Mount Litera Zee High School is among the best CBSE schools in Hyderabad and provides all facilities as per the latest technology improvement



Our well established new technology computer labs surely meet the requirement of the students, with the time change technology is playing a vital role in the present world, browsing for new topics, depth knowledge makes the students to occupy the top positions.

Science Lab


All the labs for Physics, chemistry, and life sciences are equipped with the latest material to fulfill the needs of the students .The full pledged labs provides good hands on experience for all the students.


In the event of a disaster, the first thought is to immediately protect and comfort the children. These events may be natural or man-made such as floods, fires, earthquakes, bomb threat, etc. However minor or major the disaster, one must be prepared to handle such situations, be it the parents or the preschools. The unfortunate reality is that many of the preschools can be affected directly or indirectly by any emergency situation at any time and such an unforeseen situation can have a severe negative affect that may often lead to injury or even death.

In case of any emergency or a disaster, it is the prime responsibility of a preschool to take care and ensure the safety of children. The purpose of having an emergency evacuation plan is to ensure safety of the children, ensure availability of resources, outline the responsibilities of staff members during the time of emergency, and most importantly be prepared to face such situations, ensuring its timely management. It is important that the preschool staff has the first hand knowledge of how to help the children get out of the crisis and ensure their safety. This will help the school be prepared to handle any kind of emergencies as well as teach the children how to be safe and to avoid any panic situation. It thus becomes imperative for a preschool to have an emergency evacuation plan or a disaster management plan.

Here are some simple guidelines that can be followed to be prepared for an emergency Have ready for an emergency evacuation,


  1. A list of emergency phone numbers
  2. Make sure that emergency supplies are available such as a first aid kit, fire extinguishers, blankets, torch, medical supplies, water and food
  3. Involve the children in the drill in a way that will not frighten them. For example, tell them that you are practicing ways to keep them and you safe “in case of” an emergency instead of calling the exercise a fire drill, evacuation drill, etc.
  4. Have an escape plan. The Escape Plan is a copy of the preschools floor plan highlighting the location of the exits, accessible areas/routes, fire extinguishers, fire alarms if any, assembly area etc
  5. Have a plan for turning off electricity, gas and water.
  6. A mobile phone should be available to contact emergency agencies or the parents
  7. Set clear roles and responsibilities for staff members.
  8. Train and drill staff members on their responsibilities during an emergency. Staff orientation must include training on the emergency plan. Practice the evacuation plan on a regular basis to ensure that it works thereby ensuring that the staff knows what to do and avoiding panic.
  9. Review the plan annually and update it regularly.

While preparing an emergency plan one needs to see that the plan prepared has a holistic approach to combat any emergency. Remember, all emergencies cannot be prevented. It is best to be prepared to deal with the situation and take care of the children. The safety of the child must be a priority for every early childhood educator.


If children can be associated with an attribute that comes naturally to them, it has to be innocence. All the other qualities that you might find in a child should have been inherited from the people around him/her. Socialisation is what shapes an individual’s character. So it is all the more necessary to establish social skills early in childhood. Would you not like it if your child perfects the art of entertaining guests?

Social skills encompass a wide range of behaviours that are appropriate and effective in situations of social interaction. To help children develop social skills, you should get them to indulge in social activities. You may start by giving them small tasks such as picking vessels for you in the kitchen, keeping the classroom blackboard clean before the beginning of a period, helping siblings/classmates with homework, etc. that will get them to learn to obey and follow instructions. These kinds of tasks will also help children understand that helping others is a good thing. But then, what is more important is to praise their work. That will encourage them to do more of such work, thus making them participative, as well.

As much as it is important to be encouraged, children must also feel confident to be able to sustain their success. To make children feel confident and get comfortable with people, we need to teach them social skills very early in their life, so that they learn to interact and communicate effectively. Make it a practice to indulge in open conversations with your child/children in your class every day, so that he/she/they realise(s) that you are approachable, no matter what. And, while you do that, you could teach him/her/them a whole spectrum of skills — to participate, share, cooperate, be patient, listen, help others, accept differences, be polite, be assertive, negotiate, apologise, etc. One of the tried-and-tested methods to get children to inculcate these skills is for us to model them at different scenarios. Another way you could achieve this is by sharing stories, screening movies, or engaging children in activities that model the various social skills.


When encouraged, children are pumped up to do some good work. That is the time for you to gradually introduce them to empathy. How do you react when a child expresses anger or disrespect? Studies indicate that children whose emotional needs are fulfilled tend to react less aggressively. However, we must remember to also teach children not to demand things unless essential. How would they know what is essential and what is not? Well, it is up to us, the caregivers, to establish the rules for them in a way acceptable to them and also model good judgment. And then, when children realise that they can bank on their caregivers for physical and emotional support, they develop the tendency to show sympathy to others and help them cope with distress. You could even make your child realise how similar he/she is with the other people around him/her. Kindle the participative nature of your child to get him/her to indulge in group activities and sports, and thus make a lot of friends. It is believed that children develop empathy for people they can easily associate with. Also, once your child starts focusing on others, he/she will be less self-conscious. This will wipe off whatever fear he/she may have. Do get your child to develop the habit of apologising and appreciating, as and when required. You can induct these traits to him/her by practising them yourself. 4-year-old Ashwin learned a few swear words and started using them with his father, whenever the father refused his demands. Should the child be encouraged or corrected for such behaviour? Corrected, of course, isn’t it? Helping children cultivate self-control is as important as feeling empathy for others. Set rules and expectations at home/in the class that would help children become disciplined, and that is enough for them to gradually develop self-control. However, to be able to sustain that, you may have to keep ‘discipline’ interesting for your child. Evolve your strategies as the child grows, to keep him/her interested. You may even recite stories of children whose discipline helped them succeed in their ambitions. It is believed that children with self-control respond to adverse situations with maturity, while the impulsive ones come up with taunts that could hurt the people around them.

