Blooming Flowers: A Case for Developmentally Appropriate Practice

Autor/in	Vengopal, Kalpana
Titel	Blooming Flowers: A Case for Developmentally Appropriate Practice
Quelle	In: Journal of Early Childhood Research, 13 (2015) 2, S.126-136 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X14538597
Schlagwörter	Foreign Countries; Early Childhood Education; Developmentally Appropriate Practices; Rural Schools; Curriculum; Group Activities; Cooperative Learning; Social Development; Cultural Awareness; Child Development; Holistic Approach; Preschool Education; School Community Relationship; Educational Environment; Learning Activities; Interdisciplinary Approach; Child Health; India + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Curricula; Lehrplan; Rahmenplan; Gruppenaktivität; Kooperatives Lernen; Soziale Entwicklung; Cultural identity; Kulturelle Identität; Kindesentwicklung; Holistischer Ansatz; Pre-school education; Vorschulerziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernaktivität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Indien
Abstract	Early Childhood Education in India derives its premise from its sociocultural context. In spite of policies in place for developmentally and contextually appropriate Early Childhood Education, the practices are largely detrimental for this age group. The ray of hope, amidst such a scenario are a few initiatives, one such being the rural preschool "Poo-kal," situated in a village near the town of silk weavers Kanchipuram, South India. The school's vision is to provide children with contextual learning experiences through a developmentally appropriate curriculum. The curriculum is flexible and is built keeping in mind interests of the child. Learning is through group activities that promote sustained engagement and collaborative learning in children, which in turn fosters social skills. All learning material is locally available, and is provided by the school. Children engage in productive work which helps them foster creativity as well as a sense of pride in work. The curriculum also provides for quiet time and self-time to help children connect with their inner self. Yoga, traditional music, and art forms help children be connected with their cultural roots, promoting physical and emotional development alongside aesthetic sense. Teachers are engaged learners and act as facilitators. They are patient, kind, and firmly believe that every child is unique and has potential that need to be tapped with love and care. School activities also help foster and strengthen school-community linkages. The school aims for the all-round development of the child body, mind, and spirit by involving the head, heart, and hand in the process of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01