Education

Early childhood development MILESTONES AND HOW TO ACHIEVE THEM

There are multiple programmes that can help a child achieve milestones and an early intervention always leads to successful outcomes, believes PARVATHY JAYAKRISHNAN

Published

5 years ago

March 28, 2019

PARVATHY JAYAKRISHNAN

Children are beautiful just as they are and all we need to do is guide them to do develop and grow into individuals who can think clearly on their own. One thing we need to understand as parents and educators is that every child is unique and different from one another. Developmental milestones are indicators that tell you the abilities that an average child can achieve at a certain age. These milestones can involve physical, social, emotional, cognitive, and communication skills such as walking, sharing with others, expressing emotions, recognising familiar sounds, and talking.

The milestones can help identify potential delays in development and the parent can get help from a doctor, if needed. Delays can be identified by a parent, teacher or a caretaker who is closely involved in bringing up the child.

PHYSICAL MILESTONES

The first five years of a child’s life is most crucial in their overall development and it is important that he/she is observed very closely to understand their development and to see if they are achieving milestones. Children may be observed by their parent, caretaker or their preschool teacher and any gaps in development need to be discussed and tended to. Early intervention in any case can lead to much better results.

FROM 1 TO 2 YEARS

Children start becoming independent at this age and tasks requiring balance and hand-eye coordination begin to emerge. During this stage of development, most children are able to:

Pick things up while standing up

Walk backwards

Walk up and down the stairs without assistance

Move and sway to music

Colour or paint by moving the entire arm

Scribble with markers or crayons

Turn knobs and handles

FROM 2 TO 3 YEARS

Building on earlier skills, children become increasingly adept at activities that require coordination and speed. From two to three years of age, most children begin to:

Run in a forward direction

Jump in one place

Kick a ball

Stand on one foot

Turn pages of a book

Draw a circle

Hold a crayon between the thumb and fingers

FROM 3 TO 4 YEARS

Children develop better movement and balance skills. From age three to four, most kids begin to:

Ride a tricycle

Go down a slide without help

Throw and catch a ball

Pull and steer toys

Walk in a straight line

Build a tall towers with toy blocks

Manipulate clay into shapes

FROM 4-5 YEARS

During this period of development, children become increasingly confident in their abilities. Most children begin to:

Jump on one foot

Walk backwards

Do somersaults

Cut paper with safety scissors

Print some letters

Copy shapes including squares and crosses

It is important that a child is given a safe environment to explore, be it at home or in school. Parents and teachers can encourage a child by introducing them to new objects and letting them explore and grab and hold them. To aid proper physical development, nutritious and age-appropriate food is a must. Shelter, warmth, clean air and environment, health care and proper activity and rest are also mandatory for proper physical development.

COGNITIVE MILESTONES

Cognitive milestones are centered around the child’s ability to think, learn and react. Cognitive milestones are equally important and need to be observed for every child as they grow.

FROM 1 TO 2 YEARS

When a child turns one, his/her cognitive skills grow exponentially. They are old enough to observe adults and even emulate their actions. So it is important for parents and caretakers to set good examples to the child. Most one-year-olds begin to:

Understand and respond to words

Identify objects that are similar

Tell the difference between "Me" and "You"

Imitate the actions and language of adults

Point out familiar objects and people in a picture book

Learn through exploration

FROM 2-3 YEARS

Two-year-olds learn a lot from their experiences since they are old enough to explore on their own. With a little assistance and guidance, they can do wonders. Most two-year-olds are able to:

Sort objects by category (i.e., animals, flowers, trees, etc.)

Stack rings on a peg from largest to smallest Imitate more complex adult actions (playing house, pretending to do laundry, etc.)

Identify their own reflection in the mirror by name

Respond to simple directions from parents and caregivers

Name objects in a picture book

Match objects with their uses

FROM 3-4 YEARS

Children become increasingly capable of analysing the world around them in more complex ways. Since children are becoming much more active in the learning process, they also begin to pose questions about the world around them. At this age, the little explorers are able to ask “why” questions which is a sign of deep curiosity and that should be encouraged.

At the age of three, most kids are able to:

Demonstrate awareness of the past and present

Actively seek answers to questions

Learn by observing and listening to instructions

Organise objects by size and shape

Understand how to group and match object according to colour

Have a longer attention span of around 5 to 15 minutes

Asks "why" questions to gain information

FROM 4-5 YEARS

As they near school age, children become better at using words, imitating adult actions, counting and other basic activities that are important for school preparedness. Most four-year-olds are able to:

Rhyme

Name and identify many colours

Draw the shape of a person

Count to five

Tell where they live

Draw pictures that they often name and describe

Cognitive development can be boosted by being patient and answering your child’s queries. Although there maybe too many questions which your toddler may ask, it is important that the teacher or parent communicates and responds to them. It will make them sharper and more aware of what is happening around them. It is also important to give your child a chance to make a choice. For example, you can ask a child, “Would you like to colour the picture with blue or green?” – a question that will force the child to think and make a decision.