A number of factors affect the development of social skills in children. Parenting style and relationship with siblings play very important roles in setting example for children to replicate outside. Children brought up in joint families get to share more than those growing up in nuclear families. So, it becomes necessary for the parents in nuclear families to build situations to encourage their children to inculcate the habit of sharing. It is important for children to be attached to someone at home so that they do not find it difficult to adjust to the complex social system of their school.

At school, and also at home, children need to be provided with ample opportunities to express by writing stories, playing, singing songs, painting, etc. You can plan these as group activities so that children can form groups and coordinate to produce/present something of their choice. The more you keep children in groups, the better they will adapt to sharing and caring for others. When your child is at home, ensure to spend a lot of time with him/her, indulging in activities with him/her. Take him/her to fairs, exhibitions, movies, playgrounds — that will give him/her opportunities to find new interests and make new friends. And if you are a teacher, dedicate as much individual time as possible for each child in your class.


How often has your child spared a pen by not taking its parts apart? You could say that they do that to pens or any other objects because they do not know what they are actually used for. But then, it is also possible that they know the use of the objects and are curious to learn what is making the objects work the way they do. Either way, the curiosity evidences point to children’s capability to think scientifically.

It is the responsibility of the parents/teachers to hone children’s scientific thinking capability to help them develop a thorough understanding of whatever they deal with. But for that, we need to understand what scientific thinking is. Taking the example of a pen, you could say that scientific thinking is about being able to find the reason behind its working/use. No matter what route you take, you will need to know what a pen is widely used for and how you want to use it. When you know these details and understand the gap between the two, it will be easier for you to come up with other questions that could lead you to understand the feasibility of what you want to achieve. It is important that we lead children into assessing to understand not only science concepts but also those that do not seem “sciency” to them.

An important pre-requisite to develop scientific thinking is to keep an open mind. To make children achieve that, you may provide them with various activities that have the same objectives. This is to make them understand that a result can be achieved through different methods. Only when one is able to accept that can he/she see science in everything. And then, you need to kindle the children’s curiosity to explore the working of the world around them. What can you do for that? Well, you may end your activities with open-ended questions. A repeated exposure to this kind of scenarios is sure to make children think out-of-the-box and even learn by making several mistakes.

Observation skill is also an important pre-requisite to be able to think scientifically. When you introduce a task to children, they might feel excited to plunge and play around with the materials. However, they should develop the tendency to first look closely at objects, by noticing them from different viewpoints. It might not be easy for you to explain it to them and make them follow your instructions. So, what you can do is, before introducing a task, ask leading questions that are built on from their earlier learning and lead to exploring the purpose the following task. You may even lead the children into coming up with questions that they have at the end of a task and design your next activity based on the answer for their question. But then, you must not reveal the answer but make them find the answer from the activity.

A good observation could also entail a detailed comparison between things. However, whenever the children are unable to compare, you need to come up with comparison questions for them to think that way. For example, you could make them compare how a ball point pen is different from an ink pen — in terms of the resources put to use, the way they should be handled and why, etc. This will provide additional cues to children on what aspects they should pay attention to

Another important skill for scientific thinking is to be able to sort and organise things based on their features. Children will be able to do this only after they have a clear understanding of the features of objects, which they gain through observation and comparison. So, once a child learns that an ink pen uses ink and not a refill, the next time ‘ink’ is mentioned to him/her, he/she will picture it in association with an ink pen.

As explained earlier, providing children with open-ended questions will come handy in making them think differently and, thereby, streamline their thought process. To that effect, the prediction would also help. Let us first understand what prediction entails. It is the process of speculating based on prior knowledge of an object. So, children are bound to get better at prediction through experience. The next time a child wonders aloud when an ink pen would not work, make him/her indulge in handling a pen to explore the reason. As it is evident, prediction leads into experimentation. You may follow as many ways as you can think of to make children wonder and experiment.

An experiment could have an open-ended result but evaluation, which is the next progression towards scientific thinking, is to find out how a result is true for an experiment. If you make children perform an experiment to find out which angles an ink pen would not work in, evaluating their findings would mean to go deeper into the methods they used. You could evaluate several other factors as well, such as the kind of ink that was used, the surface on which the children tried to write using the pen, etc. The idea is to find out the factors that could have led to the finding of a result.

Once children develop the ability to evaluate their own finding, you could say they are ready to be able to apply their knowledge. You could then encourage them to graduate to play around with other materials, however, by keeping an open mind. You could even introduce them to experiments and evaluations that would help them get a better understanding of their surroundings.