Parent handbook 2019—2020

Neo-humanist Pre-school Sælukot

Welcome to Country´s first vegetarian, vegan and yogic kindergarten INTRODUCTION

We are glad that you are now a part of our Sælukot family. Our kindergarten has been in operation since 1978 and our program is based on the Neo-Humanistic Educational . Leik- skólinn Sælukot is an educational project of Ananda Marga (WWD) organisation, which was founded in 1953 by PR Sarkar (1920 – 1990), a prominent philosopher and educator. It is a multifaceted international organization. Reflecting this broadness, the Ananda Marga organization has many different branches dedicated to the uplifting of humanity through , relief work, welfare, the arts, ecology, intellectual renaissance, women’s eman- cipation and humanistic economy.

All of us are committed to serving the children and families that come to us by providing the highest quality of care possible. At Leikskólinn Sælukot we invite children to master new skills at their own pace, to foster self con- fidence and Independence in a warm and loving atmosphere. We offer a full day program of learning and fun for children from 18 months to 6 years of age, Monday through Friday from 7.45 a.m to 5 p.m. We strive to educate the whole child—the physical, social, emotional, creative, intellectual, and the intuitional self—taking advantage of every opportunity to enable each child to realize their fullest potential. A reasonable effort will be made to accommodate children with special needs and to integrate them with other Kids.

‘SÁ VIDYÁ YÁ VIMUKTAYE’ - EDUCATION IS THAT WHICH LEADS TO LIBERATES Table of Contents

Founder of neohumanism...... 4 The circle of love curriculum...... 6 Neo-humanist education ...... 7 Organizational structure...... 7 School structure...... 8 Our vision ...... 8 Some n.h.e. specialties...... 9 Aims and ideals of N.H.E ...... 10 School closure...... 10 Class families...... 10 Flow of the day...... 11 Daily schedule...... 11 Breakfast ...... 12 New enrichment classes ...... 12 Sælukot´s calendar & events...... 13 Departmental goal...... 14 What to bring...... 18 Clothing, shoes & other needs ...... 18 Parents work party...... 20 Tuition fees...... 21 Withdrawing from enrolment...... 22 Rest time ...... 22 Arrival and pick up...... 22 Absences...... 22 Birthdays...... 22 Child of the week...... 23 Class room volunteer...... 23 Illness...... 24 Head lice policy...... 24 Medication...... 24 Allergies/asthma...... 24 Homeopathy...... 24 Additional needs...... 24 Minor injuries...... 25 Major accident...... 25 Sun protection...... 25 Behaviour guidance...... 25 Some guidelines...... 25 Some rules to remember ...... 26 Parent involvement...... 26 Policies and procedures...... 27 Basic principals of N.H.E...... 27 Cardinal human values...... 28 Universalism...... 30 Theme 2016-2017...... 30 Adjustment plan for new (younger kids)...... 32 School uniform ...... 32 Our Contacts …………………………………………...……………………..33 Founder of Neo

Neohumanism is a holistic philosophical theory elaborated by in his 1982 book, The Liberation of : Neohumanism (ISBN 81-7252-168-5).

With neohumanism, Sarkar redefines both humanity and humanism, as well as various commonly associated concepts. In addition, Sarkar in- troduces many new concepts intended to facilitate both individual and collective progress.

In this philosophy universalism plays a central role. If humanism tends to only cover the human dimension in a human-centric view, neohuman- ism, according to Sarkar, is instead the elevation of humanism to uni- versalism. it can be defined as a stage beyond the other forms of religious bound- ed beliefs rather it concentrate over spiritual realm. It doesn’t have any grouped intention, rather it focus on personal existence.

Shri Prabhat Rainjan Sarkar

Sarkar describes neohumanism as follows:

Neohumanism is humanism of the past, humanism of the present, and humanism – newly explained – of the future. Explaining humanity and humanism in a new light will widen the path of human progress and will make it easier to tread. Neohumanism will give new inspi- ration and provide a new interpre- tation for the very idea of human existence. It will help people un- derstand that human beings, as the most thoughtful and intelli- gent beings in this created uni- verse, will have to accept the great responsibility of taking care of the entire universe, will have to accept that the great responsibility for the entire universe rests on them.

Dear Parents/Guardians,

Welcome to the Neo humanist pre-school Sælukot. We are delighted that you have chosen to become part of the Sælu- kot Family. Our service endeavours to act as an extension of the family and home environment. We aim to provide a warm and nurturing setting where children, families and staff feel a sense of belonging, respect and community. We are looking forward to spending many special times with you and your child over the coming year. All of us are committed to serving the children and families that come to us by providing the highest quality of care possible. At Leikskólinn Sælukot we invite children to master new skills at their own pace, to foster self confidence and Independence in a warm and loving at- mosphere. We offer a full day program of learning and fun for children 18 months to 6 years of age, Monday through Friday from 7.45 a.m to 5 p.m. We strive to educate the whole child—the physical, social, emotional, crea- tive, intellectual, and the intuitional self—taking advantage of every oppor- tunity to enable each child to realize their fullest potential. A reasonable effort will be made to accommodate kids with special needs and to integrate them with other kids. Every year and every group of children are very differ- ent and this makes for an exciting and fresh adventure. It is always a fun- filled time, where we get to know and love a whole bunch of great kids and the children make new friendships and take huge leaps in getting ready for ‘big school.’ Play is the natural way that chil- dren learn. With play-based education, children develop a love of learning. ‘Socio- dramatic play’ or imaginative play gives children a chance to imitate and practice what they see all around them. Teachers can gently extend this experi- ence by being involved and carefully observing the children’s play. We encourage and fun through the use of songs, games, stories, play and art.

