TLL Curriculum

• Guiding Principles for TLL Curriculum:-

  In the light of emerging needs and new developments in preschool education, an attempt is being made to ensure that the present curriculum is holistic, developmentally appropriate, indigenous, and most importantly play and activity-based. Thus, the curriculum is drawn from the following guiding principles.

  Learning is continuous and cumulative.

  Learning begins at birth and continues over life. Since children learn through senses and stimulation, early care and stimulation have a cumulative impact on their development.

  Evidence from neuroscience proves that early learning matters for later outcomes:

  Neurobiological research shows that pathways set in the very early years of a child’s life programme the ways in which children learn. While genetics plays an important role in the way a brain is structured, it is often a child’s early experiences that are crucial in determining how the brain will eventually be shaped.

  Each child is different and grows, learns, and develops at one’s own pace. Although all children largely follow the same sequence of development, each child is unique and acquires abilities and skills at one’s own pace. A good preschool programme respects different abilities and individual pace of development of children and ensures that all children develop physically, socially, emotionally, morally, and intellectually to their full potential Play and activity are the primary contexts of learning and development. The curriculum suggests playing activities, having a balance between different kinds of play, such as free and guided, active and passive, indoor and outdoor individual and group, and structured and unstructured.

  Responsive and supportive interactions with adults are essential to children’s learning.

  Children learn through the relationships they have with their parents, families, teachers, and communities.

  Nurturing relationships help children become secure, confident, curious, and communicative. These relationships and interactions help children learn how to control their emotions and relate to others in socially appropriate ways.

  Children learn by being provided the environment for experiential learning. It needs to be ensured that children are provided developmentally appropriate materials, experiences, and challenges in order to help them construct their own knowledge. The process also involves repetition of tasks, guidance from teachers- and more knowledgeable peers so that each child reaches one’s potential and is able to do the task independently.

  Interactive teaching enhances learning experiences.

  The interaction between children, the range of environmental and cultural experiences, along with meaningful dialogues, help children build a solid knowledge foundation and prepare them for formal schooling. Development and use of indigenous material enhance learning opportunities. The use of available indigenous resources helps in providing early stimulation and education to children. It also preserves indigenous values and other aspects of cultural background vital for cultural identity.

  Responsiveness to the context and appreciation of diversity support learning.

  It is essential that programs identify the strengths and abilities of all children to ensure that learning opportunities are maximized. All children need to be fully included in every educational experience and activity. Differently abled children may need more individualized instructions in order to develop and learn the required skills, behaviours, and concepts.

  Family involvement contributes to learning:

  The involvement of parents and family contributes to the learning and development of children. The preschool curriculum recommends the participation and involvement of families in preschools as well as at home.

  Making joyful and willing learners is our motto.