Faculties

Aanmona Pathok

PRETEND PLAY

Pretend play is a wonderful way for children to explore, imagine, and express themselves. It allows them to experiment with different roles - be it a doctor, teacher, shopkeeper, or superhero - using creativity and imagination. This open-ended, unstructured form of play has no set rules or goals, giving children the freedom to create their own scenarios, individually, in pairs, or in groups. Through symbolic play, they use objects and actions to represent ideas, making sense of the world around them. Pretend play not only develops communication and social skills but also nurtures problem-solving, empathy, and confidence, shaping children into creative and thoughtful learners.

Pretend play is a form of playful behaviors that involves non – literal actions. Pretend play improves fine motor skills, it helps children to develop awareness of sharing how to work together and particularly to interact with each other .It also helps the children to develop and strengthen their socio-emotional or critical thinking skills by providing them the opportunity to take on the life of another person, real or imaginary. Pretend play is also known as role play, dramatic play, symbolic play, fantasy play or imaginative play. Pretend play fosters creativity and imagination. It also helps develop social skills, like communication and empathy, enhances problem-solving skills. Pretend play can bring a vast change in conventional teaching methods and make teaching learning more interesting for students.

Anamika Bora Choudhury

THE IMPORTANCE OF LANGUAGE DEVELOPMENT IN FOUNDATIONAL YEARS

Language development in the foundational years is vital for cognitive growth and academic readiness. Children move through distinct stages - from babbling and early words to forming sentences and engaging in more complex communication. Providing a rich linguistic environment, engaging in meaningful conversations, and using age-appropriate language are key to fostering this growth. Post-COVID, many children are entering schools with noticeable language delays. Therefore, preschools and foundational schools must create opportunities such as conversation sessions, circle time, storytelling, and group discussions, ensuring children communicate freely and develop strong language skills. Language development is a critical aspect of early childhood education, laying the foundation for future academic success, social interaction, and cognitive growth.
Here are some reasons why language development is essential in pre-primary schools:
1. Preschool education provides a platform for children to develop fundamental language skills, including listening, speaking, reading, and writing.
2. Strong language skills in pre-primary education prepare children for the transition to formal schooling.
3. Language development in pre-primary education is linked to long-term academic achievement and literacy skills.
4. Language development is closely tied to cognitive development, including critical thinking, problem-solving, and memory.
5. Language skills enable children to interact with peers, teachers, and family members, fostering social relationships and emotional intelligence.
6. Effective language development helps children express their thoughts, feelings, and needs. 7. Preschool education provides an opportunity to identify children with language difficulties or delays, allowing for early intervention.
8. Teachers can adapt instruction to meet the diverse language needs of their students.
9. Language development activities can promote inclusivity and support children from diverse linguistic backgrounds.
Language development should be a top priority for educators in foundational schools or preschools. Parents, too, should focus on building children's vocabulary, communication skills, and overall language abilities rather than measuring achievement by pages of class work or homework. A strong foundation in language not only enhances cognitive and social development but also supports diverse learning needs, laying the groundwork for lifelong
success.

Anita Chetri

STORY TELLING AS A PEDAGOGY IN FOUNDATION YEARS

Storytelling is a timeless art that plays a vital role in early childhood education. More than a source of entertainment, it is a dynamic teaching tool that nurtures a child’s mind and heart. Through stories, children develop language skills, expand their vocabulary, and enhance their listening abilities. Storytelling ignites imagination, encourages creativity, and builds emotional understanding by helping children relate to characters and situations. It also strengthens memory, critical thinking, and problem-solving skills. In today’s classrooms, storytelling offers a joyful and engaging way to make learning meaningful, fostering a love for reading and lifelong learning from the very first years.

Storytelling is an invaluable pedagogical tool that nurtures language skills, cognitive abilities, social-emotional learning, and moral development in early childhood education. By integrating storytelling into the foundational years of learning, educators can create an enriching and enjoyable environment that fosters curiosity and lays the groundwork for lifelong knowledge acquisition.

Storytelling is a fundamental and powerful tool in early childhood education, seamlessly blending fact and fantasy to create an engaging and meaningful learning experience. As a teaching method, storytelling fosters cognitive, linguistic, social, and emotional development in young learners. It is an approach deeply rooted in human nature, as stories have been used for centuries to pass down knowledge, values, and traditions. Educators leverage this innate connection to narratives to make complex concepts more accessible and enjoyable for children.