Singing along with your child and encouraging him/her to sing also boosts cognitive development. Practicing shapes, colours and counting are also great activities to involve your toddler in. Schools can take children to the post-office or the vegetable vendor to introduce new concepts to their preschoolers. Playing with everyday items like helping your toddler look at his own reflection on a steel plate or making music by banging hands on a table can be great exercises to boost cognitive ability.

SOCIAL AND EMOTIONAL MILESTONES

This is yet another very important set of milestones. Social and emotional milestones deal with the child’s emotions, how they express themselves and how they interact and play with other children.

FROM 1 TO 2 YEARS

During this age, kids often spend more time interacting with a lot of people. They also start to gain a greater sense of self-awareness. At this stage, most can:

Recognise their own image in the mirror

Initiate play activities

Play independently, often imitating adult actions

Act pleased when they accomplish something

Start trying to help, often by putting toys away

Express negative emotions including anger and frustration

Become more self-assertive and may try to direct the actions of others

FROM 2 TO 3 YEARS

During the toddler years, kids become more and more creative and confident. At two years old, most kids begin to:

Become aware that they are a boy or girl

Begin to dress and undress themselves

Demonstrate personal preferences about toys, food, and activities

Start saying "No" to adults

Enjoy watching and playing with other children

Become defensive about their own possessions

Use objects symbolically during play

Often have rapid changes in mood

FROM 3 TO 4 YEARS

Because three-year-olds are becoming increasingly able to perform physical actions, their sense of confidence and independence becomes more pronounced at this age. During the third year, most children begin to:

Follow directions

Perform some tasks with little or no assistance

Share toys with other kids

Make up games and ask other children to join in

Begin engaging in pretend play

FROM 4 TO 5 YEARS

During the fourth year, children gain a greater awareness of their own individuality. As their physical skills increase, they are more capable of exploring their own abilities which can help lead to great confidence and personal pride. At this age, most kids begin to:

Understand basic differences between good and bad behaviour

Develop friendships with other kids

Compare themselves to other children and adults

Become more aware of other people’s feelings

Enjoy dramatic, imaginative play with other children

Enjoy competitive games

It is important that the parent or the teacher gives consistent rules to the child so that they get to know that the world is orderly and they also need to be aware of what happens when rules are broken. Children need to be given an opportunity to play with others and explore their own emotions. If you see a child giving an unsuitable emotional response to some event, he/she needs to be told that the reaction is unacceptable and an alternative response needs to be given so that they learn.

It is important to be caring and nurturing. Loving touches and encouraging words make your child feel that he/she is special. When they feel loved, they will learn to love others the same way. A child also needs to be helped in resolving conflicts in a healthy and appropriate way.

COMMUNICATION MILESTONES

Communication milestones involve verbal and nonverbal communication. Children go from making babbling sounds to saying their first word to speaking small sentences in a very short period of time. It is very important that the parent and teacher speaks to the child to encourage their speech. It is amazing how children can understand a great deal of language spoken to them even before they utter their first word.

FROM 1 TO 2 YEARS

During the first year, the use of language begins to grow considerably. Developmental researchers often refer to this period as the two-word stage because most kids begin to use simple, two-word sentences. Starting around the age of 18 months, children begin to learn estimated 9 to 10 new words each day. At one year of age, most children start to:

Understand basic commands such as "Eat your cereal"

Use "mine" to indicate possession of objects

Have a vocabulary that includes several words that are spoken clearly

Often use other words that are less clearly spoken and only family members can understand

Start to string together simple words in order to describe things or events

FROM 2 TO 3 YEARS

During the second year, children begin to use language in more complex ways. By the age of 24 months, approximately half of all a child's utterances are at least two words long. During this period of development, children also:

Have specific words to describe most things

Are understood by family members

Begin using adverbs and adjectives

Use two to three-word sentences

Can describe what happened during the day

FROM 3 TO 4 YEARS

At age three, children begin to develop more advanced language and communication skills. Most people outside the family are able to understand what the child is saying at this point and the child can carry on conversations using two to three sentences at a time. Other abilities that begin to emerge include:

Can understand and use sentences

Begins using the past tense and plurals

Able to follow a series of two to four directions

Can understand and use sentences that utilise time ("I'm going to the zoo tomorrow.")

