Innovative Creative and Interesting Attributes of The ZERO Curriculum™, being talked about in Media

Calculus in Preschool™

Calculus in Preschool™
Calculus in Preschool
Mathematics is required in every profession, be it, scientists, mathematicians, insurance agents, brokers, teachers, retailers, engineers, architects, computer programmers, business man, builders, shoppers, everybody requires Mathematics.
Mathematics is like any other field, to master it, one must acquire basic knowledge before proceeding to more advanced stages. In quite creative and innovative way, that’s why we teach “Calculus in Preschool™”. Also See related Video.

Calculus in Preschool Video – Click Here and this Synopsis Video – Click Here

 

Curriculum – 1920 versus 2020

Curriculum - 1920 versus 2020
1920 vs 2020
Difference between 1920 and 2020 is Hundred Years.
Everything has changed a lot in last Hundred Years, be it Science, Astronomy, Laws, Philosophies, Information Technology, and even new content areas and Study disciplines have been added.
There was a time, when child’s mind was considered an empty box, and we have Hundred Years further, there is now a substantial body of research to guide to support, children’s learning.
Internationally, several longitudinal researches have been conducted and findings have been corroborated.
More than Hundred Researchers have contributed into preschool education, in last Hundred Years.
The ZERO Curriculum™ is the Curriculum of present times, continuously updated on (approximately) daily basis, based on established International practices and standards.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Academic vs. Non-Academic

Academic vs. Non-Academic

As per Early Childhood Care and Education philosophy, Preschool instructions need to be Play-based, child-centered and developmentally appropriate.

But, the two and half year old child, needs the prerequisites of language development, phonological awareness (like rhyming), and sorting before being ready for formal reading and math instructions.

Presently, it has been scientifically proven that the child has the capability to understand the time and space, child has natural inquisitiveness to know about things a science problem resolved, child has natural interest in sharing ideas, child has inborn desire to present himself, child easily understands rules and respect these; then what shall we call all these things – Academic or Non-Academic?

Instructions, Worksheets, Activities, Schedules, etc all these might be developmentally appropriate or developmentally in-appropriate.

There is an expert consensus on this that well before age six, the child can learn the ideas and skills that support later, more complex mathematics understanding.

Thus, in preschool education, the way; the methodology, the instructions; the assessment; the worksheets; might be developmentally appropriate or developmentally in-appropriate and so ‘Learning through Play’ must get precedence. But the topic of discussion that what shall we do in Preschool Education – Academic or Non-Academic, is completely redundant.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Formal vs Informal

Formal vs Informal

As per UNESCO terminology, and as generally used in the literature on development and education, ‘Formal education’ is considered to be of an academic nature and within the context of a structured, age-graded school system. ‘Informal’ or ‘Non-Formal’ education is an organized educational activity outside the school. In a Preschool, Non-Formal education refers to a play-based, child-centred approach. Formal education within a preschool refers to a teacher-centred approach with a focus on academics.
Preschool child requires exposure to active learning; in using language; in representing experiences and ideas; in developing logical reasoning, classification, serialization, number concepts, in understanding spatial relations and in understanding time.
The truth is that High Quality Preschool means, we provide exposure to high cognitive skills, high quality experiences and they are highly engaging, they are playful, and equally they are developmentally appropriate.
Thus, when it comes to preschool education, such differentiation like ‘Formal education’, ‘Informal’ or ‘Non-Formal’ education ceases to exist.
Preschool Education is Preschool Education.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Cross Connections among Content areas

Cross Connections among Content areas

The Child has abstract number concepts, that is, abstract understanding of mathematics, and they can operate on these concepts to perform addition and some other functions. So what do we do when we teach a child, mathematics – we put language to it, we put vocabulary to it, so is it languagisation, mathematisation or plain mathematics teaching?
Take an illustration – A very interesting story is narrated by teacher, this will get connected to the discussion of life cycle of butterfly, a science concept, and further this shall get connected to a mathematical concept, what is happening here? This is Cross Connections among Content areas. In Preschool Education, any content area is not a stand-alone; it is always Cross Connections.
However, every-time we do a concept, we have clear understanding about ‘what is primary’ and ‘what is secondary’; and we must have a clear understanding about having primary learning goal for each content area.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Downward Extensions and Connections among Subjects / Contents Areas

Downward Extensions and Connections among Subjects / Contents Areas

To several, it may seem that Kindergarten is ‘early level’ of Class / Grade 1, and Pre-Kindergarten (PlayGroup, Nursery) is also ‘quite early level’ of Class / Grade 1.

But, Preschool Education is not a mere downward extension of Class / Grade 1.
Preschool Education has much wider coverage. E.g. ‘Early mathematical skills’ are way different from just being a downward extension of Class / Grade 1.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Cognitive vs Non Cognitive

Cognitive vs Non Cognitive

Generally, if something of “SUBSTANCE” kind of in literacy or numeracy is delivered people tell it cognitive. No wrong, the only difference is that whatsoever we do we require both part the cognition part and as well the non-cognition part. Both are embedded with each other.
Child’s grasp of content knowledge and skills such as writing, reading, numeracy, and problem-solving is referred as cognitive and child’s “capacity” to do so is considered as the non-cognitive.
We may easily see that, “Capacity” could be increased, influenced, directed, and so cognitive and non-cognitive are inseparable.
It may also be seen that non-cognitive could not be measured through any kind of test, IQ test or exams etc, however performance in cognitive part depends on this non-cognitive part.
We have also discussed that, ‘High quality Preschool’ means ‘exposure to high cognitive skills, high quality experiences’.
Thus, Cognitive and Non-cognitive are inseparable.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

