Learning Mathematics: Beyond Counting Rhymes
Mathematics begins in actions, relationships, and contexts — not in worksheets.
For many children, the first encounter with mathematics begins with the familiar chant: “one, two, three, four…”
But reciting a string of words is not the same as understanding numbers. As French researcher Rémi Brissiaud highlighted, the real challenge is helping children construct meaning behind numbers.
The limits of the “number rhyme”
A child may recite from one to 50 or 100 fluently without truly knowing what seven represents.
It is like singing the alphabet without grasping that each letter stands for a sound.
This distinction matters: memorisation can look like learning, but without meaning, it remains superficial.
Building meaning through concrete action
Children need to live and experience numbers before they can abstract them. This includes:
Counting real objects: lining up five marbles, giving three apples, sharing four pencils.
Comparing collections: “Do we have more cars or more dolls?”
Using their fingers: the first natural tool for representing quantities — for example, holding up three fingers on one hand and five on the other to show that together they make eight.
Through these experiences, children discover that five is not just a sound. It is a quantity that is bigger than four, smaller than six, and can be combined with others.
Numbers in context
Mathematics becomes meaningful when it is grounded in daily life:
Setting the table for four people.
Counting steps while climbing the stairs.
In school, here at Lumina, this can be:
Prepping for a cake recipe: “We need 2 eggs, 4 big spoons of flour, and 1 cup of sugar…
Handing out as many crayons as there are children.
Mathematics begins in actions, relationships, and contexts — not in worksheets.
Mathematics transcends language
One of the most fascinating aspects of mathematics is that once a child has understood a concept, it transcends vocabulary.
Whether a child says “three,” “trois,” or “三 (sān),” the underlying idea is the same.
At Lumina, once the concept of quantity is secured, language becomes a matter of translation, not comprehension. This reinforces the universality of mathematics and the importance of concept before code.
Children Aren’t Harder Today — The World Around Them Has Changed
In recent years, a common narrative has taken root: that children are less focused, more emotional, and somehow more difficult than previous generations. At Lumina, we challenge this perception.
The issue isn’t that children have changed for the worse. It’s that the world around them has transformed dramatically — and many of our systems, especially in education, have failed to adapt.
The Environment Has Shifted
Today’s children are navigating a world that is faster, louder, and more complex than ever before. They grow up in a culture of constant digital stimulation and diminishing downtime. Movement has been reduced, yet their developing bodies still crave it. Deep, meaningful connection is increasingly replaced by surface-level interactions. And all the while, academic and social pressures are intensifying — often beginning in early childhood.
Despite these shifts, we continue to hold children to the same behavioural standards that applied in a very different era. We expect them to concentrate, sit still, regulate their emotions, and perform consistently — all while operating within environments that can be overwhelming and dysregulating.
Rethinking the Question
When children struggle to focus or regulate their emotions, our instinct is often to ask: What’s wrong with this child?
At Lumina, we ask a different question: What’s happening around this child?
Because when children “act out” or disengage, it is rarely a sign of dysfunction. More often, it is a signal — a response to an environment that does not meet their developmental needs.
Children today are not less capable. But their nervous systems are more overloaded. Their attention is more fragmented. Their sense of purpose and emotional safety is often tenuous. If we want them to thrive, we must first understand the pressures they are responding to — and then build systems that help them cope, adapt, and grow.
A School Environment That Reflects the World They Inhabit
At Lumina International School, we are designing learning environments that meet children where they are — not where we wish they were. This means:
Creating calm, predictable spaces that support emotional regulation
Designing timetables with room for movement, rest, and meaningful connection
Valuing purpose and relevance in the curriculum, not just performance
Cultivating relationships of trust between teachers and students
Fostering a sense of safety, belonging, and agency in the classroom
We believe that focus, resilience, and calm are not traits to be enforced. They are outcomes of an environment that makes them biologically and emotionally possible.
Evolving With Our Learners
If we want to raise a generation of children who are curious, compassionate, and capable of navigating complexity, we must be willing to shift the lens. That starts with recognising that children are not inherently more difficult — they are adapting to a world we have yet to fully understand ourselves.
It is our responsibility to evolve with them. To listen to what they’re telling us through their behaviour. And to create schools that honour their needs, not dismiss them.
At Lumina, we are committed to building an educational model that grows with the children we serve — not against them.
Why Outdoor Play is More Than Just Burning Energy
It all begins with an idea.
At some point, every parent has said it: “Let them run outside, they’ll sleep better tonight.”
We’ve all experienced it—tired, happy children settling into an early bedtime, followed by a peaceful evening at home. But beyond the immediate calm, have you ever wondered why outdoor play has such a powerful effect on children’s bodies and minds?
The truth is, outdoor play is not just about “tiring them out.” It’s about building their brains and shaping skills that will serve them for life. Research in neuroscience shows that when children climb, run, balance, and explore, they are not only strengthening muscles—they are wiring their brains for success.
