My five years’ old daughter Mini cannot live without chattering. I really believe that in all her life she has not wasted a minute in silence. Her mother is often vexed at this, and would stop her prattle, but I would not. To see Mini quiet is unnatural, and I cannot bear it long. And so my own talk with her is always lively.
One morning, for instance, when I was in the midst of the seventeenth chapter of my new novel, my little Mini stole into the room, and putting her hand into mine, said: “Father! Ramdayal the doorkeeper calls a crow a krow! He doesn’t know anything, does he?”
Before I could explain to her the differences of language in this world, she was embarked on the full tide of another subject. “What do you think, Father? Bhola says there is an elephant in the clouds, blowing water out of his trunk, and that is why it rains!”
And then, darting off anew, while I sat still making ready some reply to this last saying, “Father! what relation is Mother to you?”
“My dear little sister in the law!” I murmured involuntarily to myself, but with a grave face contrived to answer: “Go and play with Bhola, Mini! I am busy!”
The window of my room overlooks the road. The child had seated herself at my feet near my table, and was playing softly, drumming on her knees. I was hard at work on my seventeenth chapter, where Protrap Singh, the hero, had just caught Kanchanlata, the heroine, in his arms, and was about to escape with her by the third story window of the castle, when all of a sudden Mini left her play, and ran to the window, crying, “A Kabuliwallah! a Kabuliwallah!” Sure enough in the street below was a Kabuliwallah, passing slowly along. He wore the loose soiled clothing of his people, with a tall turban; there was a bag on his back, and he carried boxes of grapes in his hand.
I cannot tell what were my daughter’s feelings at the sight of this man, but she began to call him loudly. “Ah!” I thought, “he will come in, and my seventeenth chapter will never be finished!” At which exact moment the Kabuliwallah turned, and looked up at the child. When she saw this, overcome by terror, she fled to her mother’s protection, and disappeared. She had a blind belief that inside the bag, which the big man carried, there were perhaps two or three other children like herself. The pedlar meanwhile entered my doorway, and greeted me with a smiling face.
So precarious was the position of my hero and my heroine, that my first impulse was to stop and buy something, since the man had been called. I made some small purchases, and a conversation began about Abdurrahman, the Russians, the English, and the Frontier Policy.
As he was about to leave, he asked: “And where is the little girl, sir?”
And I, thinking that Mini must get rid of her false fear, had her brought out.
She stood by my chair, and looked at the Kabuliwallah and his bag. He offered her nuts and raisins, but she would not be tempted, and only clung the closer to me, with all her doubts increased.
This was their first meeting.
One morning, however, not many days later, as I was leaving the house, I was startled to find Mini, seated on a bench near the door, laughing and talking, with the great Kabuliwallah at her feet. In all her life, it appeared; my small daughter had never found so patient a listener, save her father. And already the corner of her little sari was stuffed with almonds and raisins, the gift of her visitor, “Why did you give her those?” I said, and taking out an eight-anna bit, I handed it to him. The man accepted the money without demur, and slipped it into his pocket.
Alas, on my return an hour later, I found the unfortunate coin had made twice its own worth of trouble! For the Kabuliwallah had given it to Mini, and her mother catching sight of the bright round object, had pounced on the child with: “Where did you get that eight-anna bit? ”
“The Kabuliwallah gave it me,” said Mini cheerfully.
“The Kabuliwallah gave it you!” cried her mother much shocked. “Oh, Mini! how could you take it from him?”
I, entering at the moment, saved her from impending disaster, and proceeded to make my own inquiries.
It was not the first or second time, I found, that the two had met. The Kabuliwallah had overcome the child’s first terror by a judicious bribery of nuts and almonds, and the two were now great friends.
They had many quaint jokes, which afforded them much amusement. Seated in front of him, looking down on his gigantic frame in all her tiny dignity, Mini would ripple her face with laughter, and begin: “O Kabuliwallah, Kabuliwallah, what have you got in your bag?”
And he would reply, in the nasal accents of the mountaineer: “An elephant!” Not much cause for merriment, perhaps; but how they both enjoyed the witticism! And for me, this child’s talk with a grown-up man had always in it something strangely fascinating.
Then the Kabuliwallah, not to be behindhand, would take his turn: “Well, little one, and when are you going to the father-in-law’s house?”
Now most small Bengali maidens have heard long ago about the father-in-law’s house; but we, being a little new-fangled, had kept these things from our child, and Mini at this question must have been a trifle bewildered. But she would not show it, and with ready tact replied: “Are you going there?”
Amongst men of the Kabuliwallah’s class, however, it is well known that the words father-in-law’s house have a double meaning. It is a euphemism for jail, the place where we are well cared for, at no expense to ourselves. In this sense would the sturdy pedlar take my daughter’s question. “Ah,” he would say, shaking his fist at an invisible policeman, “I will thrash my father-in-law!” Hearing this, and picturing the poor discomfited relative, Mini would go off into peals of laughter, in which her formidable friend would join.
These were autumn mornings, the very time of year when kings of old went forth to conquest; and I, never stirring from my little corner in Calcutta, would let my mind wander over the whole world. At the very name of another country, my heart would go out to it, and at the sight of a foreigner in the streets, I would fall to weaving a network of dreams, –the mountains, the glens, and the forests of his distant home, with his cottage in its setting, and the free and independent life of far-away wilds.