Digital storytelling, incorporating multimedia elements like animations and interactive content, modernizes the learning process and caters to different learning styles. Additionally, role-playing and puppet shows encourage active participation, creativity, and emotional expression,allowing children to connect deeply with the material.

There are multiple ways of engaging the students in the classroom but storytelling is something that is natural and so inherent to the human brain as human beings we are wired to the process of information in the form of stories.By embracing storytelling as a regular classroom practice, preschools can spark curiosity, inspire imagination, and nurture the holistic development of every child, making learning truly meaningful and memorable.

Leena Mahanta

WATERPLAY is more than just splashing around—it is a valuable part of preschool education that nurtures children’s growth in countless ways. Through playful interaction with water, young learners explore concepts of science, develop coordination, build social skills, and express creativity. It provides a sensory-rich experience that stimulates curiosity and encourages problem-solving, all while promoting teamwork and joy. In a preschool setting, waterplay becomes a delightful blend of learning and fun, laying strong foundations for a child’s overall development.
COGNITIVE DEVELOPMENT
1. Scientific exploration: Water play encourages children to explore and understand scientific concepts, such as buoyancy, gravity, and fluid dynamics.
2. Problem-solving: Children develop problem-solving skills as they experiment with different materials and techniques in water play.
3. Mathematical concepts: Water play introduces basic mathematical concepts, like measurement, capacity, and volume.
SOCIAL-EMOTIONAL DEVELOPMENT
1. Social skills: Water play promotes social interaction, cooperation, and communication among children.
2. Emotional regulation: Water play helps children develop emotional regulation skills, such as managing frustration and excitement.
3. Self-confidence: Water play encourages children to take risks, try new things, and develop self-confidence.
PHYSICAL DEVELOPMENT
1. Fine motor skills: Water play helps children develop fine motor skills, such as pouring, measuring, and manipulating objects.
2. Hand-eye coordination: Water play improves hand-eye coordination and dexterity.
3. Sensory exploration: Water play provides a unique sensory experience, allowing children to explore texture, temperature, and buoyancy.

Here are various water activities suitable for children in their foundational years (ages 3-8):

Sensory Play
1. Water tables: Fill with water, soap, and various objects for exploration.
2. Sensory bins: Mix water with rice, beans, or sand for tactile experiences.
3. Water and soap exploration: Provide soap, sponges, and water for children to experiment.

Fine Motor Skills Development
1. Watering plants: Use small cups or watering cans to practice pouring.
2. Squeezing sponges: Fill a sponge with water, and have children squeeze it into a container.
3. Pouring and measuring: Use cups, jugs, and measuring instruments to practice pouring and measuring.

Pinky Das

EXPERIENTIAL LEARNING IN FOUNDATIONAL YEARS
In the foundational years of a child’s life, between ages 3 and 8, learning is most powerful when it is active, engaging, and rooted in real-world experiences. Experiential learning—a hands-on, activity-based approach—harnesses children’s innate curiosity and love for play, transforming everyday moments into opportunities for exploration, discovery, and growth. By encouraging direct participation and reflection, this approach nurtures not only cognitive skills but also social, emotional, and motor development, laying a strong and joyful foundation for lifelong learning.

Principles of Experiential Learning
*Active Participation: Children actively engage in tasks rather than passively receiving information.
*Learning through Play: Activities are designed in a playful manner to maintain interest.
*Real-World Connections: Learning is related to real-life situations for better understanding.
*Reflection & Discussion: Encourages children to think about their experiences and articulate their observations.
*Multi-Sensory Engagement: Uses sight, touch, sound, and movement to enhance learning.
*Problem-Solving Approach: Encourages children to explore, ask questions, and find solutions independently.

