Learn more on child rights,
Know more on child rights,
Enlighten yourself on child rights…

‘Child’ is defined as an individual below the age of 18 years. The fundamental freedom and the inherent rights of every individual below the age of 18 are defined by the United Nations Convention on the Rights of the Child.

The Child Rights Convention had been opened on the 20th of November 1989 for signature, ratification and accession.  Almost every member state of United Nations has signed the Convention on Child Rights.

India too is a signatory of the UN Convention on the Rights of the Child, since 12th December 1992.

Every child is an individual and has been bestowed upon with 54 rights as per the Convention on the Rights of the Child.

Every child has 4 basic rights:

The Right to Survival

• This cover the Right to Life, good health and nutrition, name and individuality.

The Right to Development

• The right to care, education, play, care and nurturance to develop completely.

The Right to Protection

• Every child has the right to protection against neglect, exploitation and all forms of abuse.

The Right to Participation

• This bestows children with the right to expression, think, be informed and practice religion of choice.

To elaborate on these lines the convention on the Rights of the Child has 54 rights of which 1-42 are the rights and the rest are the guidelines for implementation.

All rights are our needs!
To read more refer to the United Nations Convention on Rights of Child (UN CRC).

Begins with the beginning of our little ones’ educational journey…

Nature, a challenge for humans to nurture. In line with its philosophy ‘I Play I Learn’ is positively sensitizing little ones to develop and foster a strong bond with nature and its elements. Childhood is the best time to explore, understand, experiment and build a bond with nature too.

Our little ones are beginning their academic journey and their twinkling eyes peep through the windows of pre-school. ‘I Play I Learn’ aim to make their first step a very memorable one introducing them to a plethora of play and learn experiences through indoor and outdoor activities to foster their holistic development with an ingrained element of nature right from the beginning.

‘I Play I Learn’ curriculum draws its inspiration from the theory of ‘Multiple intelligence’ by Howard Gardner, Playway method by Froebel, Montessori Method by Maria Montessori, theme based and project approach by John Dewey and Reggio Emilia approach. Most of these theory proponents lay emphasis on environment as a vital factor to further holistic development of children. Environment as in, indoor environment of the classroom as well as the environment in which we live influences us in all respects.

‘Nature smartness’ is one of the aspects we foster in every child at ‘I Play I Learn’.  As per the developmental age our curriculum provides opportunities to further potentials in every child. Lesson plans appropriately weave in this aspect of nature smartness by bringing the little ones closer to nature.

Apart from ‘I Play I Learn’ classroom environment equal emphasis is laid on the exteriors too. We believe that ‘environmental study’ is much more an inevitable necessity than just a mandate to be followed.

Sensitizing the young inquisitive minds towards nature and its boons is important to create little ones’ first stepping stone for future. An affiliation with nature in the early years not only builds an emotional bond but also nurtures this relationship with nature in the time to come. At ‘I Play I Learn’, it is of utmost importance to introduce them to nature; the first step towards environmental education.

Material like clay, water and sand are inviting to our little ones and offer enjoyable activities to foster the little ones learning experience like watering the plants, moulding the clay, sand play, water play, nature walks etc. Environment with plants, birds, trees, animals and much more are introduced to our little ones. Our concepts and thoughts move from general to complex and this is reflected in curriculum as we orient children to various aspects of nature and sensitize them to nurture the elements adorning nature.

Bonds and relationships developed in the formative years will only get further nurtured and strengthened with time…. ‘I Play I Learn’ is nurturing the bond with nature in children….

Toys for Play …Play to Learn … Play More … Learn More …

At ‘I Play I Learn’ we have been emphasizing the importance of ‘Play’ for children. Play is synonymous to childhood and the fundamentals for childhood and development are simple: ‘PLAY MORE… LEARN MORE…’ No child is taught to play yet they play and learn.