“The child’s is superlatively inclined towards play. A child’s thirst for has to be awakened through the medium of games and through play alone she/he must be taught.”— Prabhat

We believe there is an innate Oneness that unites all beings, animate and inani- mate. We share with children our respect for all life and the wonder of the amazing natural world that surrounds us. We like to encourage children to in- nately feel that connection through developing silence (Quiet Time), simple meditation and visualizations as well as spending time in nature. We are all members of one human family. Humanity is like a beautiful garden with so many different kinds of flowers each one adding to the beauty of the whole. We can help children appreciate and understand racial, cultural, national and ethnic differences– while still understanding the basic unity that we share.

We believe in the uniqueness of every child; each child has special gifts, their own learning timetable, and their special way to take in knowledge. The teacher’s job is to see, with love, the uniqueness of each child, so that they can freely blossom in their own time, in the best possible environment for them. Each child has many facets to be valued and enhanced. Our learning community takes into account children’s physical, intellectual, emotional and spiritual develop- ment.

Our Philosophy (The Circle of Love Curriculum)

The guiding philosophy of the Ananda Marga Gurukul Leikskólinn Sælukot Neohumanist Education (NHE) is based on Neohumanism: the practice of love for all people (regardless of race, gender, culture or religion), animals, plants and the entire world. We use puppetry, music, drama, stories, sports, games, yoga, nature, field trips, gardening, art pro- jects and creative visualizations, along with plenty of play, love and nurturing. To develop the full potential of each child (physical, mental and spiritu- al), NHE applies whole-child learn- ing. The methodology of NHE is flex- ible, creative and culturally sensi- tive, and empowers children inter- nally (through personal develop- ment) and externally through aca- demic subjects, creativity and the arts (literature, art, music and dra- ma), physical education and other life skills.

Personal development includes the teaching of spiritual concepts such as universal love, meditation and yoga, morality (ethical values), integrity, in- tuition and interpersonal skills such as courtesy, cooperation, communica- tion, decision-making, conflict reso- lution and problem solving.

As part of Neo-humanism, an awareness of ecology is promoted in its broadest sense (the realisation of the inter-relatedness of all things), with active encouragement for the respect and care of all living beings and the environment. As an extension of this, children, teachers and staff are expected to con- sume only vegetarian food at school.

Neo-humanist Education

Based on our collective belief system in Neohu- manist Education, we aim to:-

• Develop the full potential of each child: physical- ly, mentally and spiritually.

• Awaken a thirst for knowledge and love of learn- ing.

• Facilitate personal growth in areas such as mo- rality, integrity, self-confidence and co-operation.

• Develop physical well-being and mental capabilities through meditation, yoga and play.

• Develop a sense of aesthetics and appreciation for culture through drama, dance, music, art and indigenous appreciation.

• Promote an awareness of ecology in its broadest sense, i.e. encourage respect and care for all living beings.

• Recognise the importance of teachers and parents in setting an example.

• Encourage a universal outlook, free from discrimination based on religion, race, creed or gender.

• Respect our health and that of the environment by asking families to provide vegetarian, sentient packed lunches with every attempt made to minimise the amount of packaging brought into the school.

Organizational Structure

Leikskólinn Sælukot is a project of the (ERAWS) education relief and welfare section of the Women´s Welfare Depart- ment of Ananda Marga.

Ananda marga is an international social service organization founded in India in 1955 by Prabhat Rainjan Sarkar (1921- 1990). Ananda Marga has developed a vast network of dedicated volunteers in 160 countries worldwide. Its social pro- gram includes disaster relief, schools, Children´s home, medical clinics, refugee help, sustainable community develop- ment projects and other short or long term projects, which help people to be self sufficient.

Ananda Marga, which means ‘’Path of Bliss’’, is also a spiritual movement dedicated to the all-round elevation of the human condition—physical, mental and spiritual. Its missionary workers render social service, and are trained to teach yoga and meditation. School Structure

Leikskólinn Sælukot is a project of (WWD) women welfare department of Ananda Marga Neo humanist Education, a not-for-profit socio spiritual organization. Global office of AM WWD (Ananda Marga Women Welfare Department) is in India. The assigned Ananda Marga WWD representative to the Sælukot is the school Acharya (Didi). They facilitate and maintain the Neohumanist elements and spiritual culture of the school and they also have classroom input in imple- menting the teaching of meditation, yoga and ethics.