Perhaps the scenes of travel conjure themselves up before me, and pass and repass in my imagination all the more vividly, because I lead such a vegetable existence, that a call to travel would fall upon me like a thunderbolt.
In the presence of this Kabuliwallah, I was immediately transported to the foot of arid mountain peaks, with narrow little defiles twisting in and out amongst their towering heights. I could see the string of camels bearing the merchandise, and the company of turbaned merchants, carrying some of their queer old firearms, and some of their spears, journeying downward towards the plains. I could see–but at some such point Mini’s mother would intervene, imploring me to “beware of that man.”
Mini’s mother is unfortunately a very timid lady. Whenever she hears a noise in the street, or sees people coming towards the house, she always jumps to the conclusion that they are either thieves, or drunkards, or snakes, or tigers, or malaria or cockroaches, or caterpillars, or an English sailor. Even after all these years of experience, she is not able to overcome her terror. So she was full of doubts about the Kabuliwallah, and used to beg me to keep a watchful eye on him.
I tried to laugh her fear gently away, but then she would turn round on me seriously, and ask me solemn questions.
Were children never kidnapped?
Was it, then, not true that there was slavery in Kabul?
Was it so very absurd that this big man should be able to carry off a tiny child?
I urged that, though not impossible, it was highly improbable. But this was not enough, and her dread persisted. As it was indefinite, however, it did not seem right to forbid the man the house, and the intimacy went on unchecked.
Once a year in the middle of January Rahmun, the Kabuliwallah, was in the habit of returning to his country, and as the time approached he would be very busy, going from house to house collecting his debts. This year, however, he could always find time to come and see Mini. It would have seemed to an outsider that there was some conspiracy between the two, for when he could not come in the morning, he would appear in the evening.
Even to me it was a little startling now and then, in the corner of a dark room, suddenly to surprise this tall, loose-garmented, much bebagged man; but when Mini would run in smiling, with her, “O! Kabuliwallah! Kabuliwallah!” and the two friends, so far apart in age, would subside into their old laughter and their old jokes, I felt reassured.
One morning, a few days before he had made up his mind to go, I was correcting my proof sheets in my study. It was chilly weather. Through the window the rays of the sun touched my feet, and the slight warmth was very welcome. It was almost eight o’clock, and the early pedestrians were returning home, with their heads covered. All at once, I heard an uproar in the street, and, looking out, saw Rahmun being led away bound between two policemen, and behind them a crowd of curious boys. There were blood-stains on the clothes of the Kabuliwallah, and one of the policemen carried a knife.
Hurrying out, I stopped them, and enquired what it all meant. Partly from one, partly from another, I gathered that a certain neighbour had owed the pedlar something for a Rampuri shawl, but had falsely denied having bought it, and that in the course of the quarrel, Rahmun had struck him. Now in the heat of his excitement, the prisoner began calling his enemy all sorts of names, when suddenly in a verandah of my house appeared my little Mini, with her usual exclamation: “O Kabuliwallah! Kabuliwallah!” Rahmun’s face lighted up as he turned to her. He had no bag under his arm today, so she could not discuss the elephant with him. She at once therefore proceeded to the next question: “Are you going to the father-in-law’s house?” Rahmun laughed and said: “Just where I am going, little one!” Then seeing that the reply did not amuse the child, he held up his fettered hands. ” Ali,” he said, ” I would have thrashed that old father-in-law, but my hands are bound!”
On a charge of murderous assault, Rahmun was sentenced to some years’ imprisonment.
Time passed away, and he was not remembered. The accustomed work in the accustomed place was ours, and the thought of the once-free mountaineer spending his years in prison seldom or never occurred to us. Even my light-hearted Mini, I am ashamed to say, forgot her old friend. New companions filled her life. As she grew older, she spent more of her time with girls. So much time indeed did she spend with them that she came no more, as she used to do, to her father’s room. I was scarcely on speaking terms with her.
Years had passed away. It was once more autumn and we had made arrangements for our Mini’s marriage. It was to take place during the Puja Holidays. With Durga returning to Kailas, the light of our home also was to depart to her husband’s house, and leave her father’s in the shadow.
The morning was bright. After the rains, there was a sense of ablution in the air, and the sun-rays looked like pure gold. So bright were they that they gave a beautiful radiance even to the sordid brick walls of our Calcutta lanes. Since early dawn to-day the wedding-pipes had been sounding, and at each beat my own heart throbbed. The wail of the tune, Bhairavi, seemed to intensify my pain at the approaching separation. My Mini was to be married to-night.
From early morning noise and bustle had pervaded the house. In the courtyard the canopy had to be slung on its bamboo poles; the chandeliers with their tinkling sound must be hung in each room and verandah. There was no end of hurry and excitement. I was sitting in my study, looking through the accounts, when some one entered, saluting respectfully, and stood before me. It was Rahmun the Kabuliwallah. At first I did not recognise him. He had no bag, nor the long hair, nor the same vigour that he used to have. But he smiled, and I knew him again.
“When did you come, Rahmun?” I asked him.
“Last evening,” he said, “I was released from jail.”
The words struck harsh upon my ears. I had never before talked with one who had wounded his fellow, and my heart shrank within itself, when I realised this, for I felt that the day would have been better-omened had he not turned up.
“There are ceremonies going on,” I said, “and I am busy. Could you perhaps come another day?”
