to summer camps

organized by some local institutions.

There might be some parents who lived

with them happily by arranging out side

trips to places of interest. All these are

planned or unplanned strategies adopted

by parents to keep themselves or their

children being engaged during vacation.

The implication behind all these activities

is that parents prefer their children to

spend much time in school and the school

teachers are the capable persons to en-

gage them.

The teachers on the other hand are happy

during summer vacation. Even if they are

asked to come to school during vacation

(!!), their work load at the work spot is

very much limited. They get sufficient

time to attend to their personal work

which they were postponing for the vaca-

tion period. It is a time to improve their

academic profile by continuing their con-

tinuing education through correspond-

ence course or through joining computer

courses relevant to their work. The vaca-

tion in fact helps them to manage their

work life balance. But some of them or

many of them are also parents and they

are also concerned about engaging their

young aged children during vacation. The

teachers who are not parents feel free

during summer vacation.

There are school going children who man-

age between parents and teachers. They

safely pass the comments of one over the

other (comments of teachers over the par-

ents and that of parents over teachers)

and play a game of escape from both of

them. Upbringing of the children and re-

viewing their performance in school edu-

cation depends on the type of parents and

the teachers’ role.

Parents are not similar. There are single

parents, employed parents, employed

single parents, parents with professional/

career aspirations, business oriented par-

ents, parents with affluent economic sta-

tus, parents of poor economic status and

so on. As such the parenting style differs

considerably. Teachers are also not simi-

lar. The class handling by male teacher

may differ with that of female teacher.

Young and old teachers differ in their

teaching approach. There is a difference

between an experienced teacher and a

teacher with less experience. There are

teachers with added educational degree,

teachers with job satisfaction, rural

school teacher, city school teacher, Gov-

ernment school teacher, private school

teacher, teachers with frustration, teach-

ers without motivation all of them making

a difference in their performance.

The school managements are aware of all

these conditions and they arrange for PTA

meetings and conduct frequent capacity

building training for the teachers. Howev-

er it is not the uniform practice of all the

managements. They also maintain the

difference. The purpose of Parent Teach-

ers Association has to contribute for mu-

tual understanding of the parties con-

cerned. Instead it is becoming a forum for

informing the decisions or for blaming

each other by the parents and teachers.

The actual objective of PTA has to target

the development of the pupil with the

cooperation of all those who are con-

cerned with it.

Most of the teachers limit their work to

teaching and expect the parents to cor-

rect their children for performance and

discipline. The parents on the other hand

believe that the school will look after their

offspring’s development. But actually the

children are influenced by the mass me-

dia. The time has come that the manage-

ments have to understand that this mutu-

al expectations or the gap in pupil devel-

opment. They have to come forward for

the appointment of School Counsellor who

can apply School Social Work for the de-

velopment of the pupil in perspective.

2 NEWSLETTER | JULY 2014

BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P

The Condition of

Parents and Teachers

for Pupil Development

BRIDGE THE G A P

“I f a single teacher cant

take all subjects, how

can a single student can learn

all subjects”. The thought may

be familiar to everyone, but for

me it was raised by Karan, a

ninth standard student of our school.

For me in my childhood my tuition teacher was biggest

hero because she is the only person who can answer my all

queries. It is a notion that in a class we are only allowed to

speak the specific subject. Unless teachers stop depart-

mentalizing their teaching and start knowledge in context

of other knowledge, student will stuck into dam. Here

comes the importance of Cross Learning

To simplify Cross Learning is the application of one subject

to another. To start cross learning begin with alignment.

Social studies credit can be planned according to literary

era. Synchronize the match paces. Math’s and Science

teacher can decide on best way and time to teach the mo-

tion.

Finally for conceptual collaboration, teachers can work as a

team. Art master closely within the Science teacher and

they both help students understand the effect of pigment.

Cooperative learning is the instructional practice of placing

students into small groups and having them work together

toward a common goal. Each group member learns new

material and helps other group members learn important

information.