Play equipments or toys are a media to stimulate learning. Preschoolers can convert anything to toys viz, empty cartons, garden soil, old newspapers, pillows, chapatti dough, beans, water, sea shore sand to pebbles, dried leaves, mummy’s old saree and virtually anything they find handy.

Toys are fascinating for all children. Right from a small dangler hanging over their crib when they were just born to the loads of toys they played with when they toddled around and onwards…

Any play activity is not restricted to a single development; most activities foster multiple developments. Similarly, each toy has a specific objective and along with that many other developmental objectives too are served, thus fostering the holistic development of a child.

Toys are always loved; what changes are the child’s choices. Thus, bringing in the variety in colour, shape, size and complexity of functions in toys as per his/her age.

Little ones are very inquisitive and toys are much more than mere amusements for children. Parents purchase perhaps every toy that catches their eyes and appears to be interesting and safe for their child.

Toys serve to be multipurpose. After all, toys foster development of various skills to contribute to holistic development. It is therefore very essential to pick the right kind of toys for children.

Toys like stuffed teddy bears, dolls etc give an expression to feelings of love and affection due to their cuddly nature which is an implied gesture of security for the child. Soft toys and puppets also foster creative expression, dramatization and lead to socio-emotional development.

Toys like cobbler’s bench which consist of the hammer and clay or dough to may serve to be the best of creativity enhancers as they provide optimum avenue for creative expressions. Thus, all that fosters creativity and expressions may be clubbed under expressive toys.
Blocks, jigsaw, dominos, pegs and chains etc are some of the constructive toys that help to develop logical thinking, imagination and creativity.  It also helps them to promote concentration and reasoning. Thinking and logic developing toys include construction sets and memory games too.

Some tips for choosing toys:

• Involve yourself in the play initially to generate child’s interest in the toy; this will help him understand the method of playing with the toys and also sharpen your skill of choosing the better one for your child as per his need and development.
• Select age appropriate toys for your child to keep up the interest in playing and learning
• Choose toys that promote 2-3 concept / developments; too many concepts may confuse the child and hamper his interest in the toy.
• Select toys with simple operations and concepts; gradually increase the difficulty level
• Avoid battery operated mechanical toys that are a mere noise making and light producing item.
• Avoid toys with small pieces for preschoolers.

Planning potty training for preschoolers...

Toilet Training is one of the milestones of growth and development. As the child grows, bladder and bowel control are to be mastered. Most children gradually start expressing their will for a bladder or bowel expulsion when they are about 2 years.

‘I Pay I Learn’ strongly believes that with parental partnership and involvement children can happily be toilet trained. The following passage discusses the process of toilet training and also provides some tips for a joyful step over this developmental stage.

To start toilet training with the children one should keep the potty in the children’s room so that one becomes familiar to the potty or is curious to know what it is. Notice the signs of the children – if he/she starts showing interest by informing you (parents/facilitators) about the soiled diaper, the child is dry for long hours  and is found to be touching his private parts could be an indication of the urge to urinate or defecate, he/she may pull down her/his underpants.

Children should be made aware about what is happening to his/her body and try to introduce the potty. Allow the child to observe the potty and become familiar to it by observing, touching, sitting etc.

This should be normally introduced when the child takes initiative by expressing his/her need to urinate and / defecate or by the age of 2 years; whichever is earliest. But remember every child is different and there is no need to rush. Provide space to your child and allow him to grow and adjust to it by himself/herself.

By 3 years of age most children have moderately good bowel and bladder control, but some are still not ready to start toilet training until they are 4; there is nothing to worry about and get excited. Most children follow different sequence of their bladder control. E.g. at night time, during day etc…

One of the parents should be around when the child is trying to sit on the potty chair. Parent should talk about the potty chair when the child itself is on it as it may help the child to relax.

One should praise the child when he/she sits on the potty chair and should not be let down if the child does not do anything. One should be patient with the children.