At once he turned to go; but as he reached the door he hesitated, and said: “May I not see the little one, sir, for a moment?” It was his belief that Mini was still the same. He had pictured her running to him as she used, calling “O Kabuliwallah! Kabuliwallah!” He had imagined too that they would laugh and talk together, just as of old. In fact, in memory of former days he had brought, carefully wrapped up in paper, a few almonds and raisins and grapes, obtained somehow from a countryman, for his own little fund was dispersed.
I said again: “There is a ceremony in the house, and you will not be able to see any one to-day.”
The man’s face fell. He looked wistfully at me for a moment, said “Good morning,” and went out. I felt a little sorry, and would have called him back, but I found he was returning of his own accord. He came close up to me holding out his offerings and said: “I brought these few things, sir, for the little one. Will you give them to her?”
I took them and was going to pay him, but he caught my hand and said: “You are very kind, sir! Keep me in your recollection. Do not offer me money!–You have a little girl, I too have one like her in my own home. I think of her, and bring fruits to your child, not to make a profit for myself.”
Saying this, he put his hand inside his big loose robe, and brought out a small and dirty piece of paper. With great care he unfolded this, and smoothed it out with both hands on my table. It bore the impression of a little band. Not a photograph. Not a drawing. The impression of an ink-smeared hand laid flat on the paper. This touch of his own little daughter had been always on his heart, as he had come year after year to Calcutta, to sell his wares in the streets.
Tears came to my eyes. I forgot that he was a poor Kabuli fruit-seller, while I was–but no, what was I more than he? He also was a father. That impression of the hand of his little Parbati in her distant mountain home reminded me of my own little Mini.
I sent for Mini immediately from the inner apartment. Many difficulties were raised, but I would not listen. Clad in the red silk of her wedding-day, with the sandal paste on her forehead, and adorned as a young bride, Mini came, and stood bashfully before me.
The Kabuliwallah looked a little staggered at the apparition. He could not revive their old friendship. At last he smiled and said: “Little one, are you going to your father-in-law’s house?”
But Mini now understood the meaning of the word “father-in-law,” and she could not reply to him as of old. She flushed up at the question, and stood before him with her bride-like face turned down.
I remembered the day when the Kabuliwallah and my Mini had first met, and I felt sad. When she had gone, Rahmun heaved a deep sigh, and sat down on the floor. The idea had suddenly come to him that his daughter too must have grown in this long time, and that he would have to make friends with her anew. Assuredly he would not find her, as he used to know her. And besides, what might not have happened to her in these eight years?
The marriage-pipes sounded, and the mild autumn sun streamed round us. But Rahmun sat in the little Calcutta lane, and saw before him the barren mountains of Afghanistan.
I took out a bank-note, and gave it to him, saying: “Go back to your own daughter, Rahmun, in your own country, and may the happiness of your meeting bring good fortune to my child!”
Having made this present, I had to curtail some of the festivities. I could not have the electric lights I had intended, nor the military band, and the ladies of the house were despondent at it. But to me the wedding feast was all the brighter for the thought that in a distant land a long-lost father met again with his only child.
Learn n’ Grow is a psychological Research Institute based in Surat, India, and now is making videos and podcast to spreads it’s learning of the last decade to the whole wide web. Mostly based on parenting and child psychology.
Visit us at www.learnngrow.in for further details.
In this video, we will learn how to keep kids busy, engaged and interested in the world around them.
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One of the most common concerns among most parents these days has been their child’s negligible confidence level and participation spirit in major activities. As parents, we aspire an all-round development for our children and expect them to excel in at least some of the fields that they participate in. Unfortunately, sometimes our children feel so deeply negativized with the thought of not being able to live up to their parents ‘ and mostly their own expectations that they develop what we shall discuss in this article, a lower sense of self-esteem about themselves.
These self-esteem issues tend to make our children not participatory, deeply under-confident people who then sadly live extremely unfulfilling childhood days and adult life.
As parents, it becomes our duty to find the root cause of this deep malaise. We hope you find the answer to most of the doubts in your about this issue via this article.
Q: What is self-esteem?
A: Simply put, self-esteem is the measure of a child’s belief in her/his ability. It is the image of themselves that they set in their own minds.
Children with high self-esteem tend to feel confident and self-satisfied, while children who lack self-esteem live deeply underconfident and self-deprecating lives.
For eg. If your child is a good painter and yet would shy away from showing his drawings to others for fear of being, she/he lacks self-esteem.
A child may develop self-esteem at a very early age. Toddlers may early on arrive their concept of self-imagery when their parents acknowledge and reward them for simple deeds such as learning to stand or rolling over in bed.
Over the course of years, when the child starts to grow, the expectations of her/him to perform well exceeds as well.
If a child does that, if a child lives up to his own expectations and the expectations of the people around him, this strengthens her/his self-esteem. Whereas on failing to do so, her/his self-esteem may experience a major setback.
Q: What are the benefits of having good self-esteem?
A: Self-esteem and self-respect and complementary terms. A child with high self-esteem would hold herself/himself in very high regard which would further boost their confidence level as they step out into the world.
Another thing is that these kids would then have the courage to make mistakes and fail whenever they try something new and would then have the resilience to get back up and dust themselves and move forward to newer challenges in life.
These kids would also have greater control over the events in their life and can act independently while taking responsibility for their own actions.