School social workers can play vital role in getting students

to deeper learning through cross learning. This issue of

Bridge the Gap introduce the concepts of ‘ Cross Learning

& Cooperative Learning in Schools”. Hope you will take up

it in your classrooms.

Cross Learning in Schools

BY ALEN KURIAKOSE, TRAINER, HSSW

EDITORIAL

Our Chairman issuing Certificates to the Students from Narusu’s Sarathy Institute of Technology, Salem for volunteering programme on Sundays

The Cover Picture by Master A N Arvinth. He is studying in 10th

in Helikx. His passions include painting, badminton and robot-

ics. He is winner in 2013 IIT Robotics Competition and recently

secured prize in International Child Art Competition.

Counseling Conclave at

Salem & Erode

“ Need for Counseling in Schools”

conducted on 13th July @ Salem

and 20th July @ Erode. Nearly 45

Principals & Correspondents from

15 Schools participated in the Pro-

gramme.

It is

not surpris-

ing to see

differently

abled chil-

dren strug-

gle much

more in

learning.

Those activi-

ties that are

easily accomplished by normal children

had to be accomplished with much effort

by differently abled children. Why is this

happening? Why these children had to

go through so much toil to accomplish

their age appropriate learning goals?

Children with mental disability lacks

adequate supply of oxygen to their brain.

This results in loss of contact with the

nerve synapses. Brain gym comprises of

movements or exercises that stimulates

neurons in the brain, improving blood

circulation. This stimulates the nerves in

the body and provides adequate oxygen

to the brain. Thus Brain gym helps to

rebuild the synapses by ensuring suffi-

cient blood supply to the brain.

The 26 brain gym movements were de-

signed to activate the various cognitive

functions like seeing, listening, compre-

hension, organization and communica-

tion. Brain gym exercises are divided

into midline movements, energy exercis-

es, deepening attitudes, and lengthening

activities. The Midline movements ena-

ble learners to integrate fine motor and

large motor skills. The cross motor activ-

ities helps to activate brain.

A study on special needs children has

found out that about 80% of them are

homolateral. Functioning in a homo-

lateral state means using less than 50%

of their brain potential to complete the

work that has to be done with 100% of

their brain potential. Under stress chil-

dren rely more on one cerebral hemi-

sphere. This causes unnecessary and

stressful demands on the whole body.

Hence a disabled person needs to con-

tribute extreme effort to do the same

task contrary to an average person who

uses both sides of the cerebral cortex

and pre frontal cortex. This extreme

effort along with failure, frustration and

stress, results in academic failures and

acting out behaviors. Dr. Paul Dennison

calls this state as "switched off" state.

Children with special needs "switch off"

more frequently and this creates a need

for movement.

Brain gym movements helps to repattern

both brain hemisphere to work simulta-

neously, enhancing smooth neural func-

tions resulting in calm and effective

learning experiences. A study by Dr.

Robert Eyestone, 1990 states that more

than 95% of the people labeled as "at

risk"( teen mothers, juvenile detention,

ADD/ADHD, special needs, drug rehabili-

tation, alcohol support groups) has been

identified as homolateral. Once this

homolaterality is addressed using brain

gym movements, dramatic changes in

cognitive functioning and behavior are

observed. Being integrated helps chil-

dren with special needs to greatly ease

and function more productively.

References:

Synapses: it is a structure that permits a

neuron or nerve cell to pass an electric

or chemical signal to another cell.

Midline: the line that separates one visu-

al field and hemispheric awareness from

the other.

Homolateral- involuntarily choosing to

access only one cerebral hemisphere,

thus blocking integrated thought and

movement.