Allow the children to see and use the flush to create more excitement in the bathrooms to see the bowel movements and inform children that our stomach also pushes the waste from our body in this way.

Once the child is used to the potty chair, one can begin the use of step up stools for the children to reach over the toilet.

Some tips for toilet training:

• Before planning to start toilet training of children, always have a potty around so that your child is familiar and used to sit on it.
• Dress the child in comfortable clothing, so that it is easy for the child to remove the pants and pull up the pants. Summer is a great time to start. Try to establish a daily routine.
• Make potty interesting and encourage the child to sit on the potty at regular intervals but do not force the child to sit on the potty, always go on the child’s pace. Best time for the child to sit on the potty is after meal times.
• Never pressurize the child. In fact, comfort by letting the child know that nappy is to be worn while going to bed or going out of home-this would comfort the child. 
• One’s the child starts controlling the bladder, it is a final stage for your child. One should remember that child cannot hold urine for long hours and he should b quickly escorted to the rest room on expression of the need to expel.
• While training your child; do not compare a child with other siblings.
• Child’s facilitator should be aware that you have started toilet training and what all words do they use at home for the child during toilet training and after also should be communicated to the facilitators.

Yes, it is based on ‘As you bend the twig, the tree will be inclined in that direction’. That is why at I Play I Learn, we try and imbibe self confidence and provide each child with positive behaviour for imitation. At I Play I Learn, we strongly believe that with parental partnership and involvement, children can easily be socially developed. ‘ Social development’ is not only about understanding the norms of the society we live in but also about understanding oneself along with our strengths and short comings.

At I Play I Learn, each young mind is made to be participating in activities that are individual oriented and group activities. While performing the individual oriented activities, they get hands on each material and by trial and error, they even learn by themselves. A particular thing, how much ever minute it is, when learnt by self always boosts a preschooler’s confidence. These activities can be as simple as something like answering a question appropriately and getting appreciations from the facilitator to something complex like interacting in a group, waiting for ones turns or even using golden words generously in daily routine.

The group activities foster sharing, co-operation, learning by imitation, interactions; thereby understanding relations and their value in their own terms. Formal greeting and respecting elders comes to us from school, when we first say ‘Good Morning Teacher’ in a playschool. Further, interacting with peers, talking to adults and younger children, social etiquettes at social gatherings and public places along with general courtesy is groomed into each child at ‘I Play I Learn’.

‘Each child is a unique individual’ and that is aptly understood by all of us at ‘I Play I Learn’ and that is why we undoubtedly look into individual differences whilst fostering such qualities. When a child is given positive environment and a fair pace to grow according to his/her developmental milestones, there are no two thoughts about a child being developed as a well behaved child; groomed by playing with opportunities to imitate, question, explore and experiment to further their learning skills and decision making ability.

Parents can foster their preschooler’s development at home too:

• Teach children to socialize with an exchange of ‘Smile’ with known people in the neighbourhood
• Give them the opportunity to interact and socialize with their age mates
• Prompt them to use golden words at necessary times while communicating socially
• Become a role model for your child to learn social etiquettes and interactions

However, as a child progresses further, ideally developments too progress. Activities become more structured as opposed to mere fun filled activities and concepts are followed with activities focused on reading and writing. Number concepts are introduced and start moving on a fast pace with sums and problems.

Children who are learning disabled may show symptoms of irritation, disinterest or even lag behind in their academic performance and developmental assessment. In a way, about 3% of all children across countries, races, religion and cultures are ‘special’. They arrive on Earth with their unique gifts but life has little / no time for them and considers them a problem.

Physiotherapy, speech therapy, counseling and special tutors can be of some help to support and encourage children with learning disability. However, detection of learning disability is difficult in a pre-school set up as the activities are simple and play based. As the child progresses to higher levels with activities that have increased amount of counting / number works, writing and reading, the scope for identifying children with LD are more.

Types of Learning Disability (LD):

Learning disability is a broad term and it has many parts like:-

• Dyslexia-child having difficulty in reading
• Dysgraphia-child having difficulty in writing
• Dysparaxia-child having difficulty in motor coordination
• Dyscalculia-child having difficulty in mathematics

Some of the behaviors that might help us to understand these special children appears in the following lists. Many children show these problems from time to time. The problems listed here as hints rather than markers.

Does the child have delayed development in?

• Learning the alphabet
• Rhyming words
• Relating phonetic sounds to the letters
• Counting and learning numbers
• Pronouncing words correctly
• Walking forward or up and down the stairs
• Remembering the names of multiple things of a group, i.e., colours, letters, numbers etc.
• Getting dressed by self
• Eye hand coordination
• Attention
• Memorizing
• Difficulty following directions
• Reading and/or writing ability
• Sequencing
• Organization and other Sensory difficulties

Early years are the formative years. Nutrition plays a vital role in aiding the holistic development of the child in all domains like physical, social, mental, emotional, language and creative.

Balanced nutrition is a diet that comprises of all the five food groups. The five food groups are cereals, pulses, fruits & vegetables, fats & oils and water. These food groups fulfill the five basic nutrients viz. carbohydrates, proteins, fats, vitamins, minerals and of course water.

In a healthy body resides a healthy mind; and therefore at ‘I Play I Learn’ and ‘I-Care’ we equally emphasize on child’s nutrition. It is very important that children are exposed to a wide variety of raw and cooked food items.

Some tips for parents to instill healthy eating habits in children and develop a non-aversive attitude to food:

• The food provided in the setting is nutritious as well as palatable.
• Offer a variety of textures in food like soft chapattis, crispy toasts, slimy butter etc and different flavours like salty, sweet, sour etc.
• Fortify one type of food item with variety of mineral and vitamin rich garnishing and additional ingredients. This not only adds to the taste but also make the food item multi-nutrient rich.
• Design your plate with foodstuff served (placed) in an attractive manner.
• Meal times should be calm and peaceful.
• Void the idiot box during meal times.
• Involve children in simple cooking processes to generate their interest in eating those food items.
• Provide correct role modeling for children; if you eat all the food groups and flavours correctly and, children will willingly adapt to the same.

Babies seem to be born with some of their emotional qualities in place, much of how they develop initially can be credited to the lessons that they are taught by their primary caregivers. Warm, attentive care during the first year of life, helps babies to gain a sense that the world is a safe and welcoming place. This sense of security can be a good base for the development of other healthy emotional responses. Babies form attachments to the people closest to them when they are quite young, showing increased anxiety and restlessness when with unfamiliar people. These first and most important relationships serve as a child's earliest lessons in forming close, emotional bonds.

In general, babies can show wide range of emotions like happiness, fear, sadness, anxiety, etc with varying emotional expressions. These include smiling, laughing, showing joy and excitement, crying, showing anger, becoming anxious, feeling guilty or sad and being withdrawn. It is important to keep in mind that emotional development is unique to each child.

Emotions revealed by preschoolers are changing and contradicting at the same time. They may be extremely happy at one moment while sad at the very next instance. Their emotions don’t last long. At ‘I Play I Learn’, there are various activities promoting qualities like sharing, cooperation, kindness and friendliness.

At ‘I Play I Learn’ and ‘I-Care’, individualized care is provided to every infant and toddler. The children in other groups are also looked after properly. A wide range of activities fostering emotional development are provided. Emotional development takes place along with social development. Various activities involving the understanding of emotions of self as well as others via role-play, story-telling, music and movement etc are a part of the ‘I-Care’ functioning.

Parents too can further enhance their child’s socio-emotional development at home by simple activities and interactions:

• Spend time with your child
• Encourage him/her to make friends in neighborhood and school
• Involve yourself in whatever the child does.
• Encourage expressions of emotions in all forms; talking, painting, playing etc.
• Role model with correct emotional expression