We offer below a brief overview of our philosophy, curriculum framework and methodology. Feel free to use links at the end (or to your left) to explore the KHOJ program
Fortunately we do not have any expectations from the child.
To us each child is unique, comes with own set of strengths, learns at own pace, and grows into an independent personality.
So its important that we RESPECT each child as an individual. Respect their efforts, struggles, feelings, and intelligence. And most importantly respect their natural and voracious capacity to learn.
We work on certain presumptions about learning and children. This presentation encompasses these presumptions:
We also realise that everything that’s part of a child’s life is the curriculum. Everything that the child encounters and experiences is something to learn about and learn from. Which means only a curriculum based on all aspects of child’s life can be holistic. Hence, we use the framework of Multiple Intelligences ensuring that all intelligences are given equal importance to deliver comprehensive learning exposure to the child.
1 Let the Child Learn: We do not teach - we let the child learn and all the child needs to learn are exposures and experiences. Experiences which are real, meaningful, interesting, involving (child does something in it) and relevant. For eg: Whats the point of showing a chart of vegetables, when child can eat one and experience how it tastes – raw! Or why teach ABCD in that order when we do not use it in that order anywhere in our life – lets just work with wonderful and meaningful words.
2 Interaction is the Key accelerator
A child learns best from another child. So, we make the interactions between children intensive to make their learning extensive. The facilitator further builds on children’s doing, fueling more interactions. For example, children learn colour, not through some chart or material, but by everybody in the class using the colour names in regular conversation, like, “Use this yellow duster to wipe your blue chair”
3 Simple material, many extensions, open learning
We believe a handful of bottle caps can be used to learn language, maths, social skills, body skills, and so on. The facilitator observes each child’s doing and leads the child into many different directions. This open ended learning often crosses multiple subject areas, with child connecting and learning different concepts simultaneously. This makes learning continuous, fun and meaningful, while each child still learns at his or her own pace.
4 Parent Involvement
Since children are learning 24/7, it is imperative that parents are completely involved in the child’s development. Hence, we make available in advance the calendar and schedule of activities for a month, the schedule being updated on daily basis. Apart from a monthly parent-child day, parents are encouraged to observe and be part of their child’s session as frequently as they can.