“School can be a place where children learn to be stupid! ” John Holt.

Who are the late comers? Children 9-14 years? All are socio economically disadvantaged? Many girls ? Many from marginalized communities ? Many children with special needs ?

Key Questions Why should curriculum be age appropriate ? How will children learn? Why should it be grade specific? What will children learn?

Some GENERIC Assumptions in regular schooling Child is Interested & motivated to study and can persevere on a given task. well familiar with school language. print/symbol aware and familiar with books. regular in habits of punctuality and regularity. well nourished and healthy. Well versed in basic linguistic and cognitive concepts and skills necessary as foundation for learning the 3 Rs Adept in social skills for working with other children. DO CHILDREN COMING IN LATE MEET THESE ASSUMPTIONS?

Factors influencing Child’s Preparedness Intra individual Socio-cultural Interpersonal

Evidence from Neuro Science The brain growth curve & child’s potential

Evidence from Neuro-Science

Developmental Characteristics 5to 6 year olds Need rest after high energy play Enjoy small group play Are eager to get adult praise. Need adult guidance in new tasks. Are eager to learn Learn from concrete experiences 10 to 12 year olds Enjoy rule based competitive games Enjoy small peer dominated discussions. Growing desire to assert independence & individuality Self conscious of their abilities Ask Qs &want thoughtful answers 13 to 14 year olds Appear awkward &self conscious. Enjoy cooperative &competitive games. Depend on peers for identity. Move towards Abstract thinking & Have views on social issues Can plan & organise tasks without adults.

Interpersonal  May be more adept at problem solving.  May not have had opportunities to work with other children.  May be driven by cooperative rather than competitive motivation.  Need for achievement may be lower.  May not have developed habits related to routines.

Socio-cultural Language –home vs school. Social contexts may be different; eg shopkeepers; maths Different cultural practices –food habits; customs etc. First generation learners –no environment at home for learning. No perceived value for studies—immediate vs. delayed gratification

What is the requirement? To bring them to the level of their more fortunate counterparts what is needed----?? Not more of the same thing but a qualitatively different approach to the curriculum and towards them.

Age appropriate methods Giving them self esteem through positive strokes. Build on what they know, are interested in and have come with. Use Small group, Peer and paired discussions and learning. Use child to child approach. Dialogic and interactive teaching not didactic. Focus on Self learning tasks. Mnemonic techniques and associative learning. Giving responsibility for independent planning and conduct of activities eg group projects with peers with skills.

Grade appropriate Curriculum Introduce 3 R’s through phonetics and using familiar words and phrases while accepting and also associating script with child’s language and context. Prepare and follow learning ladder ( as in ABL) allowing for flexible pace. Introduce grade appropriate content along with other children orally, to start with. Build confidence through encouraging collaborative work on projects and activities on themes known to them, rather than on written activities, so that they can contribute. Allow Assessment orally also at the initial stage and do individual education plans.

In conclusion ……… Main Issues : 1. Moving away from ‘schooling’ to ‘education’ paradigm in our thinking. Teaching ‘children’ not ‘subjects’ and enabling them to learn and develop to their potential. 2. Focusing on Teacher preparation rather than curriculum, since each child may well have a different learning trajectory. 3. Teacher preparation should focus on ensuring an ‘inclusive classroom’ by developing attitudes, knowledge and skills related to: a. understanding child development characteristics and priorities at different ages and relating these to educational requirements. b. developing sensitivity towards promoting children’s self esteem, c. adapting curriculum content, methods and materials to individual needs and contexts; d. Assessing children in not only what they do not know but also what they know and sharing their strengths with others. e. Ensuring they leave school feeling ‘competent’ not stupid! !