Little Moments, Big Joys: My Journey in Playgroup and Parent-Toddler Classes

By Vidhi Bhalakia, Parent-toddler and Playgroup homeroom teacher 

Curious about how the tiniest milestones can create the biggest memories? Imagine a world where the smallest smile lights up an entire room, where the first utterance of a word feels like a triumph, and where splashes of paint on tiny hands become stepping stones to confidence. Welcome to the magical, unpredictable, and joy-filled journey of playgroup and parent-toddler classes!

I’m Vidhi Bhalakia, and I’ve had the privilege of experiencing the wonder of early childhood education first-hand. Each day in the classroom unfolds like a treasure hunt, full of surprises, giggles, and unexpected “aha” moments. Every parent-toddler session is a new adventure, offering insights into how little learners connect, grow, and thrive. What’s it really like to guide a group of curious toddlers—and their equally curious parents—through the early stages of exploration and discovery? Let me take you behind the scenes.

A Whisper Turns into Words. Picture this: A mischievous little boy, full of energy and never short of trouble, had yet to utter a single word in class—only gleeful giggles and the occasional cheeky noise. Then, one morning, as the group played with brightly coloured balls, he suddenly, clearly said, “ball.” You could have heard a pin drop. His teachers’ and the helper staff’s eyes brimmed with happiness, and the entire room erupted in applause. That single, seemingly simple word wasn’t just a milestone for that child—it was a shared celebration of courage, connection, and growth. What makes these first words so magical? What changes in that moment of expression?

Messy Hands, Big Breakthroughs. What do you get when you mix toddlers, finger paints, and a lot of curiosity? Chaos, yes, but also pure joy. During a sensory play session, our usually hesitant toddler, stood back and observed as her classmates gleefully smeared paint across paper—and their arms, faces, and even hair. Slowly, she reached out, dipped her fingers into the bright colours, and burst into laughter. Why does embracing the mess feel so monumental? How does something as simple as finger painting unlock a child’s sense of adventure?

The Language of Kindness. It started with a simple block. A child noticed another kid struggling to stack a tower and quietly handed him a piece, offering a shy smile. In that tiny gesture, a friendship began. Over the weeks, these two toddlers started sharing, helping, and even looking for each other during playtime. How do children learn empathy and teamwork at such a young age? What do their actions teach us about the importance of simple kindness?

Dancing Through Tough Moments. No day with toddlers is tantrum-free. But I’ve learnt that music can transform a sulking toddler into a dancing, smiling bundle of joy. One afternoon, one of our toddlers sat in the corner, arms crossed, frown firmly in place. But as soon as his favourite action song started playing, his feet began to tap. Moments later, he was twirling and clapping along with his friends. Why does music have such a powerful effect on young children? How can something as simple as a familiar tune turn frustration into happiness? Every single moment in these playgroups and classes is a reminder that early childhood education isn’t just about teaching ABCs or colours. It’s about nurturing curiosity, building confidence, and celebrating every small victory. The laughter, the tears, the moments of discovery—they all weave together into a tapestry of learning that I feel privileged to witness.

So why should you read this? Because these stories show just how much joy and transformation can be found in the little moments. Whether you’re a parent, an educator, or someone simply curious about how young minds grow, you’ll see the world through a toddler’s eyes—and perhaps find inspiration for your own journey. Ready to explore the magic of the earliest steps in learning? Let’s go!

FIS Racecourse First Annual Trip to Ranthambore National Park

By Reetta Hälvä, G3-5 homeroom teacher

For four unforgettable days, FIS students from grades 3-7 embarked on an adventure, exploring our beautiful planet from a variety of perspectives. We discovered not just social skills, responsibility, and the wonders of nature, but also delved into animals, astronomy, life skills, culture, and so much more. Along the way, there were plenty of happy accidents and moments that had us all laughing. Join me as I take you on a journey through our shared memories!

Day 1:
Our adventure began at Mumbai airport, where the air was thick with excitement. There were heartfelt goodbyes, some more enthusiastic than others. The students were incredibly considerate, making sure no one was left behind and eagerly anticipating our trip to Ranthambore. First, we flew to Jaipur, affectionately known as "The Pink City," before boarding a bus to our final destination. Our accommodation, charmingly named The Pugmark, was the perfect base, and we were thrilled to use a new word we had learned later in the trip. One student remarked with awe, "What kind of school takes kids to a place like this? It feels like we're on holiday!"

Our first activity was an informative session on tigers, which also introduced us to the unique flora and fauna of the Ranthambore area. We learned about tigers across India and the rich ecosystem of the region. The guides were quickly overwhelmed by the flood of questions from our eager students (and teachers), but they handled it with enthusiasm and grace.

At the school briefing, some students asked why we went to bed so early on the first night. However, on the first evening it wasn’t long before everyone was asleep, too excited to wait for the adventures of the next day.