Learn and sing songs

FROM 4 TO 5 YEARS

Between the ages of four and five, children become increasingly skilled at conversing. Not only are they able to talk about cause-and-effect, they are also able to use and understand different comparative language such as fast, faster, and fastest. Some other communication milestones that are achieved during this time period include:

Able to follow a string of up to three unrelated instructions

Enjoys listening to longer stories and can remember them with some accuracy

Uses sentences that average around four to five words

Can combine various thoughts into a single sentence

Asks questions about how, when, and why things happen

Can talk about imaginary or future things ("I wish that…" or "I hope that…")

To enable communication milestones, it is important to speak to your child and listen as well. Children are far more likely to share their ideas and feelings if they know they won’t be judged, teased, or criticised. You can empathise with a child’s experience, yet disagree with his behaviour. Encourage pretend play.

The above milestones are defined to catch any difficulties your child/student may be facing and to facilitate an early intervention to correct them. However, each child develops at his/her own pace and it is important to not jump to conclusions and give a chance to the child to achieve a certain milestone. Some developmental milestones build on one another. Achieving a milestone earlier doesn't mean that the child is gifted and achieving it late does not mean that your child is delayed. It is just an individual difference that simply asserts the fact that each child is unique and each child needs to be given individual attention.

Preschool teachers spend a lot of time with their students and are capable of finding differences in abilities at a much faster rate. If a child is failing to achieve milestones at an expected rate, it is important to take him/her to a healthcare specialist and get him/her evaluated. There are multiple programmes that can help a child achieve milestones and an early intervention always leads to successful outcomes.

Up Next

Creating the Happiest Learning Spaces

Don't Miss

New Ways to Teach Science in the Early Childhood Classroom

Education

Ideology Over Individuality: Encouraging Open Dialogues

Published

12 hours ago

May 6, 2024

Team ScooNews

Image Source- Pexels

In the corridors of Heights of Prestige School, nestled within the heart of a bustling metropolis, two stories unfolded, separated by time but linked by the indelible marks left by words unkind and ideologies unchallenged.

First was the tale of Siya, a bright-eyed girl with dreams as vast as the sky. Her world, however, shrunk within the confines of a classroom where her attire became the subject of scrutiny, her skirt a centimetre too short, her friendship with boys a topic of disdain. “Ladies must maintain decorum,” they said, echoing through the halls like a decree. These words, though seemingly innocuous, were chains that bound her, moulding her into a silhouette of propriety, erasing the lines of her individuality. As Siya grew, the shadow of those admonishments lingered, shaping her into an adult whose confidence was tempered by the fear of stepping out of line, her personality a mosaic of others’ expectations.

Parallel to Siya’s narrative was Aarav’s journey, a boy whose heart held questions about his identity, about feelings that didn’t fit the moulds prescribed by society. In a world where he sought answers and acceptance, what he found were walls built of rigid beliefs. “There are only two genders,” they proclaimed, their ideologies as impenetrable as steel, casting a shadow over his quest for self. Aarav’s plea for a space that acknowledged his existence was met with laughter and derision, his identity reduced to a subject of mockery. These encounters, seeds sown in the fertile ground of youth, grew into vines of doubt that entwined his being, stifling the bloom of his true self.

Years passed, and the halls of Heights of Prestige School echoed with new voices, but the tales of Siya and Aarav were etched in its legacy, a sombre reminder of the power wielded by those who guide the young. As adults, both Siya and Aarav navigated a world where their selves were not entirely their own, their reflections marred by the imprints of past admonitions. Siya, in boardrooms where her voice hesitated, and Aarav, in the mirror where he searched for recognition, both found themselves longing for the acceptance they were denied in their formative years.

These stories, though fictional, mirror the reality of countless young souls navigating the delicate dance of identity and acceptance in environments that should foster growth but often constrict it. They compel us to question the role of educators, not just as purveyors of knowledge but as custodians of the young minds entrusted to their care.

In a world where the tapestry of human experience is rich with diversity, how can we, as educators and leaders, remain anchored in doctrines that do not serve the well-being of all students? When will the dialogues within our classrooms evolve to embrace the complexities of identity, sexuality, and individuality, fostering an environment where every child is seen, heard, and validated?

The need for sensitivity and openness in addressing the myriad hues of human experience cannot be overstated. It is a clarion call for a shift from ideology to individuality, from dogma to dialogue. For if the legacy of our educational institutions is to be one of enlightenment and empowerment, we must begin by asking ourselves: Are we preparing our students for a world that exists in shades of grey, or are we colouring their perceptions with our own black and white beliefs?

Education

One Size Doesn’t Fit All: The Need for Personalised Learning

Published

5 days ago

May 2, 2024

Team ScooNews

The image is generated using AI

Once upon a time, in the heart of a bustling town adorned with the charm of old and new, there lay a school that seemed plucked from the pages of a storybook. The Enchanted Academy, with its sprawling lawns and majestic halls, was a place where every child was believed to be a star, destined to shine. Among these stars was a quiet moon, Rohan, whose light seemed to flicker in the overwhelming brightness of others.