The Sæluthroð Committee is formed of community members including 1 parent, 2 staffs and 2 ananda marga members, with skills in law, finance, governance, education, management, etc. The overall role of the Sæluthroð Committee is as the executive link (working board) between the A.M.G.K. (Ananda Marga Gurukul) Board and the Principal. Parent Advisory Committee (Foreldra Ráð)

The Advisory Committee fulfills many of the functions of a normal school board, facilitating, monitoring and sup- porting the Principal to achieve goals in relation to staffing, curriculum and pedagogy, workplace health and safe- ty, administration, community and Neohumanism. Parent Working Board Committee (Foreldrafélag)

The role of parent working board committee is to co operate to organize the events in the school. The Principal is the school leader and head of operations. We value and welcome parent for your input and hope that you will feel free to contact us if you need to at any time. Please let us know if you need any assistance, if you have any ideas or inspiration, or if you have any concerns of any sort. All communication will be in strict confidence unless you choose otherwise. Email: [email protected] or [email protected]

Parents are encouraged to attend yearly Parent Committee meeting, and parent staff interview meetings in helping to

Our Vision

Driven by their intense curiosity, children are investigators and constructors of their own knowledge, learning best through experiencing for themselves. In offering a child-centred approach to learning, which caters to each child’s interests, unique intelligences and learning styles, we intend to activate within each child, the desire, confidence and great pleasure that comes from being authors of their own learning. Children are rich thinkers and we respect that children provide their own unique interests, skills and knowledge. We believe in advocating equity of opportunity, access and outcomes for all children, including those with additional needs.

We believe that a School which obviously has such great respect for children, fosters within children a deep sense of trust, greater self- esteem and an open mind to value others ideas and worth. We believe that the value of play is in the doing not in the end result. Our programs aim to value children’s thoughts by:

• Allowing children to make choices with their learning and of the materials and equipment

they need to access.

• Giving children time to pursue and extend on their ideas.

• Giving children freedom to explore and revisit their ideas.

• Encouraging children to reflect on and communicate their learning

• Encouraging children to listen to, value and learn from others as co-thinkers.

• Listening to and observing children, supporting them when necessary to extend on their

ideas.

• Documenting children’s actions and thoughts to gain greater understanding.

• Providing rich environments and a variety of educational choices, which empower children

to direct, develop and expand their own interests and unique talents

• Providing an environment where all children are happy, safe and free to learn.

We believe that a School which obviously has such great respect for children, fosters within children a deep sense of trust, greater self- esteem and an open mind to value others ideas and worth. We believe that the value of play is in the doing not in the end result.

Some NHE Specialties

Morning Circle

Morning Circle is our daily welcoming time. Children come together to sing songs and share news. Fridays, You are very welcome to stay and join in this joyous part of the day.

Meditation and Yoga

Children learn the beginnings of meditation by being able to cross legs, fold hands and close eyes. The chil- dren experience peace and quiet through visualising love and developing their inner world. You will fre- quently hear our beautiful mantraBaba Nam Kev- alam, which translates as “Love is all there is.”

Art and Music

Our programs are enhanced by weekly sessions with our school’s art and music teachers.

Storytelling: Using healing and dramatic stories are a good way to impart discipline to children and affect their behavior in subtle ways. The enchanting world of stories absorbs their attention and allows moral lessons to sink deeply into their con- sciousness.

Using healing and dramatic stories are a good way to impart discipline to children and affect their behavior in subtle ways. The enchanting world of stories absorbs their attention and allows moral lessons to sink deeply into their con- sciousness.

Aims and ideals of Neo-humanist Education:

• To develop the full potential of each child: physical, mental and spiritual.

• To awaken a thirst for knowledge and love of learning.

• To equip students with academic and other skills necessary for higher education.

• To facilitate personal growth in areas such as morality, integrity, self-confidence, self-

discipline and cooperation.

• To develop physical well-being and mental capabilities through yoga and concentration

techniques, sports and play.

• To develop a sense of aesthetics and appreciation of culture through drama, dance, music

and art.

• To encourage students to become active and responsible members of society.

• To promote an awareness of ecology in its broadest sense (i.e. the realization of the inter -

relatedness of all things) and to encourage respect and care for all living beings.

• To encourage a universal outlook, free from discrimination based on religion, race, creed or

gender.

•To recognize the importance of teachers and parents in setting an example.

School Closure

The school will be closed for a summer break around the July and/or August for 4 weeks. Parents are not charged a fee during this four week period. Please check our yearly calendar to see the local holidays.

Class Families

Keeping consistent with our vision of creating family and home-like environments, siblings and friends are most wel- come to visit between the groups as they wish. If you have concerns about how your child is settling in, please feel free to approach the Director or staff for support.. Flow of the Day

The flow of our day has a regular rhythm that becomes familiar and allows children to predict what to expect next. However, our daily routine is completely flexible and it’s main aim is to meet the needs of the children within the group. A basic guide to the flow of our day is as follows: DAGSSKIPULAG STJÖRNUR OG SÓLIR

8:00-8:55 Morgunmatur/Frjáls leikur

9:15-9:45 Morgunhringur

9:45-11:00 Hópatími

11:15-11:45 Hádegismatur

11:45-12:10 Samvera/sögustund/hvíld

12:30-14:30 Útivera

15:00-15:30 Miðdegishressing

15:45-16:30 Val

16:30-17:00 Róleg stund

Hópatími

Mánudagur Myndlist

Þriðjudagur Litli skóli

Miðvikudagur Tonlist

Fimmtudagur Joga

Föstudagur Bakstur og búningar

Monday/Mánudagur Art/Myndlist

Tuesday/Þriðjudagur Litli skóli/Preparation for School

Wednesday/Miðvikudagur Music/Tonlist

Thursday/Fimmtudagur Joga

Friday/Föstudagur Cooking & costume day/Bakstur og búningar Breakfast

We serve morning breakfast from 08.00-08.55 a.m. If you want your child to eat breakfast at the kindergarten parents are requested to be on time otherwise staffs cannot assist.

