The sensational growth of Maple Bear India
Maple Bear India’s rapid growth this past academic year is a smashing success story worth sharing! An amazing 28 new franchises have been signed in the 2015-2016 school year. Notably, some of the new locations are expansions into new cities in central, eastern and southern India.
According to Chairman Alok Kumar Modi, the growth of Maple Bear India can be attributed to Maple Bear’s presence in the market for over ten years. The Maple Bear reputation thrives in India through the success stories of parents’ experiences, owner satisfaction, and teacher empowerment that are shared enthusiastically by word of mouth.
“The Maple Bear philosophy of delivering a meaningful early childhood and elementary education through its well-researched and pedagogically sound education system resonates strongly with our growing parent and school owner community,” says Chairman Modi.
“I also believe that, through Maple Bear, we have already started building a very meaningful and caring community of learners which is just not limited to children but covers parents, grandparents, teachers, family and friends associated with the child,” he adds.
The Maple Bear India team
Hazel Siromoni, Managing Director of Maple Bear India, observes that the Maple Bear brand tends to attract young parents looking for an education for their child that is different from the traditional model of rote learning.
“Parents are recognizing the strengths of Maple Bear’s rich, child-centric program based on literacy and bilingualism,” Siromoni reports.
Indeed, the Maple Bear brand has been experiencing not only lateral growth - in the opening of new schools - but vertical growth into higher levels of education as well. Parents have been increasingly showing interest in retaining their children in the Maple Bear system of education past preschool, prompting the opening of several Maple Bear elementary schools.
This fall Maple Bear India will be organizing its first large-scale meet of 100 school owners coming together to learn, discover and discuss best practices. It will be a landmark event to mark and celebrate the sensational growth of Maple Bear India.
Message from Ambassador of Canada about the MAPLE BEAR
Special Activity: Assemblies
Last Friday we started our assemblies, a moment where we discuss important subjects with the children. Our first topic was: "Play Nice!" - the Year 1 students talked about the importance of playing without hurting their friends.
Why bilinguals are smarter
Speaking two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.
This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development.
They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.
Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle.
In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task.
The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of Pompeu Fabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it.
The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life).
In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not.
Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? Yudhijit Bhattacharjee is a staff writer at Science.
This article has been revised to reflect the following correction: March 25, 2012
Bilingual children have a better working memory than monolingual children
A study conducted at the University of Granada and the University of York in Toronto, Canada, has revealed that bilingual children develop a better working memory -which holds, processes and updates information over short periods of time- than monolingual children. The working memory plays a major role in the execution of a wide range of activities, such as mental calculation (since we have to remember numbers and operate with them) or reading comprehension (given that it requires associating the successive concepts in a text).
The objective of this study -which was published in the last issue of the Journal of Experimental Child Psychology- was examining how multilingualism influences the development of the "working memory" and investigating the association between the working memory and the cognitive superiority of bilingual people found in previous studies. Executive Functions.
The working memory includes the structures and processes associated with the storage and processing of information over short periods of time. It is one of the components of the so-called "executive functions": a set of mechanisms involved in the planning and self-regulation of human behavior. Although the working memory is developed in the first years of life, it can be trained and improved with experience.
According to the principal investigator of this study, Julia Morales Castillo, of the Department of Experimental Psychology of the University of Granada, this study contributes to better understand cognitive development in bilingual and monolingual children. "Other studies have demonstrated that bilingual children are better at planning and cognitive control (i.e. tasks involving ignoring irrelevant information or requiring a dominant response). But, to date, there was no evidence on the influence of bilingualism on the working memory.
The study sample included bilingual children between 5 and 7 years of age (a critical period in the development of the working memory). The researchers found that bilingual children performed better than monolingual children in working memory tasks. Indeed, the more complex the tasks the better their performance. "The results of this study suggest that bilingualism does not only improve the working memory in an isolated way, but they affect the global development of executive functions, especially when they have to interact with each other," Morales Castillo states.