Day 2:

Day two kicked off with a visit to the local school, where we engaged in a community service project. We had the opportunity to meet and interact with the fourth-grade students, sharing games and learning from each other. We taught them one of our favourite games, and in return, we picked up a local game. After some time spent outdoors, we explored the differences between life in the countryside and in Mumbai. Language barriers presented a challenge, as most of the local students spoke only Hindi. However, with the help of our students and teachers translating, we formed meaningful connections and deepened our understanding.

The afternoon brought out our creative side as we became artists for the day! Under the guidance of a local master, we learned the art of block printing and created our own pieces of art. Then, we had the chance to try tiger-themed paintings using acrylic paints or charcoal powder. Our example artists were so skilled that it was intimidating to follow in their footsteps, but every student rose to the challenge and created something unique.

As evening descended, we gazed up at the sky through telescopes, observing planets and stars. We spotted Jupiter, Mars, Venus, the craters of the Moon, and the brightest star in the night sky, Sirius. Some lucky ones even saw a shooting star and made a wish to spot tigers on the following day’s safari.

Day 3:
And the wish came true! On our chilly early morning safari, we set out to find the elusive mother tiger and her two cubs, but they proved too skilled at playing hide and seek. However, we were treated to a rare sight: a sloth bear running across the road and feeding on a termite mound. Not long after, a young female tiger walked straight towards us, her desperate roars echoing as she searched for her mother. The tiger passed by us calmly, and we could hardly believe our eyes. But the true jackpot came shortly after—there, basking in the sun, was the mother tiger and her two young male cubs! The sight was nothing short of majestic. It was difficult to stay still and just observe, but we all resisted the urge to run up and pet these magnificent creatures…

On our first safari, we saw spotted deer, a variety of birds, crocodiles, wild boar, a sloth bear, and a beautiful pair of spotted owls. We also learned about biomimicry, understanding how the beaks of kingfishers and the design of termite nests have inspired innovative solutions in our world.

After a well-deserved rest, we took a short hike to Ranthambore Fort and met the friendly langurs living nearby. On our way, we spotted a sambar deer, the largest deer species in Asia. At the fort, we learned about the ingenious door designs, which were built to protect the castle from elephant-led invaders. We also discovered how the fort’s design tricked unwelcome visitors into taking the wrong paths. After exploring the historic site, we returned to our accommodation, where we encountered yet another lesson in the art of living: always keep your door closed when you’re not in your room. A local cat had sneaked into one of our rooms and, in need of a washroom, had made a mess. Together, we learned how to politely explain our situation to the staff, and soon our room was spotless again. Lesson learned, and well done!

Day 4:
Before heading back to Mumbai, we set out for one final safari. Perhaps the chilly morning kept the animals hidden, as our safari was quieter than the previous ones. Still, we spotted many birds near the water, wild boar with nearly grown cubs, spotted deer, and crocodiles soaking up the sun. We couldn’t help but laugh when a rufous treepie, tired of our chatter under its favourite tree, decided to poop on us from above.

The journey back to Mumbai was much quieter than the outward trip. Everyone seemed deep in thought, reflecting on all the extraordinary experiences we had shared. Some students spent the time napping, others reading, and some chatting quietly with a friend about the memories we had made on our Annual Trip.

P.S. Kingfishers’ beaks inspired the design of the bullet train, and termite nests provided insight for creating well-ventilated office buildings.

Little voice, big heart: Mazreen’s Journey at FIS

By Mazreen & Mummy

Hello! I’m Mazreen Bhesadia, and I am in Junior KG at FIS. My Mummy and me were having a chat about school, and I thought it would be fun to share it with you.

Mazreen, can you tell me one happy thing and one sad thing about your school?

My happy thing is that my classroom is beautiful! And I love to sing songs and swim in the pool. The sad thing is that we didn’t have any dessert today!

Mummy, why did you choose this school?

We loved the Finnish pedagogy - hands on learning, with every child at their own pace, making learning much more meaningful. At FIS, the classroom is diverse in multiple ways, and there is a healthy mix of academics as well as "real-world learning". It’s very exciting to see how transversal competencies are a part of learning, along with other subjects. This resonated with our own values as a family, and we are so happy that the school lays emphasis on these broader skills, that nurture both adaptability and resilience that will be useful throughout life.

Mazreen, what do you love the most about your FIS? Can you tell me some fun things you do at school?

I love my friends and I love my teachers! At FIS, I eat on my own like a big girl, I count, I be a princess, I play the drum, and I sing bedtime songs to my friends. Oh, and one day at school, I held a worm in my hand!

Mummy, how has your experience been, with FIS?

The school has created a wonderful class environment, with fun events and activities, and they are blessed with the most amazing staff! Mazreen has progressed so much in the last few months. While academic growth is the more obvious area most parents would look at, the more heart-warming progress is in her independence levels, confidence, awareness and social skills. Whether it’s watching her take the mic in front of the entire school to ask a question, or watching her understand how to help a friend in the most caring way, Mazreen’s journey with FIS has just begun but it’s already so fulfilling to be a part of, the future looks very promising!

