Changes

Children are taught to make the form in one sweeping movement. As much as possible, the crayon should stay on the page from start to finish. They cannot stop and lift the crayon in between. There is a sequences identified as lesson plans, in which the children start learning to get control on their fingers and imagination. Teachers also learn to identify the temperament and nature (प्रकृति) of the child by observing their form drawings. This identification can help the teachers manage the child better. Also, for certain temperaments, specific types of forms can be very healing. Below is an example of some of the form drawing done in Arambha.

Children are taught to make the form in one sweeping movement. As much as possible, the crayon should stay on the page from start to finish. They cannot stop and lift the crayon in between. There is a sequences identified as lesson plans, in which the children start learning to get control on their fingers and imagination. Teachers also learn to identify the temperament and nature (प्रकृति) of the child by observing their form drawings. This identification can help the teachers manage the child better. Also, for certain temperaments, specific types of forms can be very healing. Below is an example of some of the form drawing done in Arambha.

 

 Roopchitra as a subject is very powerful and supports many learning capabilities: improved hand to eye co-ordination, spatial orientation, observation skills, focusing attention, confident movement, drawing skills and the foundation skills for handwriting.

 

Roopchitra as a subject is very powerful and supports many learning capabilities: improved hand to eye co-ordination, spatial orientation, observation skills, focusing attention, confident movement, drawing skills and the foundation skills for handwriting.

==== Math (गणितम्) ====

==== Math (गणितम्) ====

In the past years, we start leaning Math in Kannada language. From 2023, we have started teaching Math in Sanskrit language. Following is achieved in the class:

In the past years, we start leaning Math in Kannada language. From 2023, we have started teaching Math in Sanskrit language. Following is achieved in the class:

* Shloka – The class starts with learning and by-hearting 3 shlokas:

* Shloka – The class starts with learning and by-hearting 3 shlokas:<blockquote>यथा शिखा मयूराणां, नागानां मणयो यथा । तद् वेदांगशास्त्राणां, गणितं मूर्ध्नि वर्तते ॥ लीलागललुल लोलकालव्याल विलासिने । गणेशाय नमो नीलकमलामलकान्तये ॥ एकं च दश च शतं च सहस्रं तु अयुतनियुते तथा प्रयुतम् । कोट्यर्बुदं च वृन्दं स्थानात्स्थानं दशगुणं स्यात् ॥</blockquote>

** यथा शिखा मयूराणां, नागानां मणयो यथा । तद् वेदांगशास्त्राणां, गणितं मूर्ध्नि वर्तते ॥

** लीलागललुल लोलकालव्याल विलासिने । गणेशाय नमो नीलकमलामलकान्तये ॥

** एकं च दश च शतं च सहस्रं तु अयुतनियुते तथा प्रयुतम् । कोट्यर्बुदं च वृन्दं स्थानात्स्थानं दशगुणं स्यात् ॥

* Identifying Numbers – Brahmgupta method of identifying numbers is used. This includes showing pictures and their counts. Like ‘Surya’ is One, ‘Trishool’ is three. Games are played including mental math, count and match etc.   

* Identifying Numbers – Brahmgupta method of identifying numbers is used. This includes showing pictures and their counts. Like ‘Surya’ is One, ‘Trishool’ is three. Games are played including mental math, count and match etc.   

* Counting Numbers – 1 to 100. Oral and written. Writing is done in Devanagari script. Numbers are written and read from right to left, as is the case with Sanskrit. For example, in number 45, first 5 is mentioned and then 40 is mentioned. In Sanskrit, it would be panchachatvarinshat (पञ्चचत्वारिंशत्).

* Counting Numbers – 1 to 100. Oral and written. Writing is done in Devanagari script. Numbers are written and read from right to left, as is the case with Sanskrit. For example, in number 45, first 5 is mentioned and then 40 is mentioned. In Sanskrit, it would be panchachatvarinshat (पञ्चचत्वारिंशत्).

* Tables – Tables and skip counting in Sanskrit from 1 to 5 and 10. Tables are learnt in the form of songs and skip counting is learnt as rhythm of claps.

* Tables – Tables and skip counting in Sanskrit from 1 to 5 and 10. Tables are learnt in the form of songs and skip counting is learnt as rhythm of claps.

* Introduction to the four operations – Operations of addition, subtraction, multiplication and division are introduced not as operations but as stories. The characters of the stories are from Ramayana, Mahabharata or Puranas.  

* Introduction to the four operations – Operations of addition, subtraction, multiplication and division are introduced not as operations but as stories. The characters of the stories are from Ramayana, Mahabharata or Puranas.  