Igreen.tripod.com

3 NEWSLETTER | JULY 2014

BRIDGE THE G A P

BY MURUGALAKSHMI THIRUMALAI

HEAD TEACHER, CENTERRA RANCH MONTESSORI SCHOOL, KATY, TEXAS

BRIDGE THE G A P

TALKBACK Submissions to Bridge the Gap should include the

writer’s name and address and be sent by mail to

the alenkuriakose@helikx.com or by mail to Helikx

School Social Work And Research Department

149, Alamelu Nagar, Pagalpatty, Muthunaicken

patty Road, Salem - 636304. +91-9842733318

Differently abled learners and

Brain Gym

BRIDGE THE G A P

ON

SCHOOL SOCIAL WORK

FOR SOCIAL WORK PROFESSIONALS & STUDENTS

For more details contact– 91-8220856415

alenkuriakose@helikx.com

4 NEWSLETTER | JULY 2014

BRIDGE THE G A P BRIDGE THE G A P

BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P

1 Tell the child what you want

him or her to do avoid saying

what you don’t want.

2 Be specific about the behav-

iour you like instead of saying

“good boy” or “good girl”

3. Model the desired behaviour

you wish to establish instead of

waiting for the behaviour to

appear

4. Reward with social praise

and touch avoid the use of

physical punishment

5. Build on small change in

behaviour; don’t expect major

changes.

6. Withdraw attention to some

inappropriate behaviour; but

do pay attention to the behav-

iour you are trying to get rid of.

7. Reward appropriate behav-

iour and punish inappropriate

behaviour; never repeat this.

8. Reward and punish immedi-

ately after respective appropri-

ate or inappropriate behaviour.

9. Provide a consequence ( i. e.,

punishment) for inappropriate

behaviour, instead of using

threats.

10. Use mild punishment for

inappropriate behaviour and

avoid using physical punish-

ment for aggressive behaviour.

How can you improve Listening

Skills in ADHD Child

Exercise goal: Developing Lis-

tening Skill

Time limit initially – approxi-

mately 5 minutes. As toleration

builds -10 to 15 minutes

Frequency: Daily- for all age

Child’s responses can

guide parents to tolerance

for longer sessions and

complexity.

Do not attempt to force the

child to sit for longer ses-

sion and complexity

Eye contact is desirable

but not essential.

Have child’s full attention.

Chose or structure time

and place without any

interruptions.

Reward: Social praise and

touch.

Punishment: None- only posi-

tive reinforcement.

Activity: Story telling

Read the short story appropri-

ate to child’s mental develop-

ment.

Ask child to retell in own words

With success give social praise

and touch ( pat on back).

If the child has difficulty retell-

ing , simply give a shorter story

or one paragraph, or even re-

peat simple words of the child.

Use a level that allows for suc-

cess.

After success is experienced by

the child, gradually increase

the difficulty and complexity.

Avoid negative commands.

What is Remedial Edu-

cation? BY MRS. DEVIPRIYA SENTHILKUMAR, SECRETARY,

HELIKX OPEN SCHOOL

A specific method of instruction/teaching

Based on specific deficits in performance of

child

Starts after collecting relevant information

about the child’s performance

Develops on the strengths

Fills in the gaps in learning

Enables child to achieve academic skills

Principles

Program is started at the level the child has al-

ready achieved

Program should proceed at a pace comfortable

for the child

Each stage is given a lot practice, drills and rep-

etitions

As much as possible, these instructions should

be given in the form of games, puzzles and in

forms enjoyable and motivating for the child

Intervention should happen as early in primary

school as possible (6-8yr of age)

When child reaches middle school or secondary

school, more advanced reading, comprehension

and study skills can be developed

One-to-one basis in a child friendly environment

Minimum one hour duration

Two to three sessions per week

R.E. should continue all the year round and not

only during vacations or schooldays. However,

the sessions could be intensified during the va-

cation

R.E. is not equivalent to giving tuitions but done

by special educators or by the teachers specially

trained in remedial education

R.E. has to be given in addition to regular school

work

Experts Talk

Accommodating the ADHD

Child

BY MS SASIKALA , JOINT SECRETARY, HELIKX OPEN SCHOOL

BRIDGE THE G A P

5 NEWSLETTER | JULY 2014

BRIDGE THE G A P BRIDGE THE G A P

C ooperative

learning

is a successful teaching strategy in which

small teams, each with students of differ-

ent ability levels, use a variety of learning

activities to improve their understanding

of a subject. Each member of a team is

responsible, not only for learning what is

taught, but also for helping his or her

teammates learn—thus creating an atmos-

phere of achievement. The success of co-

operative learning is based on three inter-

related factors:

Group goals. Cooperative learning

teams work to earn recognition for the

improvement of each member of a group.