We hope you enjoyed our little chat. Mummy helped me, but I tried to do most of the talking myself. Who doesn’t love being interviewed, right?

Love,

Mazreen

Fostering Future-Focused Education: The Findian Approach at Finland International School

By Shashank Goenka, Fatema Agarkar and Nikke Keskinen, FIS Race Course Board Members

As a Board that truly enjoys conversations about what the future of education looks like, we consciously consider engagements that are enriching for all the stakeholders at Finland International School, Race Course - the teachers, the parents and importantly, the children we nurture.

For us, it is about the community, and we often embrace different lens when considering important decisions for their growth. Whether it is about professional development for our teachers, checking-in with them to support their learning and development, driving them to think about their professional personal goals to power flexibility and open-mindedness, motivate them to pursue academic innovations or then the constant communication with parents, inviting them to share feedback be through meetings or events, and incorporating the thoughts in our plans and the empowerment we provide our children to communicate with confidence and on account of the creative planning and experiential learning that makes for a holistic week, every week.

Just today, we were commended on our passion to drive thinking and learning, constantly looking to improve and crafting enriching community engagements. As a parent, she shared that this was reassuring for her to see stakeholders so passionate about effective teaching learning engagements celebrating the Findian culture as we like to call it at Finland International School, Race Course.

For us, a school constitutes a learning environment to help every child blossom through a well designed study pathway, mentor and guide, encourage and reflect on our own approach, and we believe it is this collective effort that enabled us in a short time to create a niche for ourselves in the city with our all-rounder vision for families we nurture - through inclusion of music to theatre arts, from design & tech to textiles, from home economics to coding, from sports to thematic units that makes learning come  alive through each of our programs - Early Years, Primary Years, Middle School to High School. It’s the Finnish pedagogy that defines our pathway set in a local Indian context propelled by being an IB candidate school for the MYP, DP and CP programs.

It is this unique blend that makes FIS a ‘complete’ and unique learning experience that we fondly call the Findian Team.

We encourage you to spend time with us to get to know us up close and personal and be inspired by our vision of happy learners, brighter futures by allowing us to share how we do it everyday at FIS.


Board Members:
Shashank Goenka, Managing Director
Fatema Agarkar, Advisor & Mentor
Nikke Keskinen, COO, Founding Principal

Thriving in a Globalized World: Our Experience at Finland International School

By Mr. Shreyas and Ms. Frenie Jajoo, FIS Founding Parents

Choosing the right school for our child was a significant decision. We wanted an environment that not only provided academic excellence but also fostered global citizenship and a love for learning. At FIS, we’ve found that and so much more.

Jehhan, a 5th grader at FIS looks forwards to going to school every single day!! He describes learning as FUN!!

Mr. Nikke Keskinen, FIS Founding Principal (left) and Mr. Shreyas and Ms. Frenie Jajoo, FIS Founding Parents

Looking back at when we had first heard that Finland International School is going to open, we were excited and we met Mr. Nikke, founding principal. We were thoroughly impressed by his presentation on Finnish Education and how they were looking at integrating the same into our Indian education system. It was that meeting that had convinced us to move our child to this School!!

The FIS family, as we call it started growing from there on. FIS’s commitment to international education is evident in its diverse student body and multicultural faculty. This creates a truly enriching environment where children are exposed to different perspectives, cultures, and languages.

Ms. Rajani (MYP Vice Principal), Ms. Anna (FIS Principal), Jehhan, Ms. Frenie and Mr. Shreyas

We especially appreciate the school’s commitment to open communication and the strong parent-teacher-student relationships. We’ve been particularly impressed by:

• The focus on phenomenon-based learning: Our son is encouraged to ask questions, explore his interests, and develop critical thinking skills.

• The emphasis on technology integration: The school seamlessly integrates technology into the curriculum, preparing our son for the digital age.

• The vibrant arts and extracurricular programs: From music, drama, sports, dance, home economics to woodwork and sewing there’s something for every child to discover and pursue their passions.

• The strong emphasis on character development: The school instils values such as respect, courage, integrity, and empathy, preparing our son to become a responsible and compassionate global citizen.

• Failure is Learning: The only place where failure is treated as learning. The faculty encourages to learn from the failures and instils the spirit of never giving up!

FIS has not only provided our son with an excellent education but also given him the confidence and skills to navigate an increasingly interconnected world. We have seen a massive improvement in the clarity of the thought process of our son and his ability to look for solutions of problems by interconnecting his learnings from failures if any. We are grateful for the supportive and nurturing environment the school provides and the positive impact it has had on our family.

Professional Development for Teachers at FIS

By Elina Kataja, Head of Teacher Training

At FIS we believe that teaching is a profession that requires continuous growth and reflection. Our commitment to ongoing professional development is a key component of our educational approach, as we strive to support every teacher in becoming the best educator they can be. Each week we dedicate time for shared reflection, discussion, training, and professional growth. These sessions provide opportunities to exchange ideas, deepen understanding, and build a cohesive, supportive teaching community that aligns with FIS values and educational philosophy.

