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Pre-school admission

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Shree Ramana Maharishi Academy for the Blind (SRMAB) has invited applications from blind children aged 4 and above, for free residential pre-school admission. The courses offered are skill development in computers, classical dance, classical music, etc.

For details call, 08026581076,026588045.

http://www.deccanheraldepaper.com/

posted Jun 6, 2017 by Krinz Kiran

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+2 votes

 

Express photo by Kamleshwar Singh

“My first thought was these children are not going to live long by picking food from the streets. But I did not know how to help them. I did not know much about Indian culture and everyone I spoke to dismissed these children as rag-pickers and thieves," he says.

http://indianexpress.com/article/india/how-a-monk-brought-children-out-of-slums-to-schools-lobsang-jamyang-dharamshala-4699506/

Varinder Bhatia | Dharamsala

In 1997, when Lobsang Jamyang escaped from Tibet and arrived in Dharamsala, the 24-year-old had two “goals in life”: to meet the Dalai Lama, which he did soon after arriving; and study religion, which he went on to do at Sera Jey monastery in Mundgod, Karnataka.

However, he says, it was only when he returned to Dharamsala in 2001 that he realised his second goal was farther away, that his religion had more to teach him. “Two children used to follow me as I went from my home to the monastery, wait for me outside all day, and follow me back, begging for a coin or something to eat,” says Lobsang. Then one day, in July that year, he saw the two foraging through a heap of garbage outside his one-room accommodation, looking for something to eat.

“My first thought was these children are not going to live long by picking food from the streets. But I did not know how to help them. I did not know much about Indian culture and everyone I spoke to dismissed these children as rag-pickers and thieves,” he says.

That was his big Buddhist moment. “My conscience pricked me. As a follower of His Holiness and a student of Buddhism, how could I allow such a thing to happen,” says the 44-year-old.

That’s how the monk, whose official status in India is that of a refugee, set up Tong Len Charitable Trust, which runs a residential set-up in Sarah village, some 15 km from Mcleodganj, with financial backing from the Dalai Lama. Today, there are 107 children, mainly ragpickers from the slums of Kangra Valley, who stay at Tong Len. For their schooling, the Trust has tied up with Dayanand Model Senior Secondary School.

Pinky, a 17-year-old, has just finished her higher secondary school with 75 per cent marks in the science stream. “I will be starting my coaching classes for my PMT (pre-medical test) exams. I want to be a doctor,” says Pinky. Both her parents are daily wagers.

Meenakshi Gautam, principal of Dayanand Model Senior Secondary School, says, “We are lucky to be part of this initiative. There are nearly 100 students from Tong Len who are with us.”

Lobsang says he used to pay parents Rs 150 every month to keep their children at Tong Len. “But as the numbers increased, we thought we should utilise the money to provide better facilities at Tong Len,” he says.

+1 vote

method Logical learners follow patterns, rules, order and categorisation of work. photo credit: sesame preschool

method Logical learners follow patterns, rules, order and categorisation of work. photo credit: sesame preschool

Meenakshi, mother to two curious twin girls, Ira and Isha, wanted to teach them about the animal kingdom. She brought a colourful picture book and sat with her daughters. As they went page by page, the girls discovered things about wild animals. While Ira continued exploring wildlife, Isha wandered off disinterestedly. 

Meenakshi noticed her disinterest, but continued engaging Ira with the book.
A few minutes later, she played The Lion King on TV. Hearing the roar of the lion, Isha came back running to the room. And then followed the long list of questions — where does a lion live, what does it eat, how does it sound? Meenakshi then learnt that each of her daughters learn differently.

Each child is different and has a learning style that is unique to his or her personality. Observing a child’s behaviour at an early age can indicate a likely learning style. Like in Meenakshi’s case, she realised that while Ira was attracted to the colourful picture book, Isha could relate to the interactive nature of the programme on TV. The comfort levels of children, their interaction with the environment and the interest exhibited are all indicative of what holds the child’s attention and what doesn’t. This ultimately helps in comprehending how a child learns.

To each her own
When children are unable to follow or cope with the conventional chalk and blackboard teaching methods, parents often classify them as ‘incapable’ or ‘not bright in studies’. However, it is critical to understand that each child learns differently. 

