Typical school day experiences of indian children in different contexts

Childhood Education, Winter 2002/2003 by Jaya, N, Malar, G

Breaks

The children get two breaks from the lively learning sessions, one in the mid-morning and another at lunch. The children are allowed to buy themselves food from the nearby community stores. Rohini's family often visits during the breaks and supplies refreshments. The children eat their lunch together with their teachers in the traditional communal fashion, sitting on mats that are spread out over the entire school ground. The teachers instruct the children on dining etiquette, nutrition, the significance of traditional recipes, and other topics. The children share food, which allows for exchange of information about the Tamil and Baduga cultures.

Recreation, Play, and Interpersonal Interaction

Physical instruction is an essential aspect of the schooling process, owing to its roots in the Baduga tradition. Most play and recreational activities in the school are oriented to traditional tribal activities. These games and activities involve a lot of music, do not rely on much equipment, and are cooperative rather than competitive.

Traditional folk arts also are emphasized as a means of teaching curriculum and transmitting cultural values, and as a critical extracurricular activity. Rohini describes informal sessions during which senior students as well as staff help pass along traditional art skills, especially dancing and singing. These sessions also allow for cultural exchanges among students from different backgrounds. Rohini and other Baduga students pick up classical fine art skills from their peers, while imparting the nuances of Baduga tribal folk art.

Rohini always feels at home when in school, in large part because interactions between the teachers and their wards, and among the students themselves, are very informal and characterized by personal attention and care. Rohini recalls her teachers' insistence that she maintain her traditional dress, for example. The small teacher-student ratio also helps.

End of the School Day and Back Home

The school day formally ends with a group prayer; if time permits, however, Rohini joins other children for some group play or traditional dancing and singing before leaving for home. Rohini usually then walks home, often in the company of teachers. As peers and teachers continue their meaningful interactions, Rohini walks slowly in order to extend the trip as long as possible.

Rohini is delighted to return home, however, where she relates her school day experiences to a large and appreciative crowd of family members. After an early supper, Rohini sits down to study and do homework. She very much enjoys all the caring evident as her family cajoles her to be prompt with her homework. Her parents, and other elder family members, not only attend to her studies at home but also frequently visit her school and follow her advancement through interaction with the teachers. The family enthusiasm extends to volunteering at school and making monetary contributions.

The adults, of course, also play a crucial role in imparting to the children traditional cultural skills and art forms. Rohini s time after reading lessons and doing homework is mostly spent with the women and the children. The older generation teaches the children folk singing, dances, and folklore.