Individual accountability. Each mem-

ber of a team is assessed individually.

Teammates work together, but the learn-

ing gains of individuals form the basis of a

team score.

Equal opportunities for success.

Individual improvement over prior perfor-

mance is more important than reaching a

pre-established score (90 percent on a

test, for example). A student who moves

from 60 percent on a test one week to 68

percent (8 percent improvement) the next

week contributes just as much to a group

as a student who moves from 82 percent

to 90 percent (also 8 percent improve-

ment).

However, the ultimate success of coopera-

tive learning is based on a single and very

important principle: students must be

taught how to participate in a group situa-

tion. Teachers cannot assume that stu-

dents know how to behave in a group set-

ting.

What's in It for My Students?

Student achievement. The effects on

student achievement are positive and long

-lasting, regardless of grade level or sub-

ject matter.

Student retention. Students are more

apt to stay in school and not drop out be-

cause their contributions are solicited,

respected, and celebrated.

Improved relations. One of the most

positive benefits is that students who co-

operate with each other also tend to un-

derstand and like each other more. This is

particularly true for members of different

ethnic groups. Relationships between stu-

dents with learning disabilities and other

students in the class improve dramatically

as well.

Improved critical thinking skills. More

opportunities for critical thinking skills are

provided, and students show a significant

improvement in those thinking skills.

Oral communication improve-

ment. Students improve in their oral com-

munication skills with members of their

peer group.

Promoted social skills. Students' so-

cial skills are enhanced.

Heightened self-esteem.

When students' work is valued by team

members, their individual self-esteem and

respect escalate dramatically.

The Basic Elements of Cooperative Learn-

ing

Positive interdependence. It's important

that you structure learning tasks so stu-

dents come to believe they sink or swim

together. Students need to know that each

group member's efforts are required for

group success and that each group mem-

ber has a unique contribution to make to

the joint effort.

Face-to-face interaction. Arrange students

so that they face each other for direct eye-

to-eye contact. Invite students to connect

the present (material currently being

learned) with the past (previously learned

information). Every so often, encourage

them to orally explain how to solve prob-

lems.

Heterogeneous groups. Groups should be

comprised of three, four, or five members.

Mix the membership within a group ac-

cording to academic abilities, ethnic back-

grounds, race, and gender. It's also im-

portant that groups not be arranged ac-

cording to friendships or cliques.

Clear directions and/or instructions. Be

sure to state the directions or instructions

in clear, precise terms. Let your students

know exactly what they are to do. When

appropriate, inform them what they are to

generate as evidence of their mastery of

the material. You must share these direc-

tions with students before they engage in

cooperative learning activities.

Equal opportunity for success. Be sure

every student knows that she or he has an

equal chance of learning the material.

Inform every student that she or he can

help the group earn rewards for academic

success. Be sure students understand that

there's absolutely no academic penalty for

being placed in a particular group.

A clear set of learning objectives. You

must describe exactly what students are

expected to learn. Let students know that

cooperative learning groups are a means

to an end rather than an end in itself. Do

not use ambiguous language; describe

precisely what students will learn or the

knowledge they will gain.

Individual and group accountability. Give

an individual test to each student or ran-

domly examine students orally. Plan time

to observe a group, and record the fre-

quency with which each member contrib-

utes to the group's work. Invite students

to teach what they learn to someone else.

Ask group members to discuss how well

they're achieving their goals or how

they're maintaining effective working rela-

tionships. Help students make decisions

about what behaviors to continue, what to

change, and what to eliminate.

Sufficient time. Be sure you have sufficient

time to learn the targeted information.

Groups should stay together until the des-

ignated subject matter is learned.

BY MR.G SENTHILKUMAR, HSSW

BRIDGE THE G A P BRIDGE THE G A P

6 NEWSLETTER | JULY 2014

BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P

A re you

well

prepared and re-

laxed, confident

that your perfor-

mance will have the desired impact on

your audience? Or is the thought of

standing on a podium, holding a micro-

phone, enough to give you stage fright?

