eNews
Contents:
INTRODUCTION
1.

Message from the Founder

ETONHOUSE INTERNATIONALEDUCATION GROUP - NEWS & EVENTS
2.

EtonHouse Broadrick Champions at
Singapore’s 4th International ChineseCompetition
New Campuses in Singapore

3.

Second EtonHouse Campus inHong Kong
Study Trip to Reggio Emilia, Northern
Italy, 15 - 21 November 2015

SINGAPORE
4.

No Way. The Hundred is HereThe Hundred Languages

5.

100 Languages Exhibition
The Hundred Languages of Children

6.

The philosophy of the Hundred
Languages
The Hundred Languages of Children

CHINA/KOREA
7

Mathematics as one of the Hundred
Languages
The Hundred Languages of Children
with English Language Learners

JAPAN
8.

Pop Culture at EtonHouse Tokyo

INDONESIA9.

The Hundred Languages of Children

10. Nature as a Source of Inspiration andProvocation
INDIA
11. Supporting Children to Express
themselves through Diffrerent Languages

Newsletter • 2 - 2015

The Hundred Languages of Children
It was nearly a decade ago when I first read Loris
Malaguzzi’s poem on ‘The Hundred Languages ofChildren’. Loris Malaguzzi is the founding father of theReggio Emilia approach to education that inspires ourschools. As I read through the lines and realized the
profoundness of his thinking, it made me reflect on how
wonder, awe, joy and curiosity are often taken away fromchildren by adults in the hope that they ‘grow up’.
Very often parents tell me that their children haveinnumerable questions and just as many ways of
expressing themselves. Sometimes parents say they
are unable to answer their children’s questions. I thinkthat is wonderful that the children are so curious andmotivated to learn and that their thinking is so unique andnot something that is handed down by adults. It presents
such wonderful learning opportunities for parents andchildren to find answers together.
We should nurture this uniqueness and not stifle it. As
Malaguzzi says
The school and the culture
Separate the head from the body.
They tell the child;To think without hands
To do without headTo listen and not to speak
To understand without joy
To love and to marvel
Only at Easter and Christmas
They tell the child:
To discover the world already there
And of the hundred
They steal ninety-nine.
They tell the child:That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things
That do not belong together
Symbolic languages such as painting, sculpting, writing
etc. offer endless possibilities to children to express
their thinking and understanding of the world aroundthem. At EtonHouse, we encourage and promote thehundred ways in which children interpret and represent
their ideas, circumstances and the problems they facegrowing up. It lays the very foundation of a society thatgrooms critical and creative thinkers, inventors, problem
solvers and a progressive and creative bend of mind.
Malaguzzi’s poem continues to be my favourite as it
inspires our thinking, philosophy and environment at
EtonHouse.
-1-

As EtonHouse embarks on its 20th year, I look back on
the years that have gone by. My daughter, who inspired
EtonHouse, graduated with a Ph.D. in linguistics, and myson will receive a Masters degree in Creative Writing. My
younger son has joined EtonHouse. I still remember theirearly days when they used to ask me many questions
and I used to wonder how different and unique theirthinking was. I learnt a lot from my children. Today they
are all grown up. It has been an enriching and rewarding
journey for me as a mother and equally so as the Founderof EtonHouse. I am humbled by our success and wish tosincerely thank parents, past and present, our partners,
our wonderful staff and my dear family for their trust andfaith in me and my dream.
We have opened many new schools while we
strengthened our commitment to the existing ones.
EtonHouse International Pre-School Sentosa opened its
doors in late May to many enthusiastic parents who deeply
appreciated the innovative environment with its very
own heritage centre. EtonHouse
Kindergarten on the grounds of
Hwa Chong International School
opened in April offering a uniqueearly childhood programme in
Mandarin. The second school in
Hong Kong welcomed over 150
families to its first open house inJune. EtonHouse Wuxi students
made us very proud when they won
the top honours in Mathematics
on a global platform where over
10,000 schools participated. The
students at EtonHouse Broadrickin Singapore impressed thejudges of a Chinese language
competition and came firstamongst all the other international
schools in Singapore.
With over 100 schools in our fold, we continue to nurture
young children into confident, competent and responsible
global citizens and deeply appreciate your support in ourjourney to achieving excellence in this endeavor. We
hope you enjoy this edition of the EtonHouse newsletterwith the many inspiring stories of our wonderful children
and their learning journeys using 100 or more different
languages of expression.