Benefits of Experiential Learning in Early Childhood
1.Enhances Retention: Hands-on activities create memorable experiences, making concepts easier to recall.
2.Develops Critical Thinking: Children learn to analyze, predict, and make decisions.
3.Improves Social Skills: Collaborative activities teach teamwork, communication, and empathy.
4.Encourages Creativity: Open-ended tasks allow children to express themselves freely.
5.Builds Confidence: Successfully completing activities instills a sense of achievement.
Example: Understanding the Concept of Plants and Growth
Instead of simply teaching about plants through books, an experiential learning approach would involve:
1. PLANTING A SEED: Children are given seeds, soil, and pots to plant their own seeds.
2. OBSERVATION & CARE: They water the plants daily, observe changes, and note growth patterns.
3. DISCUSSION & EXPLORATION: Teachers facilitate discussions about what plants need to grow (water, sunlight, air) and encourage children to ask questions.
4. CREATIVE EXPRESSION: Children draw or create craft projects depicting plant growth stages.
5. SCIENCE INTEGRATION: Simple experiments, like placing plants in sunlight and darkness, help children understand photosynthesis in a practical way.
6. STORYTELLING & ROLE PLAY: Children can pretend to be gardeners, scientists, or farmers, making learning fun and immersive.

Experiential learning in the foundational years transforms education into an engaging, meaningful journey where children learn by doing. By connecting lessons to real-life experiences, it nurtures curiosity, critical thinking, and problem-solving skills. This hands-on approach not only strengthens academic understanding but also cultivates creativity, resilience, and collaboration. As we guide our young learners through these formative years, embracing experiential learning ensures they grow into confident, adaptable individuals, ready to thrive in an ever-changing world with a lifelong love for learning.

Nilakshi Das

INCLUSIVE EDUCATION at SPARSH

Inclusive education is more than a teaching approach - it’s a commitment to ensuring that every learner, regardless of background, ability, or disability, feels valued, supported, and empowered. By embracing diversity, inclusive classrooms break down barriers and challenge stereotypes, nurturing empathy and mutual respect among students. Such environments encourage active participation, boost academic achievement, and foster essential life skills like communication, teamwork, and conflict resolution. In today’s interconnected world, inclusive education not only benefits individual learners but also shapes compassionate, collaborative communities. It’s about creating schools where differences are celebrated and every student is given an equal opportunity to succeed.

In India, the National Education Policy (NEP) 2020 places inclusive education at the heart of educational reform. The National Education Policy (NEP),2020 marks a transformative step in India’s education system, aiming to make learning more inclusive, equitable, and holitic. One of its core priorities is inclusive education, ensuring that students from all backgrounds - regardless of their abilities or disabilities - have equal opportunities to learn and grow. NEP 2020 emphasizes removing barriers to learning, promoting diversity in classrooms, integrating flexible curricula, and providing adequate resources and teacher training to meet diverse needs. This progressive policy is complemented by the Right of Persons with Disabilities (RPWD) Act, 2016, which legally mandates schools to become more accessible and supportive for learners with varied requirements.


SPARSH has been dedicated to supporting children with special needs through strong collaborations with various organizations and institutions that specialize in providing therapies and interventions. Since 2008, SPARSH has partnered with renowned organizations such National Institution of Public Co-operation and Child Development (NIPCCD) , Astitva , Mind India and Prosesta , ensuring that children receive consistent and effective support. Educators and therapists from these organizations regularly visit SPARSH to work directly with the children, complementing the services they receive at their respective therapy or special education centers.

The primary aim of these collaborations is to create a seamless bridge between therapy centers and the school environment. This ensures that the practices, strategies, and interventions followed at the specialized centers are also implemented within the school, maintaining consistency in the child’s learning and developmental progress. By fostering a shared understanding among educators from both sides, SPARSH ensures that children benefit from a unified approach tailored to their unique needs.

Through this integrated model, SPARSH not only strengthens the learning experience for children with special needs but also promotes a culture of inclusivity, teamwork, and mutual learning among educators. This collaborative effort has been instrumental in helping children thrive academically, socially, and emotionally.

Additionally, Sparsh provides teacher training on inclusive education, equipping educators with strategies to address diverse learning needs, adapt curricula and assessments, and foster empathy in classrooms. This commitment ensures a welcoming and supportive environment where every student can thrive.