==== Languages – Sanskrit and Kannada ====

==== Languages – Sanskrit and Kannada ====

Children learn two languages – Kannada and Sanskrit. For both the languages, the process of learning follows the sequence of spoken language (संभाषणं) and then Lipi writing. Writing also starts with words and moves on to letters. Example of words with flashcards is shown below:

Children learn two languages – Kannada and Sanskrit. For both the languages, the process of learning follows the sequence of spoken language (संभाषणं) and then Lipi writing. Writing also starts with words and moves on to letters. Example of words with flashcards is shown in the image.

As is the pedagogical principal at Vidyakshetra, there are no textbooks for children. All the delivery happens using songs, stories, drama and board drawings. Board drawings are a big part of this methodology so as to trigger and nourish the imagination of the child. When a child is able to imagine vividly, his creative side is awakened. Teachers are specifically trained to deliver stories via board drawings. Here are some sample board drawings used by the teacher.

As is the pedagogical principal at Vidyakshetra, there are no textbooks for children. All the delivery happens using songs, stories, drama and board drawings. Board drawings are a big part of this methodology so as to trigger and nourish the imagination of the child. When a child is able to imagine vividly, his creative side is awakened. Teachers are specifically trained to deliver stories via board drawings. Here are some sample board drawings used by the teacher.

==== Nature Walk (प्रकृति परिचय) ====

==== Nature Walk (प्रकृति परिचय) ====

This started with Shishuvatika and continues in Arambha. Children go out to be with nature and observe different things. Once in a month they are taken out to nearly lake, nursery, nearby small hill, temple, Ramakrishna Ashram or park. Remaining days they do their observations within the premise with things like pottery, tree climbing, bird watching, leaves or feather collection, making decorative items out of it etc. Once children are back to the class, everyone expresses their observations, feelings and thoughts. This is an important subject to establish their connection with nature.

This started with Shishuvatika and continues in Arambha. Children go out to be with nature and observe different things. Once in a month they are taken out to nearly lake, nursery, nearby small hill, temple, Ramakrishna Ashram or park. Remaining days they do their observations within the premise with things like pottery, tree climbing, bird watching, leaves or feather collection, making decorative items out of it etc. Once children are back to the class, everyone expresses their observations, feelings and thoughts. This is an important subject to establish their connection with nature.

=== Chatuvatike – Activity Time (10:55am to 12:15am) ===

=== Chatuvatike – Activity Time (10:55am to 12:15am) ===

* '''Knitting''': Finger Knitting is very important for children to establish good amount of control on their hands and fingers. Children learn 2-finger knitting, 4-finger knitting and needle knitting.

* '''Knitting''': Finger Knitting is very important for children to establish good amount of control on their hands and fingers. Children learn 2-finger knitting, 4-finger knitting and needle knitting.

 

* '''Krishi''' - Krishi is very important subject to create the emotional connect between children and nature as well to ignite and inspire its interests in doing work. Children learn and observe how nature functions and nourishes. Children do activities including watering, sowing, cleaning weeds, composting, collecting leaves for composting, making patty etc.  

* '''Krishi''' - Krishi is very important subject to create the emotional connect between children and nature as well to ignite and inspire its interests in doing work. Children learn and observe how nature functions and nourishes. Children do activities including watering, sowing, cleaning weeds, composting, collecting leaves for composting, making patty etc.  

 

* '''Fireless Cooking''' (bring ingredients from home) - Includes cutting, pounding, grating, peeling etc which help strengthen the hands- develops its gross and fine motor skills as well hand-eye coordination. It helps children connect with food in a very personal manner. Whatever is cooked by them becomes a very precious intake for them. Whatever is cooked, is shared by all the children during lunch time.

* '''Fireless Cooking''' (bring ingredients from home) - Includes cutting, pounding, grating, peeling etc which help strengthen the hands- develops its gross and fine motor skills as well hand-eye coordination. It helps children connect with food in a very personal manner. Whatever is cooked by them becomes a very precious intake for them. Whatever is cooked, is shared by all the children during lunch time.

=== Lunch Time (12:15pm to 1:35pm) ===

=== Lunch Time (12:15pm to 1:35pm) ===

== Conclusion ==

== Conclusion ==

The change from early childhood (शिशुअवस्था) to childhood (बालावस्था) is gradual. The first two years of childhood are these transition years. Of these, the first year is in Arambha. In these transition years, the child starts doing its own work itself. During this transition, the child learns to listen and follow instructions and advice. The mindset needs to transition from playfulness to responsibility and to discipline. This is also the time when formal education begins. The teachers and parents need to handle this transition well.

The change from early childhood (शिशुअवस्था) to childhood (बालावस्था) is gradual. The first two years of childhood are these transition years. Of these, the first year is in Arambha. In these transition years, the child starts doing its own work itself. During this transition, the child learns to listen and follow instructions and advice. The mindset needs to transition from playfulness to responsibility and to discipline. This is also the time when formal education begins. The teachers and parents need to handle this transition well.