How we Teach is more important than What we Teach™

How we Teach is more important than What we Teach™

Say, we are teaching about a ‘xyz’ animal. Now, what animal we are teaching would hold lesser importance then, how and what we teach about that animal –
The list of such How’s is also very long – how instructional exercises are to be carried out? How activities to be done? How discussion is to be started? How to conduct the related thematic activity? How to use Flash Card? How to use worksheets? And much more. All such How’s has been properly addressed in our Curriculum.
E.g. Regarding a ‘particular’ Animal, what holds much importance is –
How appreciation about that ‘animal’ is generated, how beauty of nature is seen by child in that animal.
Also,
Which Features child observes on own?
What Teacher shall explain about that animal?
Which features makes it fall under a particular classification?
Which all features shall be emphasized for the child?
What makes it different from other animals?
What makes it similar to other animals?

That’s why we say ‘How we Teach is more important than What we Teach™’.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Play versus hard work – Hard work itself is FUN™

Play versus hard work – Hard work itself is FUN™

In general parlance, ‘play’ and ‘hard work’ are highly misused words.
Just like ‘Mathematics’ even ‘LUDO’ (a simple board game) has rules, but everybody enjoys learning those rules. Simply put, more than the actual content, it’s the manner in which instructions are taken and given makes the whole difference.
When it comes to the child, a play taken up by the child may be quite complex, but, child enjoys it and it is play for the child. As long as things are developmentally appropriate and child enjoys it, it is fun. That’s why we say – Hard work itself is FUN™.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Play is NOT idle babysitting Play™

Play is NOT idle babysitting Play™
When it comes to ‘Preschool Education’, ‘play’ is a highly misused and misunderstood word.
A child may have infinite ways of playing.
In ‘Preschool Education’ (ECCE) philosophy, play could be anything like – Free Play, Guided Play, Playful learning, Playful pedagogy, Learning through play, playful classroom, symbolic play, pretend play, imaginative play, playful settings, supplement play, etc, but it a simple babysitting and child wandering around and playing itself, is not at all ‘play’ which we would want to happen.
That’s why we say – Play is NOT idle babysitting Play™.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Curriculum being made available from the Teacher Perspective

Curriculum being made available from the Teacher Perspective

Preschools in India faces several problems and challenges.
We always heard teachers saying that, they already have much to do, and they Do Not want anything which will be an additional workload to their daily routine.
We experienced that the Teachers and Principals find it rather difficult and tardy to ‘read’ through the Curriculum, which is available in ‘Text’ format or ‘Book’ format.
That’s why, we deliver The ZERO Curriculum™ in ‘Video’ and ‘Presentation’ mode, already inbuilt with ‘Training’.
We at The ZERO Curriculum™. always keeps our eyes and ears open, so that the very moment, problem is faced by the Teachers and Principals, we will come up with the solution.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Optics in Preschool™

Optics in Preschool™

Optics in Preschool

Preschool settings are place for Early Learning Experiences as well as Foundational Learning Experiences.
That’s why ‘Optics’ topic is also a part of Preschool Education, and child enjoys it thoroughly. Equally, our ‘Optics in Preschool™’ is Developmentally Appropriate.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Developmentally Appropriate Practices

Developmentally Appropriate Practices

ECCE learning pedagogies shall be consistent with Developmentally Appropriate Practices. There are several principles to be followed to be consistent with Developmentally Appropriate Practices. Whatever we do in Preschool settings shall be Developmentally Appropriate. Each Curriculum shall stand to the test of ‘Developmentally Appropriate Practices’. And everything we do in The ZERO Curriculum™ is as per Developmentally Appropriate Practices.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

Calculus in Kindergarten™

Calculus in Kindergarten™
Calculus in Kindergarten
Mathematics is required in every profession, be it, scientists, mathematicians, insurance agents, brokers, teachers, retailers, engineers, architects, computer programmers, business man, builders, shoppers, everybody requires Mathematics.
Mathematics is like any other field, to master it, one must acquire basic knowledge before proceeding to more advanced stages. In quite creative and innovative way, that’s why we teach “Calculus in Kindergarten™”. Also See related Video.

Calculus in Preschool Video – Click Here and this Synopsis Video – Click Here

 

Learning through Play

Learning through Play
When it comes to ‘Preschool Education’, ‘play’ is a highly misused and misunderstood word.
A child may have infinite ways of playing.
In ‘Preschool Education’ (ECCE) philosophy, play could be anything like – Free Play, Guided Play, Playful learning, Playful pedagogy, Learning through play, playful classroom, symbolic play, pretend play, imaginative play, playful settings, supplement play, etc, but it a simple babysitting and child wandering around and playing itself, is not at all ‘play’ which we would want to happen.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 

 

Optics in Kindergarten™

Optics in Kindergarten™
Optics in Kindergarten
Preschool settings are place for Early Learning Experiences as well as Foundational Learning Experiences.
That’s why ‘Optics’ topic is also a part of Preschool and Kindergarten Education, and child enjoys it thoroughly. Equally, our ‘Optics in Kindergarten™’ is Developmentally Appropriate.

You may also watch this Synopsis Video – Click Here and Calculus in Preschool Video – Click Here

 


Innovative Creative and Interesting Attributes of The ZERO Curriculum™, being talked about in Media :