Another thing is that such kids become very comfortable and secure in forming relationships that last long. They have the courage to believe in their own values and make good decisions, even in the face of external peer pressure
A: Children who face low self-esteem face a fundamental issue which acts fatal in their upbringing and well being. They start feeling that they do not deserve to be loved. This is an extremely crucial delicate situation as the child never really opens up about her/his issues in front of others thereby subjecting herself/himself to too much of self-loathing.
These kids could then never gain the same confidence level as the rest of their peer group and lack fundamental knowledge about their own inadequacies. In other words, they lack what is known as self-awareness.
Low self-esteem kids are constantly frustrated, angry and uptight about their failure. If their failure in terms of academics, it would further distract them from learning and lower their attention span in classes.
Their relationships face calamities as they fail to indulge themselves in fruitful friendships. These kids thus become withdrawn and turn inwards.
If not overseen properly, they may also give in to negative peer pressure habits of drugs, binge drinking, etc at a later stage.
But mostly, sometimes low self-esteem kids at an older stage feel utterly lost and defeated leading to even suicidal tendencies. It becomes very crucial then to deal with this malign issue at a very early stage.
Q: How to develop self-esteem?
A: If there’s one thing that should be recognised by the parent is that the self-esteem and self-importance in your child cannot be developed in a day. It is a process that should be taken into practice every single day. To develop self-esteem, a child should, for the most part, succeed in overcoming challenges that they set for themselves, doesn’t matter how small or big the challenges they face.
If done on a regular basis, this chain of challenging and achieving, and mostly of receiving positive validation from it, boosts a child’s confidence and strengthens her/his self-esteem.
When kids learn to do things for themselves and feel proud of what they can do, they feel a lot more capable and feel they have the calibre to take on greater challenges.
Children feel more efficient when they see those good things come from the efforts of trying hard and getting close to the goal or making progress in any forms and means.
For example, when a child learns how to ride a bicycle without the training wheels, it makes her/him believe in her/his capabilities and further strengthens their self-esteem.
Also, when children feel understood by a parent or someone close, they are likely to accept themselves, too. Their good feelings about themselves multiply as parents praise good behaviours, help when needed, and give encouragement and support as the child needs them.
Q: What is the role of parents in developing self-esteem?
A: One of the most efficient aspects of parenting, in this case, is to teach your child to be independent. If you teach your kid to do things, instead of actually doing it for them, it builds their self-esteem to a major extent.
Of course, it is important to show and guide them at the first instance. But mostly, it’s utmost essential for them to figure their own way around things and do the task themselves.
Another important aspect of dealing with this situation is to praise your young one selectively. Yes, praising is essential and develops good confidence in them, but what is even more essential is to avoid over-praising and pampering them.
For eg. If you praise your young ones even for tasks they failed at, it negates the whole point of boosting their morale. Instead, if you console them by saying,
“I know you tried hard but I know that things will work out next time.”
This gives them a greater kick to work harder next time and not be scared about the failures.
Another important thing to remember is that kids mostly learn imitation at a very young age. And as they are very impressionable young minds it becomes very important for parents to be good role models and idols they can look up to.
Which means that if we, as parents learn to do things on our own and hold ourselves and our work in the highest regard, they learn to do that as well. And as by doing their work and tasks with the utmost dedication, they learn to get better at it, thereby boosting their self-esteem to a new level.
And lastly, it is essential to leech out all the negativity from your own life. Avoid harsh or hurtful comments like for eg., “You’re so lazy” or “Look at so and so’s kid”.
A lot of our child’s inner negativity is a by-product of the all the negativity around her/his surroundings which they soak in.
So as parents, it becomes our job to fill our own lives with all the positive energy that we could so that we could fill the same in the lives of our children.
This, all of this, is the recipe to your child leading a beautiful, happy life where she/he feels good about herself/himself. This will not only help your child to deal with problems they face during their childhood but also support them to responsible and successful adults and parents themselves.
Yes, today we will analyse “Temper tantrums” of our loved ones.
A tantrum is the expression of a young child’s frustration with the challenges of the moment. Your child is having trouble figuring something out or completing a specific task. Your child doesn’t have the vocabulary or can’t find the words to express his or her feelings. Frustration might trigger anger — resulting in a temper tantrum.
There might be no foolproof way to prevent tantrums, but there’s plenty you can do to encourage good behaviour in even the youngest children.
Be consistent. Establish a daily routine so that your child knows what to expect. Stick to the routine as much as possible, including nap time and bedtime. Set reasonable limits and follow them consistently.
Plan ahead. Run errands when your child isn’t likely to be hungry or tired. If you’re expecting to wait in line, pack a small toy or snack to occupy your child.
Encourage your child to use words. Young children understand many more words than they’re able to express. If your child isn’t yet speaking — or speaking clearly — teach him or her sign language for words such as “I want,” “more,” “drink,” “hurt” and “tired.” As your child gets older, help him/her put their feelings into words.
Let your child make choices. Avoid saying “no” to everything. To give your toddler a sense of control, let him/her make choices. “Would you like to wear your red shirt or your blue shirt?” “Would you like to eat strawberries or bananas?” “Would you like to read a book or build a tower with your blocks?”
Praise good behaviour. Offer extra attention when your child behaves well. Give your child a hug or tell your child how proud you are when he or she shares or follows directions.
Avoid situations likely to trigger tantrums. Don’t give your child toys that are far too advanced for him or her. If your child begs for toys or treats when you shop, try to steer clear of areas with these temptations. If your toddler acts up in restaurants, choose places that offer quick service.