New Enrichment Classes

We have put together a very exciting calendar for this school year with many enrichment classes, theme, special dress up days, toys day, yoga days, art days, art exhibition day, music days, service program, out- door activities, mothers day, fathers day, trips, earth day. The children will have music, art, dancing, farm- ing, and much more exciting new program that will energize your child's interest while turning them into a info expert.

Sólir & Stjörnur

Markmið fyrir næsta skólaár. (2019-2020)

• Nota meira leikbrúður, leikrit og brúðuleikhús sem kennslutæki og farveg til tjáningar

• Veita börnunum tækifæri til danskennslu

• Efla byrjendalæsi enn frekar (höfum staðið okkur ágætlega)

• Leiða hugleiðsluna meira (guided meditation)

• Halda vikulega "hringfundi" en við byrjuðum aðeins á því undir vorið. Þar eru mál sett á dagskrá og rædd. Einn talar í einu og aðrir hlusta. Börnin koma líka með tillögur að umræðuefni og saman er reynt að finna lausnir á ýmsum málum. Skemmtilegt dæmi um slíkan fund í maí er svona: mál nr.1 hvernig á að ganga um rúðurnar í leikskólanum, má lemja í þær? mál nr. 2. hvernig notum við vatnið? látum við það bara renna og renna? Þetta voru tillögur kennaranna og börnin máttu setja eitt mál til viðbótar á dagskrá. Þá rétti eitt barnanna upp hönd og vildi ræða um Sálina. Þetta var afskaplega hjartnæmt. Þessir fundir eru dýrmætt tækifæri.

• Umhverfisvernd. Þurfum að leggja meiri áherslu þar.

• Vera dugleg að æfa atriði fyrir sameiginlegan hring á föstudögum

• Kenna siðferðisgildi yama og niyama

Markmið okkar fyrir næsta ár (2019-2020) er:

Miðdeild: Blóm Geislar og Norðurljos

* Að fara oftar í gönguferðir t.d. niður í fjöru eða göngutúr um hverfið * Vera duglegri að klæða okkur sjálf

* Læra stafi og tölustafi betur í gegnum leik

* Kynnast tónlist frá ýmsum löndum

* Æfa okkur betur í samskiptum með því að fara oftar í hlutverkaleik

* Æfa sig að lita ekki útfyrir

* Æfa litina betur með því að fara í litaleiki

Markmið (2019-2020) Yngsta deild:

Dropar og Regnbogar

Við höfum markvisst unnið að því að læra fjölbreytt lög, bæði í tengslum við þema og svo í söngstundinni. Lögin hafa ákveðið kennslugildi en þau læra litina, nöfnin á fingrunum og dagana og mánuðina með þeim. Einnig hafa þau fengið að hlusta á mismunandi tónlistarstíla, oft eftir síðdegishressinguna. Einu sinni í viku er hljóðfæratími og þau fá að kynnast hvernig hljóð hljóðfærin gera og hvernig á að fara með þau. Þau hafa fengið myndlistartíma einu sinni í viku þar sem þau hafa fengið að mála og lita.

• auka fjölbreytni í listavinnunni bæði hvað varðar efnivið og verkfæri, t.d. meiri fingramálning

• Ákveðin vandkvæði fylgja því að kenna svona litlum krílum jóga, allir vilja hlaupa út um allt, enda ekki ætlast til of mikils. Þetta er leikur allan tímann. Til bóta gæti verið að skipta upp hópnum því þau eru of mörg í einu.

Programs

Our programs are designed to create a balance between child-initiated experiences and planned learning experiences. Our program takes shape in many different forms. “Learning Stories” are documented for indi- viduals, small groups and whole group experiences. Often a child-initiated experience will turn into a short or long term group project. This approach ensures programs are interesting and meaningful to the individual child. We believe that children have “a hundred languages” as quoted by Loris Malaguzzi, founder of the Reggio Emilia Approach to Early Childhood in Italy. Therefore, we strive to document a large variety of children’s “languages” or ways of expressing. These could include artistic and creative endeavours (art, music, drama, photography, dance, etc.), physical endeavours, imaginative play, friendships and social interactions, devel- opment of literacy and numeracy skills, verbal interactions, and sometimes a language could be as simple as a demeanour, a look, a touch or body language. The list goes on. We strive to “hear” children in a hundred different lan- guages as we believe this is how we show chil- dren that they are valued and respected. We are endlessly passionate about the pro- grams we provide and would be delighted to discuss these in more detail with you at any time. What to Bring

If your child has a “lovey” (special toy, blanket or other) they are very welcome to bring it on Toy-day (Dótadagur) every last Thursday of the month. we do discourage children from bringing in toys from home everyday. If these are lost or damaged, it may cause upset to your child as well as the discomfort “sharing” home items may cause.