Ng Gim Choo
Group Managing Director
EtonHouse International Education GroupE t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

EtonHouse Broadrick Champions at
Singapore’s 4th International Chinese Competition
EtonHouse International School Broadrick clinched the top
prize at Singapore’s 4th International Chinese Language
competition organized by HSK Centre (Crestar) held on 9
May 2015. This is the second consecutive year the school
has emerged champions in this prestigious competition, aremarkable achievement that reflects the strong Mandarin
foundation that we have developed in our students.
The competition consisted of two rounds. Our students
breezed through the preliminary round which had
their writing skills tested by the organizing committee.
At the finale held at River Valley High School, they
put up a Chinese Opera performance and a speciallychoreographed dance reflecting A Hundred Family
Surnames (bai jia xing), receiving glowing praise from thejudges and audience.

New Campuses in Singapore
EtonHouse opens several new campuses in2015 in China, Malaysia, Vietnam, Kazakhstan,
Myanmar, Hong Kong and Singapore.
Here is the list of the new schools in Singapore.
EtonHouse Pre-Schoolat Robertson Walk
opened its doors inJanuary 2015, offeringtheInquireThink
Learn curriculum ina childcare setting.
Japanese language isoffered in this campus.
E t o n H o u s e
Kindergarten locatedon the grounds of Hwa
ChongInternational
Children’s rock climbing
wall
at
EtonHouse School will offer aninnovative programme
Robertson Walk
delivered entirely in
Mandarin in the early years (Pre-Nursery, Nursery
1 and 2) and thereafter in a bilingual English andMandarin environment in the Kindergarten years.

Exquisite rooftop garden at
215 Upper Bukit Timah Road

EtonHouse Bilingual
Pre-School at 215
Upper Bukit Timah
is a 5-storey design
innovation in theearly years, featuring
specialist
studiosfor Performing Arts,
Mandarin,
Light,Music & Movement,
VisualArts
andConstruction.

Mandarin Cultural Studio at 215 Upper Bukit Timah Road

-2-

EtonHouse International Pre-School on Sentosa
Island is housed in a pre-war colonial stylebuilding set amidst lush surroundings. It will beSingapore’s first heritage pre-school, offering
young children a unique perspective of Singapore.

Mrs Ng Gim Choo and Leanne Sunarya, our Executive
Director of Pedagogy at EtonHouse Sentosa. The indoor
playground is exclusively built for this campus withunique features like a tree house designed around a
Kampung House (Malay traditional houses constructedby indigenous ethnic Malay) and spiral staircases
reflective of olden Singapore architecture.

E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

Second EtonHouse Campus in Hong Kong

EtonHouse is opening a second pre-school
campus in Hong Kong in the prestigious Sinoland
and K.WAH project Mayfair by the Sea located in
the picturesque waterfront of Pak Shek Kok, Tai
Po. The property which offers residents access toa stellar environment with panoramic sea views
hosted its first open house on Saturday, the 13thof June to an overwhelming response.
Associate Director-General of Investment
Promotion Mr Jimmy Chiang congratulated the

expansion of EtonHouse in Hong
Kong, and said, “We’re glad to see that
EtonHouse settled well in our city. Thereis a strong
demandforhighquality
international
programmes, as many
seniorexpatriate
executives need tofind quality education
for
their
childrenwhen they come towork or do businesshere. By providing

quality education choices, EtonHouse and othereducational groups help strengthen Hong Kong’s
attraction as an international business centre.”
The campus is another testament
to innovative and international
best practice in early childhood
education and we look forward
to welcoming many new families
to the beautiful learning spacewhen we commence operations in
September 2015.

Study Trip to Reggio Emilia, Northern Italy,
15 - 21 November 2015
REACH (Reggio Emelia in Asia for Children), in collaboration with Reggio
Children in Italy is organising an international study trip that will take placein Reggio Emilia, Northern Italy. The Study Group will see first-hand why therenowned Reggio Emilia approach has been hailed as the world’s best practicein Early Years Education. Both pre-trip and post-trip discussions and sharing
sessions will enhance the synergy of the group and add value to the trip.
Register at enquiry@reach.edu.sg or log on to http:bit.ly/1BguuDN for more
information.

