historical context 1987 abacus school in chennai 1995 cwc & pris: working children &...
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Historical Context• 1987 Abacus School in Chennai• 1995 CWC & PRIs: Working children
& School-going; in Udipi, Bellary & Sirisi Dist, Karnataka: 60 panchayats
• 2001 PD for Teacher Educators, DIET Faculty, BRCs, Teachers:TN
• 2003 -06 ABL Pilot in CoC • 2007-08 ABL Scaled to state
Discovering
the Child's Potential…………………..
ABL in the Early Years
Amukta Mahapatra SchoolScape
A childhood, good or bad, lasts a lifetime…
PPP: Sriramcharan Trust CMTC &Corporation of Chennai
KG sections in Corporation of Chennai: Teachers
• 2007-08: Pilot with CMTC with 6 teachers trained (UNICEF); 6 classrooms in 2 schools
• 2008-09: 61 Teachers trained (Rotary Club, Madras East); Materials for 5 classrooms (Kalvi Trust)
• 2010-11: Rest of 29 trained www.cmtcindia.org
Training & Mentoring
Sriramcharan Trust• 27 schools and balwadis,
from 2005, now 950+ children
• Not only academic skills, but develop personality and citizenship
• Chose Montessori pedagogy and partnered with CMTC
• Social Audit 2011 – 2013 www. sriramacharan.org
Corporation of Chennai
• 30 schools, 96 teachers trained, material for all
• With 10 more announced, all schools with KGs are covered
• Sustainability in spite of changes in state govt & Corporation
Common Approach
• Not for ‘show and tell’• Systematic, quiet• Towards long term benefits for
children and community• Education as ‘Assisstance to
Life’
Feedback from Parents: Quoted
• Children are regular in their day-to-day work
• No stress in handling the children at home
• They are very particular in taking care of their physical cleanliness • Children share their things and have harmony• with their peer group
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Contd - Feedback from Parents
• Their spoken skills have evolved with natural respect for others
• Usage of English words has increased • They narrate all stories and sing songs at
home and make us happy
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Pedagogical Framework
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Child’s Development: three circles of influence
universal laws ofhuman nature
social context
child’s uniqueinnate potential
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The first factor of influence: child’s unique potential
Heredity
Genetic coding
Innate nature
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The second factor of influence: the social environment
The child’s potential
The social context:
The family
The community
The School
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The third factor of influence:the universal human tendencies
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Human Tendencies
• What it is it that makes us human beings?
• What is common to all human beings?
• What is special about our species?
• What is the nature of human beings?
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Universal tendencies of the human being relevant for learning The need to:
• Explore• Orient • Adapt to one’s environment• Establish order• Use and extend one’s intelligence• Translate thought to practice• Strive for perfection• Communicate and relate
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Stages of Development
Children
do not grow
like a tree
Needs at each stage?
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Children Develop Like a Butterfly
In stages with
different needs
at
different times
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Stages of a Butterfly
Needs
At
Every Stage?
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Child’s unique potential
Physical
Cognitive
Affective
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Child’s unique potential: 0 - 6 yrs Physical
Manual dexterity to be achieved
Co-ordination of movement, intelligence, and will
Repetition of activities
Movements purposeful
Regular, nutritious food
Hygiene of face and hands and body functions
Activities around the house to use materials carefully
Variety of experiences for right and left hemispheres of brain
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Child’s unique potential:0 – 6 yrs Cognitive
Intellect reached indirectly through the senses, preparation of the mind via the senses
Enjoy slapstick, comedy, clowning
Centre of the universe
Matching, pairing, sorting, comparing, grading, sequencing
Where, What, and How are the recurring question in the child
Each situation experienced separately, e.g. home and school
Initiative
Sense of order: each has a place and a place for each
Coming to grips with the world, so real stories, incidents, events to be shared. A sense of wonder
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Child’s unique potential:0 – 6 yrs Affective
Builds trust / mistrust in oneself and in the environment
Autonomy
Does not need acclaim, only encouragement
Recognizes and accepts differences without judgments
Spontaneous expression of feelings
Individualistic
Around 3 years, needs social interaction beyond family
Happy with worlds of home and school
Learning graces of being of a group
Empathize with smaller children, animals etc.
Personality is established
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• Legs become important tools for exploration
• Hungers to establish interrelatedness, to generalize and abstract • From self moves to interest in `others’• Industrious• No tolerance for vagueness and
uncertainties• Critical period for imagination• Knowledge, culture base is established
Child’s Unique Potential: 6 – 12 yrs
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Adolescence: 12 – 18 yrs
• A search for identity• A struggle to make pro-active choices
rather than negative choices• The capacity to commit oneself to an
ideology, a philosophy• Searching for the ideal and the
perfect, a life without blemishes• Difficulty in locating one's strengths,
a feeling of inadequacy• Being neither `fish nor fowl’
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Classroom
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Classroom
Child’s potential
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Classroom
Child’s potential
Child’s Environment
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Classroom
Child’s potential
Child’s Environment
Human tendencies
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Classroom
Child’s potential
Child’s Environment
Human tendencies
Pedagogy
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Classroom
Child’s potential
Child’s Environment
Human tendencies
Pedagogy
Constitution of India
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Classroom
Child’s potential
Child’s Environment
Human tendencies
Pedagogy
Constitution of India
All these frames have to be aligned SchoolScape
Classroom
Child’s potentialChild’s Environment
Human tendencies
Pedagogy Constitution of India
… not scattered ideas
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To be aligned to impact the child, the school
Classroom
Child’s potential
Child’s Environment
Human tendencies
Constitution of India
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If we don't stand up for children, then we don't stand for much.
--Marian Wright Edelman
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For Discussion:
©Amukta Mahapatra
SchoolScape, Centre for Educators
E-mail: [email protected]
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