Typically, the best way to respond to a tantrum is to stay calm and ignore the behaviour. You also might try to distract your child. A different book or a change of location might help.
But the above strategy doesn’t apply to an “escape” tantrum: a child going bonkers because he doesn’t want to do whatever it is you want him to (clean up, sit at the table, etc.). In this case, ignoring him gives him what he wants: You’re no longer demanding that he wear his coat, or whatever it is that needs to be done.
Putting him in a time-out chair doesn’t work, either, since that’s time he’s not putting on his jacket. “Every second he’s not complying, he’s winning”. Instead, tell your kid that if he doesn’t get dressed in five seconds, you’re going to put your hands on his and do it together.
Select a timeout spot. Seat your child in a boring place, such as in a chair in the living room or on the floor in the hallway. Wait for your child to calm down. Consider giving one minute of time-out for every year of your child’s age.
Stick with it. If your child begins to wander around before the timeout is over, return him or her to the designated timeout spot. Don’t respond to anything your child says while he or she is in timeout.
Know when to end the timeout. When your child has calmed down, discuss the reason for the timeout and why the behaviour was inappropriate. Then return to your usual activities.
If your child has a tantrum in public, ignore the behaviour if possible. If your child becomes too disruptive, take him or her to a private spot for a timeout.
What is the real reason we celebrate holi in India? Is it all about colours, or has it got any elaborate scientific reason behind it?
Watch the video to learn more. We also send you an Invitation to our upcoming event.
How do we kill our Inner-Child?
We are all born artist, but somehow we lose all the creativity as we grow up.
It all changes during our childhood because something has happened, watch the video to learn what exactly goes wrong.
Let’s take a look at the reason behind losing our passion and creativity.
YA – Young Adults
Which age group is this course for?
A: This course is for the age groups of 13-19 Year-olds.
Why is this course important?
A: Adolescence is perhaps the toughest time in all our lives. Didn’t you feel the same when you were teens? There is a need to belong, to affiliate, to create an identity of our own, to focus on our career and ambitions yet at the same time juggle our social lives well in the process.
It’s the time when you’re young and wild and free, and everything around you is a first. First kisses, first love, first heartbreaks, first sexual encounters, the first time somebody held your hand and you felt as if the world has stood still. All these first experiences, although exciting, are very overwhelming.
You’re frustrated, confused, scared, don’t know what you’re doing almost half of them. There’s a need to talk to someone, to confide in someone all your fears and inhibitions but you don’t know how because everybody else around you in going through the same circle over and over again. There’s a frustration to be understood by someone who’s been there and done that, and parents just won’t suffice, because it’s awkward and uncool to talk about your feelings in front of them.
Which is why this course is important. The YA (Young Adult) course, helps teenagers look at life from the perspective of somebody who’s been in your teens’ shoes, who knows what your teens are going through and who could, step-by-step, session-by-session, guide your teen through this period and overcome the major difficulties teens go through during this time.
How are we going to teach this?
A: We have intricately designed a number of sessions that deal with a single major teen issue in every session. We’ll assess the issue in depth and detail and make it a two-way forum to generate as responses from your teens as we could. Bases on these responses, we will mentor them and help them get through all these issues and achieve as a winner.
Some of the issues that our sessions would revolve around would be:
- Body Image
- Place in society
- Family relationships
- Importance of taking guidance from parents
- Getting things done
- Achieving success in school and college
- Sibling Rivalry
- Handling hormones and sexuality
- Teenage Pregnancy
- Teen Dating
- Schooling & Jobs
- Drugs & Alcohol problems
- Eating Disorders
- Weight Struggles
- Acne and Body image
- Peer pressure
- Having right mentors
- Virtue of understanding parents
- Lack of motivation
- Bad sleeping habits
- Personal issues with a teacher or another student
- Problems at home
- Poor self-esteem
- Feeling the need to please friends or other students
We’ll deal with all these issues and more, in detail. We’ll also counsel your teens on career paths and important decisions to be made in life.
We’ll work on all the behaviour generated by teens due to this innate frustration. Responses like:
– Refusing to do homework
– Sleeping during class periods or lectures
– Arguing with a teacher or talking back
– Lack of interest in life
– No interaction
– Avoiding of parents and family
– Feeling lonely
– Getting into fights with other students
– Teasing or bullying peers
– Vandalising school property
– Skipping classes
All of these issues show a striving need to be understood and listened to. Which is what we’ll do. We’ll give them a fresh perspective on life and all the different opportunities that it holds in store for them. We’ll show them that they’re not alone, that we’re and we listen, even if nobody else will.
What will the results be?
A: The results would be an emergence of a completely new individual, who is unconstrained and free of all his/her fears and inhibitions. The teen would be one with himself/herself, will accept himself/herself for all his/her imperfections and will be unafraid to deal with whatever the future holds in store for him/her.
Our sessions will give the child a hopeful and optimistic view of the world. We’ll show them that the world is not such a scary place to live in. There are hurdles and difficulties, pain and heartbreaks, but there’s also hope and opportunities, love and very much to look forward to.
We’ll show them that the world is not a scary place to inhabit in. Yes, there are hurdles and difficulties, pain and heartbreaks, but there’s also hope, opportunities, and love.
To sum it up, we’ll give them a backpack full of necessary toolkits, show them a map of the way, and set them off with striving confidence on the road of life, wishing them all the luck and love for the same.