Our professional development sessions are structured to leverage the unique strengths and expertise of each team member. Teachers with specific skills or insights lead discussions and presentations, allowing everyone to learn from one another. This approach not only values each teacher’s contributions but also strengthens the collaborative spirit of our school. By drawing on our team’s collective knowledge, we enrich our professional learning and create a supportive environment where all voices are heard and valued.

The core focus of our training is the holistic educational philosophy of FIS. We explore the practices, principles, and ethos that define FIS pedagogy, covering essential aspects of our teaching framework. Key areas include values, attitudes, and educational interactions, which guide how we engage with students and create a respectful, nurturing learning environment. We also address practical teaching strategies, as well as methods for fostering positive relationships with parents, recognising that collaboration with families is vital for each child’s success.

Our training extends to areas like socio-emotional development and support, ensuring that teachers are equipped to understand and nurture each child's well-being and emotional growth. Teachers also engage in discussions about assessment, documentation, and personalised support, helping us tailor our approaches to meet the needs of all students effectively.

At FIS professional development is not a one-time event; it is a continuous journey. We are proud of our commitment to fostering a professional culture of growth, reflection, and collaboration. Through these efforts, we aim to create an enriching, supportive environment where teachers and students alike can thrive and achieve their potential.

Home Economics at FIS Race Course

By Babita Srivastava, MYP teacher & Home Economics specialist
Tanja Kauppila, G1-2 homeroom teacher & Home Economics specialist

Home Economics is a cherished part of Finnish education, equipping students with practical life skills and fostering a strong sense of independence. Covering essential topics such as nutrition, food safety, and healthy eating, alongside household basics like cleaning, laundry, and budgeting, this subject prepares students for real-life challenges (and ensures they can thrive on more than just instant noodles!).

In our well-equipped Home Economics classroom, students not only master these fundamental skills but also integrate learning from English, Maths, and Science. This interdisciplinary approach—true to the Finnish way—promotes creativity, critical thinking, and problem-solving in real-world contexts.

A Practical Curriculum for Lifelong Skills
Our FIS curriculum places a strong emphasis on managing time, energy, and money wisely. Students explore budgeting, saving, and smart spending—essential tools they’ll rely on throughout their lives. After all, financial management is far less daunting when thriftiness becomes second nature!

From Budding Chefs to Master Cooks
Our younger students in Grades 1–5 are already showing their culinary flair! They’ve crafted a variety of healthy snacks, from vibrant fruit salads and vegetable dips featuring hydroponic herbs to Greek yoghurt parfaits and festive treats like coconut modaks for Navratri (even the Finnish Parliament’s Commerce Committee got to sample these!). Pizza remains a firm favourite, while Halloween treats featuring marshmallows, avocado, multigrain bread, seaweed, and bell peppers sparked their creativity. Sandwich-making has become an art form, with students designing stars, hearts, butterflies, and gingerbread men, stuffed with peanut butter, jam, cheese spread, and green chutney. Baking Anzac cookies even introduced them to lessons in food preservation and history—proving that every dish tells a story!

Our older MYP students tackle more advanced recipes, from palak paneer with butter naan to homemade guacamole on toasted bagels. They’ve perfected fruit crème, baked cookies from scratch, and recreated street foods like Bombay sandwiches and sev puri. Halloween brought s’mores, while pasta with hydroponic basil pesto was a hit. They’ve also explored bread pakoras with cheese, iced tea, and even a science experiment investigating how sugar affects cookie size—a delicious way to blend science and baking.

Each step, from growing their own herbs and following recipes to measuring ingredients and cleaning up, teaches responsibility, teamwork, and respect for the entire process. They’re also learning how to use the washing machine and dishwasher, embracing sustainable living practices at home.

Home Economics Day: A Weekly Celebration
At FIS Racecourse Home Economics Day is the highlight of the week. Sometimes students even treat staff to their culinary creations, making it a much-anticipated event that fosters community and connection. It’s a joyful celebration of learning, sharing, and just a touch of organised chaos in the kitchen—embodying the heart of Finnish education in action!

Craft: But Why?

By Reetta Hälvä, G3-5 Homeroom Teacher and Maths & Craft specialist
Ville Minkkinen, Subject Teacher, P.E., Music and Craft

Throughout history, craft has played a vital role in human culture, from ancient artisans creating essential tools for survival to the mass production supported by machines that we see today. Everything has become faster, more affordable, and increasingly machine-made. This raises an important question: why do we still teach basic craft in schools and choose to buy more expensive handmade products? Here are a few reasons why:

Creativity
Craft provides individuals with an opportunity to express their creativity across a variety of materials—wood, fabric, plastic, and more. This multi-material approach nurtures innovation, combining function with art. Craft expands the boundaries of what’s possible, whether by solving practical problems or creating for the sake of aesthetics.