-3-

Eton Hou se in Singap ore

No Way. The Hundred is Here
EtonHouse @ EtonHouse Education Centreby Emelia Prayogo, Director of Pedagory
When children choose to use
non-verbal ways to interact withvarious media to represent theirthinking, does this mean theirminds are less active? If theanswer is no, why do we still tend
to emphasize on spoken andwritten language? What makes
us think children haven’t learned(academically) when they focus
over a sustained period of time toshape, joint, mark, and create their ideas without
saying it out loud?
Shouldn’t we, adults, focus more on studying
children’s abilities in forming the relationshipbetween the movements and the marks on
the paper; being genuinely interested in thestories they have created; or drawing children’sawareness to details?
When adults choose to pay attention to the many
ways children’s creative and logical minds work,
the connections to the hundred ways children areso capable of forming and presenting would shift
our own thinking.
In addition, adults also need to support children’sinterests to find out about self and the world aroundthem by describing their actions or elements ofhundred languages such as texture, line, shape,
pattern, design and form or texture, if the creationis three-dimensional. Only through collaborative
partnerships between children and adults, thehundred languages would serve its meaning.

The Hundred Languages
EtonHouse @ Vanda
by Priya Nathan, Senior Teacher
Working with the hundred
languages has always been
an integral part of our learning
community here at Vanda. Our
daily encounters or learning
experiences always involvethe intentional use of materials
whichallowschildrentoexpress, discover, translate,hypothesize and feel throughtheir senses, building layers ofrich understanding within thecontext of what is being exploredin many meaningful ways.
We have found many ways of involving
the hundred languages and one
example would be the Language ofFood which the children of K1 havebeen exploring extensively. The
children identified many ways of
expressing what they know and what
they have learnt ranging from not justcooking experiences, but building layers totheir understanding and learning such as;
creating recipes, finding out ways to create
aprons with recyclable fabrics; discovering
the digestive system by finding out what-4-

happens when foodentersourbody;developing a balanced
diet meal, using clay
to explore pottery andcrockery;
exploring
famouspaintings
related to food and also exploring different typesof food from around the world by having parents
participating weekly as ‘Mystery Chefs’ to engage
children with cooking experiences.

Eton Hou se in Singap ore

100 Languages Exhibition
EtonHouse @ Claymore
by Lisamarie Hughes, Principal
More than just art!

The children were active participants in the
exhibition, taking the lead to discuss and describe
their work and ideas with their teachers andparents. They continue to have strong autonomy
over their learning as they are involved in inquiry
processes rather than just making a productfor ‘display’.

Our end of year
annual exhibition isvery special to us, itaims to bring to life
our philosophy andway of working withyoung children as
weacknowledge
and promote many
ways for themto express theirthoughts, feelings
and ideas.
Mulitple languages are used to build knowledge
and understandings about the world and to thencommunicate this with others. We see wire, clay,
drawing, paint, loose materials (languages) asa cognitive process, one which involves deep
thinking!
The exhibition honours the children as competentlearners and makes visible the many projects andinquiries that have been explored across the year.

I really felt like the children’s work
and ideas were valued! It sends astrong message to the children that
their work is important! Sharon (K2parent)

The children revisited their learning throughmultiple media and mediums at the exhibition. Our
goal was to ignite strong connections for themto recall a special learning moment/experience.
We want children to know that we observe them,
appreciate their contributions and find their
participation very special!

H o n o u r i n gprocess
overproduct……
Tell me and I
forget, show me
and I remember,
involve me and I
understand - JohnGay

The Hundred Languages of Children
EtonHouse @ 215 Upper Bukit Timahby Ma. Sheraine, Atelierista
The hundred languages of children
consist of unspoken languages
as well – body language andexpressing themselves through artsand creativity are some examples.
It requires much observation,
attention and cogitation to decipher
these unspoken languages; theseare how the little ones communicate
with us before they build up their
vocabulary skills.

introduced to clay. Throughkneading, rolling, pressing, poking
and sticking, these little explorers
got to know this new material. The
children displayed different waysof interacting with clay; Zen tried
to flatten it, Yu Yang attempted
scooping the clay into tiny bits, Itto
poked a straw through it to observe
what kind of pattern it creates,
while Lenise experiments sticking
clay onto the glass window.