Clothing & Shoes

Naming all belongings helps us to ensure they are returned to their right owners.

PLEASE WRITE YOUR CHILD’S NAME ON ALL HIS/HER PERSONAL BELONGINGS.

Preschool involves a lot of "messy" play. Dress your child in clothes that are comfortable. Be sure to provide adequate change of shirts, pants, underwear, and socks. Please regularly check your child‘s cubby. Take home dirty belongings and replenish depleted. The shoes must fit your child‘s feet correctly. Hvað á barnið að hafa með á leikskólann/What to bring

• Regngalla + stígvél

• Kuldagalli + kuldaskó

• Vettlinga (Gott að hafa eitt par af vatnsheldum vettlingum)

• Húfu sem fellur vel við eyrun

• Hálskraga (ekki trefil)

• Hlýja sokka

• Hlýja peysu (flís eða ull)

• Inniskó

• Aukaföt (einn umgang)

• Bleyjur, blautþurrkur, bossakrem

• Snuð ef notað

• Rúmföt. Sæng kodda og teygjulak eða svefnpoka

Vinsamlega merkið ÖLL föt og ALLA hluti vel til að fyrirbyggja að hlutir tapist. Sérstakir fatapennar eru til og einnig er hægt að kaupa fatamerki hjá Rögn (rogn.is) Föt eru geymd í hólfum og á snaga svo það er óþarfi að koma með tösku undir þau en rúmföt eiga að vera í poka aða léttri tösku. Foreldrar eiga að tæma hólf á föstudögum og rúmföt eru tekin heim og þrifin. Leikskólabúningur° Munið eftir að koma með Ávexti 2-3 í viku

Tuition Fee Withdrawing from Enrolment

Should you wish to withdraw from enrolment, a minimum of 4 weeks written notice must be given. Cancellation forms are available in the office.

Rest Time

Rest time is an important part of our Kindy day. During the morning, children will be so actively busy that a rest can make their afternoon more pleasurable. We provide a rest area for every child, so that those who may need a sleep can do so. For those children who are non-sleepers, a rest can be just as beneficial. This is supported by relaxing music, teacher comfort, and books, and stories for those who are past the sleeping stage. We are happy to discuss your child’s particular rest requirements and cater to them as needed.

Arrival and Pick up

Please bring your child BEFORE 9.15 a.m or after 09.45 a.m. The time during this period is devoted to Morning Circle. We ask that you observe these designated times to minimize class interruptions. Please bring and pick up your child as you have mentioned in Dvalarsamningur. There is a charge if you are often late to pick-up your child. The child should be received by the staff during drop-off, and the staff should be notified as the child is being picked up. If someone new person is coming to pick up your child please inform to the teacher of your child´s classroom.

Absences

We need to ask you to be SURE to send us a note via phone call or e.mail If your child has been absent.

5628 533/ 8448 275 [email protected] [email protected]

Birthdays

If parents and kids choose to celebrate their birthday at Sælukot, we request parent instead to donate a book to the class on their child's birthday. Please help your child wrap it, and he or she will be able to choose a friend to help open it and present it to the class. Birthday books will be kept together on a special bookshelf or in a special Box. They are a gift that every child in class can enjoy again and again. Parents may still choose to send pop corn, fruits or healthy veg. food. We will pass these treats out during snack time. Parents are advised to bring only popcorn, fruits or sweet without sugar. Child of the Week

We will celebrate individual students by inviting them to be our special "Child of the Week". We will draw one name randomly each Friday. When child's name is drawn, one of our staff will put a notice in cubbies, and parents will have a week to gather photos of family and pets, and other items that the child would like to put onto a bulletin board about themselves. They will have time on next Friday of the week to share their information with everyone. Classroom Volunteers

The children will help the teacher with serving or cleaning as a practical-life activity so that they can integrate that val- ue into their daily life.

Illness

In fairness to all, children who are sick must not attend the School. Sooner or later, all children do get sick so please be prepared to have a plan ready if required i.e. a standby caregiver. ▪ Children suffering from an infectious complaint must stay at home for the period specified by the Health Department or family doctor. ▪ If your child has suffered an illness in the past 24 hours, please contact us to consult with the Director or Child’s Teacher before leaving them in care. Just like us, children need to be well in order to enjoy a day away from home. ▪ Please advise the School if your child has contracted a contagious illness so we can advise other parents to be aware of the symptoms. ▪ If in the opinion of the Director or Teacher in Charge, your child is not well enough to be at the School, you will be contacted to collect your child. ▪ Should your child’s condition warrant emergency attention, you and an ambulance will be contacted.

Head Lice Policy

Leikskólinn Sælukot recommends parents to take immediate steps if they find head lice in their children’s hair. If it is evident that there are lice the parents will be notified by phone and the child has to be picked up. Our Policy is to ex- clude the child from Preschool care until 12 hours after treatment. Recommendation is to wait 12hrs once treated be- fore returning to Sælukot and no lice in hair. If we detect them you will need to bring child home & repeat process.