Academic Skills in Action
Craft integrates essential academic skills, such as planning, measuring, cutting, and sewing. These tasks challenge students’ mathematical and spatial reasoning. Turning a flat piece of fabric into a well-fitting shirt, for instance, requires precision and critical thinking—skills that transfer seamlessly to other subjects and real-life scenarios.

Problem Solving
Craft encourages hands-on problem-solving. Students engage in trial and error, learning resilience through failure and discovery. Often, students design things for which there are no ready-made solutions; it’s the teacher’s role to challenge and guide them as they work towards a solution. This type of problem-solving is an excellent way to support students’ self-esteem and belief in their own abilities.

Environmental Awareness
Craft education fosters an understanding of resource management, teaching students the importance of using materials wisely and instilling a sustainable mindset. Younger students learn sustainable practices within their immediate environment, while older students are introduced to the broader topic of limited resources. This awareness is crucial for addressing global environmental challenges.

Self-Management Skills
Craft promotes patience and focus. Projects require time management, the ability to follow instructions, organisation, and patience to wait for assistance or feedback. Craft develops entrepreneurial skills as students learn to work independently, experiment with different approaches, and take responsibility for their own work. These skills are invaluable both in academic settings and in the working world.

Mental Health Benefits
Engaging in hands-on activities can be therapeutic, offering a break from the fast-paced digital world. Crafting allows individuals to relax and concentrate, with the process of creating itself often providing calm and fulfilment. For some students, craft is a much-needed respite from academic pressures.

In conclusion, craft education enriches our appreciation for handmade items and the creativity they embody. While machines enhance efficiency, they cannot replicate the unique human touch that constantly creates and evolves. As we continue to foster creativity in our schools and homes, we embrace the value of craft in shaping a more innovative and mindful society.

FIS Goes Global

By Elina Kataja, Head of Teacher Training

Finnish education is recognised as one of the best in the world, and that’s why we brought Finland International School (FIS) to Mumbai. Our goal is to offer children brighter futures through an education rooted in deep learning, hands-on experiences, child-centred practices, active participation, phenomenon-based learning, life skills, and the joy of learning. We aim to provide a strong foundation of knowledge and skills, while also creating powerful, memorable experiences and moments. FIS is a place where children are excited to come and eager to learn something new—every single day.

And now, FIS is going global. I'm Elina, and I work here at FIS as the Head of Teacher Training. I have been working in Kenya throughout October at the Kalobeyei refugee settlement, as part of the Finnish Teachers Without Borders network. During my time there, I have been training early childhood education teachers who often manage classes in quite challenging conditions.

The environment at the Kalobeyei refugee settlement is vastly different from our school in Mumbai. Class sizes can reach 150-200 children, often led by a single teacher who may not have formal training. Teaching and learning materials are scarce, and since the children come from various linguistic and cultural backgrounds, many of them do not share a common language with the teacher. Moreover, numerous children have traumatic pasts that can manifest in different ways, presenting challenges to teachers trying to support their overall well-being. Nevertheless, the principles of effective early childhood education remain the same: functionality, playfulness, exploration, joy, and collaboration. The key question is, how can we foster such a child-centred approach in a challenging environment?

At FIS, our teachers in FIS Juniors and grades 1-2 have been trained recently on experiential approaches to mathematics and English language and literature. These same themes were explored in October with the teachers at the Kalobeyei refugee settlement. The training sessions focused on enhancing engagement and child participation even in large groups, and on creating simple, self-made learning materials from recycled and natural resources.

While we at FIS are privileged to have a wide range of learning tools to use with our students, in Kenya, we have worked with teachers to develop similar resources using what is readily available. And despite the modest steps, it has been inspiring to see how differently young children respond when they can engage actively—playing, counting, and solving problems together using stones, sticks, and bottle caps, rather than just listening to a teacher or observing symbols on a board.

Cultures, languages, conditions, resources, and backgrounds may vary, but ultimately, we teachers around the world share one fundamental goal: to support children on their path to the brighter futures through education.

Foundational Thoughts from the Founding Principal

By Nikke Keskinen, COO, Founding Principal

As the Founding Principal of FIS Race Course, now shifting my focus to establishing new sister schools for the FIS Family outside of Mumbai, it’s a perfect time to pause and reflect on what we’ve accomplished here in Mahalakshmi in just 1.5 years. There are so many stories to tell and photos to share, but let me highlight a few key moments here in this blog. From the very beginning:

• Sharing the dream and vision with Mr. Shashank Goenka to establish a high-level Finnish-Indian international school in South Mumbai; to

• Meeting our first founding parents remotely and outside the school while it was still under construction, and realizing how they believed in our vision even though there wasn’t a physical school yet; to

• Recruiting the first cohort of local teachers; to

• Launching the initial teacher training programs with our esteemed quality partner, EduCluster Finland; to

• After our first Finnish teachers had joined, hosting the first team-building event and introducing my absolute favourite sport, padel to them; to

• Celebrating my first Navratri with all its joy; to

• Organising the first experiential learning events with our growing pedagogical and administrative team, showcasing to families what kind of school we were building; to

• Realising that attending a Holi celebration in your best jeans and without some lotion on your face is not the wisest choice; to

• “Crowning” Ms. Anna as the Principal of FIS Race Course and transitioning myself to a Member of the School Board to support the Principal and the pedagogical leadership team from that role.