Let's break down barriers and build bridges of inclusivity. No child should be denied admission based on their abilities or background. Together, we can create a world where every child, regardless of their neurodiversity or socio-economic status, has access to quality education and opportunities. By working hand in hand, we can foster a culture of acceptance, empathy, and understanding. Let's empower our children to shine, and help them reach their full potential. Together, we can make a difference and create a brighter, more inclusive future for all

Dimpy Deka & Kaushika

CREATING A SUPPORTIVE ECOSYSTEM

The National Curriculum Framework for the Foundational Stage emphasizes the importance of building a supportive ecosystem for its successful implementation. It states that bringing the NCF into practice requires more than changes in curriculum, pedagogy, and assessment - it demands a well - coordinated and enabling environment involving the active participation of various stakeholders.
The curricular implementation of NCF for the foundational stage years requires several actions around content, pedagogy and assessment .In order to support teaching and learning at the foundational stage the following considerations are important.
1. ENABLING AND EMPOWERING TEACHERS : Empowering teachers is vital to realise NEP 2020’s vision. By providing training, resources, autonomy, and collaborative platforms, teachers can align with its goals. Recognising their crucial role fosters motivation, innovation, and commitment, creating a supportive school environment that nurtures every child’s holistic development and learning potential.
2.ENSURING AND ENABLING ENVIRONMENT FOR LEARNING : For the successful implementation of the NCF for Foundational Years across the country, schools must be equipped with appropriate infrastructure and adequate resources. This includes safe and engaging learning spaces, age-appropriate teaching–learning materials, trained staff, and access to technological and community support, ensuring that every child benefits from quality early education.
3. ROLE OF ACADEMIC AND ADMINISTRATIVE FUNCTIONARIES : Academic and administrative functionaries play a vital role in implementing the NCF for foundational years. By ensuring effective coordination, resource allocation, and policy support, they help create a conducive ecosystem. Their guidance, monitoring, and collaboration with teachers and stakeholders ensure smooth execution, fostering quality education and holistic development for young learners.
4. ROLE OF PARENTS AND COMMUNITY : Parents and communities play a vital role in supporting children’s learning during the foundational stage. For effective implementation of NCF 2022, parents must actively engage in their child’s education, fostering curiosity and values at home. Communities should provide a supportive environment, resources, and encouragement, ensuring holistic development and a strong educational foundation for every child.
5. LEVERAGING TECHNOLOGY: Children today are born into an era shaped by AI, making engagement with technology, tools, and gadgets inevitable. Therefore, it is essential to explore and use technology effectively in the foundational stage. When integrated thoughtfully, it can enhance teaching, foster creativity, and support personalized learning, laying a strong foundation for future skills and knowledge.
NCF 2022 stresses that the nation’s future depends on providing strong foundational education to the new generation. This requires a shared understanding among parents, teachers, and the community about their collective role in nurturing children during the crucial early years. A holistic and supportive environment must be created, integrating dedicated teachers, adequate infrastructure, committed administrators, active parental and community involvement, and effective use of technology. Such collaboration ensures the successful implementation of NCF for foundational years, positively impacting children’s learning, development, and overall growth, while laying a solid base for lifelong education, skills, and responsible citizenship.

Ranu Krishnatriya & Mayuri Bora

NATIONAL EDUCATION POLICY 2020 – Inclusion and ECCE Vision.
The National Education Policy (NEP) 2020 is the first education policy of the 21st century, replacing the thirty-four-year-old National Policy on Education (NPE) 1986.It is built on five foundational pillars - Access, Equity, Quality, Affordability, and Accountability — and is aligned with the 2030 Agenda for Sustainable Development. The policy envisions transforming India into a vibrant knowledge society and a global knowledge superpower by making education at both school and college levels holistic, flexible, and multidisciplinary, in tune with the demands of the 21st century.Its ultimate aim is to nurture the unique talents and capabilities of every student.
The existing 10+2 structure in school education will be replaced with a new 5+3+3+4 system covering ages 3 to 18. This means there will be three years of curriculum for the Anganwadi /pre-school stage, followed by twelve years of school in the 5+3+3+4 model. 5+3+3+4 structure: Reorganizes school education into four stages –
Foundational (ages:3-8), Preparatory (ages: 8-11), Middle (ages:11-14), and Secondary (ages:14-18).


Earlier, children aged 3–6 years are not included in the 10+2 system, as Class I begins at age 6. In the new structure, Early Childhood Care and Education (ECCE) will begin from age 3, ensuring a strong educational foundation from the earliest years.ECCE will be delivered through an expanded network of early childhood institutions, including: