LKG UKG Programs
The innovative and highly interactive teaching method followed by our school is based on the complete acceptance of an individual's cognitive learning style. It helps students to learn through play and exploration, to feel motivated towards their work, to question ideas and develop new skills. The philosophy behind this way of teaching is that it stimulates curiosity in children at a younger age, helping them develop a lifelong love for learning.
Sanshiksha Creative School offers quality education for LKG and UKG students. We are a co-educational English medium school having spacious classrooms with a clean environment and ample light and ventilation.
The children of 3 - 5 years are admitted to our pre-school. The Preschool curriculum is based on the 3 R's. It focuses on broadening and deepening the children's experience of art, music, dance, drama, and movement education. The preschool program aims at developing a strong foundation in basic learning skills, social skills, and self-care skills. We make sure that children sit on the floor for their meals and for play, which prepares them for the next phase of learning. Children are introduced to cuddling, hugging, and holding hands with their siblings and peers in order to develop relationships, thinking skills, and language skills.
At Sanshiksha Creative School, we have a wide array of co-curricular activities designed to promote creativity in children. The school organizes games over the weekend. Parents can bring their children to see a dance performance by our teachers on Sunday mornings or at an open event such as "At Home With Play" hosted by Sanshiksha Creative School on Saturday mornings.
- - To make them comfortable with the environment and books.
- - To give them practical confidence in learning and developing reading skills.
- - To develop their creative abilities, imagination, and growing love for stories.
- - Different activities to sharpen their brains, cognitive ability.
- - Focus on learning through experience.
- - Nutrition experts.
- - Play full environment.
- - Group activities to make them extrovert and inclusive.
- - Special attention to introverted students.
- - Knowledge of alphabets, pronunciation, numbers.
What is the teacher's role?
Learning to read and write is one of the most important aspects of a child's development. A child learns through play and contemplation. Reading at an early stage helps children develop their imagination and love for stories. Children who do not read or write till they reach Standard 1st will have difficulty when they reach Standard 2nd. So, every child has to be made to read and write in playschool, whether he/she shows interest or not.
Teachers are required to make the child comfortable with the environment and books. This is achieved through games, stories, and practical activities in a suitable ambiance for learning. The teacher during the play period should tell stories and provide other objects of art like painting, clay models, etc. It improves their creative abilities, imagination, and growing love for stories.
Teaching and Learning - Areas of Concern
1. Inactivity of Child due to learning difficulties: Difficulty in reading may arise from a number of reasons:
i. Language comprehension without matching language production has not been developed.
ii. The child has not yet developed the ability to understand phonetics.
iii. The child has not yet developed the ability to visualize words as given in books and newspapers.
iv. There is an incongruity between the reading of a word and its spelling in his mind.
v. The reading vocabulary is very small, the child does not have enough words to understand and match correctly; hence he does not know when he is mispronouncing or misreading a word.
vi. The child is incapable of absorbing meaning from a text when it is not followed by appropriate visual imagery.
vii. Lack of decoding skills makes it difficult for the child to decipher printed material on sight, requiring him/her to hear a text out loud and be able to repeat it. This necessitates the teacher reading out loud and seeing that the child understands what has been read.
2. Inability of Child to execute instructions or to carry them out: Difficulty in reading may arise from a number of reasons:
i. The child has not yet developed the ability to understand phonetics.
ii. The child has not yet developed an ability to visualize words as given in books and newspapers.
iii. There is an incongruity between the reading of a word and its spelling in his mind.
iv. The child has not yet developed the ability to absorb meaning from a text when it is not followed by appropriate visual imagery.
So, to improve their reading (decoding) skills, the teacher can:
i. Give him different kinds of sentence formation. Make sentences from words, syllables or numbers.
ii. Make him read a 'whole text' with colored pictures of the objects involved in different situations.
iii. Give him stories with pictures on cards to be matched before he reads out loud.
iv. Give him books with highlighted words and make him read the highlighted portion only without looking at the whole page; The child should be told that the highlighted portion will be repeated in full, when he is through reading it himself and given enough time after each highlighter to read it, thus giving ample time for absorption of meaning.
v. Give him a text with highlighted topics like the title of the paragraph, topic sentence, etc., so that the child can absorb the meaning at one sight and learn to read by gist.
vi. Give him a 'First Read' book with single words or short sentences and make him read it once over before it is given to him again.
vii. Make him read aloud some sentence-forming sentences given in the book. This will help in developing his oral language skills.
Our school teachers also work on the basic moral values, hygiene, and manners in a very fun and creative manner (through puppet shows, follow-up storybooks). They also organize camping, cultural programs, and trips so as to help the child interact with people.
Our school teachers are working to keep up the interest of the child in learning new things. They first use a material that the child is familiar with but has not encountered before through stories, songs, rhymes, games, etc. The teacher makes the child feel comfortable with it and then adds something new to it.