Which age group is this course for?
This course is for the age group of 7 years to 12 years.
Why is this course important?
Our world has went through a massive evolutionary change in a span of a few years. A 100 years ago, the average life expectancy of men was just 47 years, only 8% homes had telephones and more than 95% of all births took place at home. The computer had been invented 70 years back in 1943, the internet 30 years back in 1983, social media had been invented 15 years back in 1998 and Youtube has been founded less than 10 years back in 2006.
Yet most of the profitable careers like Blogging, Youtubing, App Making, Social Networking, e-commerce involve all of these.
At the same time, careers and organizations that seemed to hold high amount of potential in the future, failed to soar. Nokia has been taken over by Microsoft, Yahoo has been taken over by Verizon, Kodak has been shut and hundreds of startups fail every single day in this country.
If anything at all, this suggests the sheer unpredictability of what the future holds in store for us. The future is uncanny, uncertain, but at the same time, very exciting. All in all it, promises to be a roller coaster ride. And we want to make sure your child is ready for something like that.
Which is where the current education system fails. For most part of their lives, it trains our young ones for career prospects that have been obliterated from the current everyday scenario. Our young ones don’t need to be trained for conventional analytical jobs like engineering or medical sciences. As a matter of fact, our young ones don’t need to be trained for anything at all. They need to be ‘prepared’ to deal with the uncertainty life is going to throw their way. And Reverse Engineering helps get to the bottom of that.
Who should be doing this?
Every child from the age of 7 can start pursuing this course. This focuses on holistic development of the child covering all the intelligence quotients so he/she may have strong learning foundation when he/she goes out in the world ahead.
What is this course all about?
Reverse Engineering is exactly what it sounds. Thoroughly analyzing something, and layer by layer, going back to how it was created in the first place. The same analogy could applied to Child Psychology as well. A child above the age of 6 or 7, is sufficiently a product of his/her initial upbringing. His/her mind is an amalgamation of different characteristic traits that shape his behavior in his/her everyday life. Out of these characteristics, some may be specifically strong while some subsequently weak.
These could be classified into the following:
- Intelligence Quotient (IQ): Intelligence Quotient is truly what it’s conventionally predefined definition stands for, a measure of an individual’s cognitive learning ability. A child with higher IQ possesses considerably high ability to reason and think.
The little one could subsequently turn out to be academically proficient. He/she could successfully apply logical reasoning to everything around him/her. They are generally more linguistically developed and fail to make grammatical errors.
Although a common misconception is to associate higher IQ with intelligence. A higher IQ is not the indicator of higher intelligence nor is the vice versa true. A higher IQ simply indicates the learning capability of a child and would suggest higher responsiveness to cognitive thinking.
- Creative Quotient (CQ): As the name suggests, little ones with higher CQ are creatively brilliant. They tend to show greater understanding of music and art and other creative fields around them.
These little ones tend to show high out-of-the box thinking capabilities. They look for alternate solutions for mundane day-to-day problems. Characteristically, this kids love doing something better and new and look creativity and art in and around them at all times. Painting, dancing, writing, etc would be a few key strengths of children with higher CQ.
- Emotional Quotient (EQ): An EQ relies on a child’s ability to manage and understand the emotions of themselves and the others around them. Little ones with higher EQ are well connected with the people around their own self. They’re emotionally balanced and can handle emotionally turbulent situations with ease.
These little ones tend to have good leadership skills because of the emotionally equanimous state. They can manage challenging situations with no sign of hyperactivity or discomfort. They’re good at expressing themselves and in general possess good communication skills because their empathetic understanding of the people around them.
- Adversity Quotient (AQ): AQ factor is a child’s ability to handle tough situations with ease and panache. These little ones have high threshold for pain, both physically as well as emotionally.
They are tough minded and tend to keep a never give up attitude at all times.
Higher AQ people do not run away from tough situations and have the guts to face adversities head on. They also have high energy levels that keep them charged and ready to deal with situations at all times.
What are our methods?
Similar to Multiple Intelligence factors, a child would have a few very strong above mentioned factors and would lag severely in the others. For instance, a child with higher IQ but very low CQ might be academically brilliant and show great potential, but when an actual problematic situation would arise in the future, the child would be incapable of thinking out-of-the box.
Hence, a child never remains fully developed until and unless all his Intelligence quotients are covered well. This is where Reverse Engineering comes into picture. With our intricately designed curriculum will we thoroughly analyze the mind of a child and work on holistic development of him/her as a complete individual.
This is what we do. This is who we are. We are Learn N Grow and we’ll make sure your child reaches his/her full potential, no matter what the circumstances may be.
Which age group is this course for?
This course is for the age group of 2 to 6 year old kids.
Why is this course important?
Every child is special, every child is different, but as Einstein said “If you judge a fish on its ability to ability to climb a tree, it’ll always believe itself to be inefficient.” We at LnG have devised a whole course around the same philosophy for our toddlers from the age group of 2 to 6 years.
The Psychosomatic course offered by LnG strongly believes that every child could have a specific defining characteristic that justifies all hi actions in the future scenario. For instance, there’s a reason why your little one who is such a talented football, probably never develops the skill to learn and understand analytical subjects like Mathematics or Physics. It’s because he has a brain that only inclines him to function a certain way that grabs his attention, say in a football match, and disinclines him towards grabbing the same attention in any other aspect, say Mathematics. A child who was never inclined towards Mathematics or any other analytical subject, would as a grown fail to perform simple everyday mathematical calculations or could suffer from ADHD and low self-esteem at a later stage in life. At LnG, we tend to work on these conflicting areas in a child’s development.
