Both, Seetha and Satish are convinced that what's lacking today in India is the language skills. Even though children catch up at a much later age when they are adults, it's important to that they have good exposure to these skills at pre-school age. At present, there are too many different methods implemented here and although pre-schools here claim to use phonics, it's not in the same degree as in America. "Even UKG here I think has too much academics. They have way too many text books, way more than what is introduced in America," says Seetha and admits there are aspects which even America lacks such as Social Studies, the knowledge of what is around us, the environmental studies, which she wishes to introduce them as part of the Stepping Stones' curriculum.
Satish drives home an important point when he says, "Kids in America and not necessarily American kids, are able to speak and communicate so well. The style of teaching in the US is different from what it is here. For example, it could be as simple as learning to write their names. Teachers shouldn't help them complete their work. Instead they should help and guide them in completing their work. Today they may write their own names in whatever way they wish and gradually, they'll learn to improvise till they get it right on their own. "Children take more pride in their own work. We are there to guide them but I don't think we should do their work for them completely," chips in Seetha.
Stepping Stones is actually creating an awareness amongst parents as to what a school should provide, what early education should be for children, how beneficial it is for them to know what at a certain age. Children will be carefully guided so that they understand the concept of what they are taught by practical application. An example of this would be the way a story is told. Rather than reading it to the children and making them read back, the story is narrated through expressions, hand movement, singing and music. The kids are instantly involved in this mimetic application and that's what makes the difference.
When the couple came up with this idea of starting a pre-school, Satish did some research on the Indian model he found the methodology and system completely different. But the one fact that was apparent (and certainly cannot be denied) was that the system of teaching through phonics wasn't of a high order in the Indian situation. "Phonics has worked so wonderfully well in the US," says Seetha.
Can't see any reason why it won't work here?
Signs of a Good Kindergarten Classroom...
"Whenever you see color, think of us" may well be the advertising line of Stepping Stones. Aesthetically designed, colorful and elegant is the classroom creating just the right atmosphere for kids. The walls are decorated with educational motifs, cutouts and posters of alphabets, animals and sceneries. Brightly painted, Lilliputian tables and chairs complete the classroom and within hand's reach are colorful bins containing toys, games and other activity material. This ensures that children aren't aimlessly wandering or forced to sit quietly for long periods of time. There'll be lots of work to be done and the settings are just perfect.
The NAEYC has set certain guidelines as to what constitutes a good classroom and at Stepping Stones much of this is adapted to suit local requirements. Adequate facilities need to be available so that children have access to various activities throughout the day, such as block building, pretend play, picture books, flash cards, paints and other art materials, and table toys. Teachers should work with individual children, small groups and the whole group at different times during the day and not just spending time with the entire group. Classrooms should be decorated with children's original artwork, their own writing with invented spelling and dictated stories. Children learn numbers and the alphabet in the context of their everyday experience and exploring the natural world of plants and animals and working on projects. Filling out worksheets should not be their primary activity. And of course, play. At Stepping Stones children will have an opportunity to play outside every day (weather permitting). The curriculum is adapted for those who are ahead as well as those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way.
Individual kindergarten classrooms may vary but one thing will remain common - the focus will be on the development of the child as a whole.
The Value of Recess and Outdoor Play...
All work and no play make Jack a dull boy and Jill an equally dull girl. And with times that are a changing, children spend more time indoors developing into couch potatoes glued to TV with little appreciation of outdoor delights and the environment. Research made by the NAEYC shows that physical activity improves children's attentiveness and decreases restlessness. And we all know what happens when children are restless. Therefore, at Stepping Stones outdoor play will form an important part of the school curriculum and a small area has been earmarked for children to play on slides, swings, toss a basketball into the basket, etc.
Play is an active form of learning that unites mind, body and spirit. Not to mention that it reduces tension that often builds up in children who need to achieve or needing to learn. Children are often permitted to play freely (and that means no adult interference) which helps them develop skills for seeing things through another person's point of view. It helps them gain competence in moving through the larger world.
The belief at Stepping Stones (in line with the NAEYC) is that with society becoming increasingly complex, there remains a need for every child to feel the sun and wind on their cheek and engage in self-paced play. It goes a long way in providing children with an opportunity to expand their imaginations beyond the constraints of the classroom.
Hence, parents can expect a strong emphasis on exercise play at Stepping Stones.
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