Rohan, with his gentle eyes and silent ways, moved like a shadow through the corridors of opulence. The teachers, with their well-meant methods and hearts full of old tales of success, saw him but didn’t truly see him. They believed in a spell – the “one-size-fits-all” charm, which they thought could unlock the potential in every child. But magic, as the wisest of us know, cannot be forced into uniformity.

One day, under the vast canopy of the ancient banyan tree that stood watch over Enchanted Academy, Rohan’s teacher, Mrs. Verma, decided it was time to unravel the mystery of his silence. Armed with the same enchantments she had used time and again, she led him to an empty chamber, a place where many tales had been told and many woes had been comforted.

“Close your eyes and imagine a world of peace,” she coaxed, her voice a gentle breeze. But what she didn’t know, what she couldn’t have known, was that Rohan’s silence was a fortress guarding him from memories too painful, from a reality where he was the moon amidst stars too harsh. The tranquillity she offered turned into a storm, for closing his eyes only brought him closer to the darkness he faced each day – not from monsters of fairy tales, but from fellow students, his supposed comrades in this magical journey.

The revelation came not with a whisper but a tempest, as Rohan found himself lost in a maelstrom of fear, his quietude breaking into a cry for help. It was a moment of awakening, not just for Rohan, but for Mrs. Verma too, as the veil lifted, revealing the truth that lay hidden in plain sight.

Later, in the quiet sanctity of his home, Rohan shared his tale of torment with his mother, his voice a mere echo of his former self. The harassment and abuse he had endured from his peers, the knights and princesses of this enchanted world, came to light, painting a stark contrast to the storybook façade of Enchanted Academy.

The tale of Rohan is not just his but a reflection of many moons dimmed by the glare of standardised spells, a reminder that in a world filled with diverse souls, the magic of education lies not in uniformity but in understanding the unique melodies each child carries within.

As the Enchanted Academy learned to navigate this new chapter, a question lingered like the last note of a song, resonating through the halls of learning everywhere: How long will we continue to cast the same spell, expecting to unlock every door, when the keys we hold are as varied as the hearts they are meant to open?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

Vice President of India Inaugurates The Kulish School of Patrika Group

Published

6 days ago

May 1, 2024

Team ScooNews

One of India’s leading media houses – Patrika Group – commemorated a great event in their history with the start of Kulish School, a lighthouse of educational center led by the respected Vice President of India, Mr. Jagdeep Dhankar. The extravaganza was held on 30th April signalling the start of a new epoch of academic achievement and social improvement. Besides, during the program, the statue of Mr. Kirpal Chandra Kulish, the founder of Patrika, was also unveiled by the Deputy President.

The Kulish School, the ambitious enterprise of the Patrika Group, recognizes the importance of foresight and community involvement, which is made evident by the school. Named after Kulish Ji who is remembered historically for bringing in constructive alterations, the school is ready to redefine education to become a transforming movement.

The principal of the school, Debashish Chakraborty, introduced the school as a cutting-edge innovation, further saying, “We seek to harness the power of play and experimentation to expose our students to the most complex ideas of innovation and creative technology.”

The Kulish school is based on cutting-edge tech coupled with Vedic knowledge and principles propounded by Kulish Ji. Mrs. Vrinda Kothari, Director, Board of Governors conveyed, “To Kulish Ji education meant skilled and virtuous educators imparting knowledge that brings self-awareness and joy to individuals by developing not just the body and intellect but also enriching their soul and minds.”

“In schools, the presence of the divine diminishes. In other words, Indian culture, nature, and concepts like unity with the universe become obscure in life. No one has an answer to what should be taught and why.” as stated by Gulab Kothari Ji, he further stated, “What nature had given, education has taken away. Now, the individual has become secondary, and the body is the primary objective. The soul bids farewell to life without truly living it. This is the rarity of a meaningful human life!”

The epitome of the event was the keynote lecture by the Hon’ble Vice President of India, Shri Jagdeep Dhankar. He expressed, ” I wish I were a kid; I would love to study at The Kulish School. This school is Rajasthan’s pride and a priceless diamond. The Kulish School Will Set a Global Benchmark. Where the students of the school will go, I can’t even imagine, as they will achieve much higher. The Kulish School will be a lasting investment in the future and the history of education, putting the family’s name in golden words in the future of education.”

Therefore, the launch of The Kulish School represents a milestone, a bold move toward to shape education for a better tomorrow by the founder’s visionary imagination and showing the way for the upcoming generations.