Medication

Should your child require medication while attending the School you must complete a medication form each day the medication is required. The medication and the form must be handed to your child’s teacher in order to be stored safe- ly. Medication must not be left in your child’s bag for safety reasons.

Allergies/Asthma

It is essential that the School is made aware of any special requirements, allergies or medical conditions before enrol- ment. Forms will need to be completed in regards to your child’s particular condition and plans of action will be devel- oped in consultation with the family and displayed accordingly. All staff will be made aware of the condition and plan of action.

Homeopathy

The School (Teacher Ragna) keeps a range of homeopathic treatments for the day-to-day occasional upset or injury. If any of you have objection please contact Ragna or Didi.

Additional Needs

We are very willing to work with parents to plan for additional needs. Our Pre-school endeavours to integrate children with additional needs into our programs. Following an interview with parent and child, the Director will assess the needs of the child and the appropriateness of the School’s resources and program to best benefit the child. Minor Injuries

The teachers will give the first aid treatment and inform the parents about the incident Major Accident

If a child is involved in a major accident, first aid shall be provided while parents are contacted. If it is decided that the injury is of an emergency nature, child will be taken to the hospital for emergency treatment. All major injuries will be documented on injury log sheet and kept with each classroom clipboard.

Sun Protection

Families have very different beliefs on the application of sunscreen. Respecting this, we will pro- vide a kids (regular) sunscreen within the School. However, if a parent wishes for their child to use spe- cial sunscreen, they may provide the cream and request that it be applied before outdoor play ses- sions.

Behaviour Guidance

A positive approach to encouraging children to develop positive social skills is implemented by all staff as children’s positive self-esteem and emotional happiness are of utmost importance to us. “Safe, Happy and Free to Learn” is our NHE and School’s philosophy of children’s emotional wellbeing whilst being in attendance at our facilities.

When You Have a Complaint

All complaints and concerns will be acknowledged and discussed first in a meeting with parent and the Director. The minutes and or documents of these meetings will be brought forward to the Sæluthroð Board. The action to the com- plaints and concerns will be decided in the Sæluthroð Committee Meeting. This process should be prompt i.e. done at the earliest convenience.

A suggestion box suggestion box is placed at the entry, where you can write suggestions or agenda items for Parents’ Committee meetings or the program. Minutes from the meetings will be sent out via e.mail.

Fund-raising events will be held periodically to raise money for specific project that will benefit the poor kids, old people or during natural calamities. Planning and carrying out these events is possible only by our collective effort and we encourage your par- ticipation.

Some guidelines: --

There are multiple ways in which a child may be guided. Rather than as a punitive measure, Leikskólinn Sælukot views discipline as an ongoing commitment to guide the child in a way that serves his/her welfare. Every situation demands a specific method appropriate to itself. This means that we are not only concerned with be- haviours we perceive to be ̳problematic, but are also endeavouring to assist in the development of the highest human faculties within the child. 1.Teachers model ideal behaviour through interactions with the children, staff and parents. 2.Storytelling. Using healing and dramatic stories are a good way to impart discipline to children and affect their behav- iour in subtle ways. The enchanting world of stories absorbs their attention and allows moral lessons to sink deeply into their consciousness.

3. Natural and logical consequence of behaviour. Thus we help children realize that their behaviour has effect and con- sequence on their environment, community and themselves. Actions have reactions. Good choices have positive reactions and bad choices result in negative reactions. 4.Observing and recognizing underlying needs of behaviour. Thus we help the child find appropriate ways to meet their needs. 5. The 4 step approach – 1st use gentle guidance. 2nd be a little stronger. 3rd inform them a consequence they will have to undergo. 4th follow through with the consequence. 6. Preventative methods such as developmentally appropriate expectations of behaviour and redirecting behaviours before problems occur. 7. Supporting children’s efforts to meet expectations, giving positive reinforcement for their efforts. 8. Helping children explore alternatives to unacceptable behaviour. 9. If unacceptable behaviours continue, encouraging children to take some time with the teacher to talk and think about what is happening.

Some Rules to Remember

• We do not allow children to bring toys from home to school except last Thursday of every month. • Personal items not meant to be shared should be stored in the child‘s cubbies. All personal items should be clearly labelled with the child‘s name.

• Hitting or other aggressive behaviour toward another is not an acceptable way to express feelings or solve problems. Hurtful, threatening and destructive language is not acceptable. • Any object being used dangerously will be removed immediately from the child with an explanation of natural consequences. Lastly, all of us will have to demonstrate and teach the children personal knowledge and practice of the above policies. Parent Involvement

We not only welcome parent involvement and input but believe it is important in developing strong teacher/parent bonds based on mutual respect and understanding.

Your involvement can take many forms:

▪ Communicating your aspirations and concerns associated with your child as well as observed ongoing interests, abili- ties and learning your child has gained.

Some programs that have been organized each year are the following:- Visit by police (road safety), excursion to the zoo and botanical garden, visit library, annual puppet show. ▪ Sharing talents, hobbies, interests and skills. ▪ Contributing suggestions or ideas into the program.