Enjoy it or not, presenting – in some

form – is usually a part of business.

Whether you get up in front of formal

audiences on a regular basis, or you

simply have to make your voice heard

in a meeting, you're using presentation

skills. Many believe that good present-

ers are born, not made. This is simply

not true. Sure, some people are more

relaxed and comfortable speaking in

front of others, but everyone can learn

the skills and techniques they need to

increase their level of confidence and

performance when presenting.

Five ideas how you can teach your child

great presentation skills:

1.) Be a Role Model and lead by exam-

ple.

If you have a computer with a web cam

show your child how to record videos.

It’s a lot of fun and they surely love

watching themselves. Give them con-

structive feedback and help them to

improve to become really great in it. By

watching themselves they will realize

how they come across to other people.

It’s a great way to learn and improve.

Learning by practicing is often the

most effective way of acquiring a new

skill.

2.) Show them (good and poor) videos of

presentations online.

Look on Youtube and other video shar-

ing websites for speeches and presen-

tations. Find some good and some poor

examples. Watching poor presentations

might teach your child more than

watching a good speech. Sit together

with your child and discuss: Was it a

good or a poor presentation? Why was

it good? Why was it poor? What could

they (or you) personally apply to my

own presentation in the future?

3.) Provide any opportunity to hold

speeches in your private circle.

Whenever there is an important event,

such as a wedding celebration, an anni-

versary party, a friend or relative’s

birthday, etc. allow your child to speak.

The more exposure your child gets to

bigger groups the better. Your child

will gain a powerful advantage and as

adult they will lose their fear of public

speaking.

4.) Encourage your child to take on a

leadership role at school.

If debates or discussions are taking

place encourage your child to take the

lead and use any given opportunity to

practice. Initially it might be difficult

for your child to put him/herself outside

his/her comfort zone. But getting more

involved in school and/or extracurricu-

lar activities might turn into an invalua-

ble experience which adds to your

child’s learning and skill development.

How do you feel when you have to

make a presentation? BY MS JAINY JOHN, HELIKX SCHOOL SOCIAL WORKER

One Day Skill Building Training for Government Primary Teachers

Our Chairman G Senthilkumar & Secretary Devipriya were the Chief Faculties of training for Government teachers orga-

nized by Child Fund India at Chennai

BRIDGE THE G A P

7 NEWSLETTER | JULY 2014

BRIDGE THE G A P

E njoyment

X itement

C uriosity

U nity

R esource

S elf learning

I ntiative

O bservation

N ature

Source of knowledge by providing first hand information.

Develops student’s aesthetic sense.

Creates interest in the explo­ration of the environment.

Develop in students a love for nature and to acquaint them

with the real happiness in the outside world.

Develops power of observations, explora­tion, judgment and

drawing inferences, problem solving ability of students.

Develops qualities of resourcefulness, self- confidence, initia-

tive and leadership amongst students.

It helps in developing cooperative attitude and various others

It helps in proper utilization of leisure.

It motivates the students for self-study and self-activity.

It helps in the development of creative faculties of the stu-

dents.

It is also a learning style and improves peer relationship.

MRS. P.V ANANTHALAKSHMI, PRINCIPAL, HELIKX OPEN SCHOOL

BY MS. K.SASIREKA,

TEACHER HELIKX OPEN

SCHOOL

E xcursion time, enjoy-

ment time. Students,

staff and Helikx team took a

long happy journey to the MGM theme park in Chen-

nai. By 10.30AM, Happily tagging up their hands chil-

dren rushed in to the theme park with joy and excite-

ment. The theme park was located close to the beach

and stood up with all its elegance. Guided by the re-

spective staff members the students started up their

day with land games. Their excitement began up with

‘the giant wheels’ followed up by the spinning cups,

net ball, slide, caterpillar and dinosaur train, horse

riding, roller coaster, ranger, car racing and Colum-

bus. The aquarium added up spice to their interest by

displaying a variety of colorful fish, tortoise and mol-

luses. Once the land games were over, we were pro-

vided up with a fulfilling yummy meal topped with an

ice cream. After lunch, all of them jumped in to the

water games enjoying the cool water splashing over

them. Wave pool, water slide, and swimming added up

their enjoyment. Around 5PM, the DJ started his beats

and all the students along with the crowd stepped

upon the dance floor and moved according to the mu-

sic and completed the day in MGM with a great joy.