Howard Gardner’s Theory of Multiple Intelligences recognises the different intelligences that children respond to. These intelligences relate to a person’s unique aptitude and ways they may prefer to demonstrate their intellectual abilities. These are adopted in schools as different styles of learning, focusing on different aspects of a child’s personality. Whether it is through games, music or dance, a connection can be seen between what is understood and how it manifests:

Kinesthetic intelligence: This means an ability to understand things through bodily awareness, movement and touching. Learning is best grasped by these children when they engage in physical activities to understand the material.Visual learning intelligence: This is a style which is adopted by children who respond expressively to visual aids. They process information through print rich games, puzzles, pictures, drawings, images and multimedia. It’s important that preschools use multiple platforms like TV, board games and digital games to teach such learners.Verbal intelligence: Such learners respond to sounds and learn effectively by listening to multimedia programmes and hearing stories. They are more receptive to people speaking and are able to relate by talking as well. These children retain information because of their ability to effectively use language. Educators can take help of some floor games to build stories around the theme being taught.Logical intelligence: Logical learners follow patterns, rules, order and categorisation of work. Clear explanations which elaborate ‘how’, ‘what’ and ‘why’ keep them engaged and interested.
Intrapersonal intelligence: Intrapersonal learners have strong intuition, motivation and confidence in their abilities. They do their best work when they are in a quiet space with nobody else around to distract them. They are guided by their own models of work and have the capacity to understand themselves, their fears and motivations.
Interpersonal intelligence: A child who can relate to people, understand their emotions, respond sensitively and maintain relations in an easy manner has an interpersonal learning style. This is a child who works well in teams and is good, clear and straightforward in his or her interactions.

Rhythmic intelligence: Musical-rhythmic learners are sensitive to rhythm, music and sounds. Rhythmic learners have a skill in the performance, composition, and appreciation of musical patterns. They are often able to recognise structures and patterns from sounds and speech. This is the reason why most early education centres teach children through rhymes and music.
Naturalistic intelligence: Parents can identify if their child is a naturalistic learner by simply observing her or his affinity for the natural world. Naturalist learners enjoy observing animals, interacting with pets, exploring nature, gardening and hiking.


It is important to understand that, often, these intelligences overlap. It is also 
important to expose children to different styles of learning, even though it may be challenging for them. This will help them explore other ways of learning the same lesson. They must be empowered to learn differently when their suitable learning method is not available. Therefore, it is always advised to integrate multiple modalities to teach children. Another way to enhance learning is to focus on children’s area of interest.

Expose them to opportunities to become an expert in the area that they feel passionate about. Acknowledging their interests and talents tells you a lot about their learning style. There are several patterns of learning and the best that a caregiver can do is step observe what seems to be working for their child and help them build their strengths.

(The author is vice-president, Sesame Schoolhouse)

http://www.deccanherald.com/content/618627/your-childs-learning-style.html

0 votes

                                     

ISpark Innovations is delighted to welcome Indo Kids Pre School, Tumkur district with multiple branches into the growing family of ISpark Innovations. Mr Punit Raj and his partner manage the Indo Kids Pre school chain and have now introduced ISpark Talking Books series as part of the school learning solutions. Indo Kids will continue to enter new markets in Karnataka this academic year. We wish Punit and team Indo Kids all the success!! To find out more about our innovative pre school solutions, please visit www.isparkinnovations.net or call 080 4093 6921 or call sridhar@isparkinnovations.net

0 votes

       

ISpark Innovations is delighted to welcome Indo Kids Pre School, Tumkur district with multiple branches into the growing family of ISpark Innovations. Mr Punit Raj and his partner manage the Indo Kids Pre school chain and have now introduced ISpark Talking Books series as part of the school learning solutions. Indo Kids will continue to enter new markets in Karnataka this academic year. We wish Punit and team Indo Kids all the success!! To find out more about our innovative pre school solutions, please visit www.isparkinnovations.net or call 080 4093 6921 or call sridhar@isparkinnovations.net

+1 vote

        

Photo Source: World Economic Forum

By- Teresa Belton

https://www.weforum.org/agenda/2016/09/being-bored-is-good-for-children-and-adults-this-is-why?utm_content=bufferb8f6b&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

From books, arts and sports classes to iPads and television, many parents do everything in their power to entertain and educate their children. But what would happen if children were just left to be bored from time to time? How would it affect their development?