Education

Empowering Education: LASSI 2024 Concludes with Success and Inspiration

Published

6 days ago

April 30, 2024

Team ScooNews

The curtains have closed on a successful edition of Liberal Arts and Science Symposium India (LASSI 2024), hosted by ScooNews in collaboration with Good Shepherd International School, Ooty. The symposium, held at the picturesque campus nestled in the Nilgiri Hills, saw an unprecedented gathering of educators, students, and industry experts from around the world.

Themed ‘Shaping Tomorrow,’ LASSI 2024 surpassed expectations in providing a platform for insightful discussions, innovative ideas, and collaborative initiatives in the realm of Liberal Arts and Sciences education. Over the course of the event, attendees had the opportunity to engage in a diverse array of masterclasses, keynotes, and case studies, each offering valuable insights into the transformative power of Liberal Arts education.

Reflecting on the success of the symposium, Jacob Thomas, President of Good Shepherd International School, Ooty, remarked, “LASSI 2024 has been a testament to the spirit of collaboration and inquiry that defines our institution. We are proud to have facilitated meaningful discussions and exchanges that will shape the future of education in India and beyond.”

The event was helmed by Prof Anil Srinivasan & Chetnaa Mehrotra who set the context for the 2-day event as the Summit Curators. Reflecting on the dynamic sessions that unfolded at LASSI 2024, attendees were treated to a diverse range of insights and discussions that shaped the future of education. From Jacob Thomas‘ exploration of emerging technologies to Maheshwar Peri‘s elucidation on Liberal Arts programs in India, each session offered a unique perspective on educational advancement. Vivek Atray‘s interactive Ask Me Anything session, alongside Naman Kandoi and Vardan Kabra‘s discourse on building artistic learners, sparked lively conversations on leadership and innovation. Reena Gupta and Rahul Batra‘s exploration of liberal education further underscored the importance of inclusion and empowerment in academic settings. Outdoor activities and workshops added a touch of experiential learning, while Radhika Lobo and Nisha Bhakar delved into pedagogy and curriculum development. The symposium culminated in a captivating musical performance by Prof Anil Srinivasan, leaving attendees inspired and enlightened. With engaging discussions and impactful presentations, Day 1 at LASSI 2024 proved to be a transformative event for educators, students, and industry experts alike.

Day 2 began with Professor Sugata Mitra‘s inspiring session on redefining educational norms that left a lasting impact on attendees. Sandeep Sethi‘s spotlight session explored innovative approaches to education through monuments, theatre, and folk art, shedding light on alternative learning methods. Attendees engaged in an interactive “Ask Us Anything” session with all speakers, fostering open dialogue and exchange of ideas. The Fishbowl Session on the 21st-century school, led by Dr. Venka Purushothaman and Chetnaa Mehrotra, provided valuable insights into the future of education. Meanwhile, students had the opportunity to participate in a workshop led by Prof. Anil Srinivasan, where they explored the concept of creating a startup in the classroom. After a lunch break, the afternoon session kicked off with an open mic segment, allowing attendees to share their perspectives and experiences. Akhila Ramnarayan and Dr. Vijila Edwin-Kennedy led a session on the significance of liberal arts education, prompting reflection on its relevance in today’s society. The day concluded with a student panel discussion on the decision to take a gap year, offering valuable insights into the benefits and considerations of such a choice.

In addition to thought-provoking discussions, LASSI 2024 showcased leading Liberal Arts colleges from India and abroad, providing attendees with valuable insights into their educational options. Success stories and groundbreaking research findings presented at the symposium underscored the transformative impact of Liberal Arts education on both careers and personal growth.

As the symposium concluded, ScooNews and Good Shepherd International School expressed their gratitude to all participants, sponsors, and partners for their invaluable contributions to the success of LASSI 2024. Looking ahead, both organisations remain committed to fostering collaboration and innovation in education, continuing the momentum generated by this landmark event.

Education

Vape Awareness: Mist of Misconception

Published

6 days ago

April 30, 2024

Team ScooNews

Image Source- Envato Elements

In the glitzy lanes of South Delhi, where luxury and legacy intertwine, the tale of Vihaan and Tunnisa begins to unravel. These two, born into privilege and the whispers of high society, sought the thrill of independence one night, convincing their parents of a harmless night out and escaping to the city’s most exclusive club.

“Trust us, it’s just a bit of fun,” Vihaan assured his parents with a grin, his words dipped in the confident, laid-back drawl characteristic of South Delhi’s elite. Tunnisa, flicking her hair with a laugh that chimed like crystal, added, “Yeah, we’ll be super safe, you know. It’s all chill vibes only.”