Sometimes paying attention to
the little details allow us to catch aclear glimpse of what is going onin the little minds, and sometimes
listening intently will help us to hear
the keywords as to what they aretrying to express.

When introduced to a newexperience,childrenwillexperiment with it using theirindividual approaches. It then takes
the reflection and intentionality ofthe educator to know what to offer
next.

Here, a pre-nursery class was-5-Eton Hou se in Singap ore

The Philosophy of The Hundred Languages
EtonHouse @ Robertson Walkby Madonna Mariee Lee, Principal
During the 20th Century
there was a big change inwestern societies regarding
how children were viewed.
Instead of being seen as an
empty vessel that needed
to be filled with knowledge,
society started to viewchildren as capable, thinking,expressive people in theirown right. Many educational
philosophers and theorists
researched and continue toresearch, young children andhow they learn.
Jean Piaget (1896-1980) was a developmental
theorist who asked educators to look at theprocess of learning rather than the finishedproduct. Piaget was an advocate foractive exploration both individuallyand collaboratively (Halpenny, 2013).
John Dewey (1859-1952) was aphilosopher and educational reformer
whose theories stated that children
learn best in environments where
theyexperiment,
experienceandinteractwiththecurriculum and where
the learning is student
focused(Ornstein,2014).
The 100 Languages of Children isan expression of the Reggio Emilia
Philosophy that refers to the myriadof ways that children explore and investigate theworld, express themselves, share meaning andconstruct new knowledge. If you observe any
child you will soon see evidence of their natural
inclination to play. ‘Play’ refers to the Inquiry
based learning and investigation that children
undertake in order to understand the world. Inquiry
begins with a provocation, something that wewant to investigate.
This
exploration
culminates in theexpression of ideas
and the listening,supporting
andencouraging of The
100 Languages ofChildren.

The Hundred Languages of Children
EtonHouse @ Newton
by Asmita Sharma, K1 Educator“Only a child sees things with perfectclarity, because they haven’t developed
all those filters which prevent us fromseeing things that we don’t expect tosee” Douglar Adams

developing a more conscious vision of
their world around them.
As educators we must listen to thehundred languages of children withall our senses. Our responsibility as
educators is not only to allow thedifferences to be expressed but to makeit possible for children to be nurtured
through the exchange and comparison ofideas. We must not limit their imagination
but to provide a platform for children to
construct their own knowledge, theories
and beliefs.

The term ‘100 languages of children’refers to the many ways children express
themselves and share their thinking.
The language of a child does not simply
involve using verbal skills. It is the way
children communicate their thoughts,
theories and ideas through many means
such as drawing, dance, pretend play,modeling, construction, sculpting or
painting to name a few.
At Newton we believe that children cometo our school full of knowledge, that they
are capable and competent children who arenaturally curious. It is due to this strong belief that
our children are confident to express themselves,

unafraid of sharing their theories through symbolic
play. As a child represents their mental images
to others, they represent them to themselves,-6-

We are a hundred languages, so that
one hundred children and one hundred
more can always find meaning, andshow meaning through learning.
Reference: Rinaldi, C. (2006). In Dialogue with
Reggio Emilia. Routledge publishing.

Eton Hou se in China/ Korea

Mathematics as one of the Hundred Languages
EtonHouse @ China
by Debra Liu, Director of Pedagogy, China
Young children develop and communicate
their ideas in a diversity of ways, using the
myriad “languages” of self-expression. We tend
to immediately consider artistic and creative
expression – such as painting, drawing, sculpture
and clay, music and dance – along with oral andwritten language itself - when we talk about the“100 Languages”.
Yet young children often use mathematicalconcepts as a means of expression. Children
engage in mathematical ideas when they are“playing shop” in the “home area”, measuring
and weighing, or sharing resources. Children
building complex structures with blocks are also
expressing their ideas about length, weight,
balance and force.
A group of children were inquiring into “things thatfly” and they decided to make paper aeroplanes.
They were experimenting with aero-dynamics as
they attempted to guide and direct their planes.
Hugo had an idea – he wanted to make holes in
cardboard as a means to experiment with directing

his
plane
through a small
space, and wasdeterminedtomake the ‘holes’
into shapes.
As Hugo andNonoworkedon the shapes,
they
were
expressing theirideas
throughthe language ofMathematics.

Hugo and Nono measure shapes whilst making theirtarget for aeroplanes.

Alice is making a mind map. Included
in her ideas is the number 6. She
is expressing herself through thelanguage of Mathematics, showing usthat her age is important to her.

Tony takes aim,
and watches as
hisaeroplane
glides past theshapes.

The Hundred Languages of Children withEnglish Language Learners
EtonHouse @ Korea
by Hannah Sung, Principal, EtonHouse Bundang

The Hundred Languages of Children is the core
concept of the Reggio Emilia approach to represent
the respect towards the learning of children. It is
critical to build a team who can understand thisconcept at EtonHouse Bundang because thelanguage use of English and Mandarin sometimes
can be viewed as barriers of children’s learningwith a high population of English Language
Learners (ELL) at our school. People who cantruly believe in theimportance of learningwith daily opportunities
to encounter many typesof materials, expressive
languages and pointsof view with hands-on
activities are the typesof the members we lookfor in ourlearning
c o m m u n i t y.
They are the ones who can view
ELL students as valuable resources
with diverse culture at our school.
EtonHouse Bundang is a school
where the powerful image of childexists and flourishes everywhere.
Every child is a competent learnerwith unique talents and children learn
with hundred languages and even-7-

more. English, Mandarin and Korean are only
one of the communication tools children use forlearning. Symbolic languages, including drawing,
dancing, dramatic play, writing, painting and others
are used to represent children’s wonderful ideas inour school. It is very rewarding to keep and sharethe unique concept of a Hundred Languages ofChildren in this society given the high academicpressure that young children face today.

EtonH ou se in Jap an

The beginning

Pop Culture at EtonHouse Toyko
EtonHouse @ Japanby Angela Fitzpatrick, Principal
Could pop culture be included as one of the Hundred
Languages of children?
Angry bird sling shots

The languages of interpretation, invention, replication

When we implement and establish firm foundations oflearning through the inquiry approach and project approach
philosophies, it becomes visually evident that children
naturally access many mediums and forms of the hundred
languages.

Planning process

In the Monkey Pod K class children have been interested
in the well known angry bird’s game. They have a specificinterest in the sling shoot mechanics.
You may ask yourself what languages the children would want
to use when investigating the sling shoot.
Here are some photographs of various languages used in thissystematic investigation.
Children’s Hundred Languages support and guide theirknowledge, setting their cognitive pathways for the next step
to formal learning.

The languages of marks on paper, visualization of images

Upgrade using wire

Drawing onto the wood

The natural learning of interest based inquiry is the mostpowerful way of giving children rich and practical knowledge
for their age and time.
It is important that we create memories of learning and in
return, develop creative thinking skills for the future.
Pop culture can provide educators with powerful pathways
to extend children’s working theories about the world aroundthem.

The languages of trial anderror, creative design,
rethinking, wire, materials

The languages of measurement, scale,proportion, dimensions, modelling

Building process

Testing and building forts

The languages of construction, creating, using
tool for a purpose, manufacturing, prototype
construction, strength and body movement

The languages of projection,
physics, architecture,volume,
dimensions, space

Pop culture could be a medium of the Hundred Languages.
By using pop culture in a positive way, teachers can encouragechildren to develop sustained information. It allows children to
be creative, expressive, and social and gain intellectual andcognitive information and interactions.
At EtonHouse Tokyo, we use as many different forms ofchildren’s Hundred Languages to empower their learning
alongside their interests.

Ending competitions

The languages of success, movement, speed, space, projection, competition, graphing, team work, communication, recording, mathematical concepts.
-8-

E ton Hou se in Ind onesia

The Hundred Languages of Children
EtonHouse @ Jakarta
by Sonya Baldwin, K1 Teacher
We as adults, teachers and parents need torespect every child and acknowledge that every
child is ‘unique’. Teachers must understand thechildren’s backgrounds, characters and learning
styles as to be able to facilitate and support theirlearning process.
Some children represent their learning throughtheir drawings, while others learn throughmanipulating clay or dough or through othermediums. We say children have a hundred
languages.
For example, in my class the children are currently
inquiring into different dinosaurs; some children
will express what they have learned in theirdrawings, while others may show their knowledge
by working with clay to make fossils of dinosaurbones, while another group of children may roleplay and dance around stomping like dinosaurs.

Watch us doing the Dinosaurs Stomp!

“ I did it, this is Apatosaurus “I
like
Apatosaurus. Hilton: “Marc, let’s draw 17 plates on our stegosaurus”.
fossil.” said Chloe
Apatosaurus is a herbivore Marc: “Yes, like this, Hilton.”
and big. It is bigger than abus.” said Mia

We have to understand that children are alldifferent and learn in different ways. As teachers
we watch children closely and listen, respecting
the different ways theyexpress
themselvesusing the hundred
languagessuch
as drawing, verbal
language,
symbols,
media,
clay,role
playing etc.
Throughmyobservations,when
I see the children
drawing a stegosaurus
and being able to put all
the 17 plates into their-9-drawing and number the plates, I know that they
understand numeracy, the same way as a child
who is role playing a stegosaurus and describes
how a stegosaurus has 17 plates on his back,and again another child using clay to make thesame stegosaurus may put the 17 plates on his/her creation. As facilitators we continue to set up
appropriate provocations to extend and deepenchildren’s learning and thinking.
Some children love to repeat the same activity
until they are satisfied with the outcome. Teachers
must allow this to occur to help in their learning
process as “practice makes perfect”.
We must respect children’s learning processes
and work together to reach the intended learning
outcomes.

E ton Hou se in Ind onesia

Nature as a Source of Inspiration and Provocation
EtonHouse @ Surabaya
by Allison Potter, Principal
Nature has given us the perfect opportunity to
express ourselves in a hundred ways!

was fading.
Then, on Wednesday 6th May 2015, what greeted
the children was a beautiful big butterfly. Wow!

During a recent excursion to the mountains Julian(N1 teacher) discovered a large caterpillar. Oh!
She wondered, would the children find this asource of interest? The next day she brought thecaterpillar into class and the children’s questions
kept coming day after day, “How many legs has
the caterpillar got?”

The children had been inspired to conduct ascientific investigation, observing recording and

The children, their parents and grandparents
came to see the new visitor.
Friends and family of EtonHouse brought indifferent leaves and fruits and the children
observed the caterpillar’s favourites.
Two days later to everyone’s surprise andexcitement the caterpillar transformed in front of
their very eyes. Its body now enclosed in a brown
covering.

The children asked each other in wonder, “Whathas become of our lovely green caterpillar?” It
brought great excitement. How can this be? “A
cocoon!” exclaimed a child “That is what it is now.”
The children checked the cocoon daily watchingfor any change. Each day that past was noted on
the calendar.
After the second week there was no change, hopelearning about the habits and life cycle of thebutterfly, stage by stage and close up.
It instilled a sense of wonder and made learning
visible. It was time to release this beautiful
creature and give it freedom to fly and continue its
journey in nature.

- 10 -

EtonH ou se in Ind ia

Supporting Children to Express themselves throughDifferent Languages
EtonHouse @ India

Probably the most well-known aspect of the Reggio
Emilia Approach. The belief that children use
many different ways to show their understanding
and express their thoughts and creativity.
A hundred different ways of thinking, ofdiscovering, of learning. Through drawing andsculpting, through dance and movement, throughpainting and pretend play, through modellingand music, and that each one of these Hundred
Languages must be valued and nurtured.
Through music children often explore the high andlow notes using various instruments. Observing
sounds in the environment and creating soundswith natural resources is also one of the languages
that children express themselves in.
Outdoor play gives children an opportunity to
express through verbal language and build

confidence to initiate social interaction. Art is themost popular medium of expression in a preschool. Experimenting with paint mixed in various
textures and using different tools to paint excites
them.
These
selectedinterests
arethendeveloped
through ‘projects’or ‘investigations’ –involving relevant,fun and interesting,hands-on learning
experiencesinwhich the children
express their own theories and understandings
through a variety of representative mediums. All
children are equally given a host of opportunities- 11 -

as they journey to reach their full potential.
For example this year, the children wereencouraged to make a graphic representation of thefirst thing that came to their mind. These graphicalrepresentations
were
then
displayed duringtheAnnualConcertwherethechildrenspoke confidently
in front of a
crowd of 500
guests to express
themselves andgive meaning to their creations.