Now, as I reflect on all we’ve achieved, it’s time to express my deepest thanks to all of you for supporting this journey so far. Your belief in what we are building has been vital. FIS Race Course is now fully operational, growing each month, and already working on admissions for AY 2025-2026 and opening the IB high school programs DP and CP. Our wonderful students and founding parents will soon be joined by more families who believe in the high-quality, truly unique learning path that FIS Race Course offers.

Wishing you all a Happy Diwali 2024!

The 3 Ps – Cultivating a Lifelong Love of Reading

By Darpana Choudhary, FIS Librarian

"Children are made readers on the lap of their parents," says Emilie Buchwald. This quote highlights the crucial role of reading in a child's life, and as adults, we bear a social responsibility to nurture a love for reading in the children around us as early as possible.

During a child’s formative years, the home serves as the first and most important place for learning and growth. A home filled with age-appropriate and engaging books can unlock a world of knowledge in a safe and comfortable environment. But what does it mean to make reading accessible at home? Let’s explore this through the 3 Ps: People, Place, and Purpose.

People

Early literacy is built on connections. Children learn to read through shared experiences with the adults in their lives. Parents, caregivers, and teachers all play a vital role in developing a child's early reading skills. As the first teachers, parents set the foundation for their children's literacy. Reading aloud from infancy through early childhood can create a lifelong bond between adult and child. Children who are read to from a young age develop empathy and enhanced listening skills. Parents can further support this journey by providing books that match their child’s developmental stages and by celebrating reading milestones. Being present in a child’s reading journey is one of the greatest gifts a parent can give.

Place

A child’s home offers a sense of belonging and can become their very first library. Access to books at home is essential for learning. A childhood rich in reading experiences fosters not only academic achievement but also a lifelong love of learning. Studies show that children who are regular readers tend to perform better in school. When schools and homes work together to foster reading habits, children thrive.

Purpose

Exposure to language through books not only enhances a child’s vocabulary but also has a lasting impact on their ability to use language effectively. Children who read, or are read to, excel in making connections—whether text-to-text, text-to-self, or text-to-world. They become stronger critical thinkers and develop an improved ability to process information. Just 15 minutes of daily reading can lead to a richer vocabulary and better writing skills. Reading also contributes to a child’s social, emotional, and cognitive development. As Kate DiCamillo wisely said, "Reading should not be presented to children as a chore or duty. It should be offered as a precious gift."

As parents, caregivers, and teachers, we have a shared responsibility to guide children on their reading journey by being the right people, in the right place, with a shared purpose.

You simply have to experience it yourself to know the FIS way!

By Fatema Agarkar, Advisor & Mentor & Board Member to FIS, Founder ACE

Our greatest strength as a team of experienced facilitators at Finland International School (FIS), Race Course is access to years of research originating from Finland as common core standards of learning, creating age appropriate pathways of discovery for every child with their unique abilities and skills, and in a manner that brings alive the relevance of the curriculum planned, and an understanding of its application in day to day experiences. 

As an educator with over two decades of experience setting up national and international schools across the country, my excitement about the Finnish pedagogy is simply because the program of learning is about nurturing children to become allrounders, honing skills that give them ownership and a sense of responsibility, and the above all, the happiness quotient. It’s about recognising that children have needs, goals, aspirations and interests, and our role as educators is to give them access to knowledge but also empower them to further their own interests. 

Usually a tough proposition when you think about the rigours and 'demands' of the academic boards but it happens seamlessly at FIS for each year, it planned as a sum of many holistic weeks that includes Performing Arts, Creative Arts including Arts/Carts & textiles, Woodworks and Home Economics, Robotics and a wide array of sports part from their mindfulness moments and subject classes, infinite discussions while moving from one room to the other not to mention Cafeteria time and Advisory discussions daily!

It’s about the transversal competencies that are to the Finnish ethos, Personalised Learning Plans (PLPs) designed so that students deep dive into their passion projects and chart a path to achieve this, and also about individual and group work, multi ability and age classrooms that hone in important life skills of communication, critical thinking, team work, patience, decision making and time-management. 