The club was an electric universe unto itself, pulsating with beats that echoed the heartbeats of Delhi’s young and restless. It was here, amidst the sea of moving bodies and throbbing music, that Vihaan and Tunnisa encountered the ubiquitous presence of vapes, each puff a symbol of the carefree rebellion they yearned for.

“Honestly, it’s like, not even bad for you,” Vihaan mused aloud, a sleek vape pen dangling between his fingers, reflecting the strobe lights. “It’s all water vapour, right? Way classier than smoking.” Tunnisa, taking a delicate drag, nodded in agreement. “Totally. It’s just flavour. Plus, it looks so cool,” she said, her voice a melody of nonchalance and privilege, unaware of the shadows that lurked behind the veil of vapour.

The backdrop to their night of whispered defiance and veiled clouds is starkly illuminated by a survey conducted by the Think Change Forum (TCF), titled “Ideas for an Addiction-Free India.” Among 1,007 students aged 14 to 17, an astonishing 96% were clueless about the ban on vapes in India, with 89% blissfully unaware of the health risks shadowing their fashionable accessory. The revelation that 52% perceived vaping as “completely harmless,” and another 37% saw it as “moderately harmful,” underscores the bubble of misconception that Vihaan, Tunnisa, and their peers inhabit—a bubble punctured only by the piercing truth of ignorance.

As the night faded and reality dawned with the sobering light of day, Vihaan and Tunnisa’s fleeting rebellion against the norms left them standing on the precipice of a larger conversation, one that transcends the boundaries of nightclubs and enters the realm of health and awareness.

Their story, echoed in the laughter and whispers of countless others, beckons us to ponder a critical question that resonates with urgency and concern:

In a society that dresses danger in the guise of trend and tradition, how do we pierce the mist of misconception to reveal the truth about vaping to our youth? How do we ensure that the quest for social stature and the allure of belonging do not cloud the judgement of our future generations?

Education

Seasoned Educator Nilam Sharma Takes Helm at The Vedanya School

Published

1 week ago

April 29, 2024

Team ScooNews

Ms. Nilam Sharma, Head of School, VIS

The Vedanya School, situated in Flower Valley, Gurugram, has officially announced Ms. Nilam Sharma as the new Head of School starting April 2024. With an extensive career spanning three decades, Ms. Sharma is set to bring a wealth of knowledge and experience to her new role.

Ms. Sharma’s professional journey is distinguished by a 22-year tenure at The Heritage Xperiential Learning Schools in Gurgaon, where she not only was a founding member but also held various leadership positions, including Head of Primary School, Director of Early Years, and Head of School at their Sector 57 campus.

Throughout her career, Ms. Sharma has been dedicated to elevating the standard of education. She has been at the forefront of an in-house teacher development programme, the creation of stimulating learning environments, and the launch of community outreach initiatives. Her commitment to educational excellence has seen her travel extensively both domestically and internationally, engaging with some of the world’s foremost educational methodologies. She has enriched her pedagogical repertoire through training with Waldorf and Expeditionary Learning Education and participation in summer school at the esteemed Reggio Emilia in Italy.

Ms. Nilam Sharma’s educational philosophy is heavily influenced by the teachings of luminaries such as Sri Aurobindo, Rabindranath Tagore, Loris Malaguzzi, and Jiddu Krishnamurthy. Her approach to education is both diverse and comprehensive, encapsulating a curriculum that not only imparts knowledge but also fosters human values and capabilities.

As she steps into her new role at The Vedanya School, Ms. Nilam Sharma is poised to continue her passionate advocacy for quality education through innovative practices and an ethos that nurtures the whole child. ScooNews congratulates her and wishes her luck in accomplishing her vision for the future of learning.

Education

Beyond Appearances: Prachi Nigam’s Triumph and The Pressures of Appearance-Based Bullying in Schools

Published

1 week ago

April 29, 2024

Dhruv Chhabra

Image Source- BBC Hindi

The news of Prachi Nigam, a diligent 10th UP Board Topper, unleashed a disturbing chapter in the history of our society. Despite her unquestionable academic talent being the main topic of a discussion it was superseded by the inappropriate emphasis on her appearance. These events clearly underline the intricate and destructive beauty standard that plague the learning institutions.

It perhaps resonates with the fact that, in the process, we form these gigantic LED screens of illusory beauty standards, which subsequently hover over our young, leaving long shadows behind their achievements. Even if they keep advancing up the ladder of academic strength, their way at the top is checked through the view of how attractive they are. The risk of humiliation due to poor marks and failing an exam is unavoidable. The true woe Prachi has is the desire for anonymity despite her impressive winning activities, which emphasises how emotional hearts of young people can be dysfunctional from such pressures.

