Typical school day experiences of indian children in different contexts

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

Teaching Sessions

The curriculum and teaching methodology is very similar to that practiced elsewhere in the country. The customary instructional matter includes the conventional subjects of math, science, and social science, along with instruction in the native tongue Tamil and in English. Apart from these regular academic subjects, Sowbarani greatly appreciates the substantial time spent on instruction in ethics and games and drill (almost an hour a day), physical health and moralistic perseverance being the two priorities of rural Indian life. Of late, in keeping pace with contemporary developments in the field of education, instruction in computer operations has also become part of the daily schedule.

Teaching sessions are seldom restricted to the classroom limits. Often, they are conducted under the cool shade of the trees, and they include nature walks. Natural science concepts (e.g., seed germination, geology) are explained through hands-on activities and field experiences. Students learn about conservation of the environment (soil erosion, top soil and water conservation, etc.), which is not surprising, given the centrality of these issues to rural life. The students appear to enjoy the age-old Indian tradition of reinforcement through oral recitation. According to Sowbarani, the rhythmic vocal exercises not only serve as memory reinforcers, but also are a stimulating recreation. Several of these educational recitation sequences form the base for rural folk games.

Breaks

The rural-based conception that adequate rest underlies good work is thoroughly reflected in the school schedule. Unlike the urban schools, where breaks tend to be short, Sowbarani's school emphasizes breaks and a leisurely lunch as a way for the children to refresh themselves and prepare for further instruction. The children enjoy home-made refreshments, as well as nutritious government-provided meals. The process of preparing lunch is itself a learning activity, as children take turns during their free time helping with the simple tasks of cooking. In the process, they learn practical information about nutrition, cooking, and teamwork. Sowbarani proudly relates several instances when, because of such experiences, she was able to pass on information about nutrition to her mother and other relatives.

Recreation, Play, and Extracurricular Activities

Recreation and play in this rural location are mostly synonymous with vigorous physical activity accompanied by music and singing. The folk games in which Sowbarani and her friends participate have their roots in the essentials of communal country life, such as farming activities. Among the innumerable games they play, Sowbarani's favorite is the one about the pumpkin farmer and the traditional folk dance of kummi. According to Sowbarani, each of these various folk games is tied to specific seasons and local events, like the harvest season. As more families begin to own televisions, the game of cricket has become popular.

The students spend considerable time outside class hours on gardening, actively guided by the senior students and their teachers. The students bring all of the necessary raw materials-seeds, manure, and gardening tools-from home. Thus, the students are being initiated and exposed to community living and community development activities early in life. Time is also set aside for art, music, drama, and dance activities.