For me, FIS is about these conversations we have with our children about the rationale, discipline, essential agreements, the negotiations and challenges and exposing them to a variety of responses for every possible question, and allow them to work out the right decision. It is about their learning, their thought process and the unique pace they set themselves. It's about collaboration and being open-minded and respectful to different perspectives and allowing children without judgement to make some mistakes to recognise what they could have done instead! Progressive schools will always lay a lot of emphasis on the attitude to learning and the process rather than the outcome, and for us at FIS, the process leads to those successful and meaningful outcomes. 

So to answer a question that most parents ask me about the culture at FIS, my answer is a summation of what I have mentioned - FIS has so many ideas, so much originality, so much thought that goes behind every lesson plan or event we celebrate or every conversation we have for the team is after creating a schooling journey that speaks of understanding the relevance of concepts introduced, about experiencing different activities and 'owning' the process and in doing that attan all that defines 21st century learning - critical thinking, creativity, collaboration and communication. 

You simply have to experience the FIS way, to know what this really means!

SEL tips for home

By Mohini Pandey, FIS MYP and Primary teacher, SEL-specialist

Hey families! Life gets busy, right? Between work, school, and everything in between, finding  time to connect with our kids can feel like another task on the to-do list. But guess what? Supporting your child’s social-emotional learning (SEL) at home doesn’t have to be a big, complicated project. It’s all about those little moments that help build emotional intelligence, kindness, and a sense of calm—something we all need, no matter how old we are!

Here are some simple and playful SEL tips you can easily fit into your daily routine, even with busy schedules.

1. Start the Day with “Check-In” Questions

• What to Do: Over breakfast or during the morning rush, ask your child one simple question: “What’s one thing you’re excited about today?” or “What’s one thing you’re nervous about?”

• Why It Works: This quick chat helps kids learn to express their feelings and prepares them emotionally for the day ahead. Plus, it’s a great way for you to know what’s on their mind.

2. Daily Gratitude Game

• What to Do: Every evening, take turns sharing one thing you’re grateful for. It can be something as simple as “I’m thankful for game night!” or “I loved playing with my friends today.”

• Why It Works: Gratitude boosts happiness and helps kids (and parents!) focus on the positives. It’s a lovely way to end the day on a high note.

3. The 5-Minute Dance Party

• What to Do: Blast your favorite song and have a mini dance party in the living room. No rules—just dance however you feel!

• Why It Works: Movement is a great way to release energy and stress. It’s also a fun way to connect and laugh together.

4. Mindful Moments

• What to Do: Take a minute (literally just one!) to sit together and take deep breaths. Count to four as you breathe in and out, and focus on feeling calm.

• Why It Works: Mindfulness helps kids learn to calm their minds and bodies, which is a valuable skill when dealing with big emotions.

5. Family Highs and Lows

• What to Do: At dinner or bedtime, share the best and most challenging parts of your day. This simple conversation starter helps kids open up.

• Why It Works: It teaches kids to acknowledge all their emotions—good and bad—and shows them it’s okay to talk about both.

6. “I Notice…” Compliments

• What to Do: Make a habit of saying “I notice…” compliments, like “I notice you worked really hard on that homework” or “I notice you helped your sister without being asked.”

• Why It Works: This builds kids’ self-awareness and reinforces positive behavior. Plus, it feels good to be seen!

Remember, it’s not about doing SEL perfectly—it’s about connecting, sharing, and showing up for each other. As parents, you’re already doing so much. These small, simple moments can make a big difference in your child’s emotional growth, and hey, it’s a good way to check in with your own feelings too. So, take a breath, enjoy these little moments, and have some fun along the way!

Happy connecting!

Fun with Maths: Building a Strong Foundation through Play

By Reetta Hälvä, G3-5 homeroom teacher, Craft & Maths specialist

Have you ever noticed your child mimicking your words or behaviour, or repeating an action over and over, finding joy each time? This is how they learn most effectively—through imitation, repetition and having fun. The same approach can be applied to laying the groundwork for mathematical skills at an early age in school, by leading through example and engaging in play.

When we think of mathematics, we often picture arithmetic equations and numbers. However, these symbols on paper represent just a small part of the skills needed to truly understand maths. A number, like "five," doesn't mean much to a child if it's merely recited in a poem or presented as an abstract symbol. What’s crucial is for children to learn to quickly recognise quantities and understand them in various contexts. And the key to developing this skill is repetition.

Repetition as a term in teaching is often misunderstood. Typically, when we need to memorise something, we read it over and over, write it down, or repeat it in our heads. This method can lead to rote memorisation without comprehension. If asked to rephrase or apply what we’ve learned, we might struggle. That is making the memorised information almost useless. This example is far from the result we desire and where the element of play becomes essential. Repetition doesn’t mean doing the exact same thing over and over but rather reinforcing the same concept using different tools and in varied environments.

Playing with mathematical concepts can be a fun adventure and a natural part of everyday life. With younger learners we can embark on number hunts, finding sets of five in our fingers, toys, or while climbing stairs. We can even share a laugh when someone ends up with only five shoes instead of pairs. Poor soul who ends up with just one shoe! For older students, games, problem solving or creating stories can show the fun part of maths.