By 8.30PMthe dinner was done and we bid bye to the

MGM and Chennai and travelled back to the school

with a filled and happy heart, loaded with memorable

memories.

AADI Celebration in Campus

BRIDGE THE G A P BRIDGE THE G A P BRIDGE THE G A P

What is pretend play?

When children are playing pretend they

are playing ‘as if’ something or someone

is real. They are creating a situation

where there is more going on that what

is literally happening.

For instances, a child might be placing a

cup to the doll’s mouth and then lying

the doll in a bed ‐ but to the child, the

doll is alive and really drinking (and it

might even burp) and when the doll is

put in the bed, the doll is really sleeping

– and so the child will have to wait until

the doll wakes up. Pretend play has

many names. Some of these names are:

imaginative play, creative play, make‐

believe play, fantasy play.

Age:

At a glance of 0-2: Two-year olds some-

times lose sight of the line between fan-

tasy and reality - even in their own pre-

tending

At a glance of 3-4: The pretend play of 4

- year olds becomes more realistic and

detail-oriented.

At a glance of 5-6: Pretending is social

for kindergartners, and interacting to-

gether is half the fun.

By the age of nine, the child generally

reduces pretend play, because by that

age, logical thinking sets in.

Why?

“Children use pretend play time to re-

solve conflicts and behavior issues

which they are unable to face in reality.”

Is pretend play is a thinking skill?

To pretend in play, children have to un-

derstand the meaning of what is happen-

ing. In order to do this, there are 3

thinking abilities that are used very of-

ten in pretending.

They are:

• Children use objects and pretend they

are something else (for example, the box

is a bed),

• Children attribute properties to ob-

jects (for example, the tea is ‘hot’ or the

teddy is ‘sleeping’ or the truck is ‘fast’),

• Children refer to invisible objects (for

example, they travel in bus, or car (but

the bus is invisible)).

What is the importance of Pretend play?

Language skills

Social skills

Enhance imagination leads to crea-

tivity

Encourages expression of feeling

Self- control

Problem

solving

skills

Educational comprehension

What is the Benefit of Pretend play?

There are four primary areas under

which children learn and develop

through pretend play. They include:

Intellectual – increase in skills such as

problem solving, negotiating, creativity,

organizing and planning, retelling famil-

iar stories, application of newly gained

knowledge, and mathematics.

Physical – increase in skills such as

gross and fin motor development, fit-

ness, strength, and coordination.

Social – development of skills such as

sharing, taking turns, cooperation, nego-

tiation, impulse control, delay gratifica-

tion, and deal with disappointment.

Emotional – increase in self-esteem,

pride and accomplishment, feeling of

safety and protection, development of

sense of self and individuality, and feel-

ings or purpose.

Do’s:

Check the material they use in pretend

play

Monitor the concept of the game – no

harm or hurt

Keep way your judgements and preju-

dices

Don’ts:

Don’t lock the room where they pretend

play

Never ridicule or make fun during pre-

tend play

Boys Girls

Both

Dump trucks,

toolboxes, fire

engines, cars

and trucks,

police

and soldiers -

Action figures

Dolls and dollhouses,

kitchens, barbecues,

medical sets, princess

costumes, Babies.

Occupational costumes,

playhous-

es, puppets, robotic, pets,

musical instruments and

railroads

POPULAR TYPES OF PRETEND PLAY TOYS THEY PREFER

Pretend Paly

A Child’s trip into

fantasy

land

BY MS. ROOPIKA S, HEAD, HSSW

8 NEWSLETTER | JULY 2014