Time has come for all of us, as a society, to shape direction which mostly depends on whether empathy has the right place in our classrooms or not. Let this be a lighthouse to the teachers to build suitable defences of comfort around the children thus, no kid should be caught hiding from scrutiny in the shadows. Teachers are doing not only a transmission of knowledge but also establishing an arena where jokes and laughter is shared with no one’s dignity being mocked. When a person makes fun of someone for his/her looks, it should not have a tolerance or a laughter of agreement but condemnation with the sober reminder of respect and tolerance.

The heart of our education philosophy must be the acceptance that the human body is the norm, in its different shapes, and be explained that those changes in adolescence, which are taken as anomalies, are just threads in the rich diversity of our human experience. The burden exists equally in both teaching our young boys that hair is a natural part of a woman’s presence and passing judgement or hearsay based on the absence of hair is unjustifiable, besides disrespectful.

Creating a monument for our schools is to convert them into sensitive meeting places where each child can grow up in freedom without the worry of being dug out for their uniqueness. These classrooms nurture compassion from which the saplings of mature citizens emerge; their spiritual vision awakening the logical perception which glimpses beyond obvious matters. However, beauty is a kaleidoscope, and for our brains, the time to adjust to its actual spectrum is right at hand.

When building up such an environment, we do not just educate students, we plant the seeds of change in a world where people are cherished not by the size and shape of their bodies but by their uniqueness and achievements. The story of Prachi standing fearlessly up to the rushing flood of hate, should sound in the corridors of every school, it would be among the strongest lessons in fortitude and the ability to endure as an example.

We are not merely shaping the students of today but creating a world where every young Prachi will find a space to fly free from unwarranted prejudices. As educators, students, and members of this complex society, we need to topple the divergent walls of superficial standards and in their place to grow a garden which allows every flower, despite how it differs from others in terms of size, colour or shape, to be valued for the gift that it brings to the world. It won’t be until after when we can say we have not failed our children, only when we can tell that we are proud of having brought up not just scholars, but decent human beings.

Education

Beyond The Screen: Virtual Battles, Real Consequences

Published

2 weeks ago

April 26, 2024

Team ScooNews

The image is generated using AI

In the vibrant corridors of Eduson College, amidst the chatter of aspirations and the rustle of textbooks, lived the story of Rishi, a student whose world oscillated between the realms of academia and virtual battlegrounds. With the close of each school day, Rishi, like many of his peers, descended into the digital trenches of PUBG, where victories were counted in kills and survival was the sole creed.

Rishi’s descent into the gaming vortex was gradual but consuming. The initial allure of camaraderie and challenge on the virtual battlefield soon morphed into an addiction that blurred the lines between entertainment and obsession. Night after night, the glow of his screen illuminated his singular focus, as the real world, with its demands and duties, faded into the background.

The consequences of Rishi’s digital dalliance were manifold. Physically, the hours spent in gaming marathons manifested as blurred vision, a constant crick in his neck, and an unwelcome weight gain. Academically, the sharpness and concentration that once defined his scholarly pursuits dulled, replaced by a pervasive lethargy that clouded his thoughts and ambitions.

But the ramifications extended beyond the tangible. The aggression and competitiveness that were once confined to the game began to seep into Rishi’s interactions, straining relationships and isolating him from those who once comprised his support system. The virtual victories, once a source of exhilaration, now served as a stark reminder of the disconnect between his online persona and the person he aspired to be.

As the reality of his situation dawned on him, catalysed by a reflective conversation with a concerned mentor at Eduson College, Rishi began to question the path he was on. Was the ephemeral thrill of digital dominance worth the erosion of his health, his relationships, and his future?

This narrative, while fictional, echoes the experiences of countless young adults ensnared in the web of gaming addiction, challenging us to confront the shadow it casts over their lives.

Following Rishi’s tale, it’s imperative to ground our understanding with tangible insights. A recent survey conducted among 200 students aged 18 to 20 years, as published in the International Journal of Science, Technology and Management (IJSTM), sheds light on the gripping nature of gaming addiction. The study revealed (undertaking 122 boys and 78 girls) that students have been significantly impacted by frequent engagement with violent video games such as PUBG. Key findings underscore the learning of aggressive attitudes and behaviours, diminishing eyesight, and reduced concentration in studies as the three primary adverse effects of prolonged game play.

As we navigate the story of #BeyondTheScreen, a crucial question beckons for reflection: How can we, as a society, educators, and families, foster environments that encourage balanced engagement with technology, ensuring that the digital worlds our students explore enhance, rather than detract from, the richness of their real-world experiences and potential?

To read more on such trends that need to be called out and #un-trended, head to the April issue of our magazine here.

