SAIIER 2021:Aha! Kindergarten

Nandanam Kindergarten		Lilaloka
Entity::Aha! Kindergarten by Author::Arati and Aha! team

Aha! Kindergarten is a school for children 2.5-7 years of age, following a self-directed, free-progress methodology of learning on the basis of works of Sri Aurobindo and The Mother. Aha's methodology of free progress aims to provide:

• A rich sensory environment, both indoors and outdoors. Nature itself is the best teacher when kids are fully immersed in their activity.
• Freedom to explore without directed guidance.
• Teachers that assume the role of facilitators who observe and create a space with love and trust and provide materials as per each child’s connection and interest.

Activities of the year:

This year we had ten students enrolled. Because of the onset and continuance of COVID 19 pandemic, unlike previous years there was no formal school for the ‘20-21 year. Due to lockdown and government restrictions, children didn’t come to school. So, we decided on following goals for this year:

1. Infrastructural Improvements;
2. Ongoing research and learning;
3. Connecting.

1. Infrastructural improvements:

• Creating a blueprint plan: We had discussions to assess the current infrastructure and estimate the needs of upcoming sessions with new pre-crèche children joining. We identified challenges that we have faced over the years due to infrastructure constraints like: a single multipurpose hall used for multiple children’s activities, meetings and storage; a single washroom for children, facilitators and staff; a dining space that needs to be shifted during rains, etc. So, we created and submitted the requirements for the infrastructural improvements to SAIIER. It has more details on creating dedicated spaces for focused activities that will allow the children to engage in extended play, without interruption, facilitating a deeper learning process.
• New construction in play area: In addition, there were construction activities to create a winding mud hill in the play area. This mud hill now provides more options for children to engage in outdoor play.
• Repair work: There was also some work done to repair existing structures including the treehouse and fence.

2. Ongoing research and learning:

• Understanding children’s activities in light of Mother and Sri Aurobindo’s writings: We went through the photos and videos of children from the last year. It was rewarding for the team to see the blossoming of children through their individual and group activities. But this was also an educational experience as we could closely identify and understand the principles of free progress in action. We observed Sri Aurobindo’s three principles of teaching on education reflected in everyday activities of the children (‘nothing can be taught’; ‘the mind must be consulted in its own growth’; ‘work from the near to the far’). We could easily connect the knowledge on integral education with what the children were actually doing.
  We reviewed the media of children’s activities and then read extracts from the Mother and Sri Aurobindo’s writings on Education. It was then easy to understand possible reasons behind a child’s behavior. For example: we had observed that some children keep doing an activity, repeatedly, trying in many different ways for, sometimes, many days. During this study it became clear the reasons behind the child’s actions and what could be provided in the environment of the school to further his progress. This exercise helped us explain the child's progress and challenges to parents as well.
• Research studies: One of the facilitators combined observations from practical experience with insights from neurobehavioral approach and foundation of Sri Aurobindo’s and Mother’s vision. Another study, done by a volunteer, documents how choosing activities per their own interest allows children to potentially develop subconscious understanding of concepts in areas of Mathematics and Science (more details in ‘Research Highlights’ below).
• Ongoing learning activities: We started a study group to read extracts of The Mother and Sri Aurobindo’s writings on education and reflect and share. This was helpful, first and foremost, in understanding ourselves better.
• Meeting experts: We are also meeting experts in different fields like music, ATB, integral education, physical education etc. in Auroville. These interactions help the Aha! team develop a new perspective to understand and connect with children’s development. This enables facilitators to provide a space that encourages exploration that is deeper and more meaningful for the children. This understanding also enables the facilitators to communicate effectively to parents about the progress of their children. We plan to extend our explorations to experts inside and outside Auroville.
• Education for the community and volunteers: It is Aha’s intention to be a space that welcomes co-learning and progress through sharing of diverse ideas and backgrounds. Understanding this diversity enables an exchange of ideas and a mutual learning that is helpful for everyone’s progress including children.

3. Connecting:

In accordance with the government guidelines, we met with existing and new parents, educators, community through phone, internet, and small group meetings.

• We gave a presentation to other Kindergartens about Aha!’s functioning. It was a sharing about children’s activities through the mode of videos and photographs. We shared what activities the children do at Aha! (indoor and outdoor), how they do them and for how long. There was an exchange of learnings between facilitators.
• We held small group meetings and phone conversations with parents of pre-crèche children.
• We held meetings with members of other schools in Auroville to understand their process and enable smooth transition of Kindergarten level children to elementary schools.
• We had sharings with parents of existing Aha! children through phone and one-on-one meetings.

Outcomes:

• A spiral mud hill was created in the play area. Existing tree house and fence were repaired. The children benefit as they have more creative options for exploring outside and connecting with elements of nature. A blueprint plan for infrastructural improvements was created to share with SAIIER.
• We created a document connecting children’s activities to principles of free progress education. Research reports, as mentioned below, were created by Aha! team members. Additionally, the team gained understanding that benefits the children, parents and community at large.
• Aha! connected and shared with parents and diverse members of the community through various media (presentations, one-on-one discussions etc.). This connection and collective understanding benefits the community members in relating better to themselves and to children.

Research highlights:

Members of Aha team conducted following research studies:

1. “Aha Approach: A Neuroscience Perspective” - Combining practical experience, insights from neurobehavioral approach and foundation of Sri Aurobindo’s and Mother’s Vision.
2. “Explorations at Aha Kindergarten” - Documenting how choosing activities per their own interest allows children to potentially develop subconscious understanding of concepts in areas of Mathematics and Science. This study includes a video and a word document.

We plan to continue studying these areas and share findings with parents, educators and interested members of community

Reflections:

The facilitators reflected on the meaning of real education. It does not start and end within the school premises. It is an ongoing process of learning that is happening at every moment. Due to the corona situation, the children lost access to school and it was a challenge to reach out to them and keep a sense of continuity for them. We talked to parents over the phone. These conversations were essentially spaces for open sharing. Parents shared their challenges and insights from the time spent at home with children due to lockdown. We shared our learnings about the children, ways to understand their behaviors better and connect with them meaningfully during stressful times.

It was most meaningful to us to learn about the progress of children from the parents, even during adverse circumstances. We are learning how if the parents and teachers are on the same page in terms of education approach and level of understanding, then despite external challenges, an important sense of continuity can be maintained in the immediate environment for the children.