One thing I think is important to share about Abintra is that it's a non profit. That’s it. No  explanations. No fluff.  When I learned this, it shifted the way I thought  about the school and added one more piece to the puzzle that is Abintra. Being part of this community has taught me the culture of being curious, and that asking questions is a daily practice. This is what the children experience in the classrooms. As a community we strive to create opportunities to ask questions,  to learn about the school, the children, and  the impact this  has on our families. The discussion helps us be more informed members  and helps us see a better picture of  Abintra. I invite you to  to get involved. Join in and  meet the  staff, faculty, board members, and parents.  Be curious about this place and make it a bigger part of your family’s life. To close, I’d like  to introduce to your Heather Edwards. She is the chair of the Abintra Annual Fund. She’s  working hard a

We spent the afternoons of the week before the eclipse learning the science behind eclipses, studying myths and preparing a play for classmates, studying the cultural stories surrounding eclipses as humans tried to explain the phenomena through time, and using Spanish vocabulary focused on the eclipse. We tried to imagine what it would be like to experience such an event without knowing the science. We also looked at how early knowledge and prediction of eclipses occurred in human history and some of the discoveries that were made during eclipses, such as the element helium. We practiced safety procedures and the students helped to make their "space alien" viewing glasses for added protection, using paper plates and NASA approved viewing glasses.  The morning of the eclipse we shared our work from the previous immersion week and enjoyed a performance of the theater group's story of an eclipse myth and music created during immersion songwriting. During th

8:30 - 8:45 - Carline: This is the starting point of the student's day. During carline children begin to navigate the social world by greeting and responding to others. 8:30 - 11:30 - Morning work cycle: During this time, the students receive individual or group lessons. They experience consistency in routines and materials. They develop a sense of community.   11:30 - 12:30 - Lunch: The children have the opportunity to converse with their lunch partner, share fun experiences, and express their opinions. They learn appropriate table manners, meal etiquette, and social skills. They develop a sense of security and togetherness. Preparing the table gives them the chance to contribute and build their skills and self-esteem. 12:30 - 3:15 - Recess / Afternoon Work Cycle / Nap: Young children progress through play as their social and emotional skills develop. Solitary, parallel, associative, and cooperative play take place. The students contin