Education

India’s Eupheus Learning Recognised in TIME’s World’s Top EdTech Rising Stars of 2024

Published

2 weeks ago

April 25, 2024

Team ScooNews

New Delhi, India – April 25, 2024 – Eupheus Learning, an Indian school-focused distribution platform, has been featured in TIME’s list of the World’s Top EdTech Rising Stars for 2024. The company, known for its innovative educational solutions, was recognized for its significant revenue growth over the past three years.

Amit Kapoor, Co-founder and CEO of Eupheus Learning, commented on the achievement, saying, “We are honoured to be recognized by TIME and STATISTA as one of the world’s top EdTech rising stars. This acknowledgment reflects our continuous pursuit of excellence and the positive impact our initiatives have had on the education sector.”

Eupheus Learning distinguishes itself in the educational sector by bridging the gap between in-classroom and at-home learning environments. Established in 2017, the company has quickly grown to serve over 10,000 schools across India, reaching one in every four premium private schools nationwide.

The company largely attributes its success to its pedagogically differentiated and technology-driven solutions, designed to meet the changing needs of educators and students. Their approach integrates various learning tools that cater to Kinaesthetic Learning, Reading Enhancement, STEM/STEAM, and English language learning.

Eupheus Learning’s initiatives include conducting Storytelling Sessions for Kids, hosting Olympiads, and organizing Coding Competitions, which have contributed to its strong market presence. The company aims to expand its reach to 10 million children in India through its classroom-first and curriculum-focused approach.

The recognition by TIME and STATISTA underscores Eupheus Learning’s commitment to empowering educators and students with innovative solutions that support lifelong learning and holistic development. This acknowledgment serves as a testament to Indian companies constantly influencing the global education landscape positively.

Education

Kerala Sets National Benchmark with AI Training Programme for 80,000 Teachers

Published

2 weeks ago

April 25, 2024

Team ScooNews

Image Source- Envato Elements

In an unprecedented move to integrate Artificial Intelligence into the educational framework, Kerala is set to launch a comprehensive AI training programme for approximately 80,000 secondary school teachers. Scheduled to begin on May 2, this initiative, spearheaded by the Kerala Infrastructure and Technology for Education (KITE), aims to revolutionise teaching methodologies and learning outcomes across the state.

Empowering Teachers with AI Skills

The three-day training programme is designed to empower teachers from Classes 8 to 12 with essential AI skills, enhancing their pedagogical techniques and ensuring they are adept at utilising advanced technologies in their teaching practices. The focus is on summarisation techniques to simplify complex documents and generate concise summaries from PDFs, images, and videos, ensuring key information is retained and even creating new content using AI tools.

Innovative Training Modules

Further enriching the training curriculum, KITE has incorporated sessions on Prompt Engineering and Machine Learning, which will enable teachers to craft precise prompts that maximize the utility of AI tools. This hands-on approach not only enriches their understanding of AI mechanisms but also allows them to apply these skills practically in educational settings.

Additionally, the programme will introduce AI-driven assessment techniques, providing teachers with new methods for designing diverse question formats and optimizing the assessment process through customisable tables, graphs, and charts.

Master Trainers and Personalised Learning

Under the guidance of 180 Master Trainers who have undergone a comprehensive one-month AI training, the programme is set to deliver high-quality education and support to teachers. According to K Anvar Sadath, Chief Executive Officer of KITE, “This programme not only equips teachers with cutting-edge AI capabilities but also fosters a culture of responsible AI usage.”

The training also aims to personalize learning activities to cater to individual student needs and adapt resources to be inclusive for students with disabilities, ensuring a holistic and equitable educational environment.

Pioneering a Future-Ready Educator Workforce

This bold initiative by Kerala not only promises to transform the educational landscape within the state but also sets a stellar example for other states to follow. The integration of AI into teaching practices is not just a progressive step towards modernizing education but also essential in preparing a future-ready educator workforce.

By investing in such forward-thinking programmes, states can ensure that their educators are not left behind in the rapidly evolving technological world. The benefits of equipping teachers with AI skills extend beyond enhanced educational outcomes; they include fostering an environment of innovation and critical thinking, crucial in nurturing the next generation of thinkers and leaders.

Why Other States Should Follow Suit

The success of Kerala’s initiative could serve as a catalyst for national educational reform. Other states stand to benefit immensely from implementing similar training programmes, which would not only elevate the quality of education but also strengthen the infrastructure of learning by integrating technology and innovation.

As reported by India Today, Kerala’s AI training programme is a pioneering effort in the realm of educational technology in India, setting a benchmark for others to emulate. It underscores the state’s commitment to creating an educational system that is inclusive, innovative, and in tune with the needs of the digital age.

In conclusion, Kerala’s approach provides a scalable model of how technology and education can intersect to create impactful learning experiences. This initiative not only enhances the capabilities of current educators but also ensures that the educational sector can adapt and thrive in an increasingly digital future.