Who should be doing this?
A child from 2 to 3 years of age up to 6 is eligible to do this course. This is a holistic development course that is intricately designed to form a concrete all-round developed base in the child’s mind, allowing him to grow up to his full potential in a positive learning environment.
After the age of 6 will we start our ‘Reverse Engineering’ course in order to polish the base and further vitalize it using our tools and methods.
What are our methods?
Our curriculum is intricately designed around the findings of notable psychologist and scientist Dr. Howard Gardner. Dr. Gardner’s theory of multiple intelligence categorizes a child into notable segments according to their ability or psychology. This ability is, to a certain extent, tested by analysis like the DMIT test, MI and by good old human observation. After this process we characterize the little ones into Multiple Intelligence groups like:
- Verbal Linguistics (Word Smart): These little ones have genuinely good command over their words, language and are linguistically proficient. They’re very expressive in nature and do not shy away from communicating. They are particularly good at reading, writing, sharing stories and memorizing vocabulary words.
These linguistically developed little ones learn through reading, taking notes, listening to other people etc. They are good at discussions and debates. The best part here is they are communicative. Their vocabulary gives them words to express what they feel, when they feel it which sadly, the linguistically less fortunate ones are incapable of doing.
- Logical Mathematical Intelligence: This segment, as the name suggests, deals with the logical and reasoning ability of a child. People with higher Logical and mathematical Intelligence tend to be generally good at Mathematics, Chess, Computer Programming, puzzles and other numerical activities.
These little ones also possess good reasoning capabilities, scientific thinking and can perform through investigative analysis of everything around them. They could go on to become Mathematicians, Scientists, Investigators and would show a knack for such high amount of logical clarity at a very early age.
- Visual Intelligence: These are the ones that have a good eye for aesthetically profound things. They possess good visual and spatial judgement and can mentally create and manipulate all the objects around them creatively. They are highly artistic and have good visual memory.
These little ones tend to have high Visual Intelligence and a good sense of direction. They have good hand-eye coordination and are better visual learners rather than learning informatively. They show a tendency to become good artists, architects, etc at a very early age in life.
- Naturalist Intelligence: These are the nature lovers. They possess love and affliction for all that the natural environment has given them and live mostly around plants and animals, observing their characteristics and behavior.
These little ones generally have good observation skills. They are environment friendly and would love to be around greenery, rivers, mountains, beaches, etc.
- Musical Intelligence: To be musically intelligent is to be an individual where beats and rhythm makes sense to you. These individuals display great sensitivity towards rhythm, tone, tempo, etc that most others tend to ignore.
These little ones are more music minded than the rest of the crowd and could easily take up and adapt an instrument. They show affinity towards soulful music and respond well to a rhythmic learning pattern.
- Kinesthetic intelligence (Body Smart): These are the physically active individuals. They are generally very good at body movements, physical activities, dancing, jogging etc. They possess good caliber of becoming a sportsperson.
These little ones are the very playful ones and are good at building and making things. They learn better by doing things rather than simply listening or reading them.
- Intrapersonal Intelligence: This intelligence relies much on being one with your inner self. They are very self-aware and are capable of recognizing their own emotions and sentiments at different points of time.
These little ones are more cognitive to learning everything around them and aware & in full control of their surroundings. They look around, understanding everything and develop an ideology around the same.
- Interpersonal Intelligence: This intelligence relies more on interacting and communicating well with other around you. These individuals tend to be more extroverted than the rest and love making friends everywhere.
These little ones are socially interactive who could make friends with ease. They mix well with others around them. Their learning ability relies more on discussions and debates and could learn well by being in a sociable environment.
According to Dr. Gardner’s theory every little one possesses a higher concentration of some of these Multiple Intelligence parameters, while at the same time, the other very essential intelligence parameters lag heavily below the prerequisite parameters.
We, in LnG believe each and every of these parameters could be fostered and inculcated in a child. Through the various tools and practices in our curriculum, can we work on all the different areas that help in developing the all-round potential of a child. Following the teaching patterns of Maria Montessori, we’ve intricately designed the Psychosomatic course to help our little ones Learn and Grow in the entire process.
What will the results be?
Tools and sessions like Story-telling, Role-playing, Art & Creativity sessions help develop this skills in a playful environment. Different tools are used for toddlers of different intelligence. For instance, we can help grab the attention of a kinesthetically intelligent child who loves to play and run around by creating an environment that helps them learning by a lot of physical movements. Once when we have grabbed their attention by the physical movements, we would enlighten them with essential information.
This is one example. Our multiple tools and sessions help grab the attention of all the differently intelligent little ones. For we believe, reiterating the point here, that every little individual is different and special. And to cater for their special needs, our sessions would create a playful environment for them, helping them learn and grow at the same time.
Level Young Reading Club (LYRC)
Which age group is this course for?
This is for the age group of 3 -7 years.
Why is this course important?
Many a times have we spent days in a dilemma. Where did we go wrong?
We’ve been educated from good English Medium schools, we have successfully completed our education curriculum of English language subjects, yet somehow even today we find ourselves faltering at speaking English effortlessly and with grace.