▪ Attending parent meetings and social events. ▪ Reading notice board and emailed communication. Please note that if you would like to have an extended conversation/discussion with any of our staff, it is often best to make an appointment. While our staffs are working in the rooms, their priority is to look after the children, so long and focused discussions with parents may not be appropriate.

Dear Parents ,

We prefer to view these policies and procedures as our guide and commitment to work together in providing the most loving and nurturing care for your child’s physical, emotional and spiritual self. We expect your open and honest input in all areas of your child’s education. Please feel free to speak with our school director and/or your child´s teacher re- garding any matter concerning your child. Neo-humanism is the practice of love for all created beings of the universe, animate and inan- imate. It is the spirit of humanism extended to all: the elevation of humanism to universalism. P.R.Sarkar

Basic Principles of Neo-humanist Education

1. HOLISTIC DEVELOPMENT OF THE CHILD "The real meaning of education is trilateral development --simultaneous development in the physical, mental and spir- itual realms of human existence. This development should enhance the integration of the human personality. By this, dormant human potential will be awakened and be properly utilized. They are 'educated' who have learned much, re- membered much and made use of their knowledge in everyday life. Their virtues I will call education." (P.R. Sarkar) The development of the whole person implies a balance of the physical, mental and spiritual potentialities of the person. Here "mental" includes the emotional, social/ethical, intellectual aesthetic and intuitional realms, thereby spanning one's thoughts, feelings and actions. The full spectrum of the human being is integrated leading to greater wisdom, freedom, joy, sensi- tivity, compassion, benevolence and purpose. Neo Humanistic Education´s aim is to impart an awareness of Self, i.e. to help the student become aware of 'Who I am' and 'What is my role in this world', infusing children with love and inner strength so that they can grow into people who care to improve the world in which they live. Contact with the Self provides a deeply aesthetic expe- rience where subject and object fuse in joy and the mystery of the indefinable is kept alive. Cardinal Human Values

“In our education system, emphasis should be given to moral education and the inculcation of idealism–not only phi- losophy and traditions. The practice of morality should be the most important subject in the syllabus at all levels. The sense of universalism should also be awakened in the child. Etiquette and refined behaviour are not enough. Real edu- cation leads to a pervasive sense of love and compassion for all creation.” --P.R. Sarkar (Founder of NHE) Universal car- dinal human values are basic to Neo Humanist Education. Ethics form the basis of an emotionally-balanced, self- confident, self-disciplined, integrated and discriminating individual who is well adjusted and able to form joyful rela- tionships and take responsibility in society.

Universal cardinal human values, which are oriented towards creating mental harmony, include principles of relating to society (Yama) AND principles for personal integration (Niyama). • Yama: non-harming, benevolent truthfulness, non-stealing, simple living, universal love

• Niyama: cleanliness, mental contentment, service, inspirational study, self-knowledge and meditation.

Application of these values transcends a do's and don'ts mentality, leading to a sense of love and compassion for all creation. A universal value is emphasized in Leikskólinn Sælukot´s Curriculum. Social learning is central to the kids's daily learning process. Children are guided with these principles to make relationships with other kids and the world in a benevolent manner. Guidance of children by the adults empha- sizes these principles.

Principles for self--control (YAMA)

1. I won´t do harm in any way (AHIMSA) 2. I´ll tell loving truth in what I say (SATYA) 3. I will not take what is not mine (ASTEYA) 4. And know a simple life is fine (BRAHMACARYA) 5. I´ll love God shining in all things In all that breathes, grows and sing. (Non accumulation) APARIGRAHA)(

Towards oneself and towards others (NIYAMA)

1. Neat and clean, inside and out (SHAOCA) 2. Contented with all that I ´ve got (SA´MTOSH)

3. I ´ll serve all beings whenever I may (TAPAH) 4. And Study good books every day (SVADHYAYA) 5. And deep inside me, shining bright In deep meditation, I ´ll know God´s light (IISHVARA PRANIDHANA)

Elskandi Sannleika

Við skóðum ekki á neinn veg

Tölum mál hins elskandi sannleika

Tökum ekki það sem ekki er okkar

Vitum að einfalt líf er gott.

Við skulum elska birtu Guðs í öllu

Öllu því sem andar vex og syngur

Nettu og hreinú, að innan sem utan

Vera sátt víð allt sem við eigum.

Við þjónum öllum verum ef við megum

Lesum góðar bækur sérhvern dag

Innra með okkur skín skært ljós

Í hugleiðslu þekkjum við Guð.

Yama & Niyam Song

I won´t harm do harm in any way

I´ll tell loving truth in what I say

I will not take what is not mine

And know a simple life is fine

I´ll love God shining in all things

In all that breaths, grows and sings

Neat and clean, inside and out

Contented with all that I´ve got

I will serve all beings whenever I may

And I study good books every day

And deep inside me, shining bright

In deep meditation, I´ll know God´s light! ''Universalism''

No 'ism' except universalism can be tolerated in the educational system.”–P.R. Sarkar

A Universal outlook is nurtured which transcends caste, creed, color, race and gender. This includes an appreciation of historic contributions to human society from all people and promoting the ethic of society as 'one universal family'. Neo Humanism recognizes only the broadest sentiment of Universalism, which embraces all the entities of the Cosmos, including plants, animals and the inanimate world, and rejects all other dogmatic sentiments which impose limitations on the human mind. These include: geo-sentiment (partiality to one's territory), socio-sentiment (partiality to one's community), human sentiment (partiality to humans), etc.

