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Teacher-2-Teacher

Strong foundation for

bright future

USHA PANDIT

F INDIA’S EDUCATION POLICY FORMULATORS take The foundation years are critical. They lay
a few leaves from prominent educators, we would have
a clear roadmap to re-evaluate and solve the nation’s the cornerstones of all future learning.
Ichronic education deficit. From Piaget’s Constructivism Hence early childhood education needs
schema, they could learn how children connect with prior
knowledge, and learn by doing. From Dr. Maria Montessori, to be given high importance to build
they can learn about how children learn independently and cognitive and social capital
Vygotsky’s zonal proximal development scaffolding would
advise them that syllabuses and curriculums should inspire
children to undertake tasks that stretch their capabilities. all organisms that require timely interventions to stimu-
Educators also need to be aware of Skinner’s behaviourism late development. A young plant or animal has a natural
which posits that if children are praised, they change their growth trajectory that goads it towards becoming a suc-
behaviour for the better. Moreover, Dr. Howard Gardner cessful tree or adult. The natural trajectory of young homo
has demonstrated that all children are endowed with multi- sapiens is similar. Understanding of age-compatible cogni-
ple intelligences that educators should identify and nurture. tive development curriculums and processes is required in
There are four distinct stages of physical, cognitive, emo- contemporary education. Unfortunately, the overwhelming
tional and social development in children between the ages majority of board syllabuses and school curriculums are not
of 0-2; 3-7; 8-11 and 12-16. At 0-2, the child already has age-appropriate.
one language — her mother tongue — learnt in the home ffective teaching is essentially dependent upon using
environment. At this stage, the brain is completely ready for Epedagogy intelligently by providing age and interests-
spoken languages and that’s why we should focus on devel- sensitive materials to elicit responses that match peer
oping oral skills. At 3-7, when a child enters pre-primary shared and teacher guided capability. For instance, a pic-
school, she is in her element — curious, playful, keen, imagi- ture can be used to generate ideas, anchor thoughts and
native and creative. Research indicates she has capability to prompt observations to stimulate discussion. A story can
learn five-ten new words every day. If taught through play, become an invitation to think laterally. A game can be
fundamental math, experiential and sight reading become used to practice language learning. Action can enhance
enjoyable and are learnt easily. kinesthetic awareness, art can be used for geometry and to
In upper primary school (age eight-11), children need strengthen fine-motor muscles required for handwriting,
to develop core learning skills taught through a variety of an enacted song can be used to teach geography and poetry
hands-on activities, stories, games, print and digital inputs. can spark humour.
In high school (age 12-16), students should develop criti- With tiny learners, educators need to concentrate on en-
cal thinking and problem solving skills to validate theory, couraging joyful participation instead of doling out small,
transform into autonomous learners, do teamwork, expe- measured, syllabus portions that are obsessively tested.
rience internships, become socially aware and engage in The irony is that as testified by the Pratham Education
reflection. At all stages, teachers should appreciate differ- Foundation’s Annual Status of Education reports, over 50
entiation and celebrate the diversity of potential in children. percent of class V children cannot read and write class II
The foundation years are critical. They lay the corner- textbooks. This unfortunately is the outcome of forcing age-
stones of all future learning. Hence, early childhood care inappropriate learning upon children in pre-primary and
and education (ECCE), accorded insufficient official atten- early years education.
tion, needs to be given high importance to build cognitive The draft National Education Policy 2019, now receiv-
and social capital, as belatedly recommended in the Na- ing final touches in the Union HRD ministry, has accorded
tional Education Policy 2019 draft of the Dr. K. Kasturi- high importance to early childhood care and education to
rangan Committee. prepare youngest children for imminent challenges of the
What children don’t enjoy in the first two stages (0-7) is 21st century. Teachers need to jettison the colonial prac-
mechanical, overly technical education. Forcing children tice of making children merely literate. Children need to
to engage in repetitive reading and writing numbers and be prepared to become thinkers, collaborators, creators of
alphabets, rudderless word study, and over focus on the new knowledge and problem solvers from the earliest years.
nuances of phonics, is not conducive to their cognitive de- They need to learn to live in the age of artificial intelligence
velopment. Regimented classes that offer little free play and — the house of tomorrow that we may never visit. As teach-
low sensory inputs in the form of pictures, materials and ers, we need to find the will to prepare them for this new
other resources can stunt youngest children’s minds and age today.
implant early disinterest and dislike of academics. (Usha Pandit is the CEO of Mindsprings, educational consultant,
Nature shows us there are clear stages in the growth of teacher trainer, expert in gifted education, and author)

90 EDUCATIONWORLD APRIL 2020