Blooming Flowers: A case for developmentally appropriate practice

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.