I began to think about boredom and children when I was researching the influence of television on children’s storytelling in the 1990s. Surprised at the lack of imagination in many of the hundreds of stories I read by ten to 12 year-old children in five different Norfolk schools, I wondered if this might partly be an effect of TV viewing. Findings of earlier research had revealed that television does indeed reduce children’s imaginative capacities.

For instance, a large scale study carried out in Canada in the 1980s as television was gradually being extended across the country, compared children in three communities – one which had four TV channels, one with one channel and one with none. The researchers studied these communities on two occasions, just before one of the towns obtained television for the first time, and again two years later. The children in the no-TV town scored significantly higher than the others on divergent thinking skills, a measure of imaginativeness. This was until they, too, got TV – when their skills dropped to the same level as that of the other children.

The apparent stifling effect of watching TV on imagination is a concern, as imagination is important. Not only does it enrich personal experience, it is also necessary for empathy – imagining ourselves in someone else’s shoes – and is indispensable in creating change. The significance of boredom here is that children (indeed adults too) often fall back on television or – these days – a digital device, to keep boredom at bay.

Some years after my study, I began to notice certain creative professionals mentioning how important boredom was to their creativity, both in childhood and now. I interviewed some of them. One was writer and actress Meera Syal. She related how she had occupied school holidays staring out of the window at the rural landscape, and doing various things outside her “usual sphere”, like learning to bake cakes with the old lady next door. Boredom also made her write a diary, and it is to this that she attributes her writing career. “It’s very freeing, being creative for no other reason than that you freewheel and fill time,” she said.

Similarly, well-known neuroscientist Susan Greenfield said she had little to do as a child and spent much time drawing and writing stories. These became the precursors of her later work, the scientific study of human behaviour. She still chooses paper and pen over a laptop on a plane, and looks forward with relish to these constrained times.

Sporting, musical and other organised activities can certainly benefit a child’s physical, cognitive, cultural and social development. But children also need time to themselves – to switch off from the bombardment of the outside world, to daydream, pursue their own thoughts and occupations, and discover personal interests and gifts.

We don’t have to have a particular creative talent or intellectual bent to benefit from boredom. Just letting the mind wander from time to time is important, it seems, for everybody’s mental wellbeing and functioning. A study has even shown that, if we engage in some low-key, undemanding activity at same time, the wandering mind is more likely to come up with imaginative ideas and solutions to problems. So it’s good for children to be helped to learn to enjoy just pottering – and not to grow up with the expectation that they should be constantly on the go or entertained.

How to handle a bored child

Parents often feel guilty if children complain of boredom. But it’s actually more constructive to see boredom as an opportunity rather than a deficit. Parents do have a role, but rushing in with ready-made solutions is not helpful. Rather, children need the adults around them to understand that creating their own pastimes requires space, time and the possibility of making a mess (within limits – and to be cleared up afterwards by the children themselves).

They will need some materials too, but these need not be sophisticated – simple things are often more versatile. We’ve all heard of the toddler ignoring the expensive present and playing with the box it came in instead. For older children, a magnifying glass, some planks of wood, a basket of wool, and so on, might be the start of many happily occupied hours.

But to get the most benefit from times of potential boredom, indeed from life in general, children also need inner resources as well as material ones. Qualities such as curiosity, perseverance, playfulness, interest and confidence allow them to explore, create and develop powers of inventiveness, observation and concentration. These also help them to learn not to be deterred if something doesn’t work the first time, and try again. By encouraging the development of such capacities, parents offer children something of lifelong value.

If a child has run out of ideas, giving them some kind of challenge can prompt them to continue to amuse themselves imaginatively. This could range from asking them to find out what kind of food their toy dinosaurs enjoy in the garden to going off and creating a picture story with some friends and a digital camera.

Most parents would agree that they want to raise self-reliant individuals who can take initiatives and think for themselves. But filling a child’s time for them teaches nothing but dependence on external stimulus, whether material possessions or entertainment. Providing nurturing conditions and trusting children’s natural inclination to engage their minds is far more likely to produce independent, competent children, full of ideas.

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