Theme: — Since development, intellectual as well as emo- tional, respect for others and the environment make up the main pillars of our teaching, we have incorporated them into themes that run like common threads through our school year as well as our teaching methods. These themes are incorporated in the daily life of the kids through projects, books, counting, writing, singing, dance etc.

Theme/Þemu 2019-2020

1. Ég sjálf/ur (Myself) 17. Sept. - 4. Oct. 2. Fjölskyldan mín (My family) 07.-25. Oct.? 3. Fólkið í kringum mig og vinnan þeirra (People around us) 28. Oct..-15. nov. 4. Fólk alls staðar að úr heiminum (People from all over the world) 18. Nov.-6. dec. 5. Kærleikur og Guð (Love and God) -- 9. Dec.—19. Dec. 6. Jólaundibúningur (Christmas preparation) -- 13. Dec. -10. jan. 7. Himingeimurinn (The universe)- 13. –24. Jan.? 8. Eldur og stjörnur (fire and star) -- 27. Jan –7. Feb. 9. Loft (Air)-- 10. Feb.—28. feb. 10. Vatn (Water) -- 2. mars. – 13.mars. 11. Steinar, klettar og fjöll (Stones, rocks, and Mountains) -- 16. Mars. –27. mars 12. Fuglar og páskaundirbúningur (Birds and Easter preparations) - 30 Mars— 17. April 13. Skriðdýr /Húsdýr 20. Apríl –3. maí 14. Dýr í sjónum & Villt dýr (Wild animals) (sea creatures)—4. Maí—22. maí 15. Umhverfisþemað (Planet)— 25. Maí—5. Júni 16. Plöntur, blóm og tré — 8 Júni—19 juní

21. Yama & Niyam - 22. Juní—30 Júni.

Adjustment Plan for the new (Younger) kids

Velkomin aftur á ykkar annað heimili! 1.dagur Börnin mæta kl.9 og eru með foreldrum sínum til kl.11 en þá fara þau heim aftur 2.dagur 9- 11:45 Foreldrar eru með börnunum en geta vikið sér frá innan lóðarinnar. Börnin borða hádegisverð 3.dagur 9-11:45 Foreldrar geta farið frá en þurfa að vera tilbúin að koma ef á þarf að halda Börnin borða hádegisverð 4.dagur 9-13:30 Foreldrar skilja börnin eftir. Þau sofa hádegislúrinn.

School Uniform

• Since 2016 at Leikskólinn Sælukot school uniforms are made compulsory for all kids since it help lessen social con- flicts within the kindergarten. This is so as not all parents can keep up with the latest trends in fashion.

• Wearing of school uniform is really important for it gives kids/students the feeling that they all belong in one commu- nity.

• School uniforms lessen parents clothing expenses for their day to day use. It is also beneficial for parents for it ena- bles them to save extra cash. Just one time spending for school uniforms and that’s it. Whereas, if parents have to spend for latest fashion clothes for their children, it can cost them a lot of money.

• School uniform promotes effective learning for all kids. Children´s con- centration will be focused more on their education rather than their dress. If children are allowed to wear civilian clothes, they will be more eager, concerned and excited on what clothes to wear to make them stand out at school. Neohumanism is the practice of love for all created beings of the universe, animate and inanimate. It is the spirit of humanism extended to all: the elevation of humanism to universalism. "When the underlying spirit of humanism is extended to everything, animate and inanimate, in this uni- verse – I have designated this as 'Neohumanism'. This Neohumanism will elevate humanism to universalism, the cult of love for all created beings of this universe." As human beings we have intellect as well as instinct. Intellect can either be used sentimentally or rationally. If it is used sentimentally it leads to dogma. If it is used rationally it leads to devotion. Sentiment is intellect minus rationality. It allows the mind to be attracted to whatever it wants, without any regard for the consequences. It is based on selfish pleasure, and therefore is dangerous to oneself as well as to the society. Sentiment leads to dogma. A dogma is an irrationally established idea devoid of logic. It is a preconceived idea which "stifles the spontaneous growth of human intellect." As such it gives rise to superstition, oppression and pseudo- spirituality. "With dogma, even 10-20 percent of human intellect cannot be properly utilized… The human intellect has got to be liberated from all sorts of bondages, from all kinds of dogma."

Rationality, on the other hand, is the ability to discriminate between right and wrong, between what should and should not be done. Rationality is a great asset, and it is only found in humans. Rationality gives rise to devotion. Devotional sentiment is the highest and most valuable treasure of humani- ty. It makes the heart sweet and strong, and leads to expansion of mind because it is not a limiting sentiment. As such it transforms the sense of worldly existence into the supreme spiritual stance.

Our Contact Details Contact Information: Leikskólinn Sælukot, Þorragata—1, 101, Reykjavik Didi Ananda Kaostubha Acarya Phone : 00354– 562 8533 GSM—6120 233 E.mail : - [email protected] or [email protected] Web: - www.saelukot.is