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Here you'll learn all about me: my interests and hobbies, the people in my family,
my pets, and more. I've even included a list of my favorite links to other sites. was found that in primary schools various
incentives are given to students, in the form of rice-distribution and scholarships, whereas in pre-primary section no such
incentives exist. The result is that pre-primary sections are almost deserted by students, and guardians. If they have to
admit the child to school they get him/her admitted in class one and not in pre-primary section. This was found to be one
of the most significant reasons for poor attendance reported in the primary schools of the villages.
Implications :
- As it has been observed during the course of our study, that many pre-primary school
education institutions do not have their own building and are running in one or two rooms. There is no play ground and no
arrangement for drinking water in these institutions. It seems, these schools are established for show only and they have
failed to stimulate young children in real sense. In order to provide an effective early stimulation there is a great need
for systematic and scientific pre-primary school education programme.
- Pre-primary school education programme should be non-formal because it is not the stage
of reading, writing and arithmetic. But the irony is that it is completely formal in all nursery schools. The main reason
is that most of the pre-primary school teachers and principals are not nursery trained. They are not familiar with the principles
of child development. The same is true also for parents. Mass awareness programmes and regulating measures are urgently needed
to cope with the problems.
- To reduce the number of drop-outs, wastage, and stagnation and to promote the universalisation
of primary education, it must be resolved by the educationists and policy makers that before the primary education all children
of three to five years age group should be given nursery education so that they can make their rapport with the schools.
- As most of the psychologists, educationists and policy-makers would agree that the
pre-primary school years of a child, constitute the period of his/her maximum learning and intellectual development and hence
of gross potential educational significance, therefore there is an urgent need to provide a thrust to all educational programmes
that are directed towards promoting and strengthening the permeation of pre-primary and primary education, among all segments
of the child population, ranging from 3 years to 8 years of age.
- For a pre-primary school programme to be effective, however, certain features appear
to be important : careful planning and implementation; low child to staff ratio; high level of professional support; and moderate
level of parent’s involvement in the programme, and a cognitively focused programme, designed within a clear framework
of educational methods and goals.
- Our village children are by and large first generation learners and are deprived
of stimulation at home, as the parents being poor and illiterate, are not in a position to give them much support. Thus, it
reduces itself to the fact that the responsibility to give stimulation and compensatory education has to be borne by both
organised governmental and non-governmental services such as the early childhood education centres.
On this home page, I'll introduce myself and talk about my reasons for wanting a web site. I might put a picture of myself
on this page...or just a picture that I especially like.
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