Maths is not confined to numbers on a page; it is embedded in daily life. By engaging with it in meaningful ways every day, we help children build a solid foundation for learning and exploring even further.

How we teach children to read

By John Hart, Director of Digital Learning & Innovation & Elina Kataja, Head of Teacher Training

Children don’t arrive at school as blank slates; they bring with them a wealth of knowledge and experiences – from previous schools, their families, friends, books, TV shows, and more. At FIS, we believe in meeting each child where they are, building on their unique foundation of skills and experiences. Our approach goes beyond standard grade-level objectives; we carefully assess each child’s current abilities and tailor our teaching to support their individual learning journey.

In our English language instruction, we utilise guided reading groups to foster each child’s development in phonics, reading, and writing. Rather than assuming all students at the same grade level start from the same place, we individually assess each child’s proficiency. Based on these assessments, we form small groups, enabling us to provide instruction that meets the specific needs of each group.

Junior and Senior KG, along with Grades 1 and 2, are divided into three small groups: Dingoes, Wolves, and Foxes (with three further subgroups). Grades 3-5 are similarly organised into two small groups. In every group, teaching is closely aligned with the students’ current skill levels. Our flexible grouping allows children to transition between groups as needed throughout the year, ensuring they receive the most appropriate level of instruction. Regular assessments keep our teaching responsive to each child’s growth and changing needs.

For example, in JR KG to G2 instruction, some children start with single sounds and the fundamentals of reading and writing, others begin with digraphs and strengthening their blending skills, while some focus on reading longer texts and further developing their writing abilities. Meanwhile, in Grades 3-5 the children are split into two groups and we concentrate on building reading comprehension skills and learning how to respond to texts at a level appropriate to each group.

We combine the 'pure' synthetic phonics approach with a whole language approach to get the best of both worlds from these schools of thought on how best to teach children to read. This balanced approach is backed by the latest research and ensures that our children are not just taught to 'robotically' read in the most efficient, systematic way but also to understand what they are reading and be able to engage with texts to develop a life-long love of books and reading.

By assessing what each individual child needs, differentiating instruction based on the assessment and then periodically reassessing and adjusting instruction, we are able to ensure that each child progresses as a reader. These developments are recorded and posted to Qridi, our digital solution for compiling assessment data, to ensure that parents are informed and up to date with their child's progress as it happens. This home-school partnership enables parents to see first-hand where their children are on their reading journey and assists in strengthening the important bond between the work that goes on both at home and in school, which is crucial to ensure that each child reaches their potential as a reader.

PE in FIS Race Course

By Ville Minkkinen, P.E., Music & Wood Craft teacher

Why is Physical Education (PE) a separate subject in schools? The reasons vary across different eras and countries. Some might argue that it helps students meet their need for physical activity during school hours, while others see it as a foundation for future sports careers. However, our approach to PE is distinct and comprehensive. In Finland, educational guidelines, supported by extensive research, recommend that children aged 7-12 engage in physical activity for at least 1.5-2 hours daily. For older students, the recommendation is 1-1.5 hours per day, while children under 7 should be physically active for 3 hours daily. Since it's impractical to schedule that many PE classes every day without compromising other essential subjects, we focus on two key areas:

Firstly, our primary goal is to spark a passion for physical activity in students. Recognising that each student is unique, we offer a wide range of activities (Swimming, ball games, gymnastics, horseback riding, athletics, team-building games etc.) to help them discover their own interests. In fact, specialising in a single sport before age 15 can hinder a potential sports career, and pushing a child into one hobby too frequently can dampen their enthusiasm for sports. That’s why we don’t force; we encourage. As a result, we see our sports areas filled with happy children who are actively moving and enjoying themselves. Finnish pedagogy emphasises self-management skills, encouraging students to take responsibility for leading an active and healthy lifestyle. They also learn teamwork and safety skills, making it easier to participate in group activities, and motor skills, ensuring that pursuing or starting a hobby is both motivating and enjoyable. That’s how activity continues in free time.

Physical activity extends beyond PE classes. During breaks, students have opportunities to engage in various activities like ball games, gymnastics, climbing and playing in groups. They can choose what interests them most, and for those less inclined towards physical activities, we encourage finding personal ways to enjoy movement. Even in the classroom, students remain active. Research shows that concentration diminishes after sitting for more than 20-30 minutes, so we incorporate physically engaging tasks and functional learning across all subjects.

So, why do we do this? Insufficient physical activity causes widespread health problems across our population. In today’s world, building an active lifestyle is increasingly challenging as technology takes over tasks we once did ourselves, and smartphones often provide more stimulation than physical activity. Our goal is not just to encourage children to move now, but to lay the foundation for lifelong physical activity. By fostering a love for movement and equipping students with the skills to stay active, we trust that their motivation will sustain them into the future. Even the greatest sports careers are built on strong motivation. Whatever the goal, it all begins with enjoyment!