In the modern world, with a lot of fluent English speaking audiences all around us, we find ourselves too under-confident to communicate as we’re afraid we may never be able to match up to their standards.
But the greater question in our minds is, what if our children, while growing up, face the exact same situation? What then?
Which is why LnG has started the LYRC (Level Young Reading Club) for its little ones in the age group of 3 to 7 years to form a concrete base of the English language, making it easier for them to communicate well in the near future.
Who should be doing this?
Any and every child from the ages of 3 to 7 years.
A child at the age of 3 a child is mostly a blank slate. We could fill it the way we want to and he/she would imbibe that into his/her system. A lot of schools these days tend to fill this slate incorrectly or fail to put in as much effort. The issue here is, the English language is the basis of all our official communication and the basis of an English Medium School’s curriculum. In most modern societies like ours these days, it is also the primary channel of conversations. Therefore, it remains essential that the child is fully groomed in that particular aspect, so he/she could imbibe in himself/herself a positive learning atmosphere in the days to come.
What are our methods?
What we do is we create an English Learning atmosphere. Our sessions will not enforce the English language upon a child. They will not push him/her to mug vocabulary words up. We only provide an English Speaking atmosphere around the child that makes the child imbibe English Learning skills in himself/herself automatically.
And we’ll do that by the tools in our sessions like:
- Story-Telling: Our story-telling sessions will have a dual effect on a child’s language skills. It will not only develop and furnish the ground for the English language inside the child but will also give him the flare to communicate and speak-out without fear. Also, step-by-step, it would inculcate creative values inside the child making him more creatively and emotionally profound.
- Ex-Tempore: Ex-tempore or on-the-spot speeches in a child work tremendously well to boost their confidence in day-to-day English speaking habits. It provides them a strong foundation for thinking in the English language and then applying it in their daily communicative speeches.
- Creative Writing: Creative writing of stories and poetry will help the child learn the language while enjoying the process of creativity at the same time. It helps them interact and share their emotions with the rest of the crowd and develops writing and comprehension skills as well.
- Dramatics: Drama and Role-Playing help a child grow with the help of positive attention for the people around them. It helps them use this attention and performance talents to help learn communication in the language effectively.
All these sessions do not, in any way, enforce the language upon a child. They simply provide him room to communicate in the language unashamed and without fear.
What will the results be?
The result will be greater amount of confidence inside the child pertaining to the English Language. He/she would be able to communicate with vigor and flare and will have a concrete basis of the language. This basis could then further be brushed up in our Linguistics Course so as to develop the English Language skills even further.
Linguistic – Intermediate grammar course
Which age group is this course for?
This course is for the age group of 5 to 10 years.
Why is this course important?
Every child growing up is bilingual. This tends to dwindle their focus and importance to the English language, while the fact is it’s the most important worldwide accepted language of communication. Proficiency in English can take you places whereas lagging in the same today leads to low self-esteem in social circles.
For a child, lower command over the English language leads to extreme reclusiveness. They shy away from communicating with their other fluent English speaking companions. Sometimes they cannot find words in their vocabulary to express the way they feel, leading to extreme frustration due to which they tend to become inwards.
This course will help your little ones brush up all the imperfections that have risen in their English Language communication while growing up. This covers everything, straight from grammatical errors to phonetic mispronunciations to developing writing skills, linguistic sessions help your little one grow as a graceful English communicator.
Who should be doing this?
All the little ones from the ages of 5 to 10 who already have a base in their English language can pursue this course.
A child at around 5 years of age who has already developed a somewhat sound foundation in the English language can further expand and revitalize it in this session. Our tools and sessions focus on holistic English language development of a child in every aspect of the language may it be written or verbal. But for that, it is essential to have a good, concrete idea about the language so that the child may then not feel inferior from his/her contemporaries and also respond to the curriculum well.
What are our methods?
Our curriculum relies on the fact that the children involved already have a basic, everyday idea about the English language. Now we work on further polishing this base by all the different tools that we use in the process:
- We provide structure: Currently, the English communication ability of a child is a hodge-podge of all the little vocabulary words and the imperfect grammar the child has gained while growing up. All of this is an unstructured mixture inside his/her mind that normally takes a lot of effort for the child to comprehend himself/herself. This is where we come into the picture. With our sessions, we tend to give structure to all the language skills the child has. We teach him/her pronunciations, using pronouns, adjectives, articles all of which a child tends to ignore while learning the language.
- Grammatical error: We then focus on building a solid grammatical foundation for the child. All the commonly made grammatical errors are removed by our sessions. For instance, when to use its and it’s, the difference between there and their, when to use articles a, an and the, all of these and much more are covered through our sessions.
- Phonetics: Phonetics covers all the pronunciation language barriers that are very common in children these days. This includes mispronunciations, fluent sentence formation, giving impromptu speeches and much more. Our trained jolly phonics instructor, Neha ma’am, helps children go through phonetic problems in communication and overcome them.
What will the results be?
The results would be greater command over the language from the rest of your child’s contemporaries. It would be the impeachment of all linguistic barriers that are common in kids these days. A child, after these sessions, would experience in himself/herself, a greater amount of appetite for the language after having a whole database of good vocabulary, better grammar and improved phonetic skills with them.
All of these would lead to fruitful nurturing in the English communication ability of a child. A child could further apply all the wisdom he has gained regarding the language in other areas of his/her curriculum and in different aspects of his life at a later stage.