Starting school: how young?

By Yamini Sequeira

In this brave new world, every stage of the little infant's growth once it comes into the world has been precipitated. Our elders cannily say "Children of today are much smarter than we were in our time." There is definitely an element of truth in that innocent statement.

Today's toddlers are much smarter than what our parents must have been at the same age. Chiefly because of the plethora of educative tools, books, toys and also the omnipresent media barrage that assails them. We as children were probably never allowed to touch our parents' computer till we were in our teens but today we as parents are waiting to initiate our three-year-olds into computer literacy.

It may be the sign of the times but nevertheless it can be quite daunting to inexperienced parents. When should the child be taken off the bottle so that it isn't embarrassing for you socially? When should the child be toilet-trained? And probably the most important question for all parents, when should the toddler be put into playschool - what is the right age so that the child isn't traumatised and the parents landed with a guilt complex? This is becoming an increasingly key question because today more playschools are dropping their age of admission. Few years ago the age of admission was 3, but today schools are willing to admit children as young as 2 years.

Today Montessoris have become synonymous with playschools. Apart from encouraging the methods Maria Montessori advocated such as her scientific apparatus, there is also an emphasis on social interaction and play to help children learn and develop social skills. It is generally the case that almost every child by the time he or she is three needs to interact with children his or her age not just to have fun but also to learn to get along with each other. This forms the basis for the development of future relationships. They need to learn how to get along with other grown-ups (teachers) and how to share with other children.

Moreover all children need stimulative toys, books and need space to run and shout. In most cases parents are not in a position to give all these facilities to children and that is where playschools come into the picture. But a lot of parents find that by the time their toddler is two they show signs of increasing restlessness and irritability for lack of company. A growing number of working parents or parents who have small apartments and can't contain the children successfully, find they as well as the child benefit from being entered into a playschool at an early age sometimes as early as two years. This arrangement can work fairly well for children who are independent and outgoing and where the teacher is warm and understanding. The message seems to be that the child itself will show signs of wanting company.

Speaking to the principals of some Montessori playschools in Colombo, one common factor emerged and that was all of them were unanimous in their opinion that two and a half was the right age for children to enter a school atmosphere. "For," says Mrs De Zylva, Head of the Woodlands Training Centre for the Montessori Method of Education, "two and a half years is the best age to teach children. They are keen to learn new things at that age. They have a natural desire to be in the company of children outside the home and there is an urge to socialise with others."

Pamela de Silva, who runs the Pamela de Silva Montessori School, agrees, "A two and a half the child's mind is like a blank page. He is able to grasp and take in what he is taught as he has nothing else on his mind. But say if the parent sends the child later, at around four years, then the child has other things on his mind and will not learn to concentrate."

Mrs De Zylva says, "In the absence of caregivers it is always better to send the child to a playschool because the atmosphere in the school is controlled and we work in a scientific manner. There is little sense in leaving a child, say with a grandmother who though she loves the child, is constantly going to correct the child and cramp his natural tendencies to explore his environment or is going to spoil him by fussing over the child all the time.

"I believe that the essence of life is freedom and in playschools and Montessoris we allow the child the freedom to explore with an environment that is conducive to his development. Our play apparatus is all geared towards teaching the child in stages." Pamela de Silva explains, "When we train our teachers they are taught how to handle the child, how to turn the page while the child is reading a book, how to make the child hold the pen. It's all scientific. It's not a hit or miss thing."

Renuka de Alwis is planning to start an activity school as an extension of her Wonder Years Montessori where children will be trained through play, elocution and drama amongst other things by trained teachers in the evenings. This would satisfy the child's desire to learn as well as keep him out of trouble, she feels. And judging by the flood of positive response she is receiving from parents to her idea of an activity school, there would be enough takers. Very often homes may not have enough space or enough stimulative toys for the child to keep himself busy.

The most important ingredient that parents should look for when choosing the right Montessori is- the way teachers handle the children. Renuka de Alwis sees to it that she and her teachers know every little like and dislike of every child in the Montessori and are able to give one-to-one care to every child. She does not exceed a set number of children every year for extra children would mean that each child would get less personal attention.

"Love is the main source that we draw on when teaching," says Mrs De Zylva, "even if we scold a child he or she knows we are doing it out of love. When you establish a certain rapport with the child, he or she will know you mean well and fall in line."

The debate is less about 'how much' a child should learn as much as it is about early positive social and emotional experiences that sow the seeds of future intelligence. Teachers need to tune into the child's daily experiences and needs helping them feel safe and loved while encouraging them to explore their environment. But it is important for parents to note that playschool success mirrors the child's upbringing at home. It is important for nursery teachers, caregivers and parents to realize that a child's sense of competence, his expectation of success and his motivation to work towards it are all laid down in the first few years and each of the above has a responsibility towards making sure that the foundation stones are strong enough to sustain and nurture the child well into his adult years.

Much more than A,B, C

By Roshan Peiris

Rupa Monerawela, a leading education ist in London involved with the Action for Real Education made the most surprising announcement that some Sri Lankan children read and write better English than their British counterparts. The latter naturally speak better English, it being their mother tongue.

For eight years Rupa, the wife of a Sri Lankan diplomat Chandra Monerawela has been a primary school teacher at the Oliver Goldsmith State School in North London. She says in England since 1990 new methods have been introduced to improve the standard of written and reading English using a formula called "English Across the Curriculum."

In this method, instead of children learning just the alphabet from year one upwards one single subject is like History is introduced wholly in English whether the student is Romanian, Sri Lankan or German.

"I have noticed children amass a wide vocabulary unlike just learning from text books because then some students just resort to memorizing them. In each primary year a specific subject is taught-History, Geography, Religious Education, Maths and the like," she said.

I know it is strange to say that the standard of English in England is poor. Actually English children are far below in their standard of English writing and reading when compared to Sri Lankan children from certain schools.

"What is lacking in Sri Lanka is that the level of spoken English is poor. I found it so when years ago I taught English to Sinhala students.

"In the small classes we teach one subject only in English enabling the child to know not only the alphabet but also to get used to terms, such as slopes, mountains etc, if for instance the subject is Geography.

"We also encourage students to draw and express ideas on various subjects. Bad living would be shown by depicting smoking and good living would be shown in the depiction of an honest way of living. This way a child also learns the language of morals.''

Rupa also said, " I must mention that in all State schools in England all religions are taught, including of course Buddhism.

She felt this teaches a child not only the principles of other religions but also to appreciate and tolerate all religions from a young age.

"There are many crash programmes to make children learn English fast but actually it takes a long time. Developing English across the curriculum- that is teaching one subject solely in English from primary level is the best method that I recommend.''

Rupa who hopes to be back soon to live permanently in Sri Lanka will also try to introduce the method of English language across the curriculum here.

More Plus * Let's laugh at this rotten state * Gurunnanse who made his mark * Senator comes to town again * A Professor's distant dream

Return to the Plus Contents