Summer Camps for Kids at Noida and Gurgaon

After great response from our Batch 1 Summer Camp, Bulo is launching the Batch 2 for the MARS Mission Robotics Summer Camp at our centers.

Noida
Dates: 13th - 17th June
Time: 9 am - 11.30 am
Venue: Prakriti Activity Center, F 72/A, Sec-22, Noida, UP
Workshop Theme: MARS Mission Robotics Summer Camp Level 1 and Level 2

Gurgaon
Dates: 13th - 17th June
Time: 9 am - 11.30 am
Venue: Stones2Milestones, G-124, Oriental Villa, Sushant Lok 3, Sector 57, Gurgaon
Workshop Theme: MARS Mission Robotics Summer Camp Level 1 and Level 2

Kids And Classical Dance - Part 1

Today I am reminded of my childhood days , when I used to take a short nap after coming back from school and my mother used to wake me up in the evenings for me to go to my Kathak dance classes.I used to feel very lazy and made all kind of excuses.Somehow my mother always managed to coax me, and eventually I used to go with a long face.But once I would start my dance steps, I would feel rejuvenated and would shed all my laziness.

I started my classical dance training at the tender age of five and then onwards it became an obsession and also a stress-buster.I continued till my Guruji died(when I was 15 years old).

This is something I want to share with my readers that classical dancing , be it Indian or Western is an education in itself.The training in classical dance not only teaches the art of dancing, but also the art of living.It endows you with the following qualities:

* Discipline
* Regard for Teacher
* Scientific Nature
* Significance of Practice(Riyaz)
* Graceful Expression
* Exercise
* Stress Buster
* Modesty and Simplicity
I will elaborate on each of these aspects in my next post.

Parenting- Part 2

First of all , my thanks to Jasmine for her comments. In my previous post I mentioned the essential qualities a child demands from his/her parents are love, regard and discipline. I've already written about the significance of 'unconditional love'.

Lets move on to the aspect of regard. I think that we should be careful not to over patronize the kid.After all he/she is not a moron or a robot who cannot think on its own. Remember, kids have a very independent thinking and we need to respect that. They need our guidance and not our 'fully cooked' thoughts.Moreover, if we respect the child as an individual, that will , in turn teach him to respect everyone irrespective of his status, education and intelligence.
Coming to discipline, do not leave it to the schools.It is true that the child will get a dose of disciplined life in schools. But it should be started at home itself, where it can be imparted with tenderness.Discipline is like love , without which the child will crumble in testing times.

I have already stated that discipline should be endowed with a touch of independence.Give your child a chance to learn from his own mistakes, rather than correcting him all the time.Also try not to overburden your child with activities and strict routine. Give him time and space for day-dreaming and doing nothing

Teachers as Role Models

I totally agree with the views of Mr.Ashok Kumar, that we should emphasize on the 'holistic way of education' rather than holistic education. It is true that children imbibe more from what they perceive rather than what they are taught. The teachers should be role models for children rather than just messengers of education..The education should be more than just books and assignments and grades. It should be a way of life. I want more people to rope in to give their views.

Montessori Approach revisited

The travel allowed me to read a very interesting book on the Montessori approach. I will use the medium of this blog to write summary about this book.

As per Dr. Montessori, a child goes through four planes of development that span through the age 0 to 24. At the conclusion of age 24, the adult is fully formed. If all has gone well, he/she is a mature being, ready to live wisely and responsibly and to fulfill his/her part in serving humanity.

The four different planes of development identified by Dr. Montessori are as:
1. First plane of development: 0 to 6 years old.
2. Second plane of development: 6 to 12 years old.
3. Third plane of development: 12 to 18 years old.
4. Fourth and final plane of development: 18 to 24 years old.

Each plane of development is associated with certain characterstics and associated challenges, I would go into these planes individually in a separate blog entry.

Various Preschooling philosophies

With proliferation of preschools in the Indian society, I thought this entry may help parents and preschool providers to understand the various philosophies that different pre schools are following. Since, there are several philosophies on preschooling, I will be using multiple blog entries to explain each of those philosophies. I have used extensive information from this source.

Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child.

The different categories of philosophies are as:
1. Montessori
2. Waldorf
3. Projects
4. Community/Religious
5. Cooperative
6. Reggio Emilia


Montessori:
Montessori is centered on establishing independence, self-esteem, and confidence while fostering learning at a child's own pace.

This self-paced education is accomplished by changing the role of adults in the classroom from teachers of a whole class into that of "guides," as they are often called, for the students as individuals. According to the American Montessori Society, guides have four principle goals, which encompass what the Montessori method hopes to achieve. The guide strives to

* awaken your child's spirit and imagination
* to encourage his normal desire for independence and high sense of self-esteem
* help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society
* help him learn how to observe, question, and explore ideas independently

The guide may introduce a lesson to the class as a whole, but will then focus on working with students in small groups as they investigate topics on their own in a carefully prepared classroom environment. This individualized attention means children with special needs — whether they are gifted or delayed — often do well in a Montessori environment.

This environment is another trademark of a Montessori program. With so much emphasis on individual and small-group exploration, the room itself is kept bright, warm, and inviting. It will often contain many learning centers that allow a child to focus on what they are most interested in, while being shown through gentle encouragement that they should not be afraid of trying new things either. These centers are filled with objects that cater to what preschoolers are most responsive to — highly tactile, very hands-on learning materials that teach through manipulation.

The sense that they are in charge of this environment also fosters feelings of responsibility and accountability in the children, another focus of the Montessori approach. Studies have shown that a feeling of ownership contributes to better care of belongings. Visitors to Montessori classrooms are often amazed to see children working together to clean up centers after they are done experimenting and learning in them, feeding the animals they are helping raise, even watering plants and tending to small gardens in some instances.

This in turn helps create a mentality of cooperation, instead of competition, among the children. To further this cooperative spirit, Montessori classrooms are divided into three-year sections, which allow children to get to know their teachers and one another better. Older children are encouraged to help the younger children in their explorations, teaching compassion and instilling the lesson that there is no shame in needing help in life all at once.

Finally, to end this entry a quote by Maria Montessori (the thought behind Montessori programs).

"Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy."
- The Child in the Family :: The Clio Montessori Series, 1996 :: p. 63