1. Strengthening Executive Function Skills
Executive functions—our ability to plan, focus, remember instructions, and manage emotions—are critical for learning and life. Outdoor play naturally challenges these skills: navigating uneven ground, deciding which branch to climb next, or figuring out how to build a fort all require problem-solving, self-control, and adaptability.
2. Boosting Creativity and Problem-Solving
Nature is unpredictable. A gust of wind, a change in terrain, a moving cloud—all present new scenarios that encourage flexible thinking. This type of play nurtures curiosity and helps children learn to adapt, think creatively, and solve problems in real time.
3. Reducing Stress and Supporting Emotional Well-Being
Time outdoors helps children’s bodies produce dopamine and serotonin—the “feel-good” chemicals that promote calm, happiness, and emotional balance. The sensory richness of nature, from the sound of rustling leaves to the warmth of sunlight, can soothe and reset an overstimulated mind.
4. Building Stronger Bodies and Sharper Minds
Climbing, running, and balancing are not just fun—they strengthen muscles, improve coordination, and fuel healthy brain development. Physical activity also promotes deeper, more restorative sleep, which is essential for memory, focus, and learning.
More Than Just Play
So, the next time your child comes home muddy, giggling, and tired, remember: they haven’t just been “playing.” They’ve been developing resilience, focus, creativity, and emotional strength—the very foundations of lifelong well-being and learning success.
At Lumina International School, we believe that education happens everywhere—not only within classroom walls. By embracing outdoor play as part of a holistic education, we give children the tools they need to thrive in school and beyond.
“It’s Too Hard!” — What to Say When Your Child Feels Stuck
It all begins with an idea.
At some point, every parent hears these words:
“It’s too hard!”
Our instinct is often to reply with encouragement like, “You just need to try harder.”
But what if there’s a better way to respond—one that helps build confidence, emotional resilience, and a lifelong love of learning?
Struggle Is Not a Problem—It’s Part of the Process
When children find something difficult, it’s not a sign that they’re failing. It’s a sign that they’re learning.
Moments of challenge help develop:
Persistence
Problem-solving
Emotional regulation
Self-awareness
Struggling is how children grow—not just academically, but socially and emotionally.
What Parents Can Do Instead
Here are some helpful ways to respond when your child is feeling overwhelmed:
1. Acknowledge the Struggle
“That does sound hard. I can see this is frustrating.”
Recognising how they feel helps them feel supported and heard, which makes it easier to move forward.
2. Reframe the Challenge as Growth
“You’re learning something new. That’s why it feels tricky—it means your brain is growing.”
Remind them that effort is valuable, even when the result isn’t perfect.
3. Ask What Kind of Help They Need
Instead of jumping in with solutions, ask:
“What would help you right now?”
This teaches them to reflect, identify their needs, and ask for the right kind of support.
4. Avoid Fixing It Right Away
While it’s tempting to jump in and solve the problem, it can rob them of a powerful learning opportunity.
Instead, coach them through it:
“Let’s think through it together.”
The Real Goal
Learning isn’t just about completing tasks. It’s about building the emotional and cognitive tools to face future challenges.
Let’s help our children:
Trust their ability to handle hard things,
View mistakes as learning moments,
Grow confident in their ability to overcome.
Why Do Children Sit at Desks? Rethinking the Classroom for Real Learning
It all begins with an idea.
When we picture a classroom, most of us imagine the same thing: rows of desks, a teacher at the front, and children sitting still. But have we ever stopped to ask why?
This classroom layout didn’t emerge because it supports how children learn best. In fact, it was designed during the industrial era—built to train children for factory life, not for critical thinking or creativity. Its goal was to maintain order, not to foster curiosity or collaboration.
So why does it still dominate our schools today?
Legacy, Not Learning
We’ve inherited this structure and assumed it must be right. Even when schools try to modernise, we often see this pattern:
For collaboration, we push desks together.
For listening, we go back to rows.
For writing, we ask for silence and stillness.
We change the furniture, but the assumptions stay the same: that learning happens best in neat, controlled segments.
But learning isn’t neat. And children aren’t machines.
Learning Is Messy, Human, and Alive
Real learning involves movement, conversation, discovery, and struggle. It doesn’t always sit still.
We ask children to collaborate, self-regulate, and think creatively—but place them in environments that prioritise compliance over connection.
What Does the Environment Teach Them?
Research shows:
Movement improves attention.
Flexible spaces support emotional wellbeing.
The learning environment deeply influences motivation and engagement.
So the question isn’t just where children sit—it’s:
What does the space tell them about how they are expected to behave, think, or feel?
At Lumina International School, We Believe in Environments That Reflect Purpose
We are rethinking what a classroom can be—not because change is trendy, but because it’s necessary.
Children need spaces that:
Support their developmental rhythms,
Encourage curiosity and collaboration,
Make them feel safe, seen, and empowered.
It’s time to move beyond tradition and start designing schools that align with how children actually learn and grow.