AKSHARA -“Baby Club”
Our Motive: To provide all needed core strength to the toddlers to enter into their Pre-School life with full of joy, cheerfulness and happiness.
It is a play destination for toddlers from age group 1 to 3 years. Our centre will train the kids in the holistic play way method to develop their,
Fine Motor Skills
Sensory Processing Skills
Gross Motor Skills
Pre Writing Skills
Visual Motor Skills
Toddler Program curriculum is based on experiential and social learning and helps your child learns in a fun filled space through different activities. Our teachers, trained in the concept of Multiple Intelligence are equipped to provide different activities to suit the differentiated learning needs of every individual child.
The activities are planned to promote growth in cognitive, literary, logical and social skills and help the toddler grow into an independent and confident individual and prepare for needs beyond pre-school.
The age and developmentally appropriate activity based Toddler program helps your child by:
Identifying the developmental and learning needs of your child aged 12 months to 20 months.
Differentiating into focused learning groups
Providing developmental and age appropriate activities.
Providing learning zones that help develop linguistic, logical-mathematical, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalistic skills.
Explore a rich sensory environment filled with different experiences of sights, sounds, textures and sensations.
Develop fine motor skills and environment to grow, roll over and pull up, crawl and step out into the world.
Develop a sense of community that helps your child form relationships that foster a sense of security and trust.
Explore the world with well-structured learning zones and materials which spark curiosity and provide different experiences.
Toddler Daily routine
Language Training Time
Fine Motor Time
Pre writing Time
Gross Motor Time
Increase expectations of the child around self-care tasks such as dressing, toileting, eating, and getting ready to go out of the house.
Encourage the child to develop relationships with known and unfamiliar children of a similar age.
Expose the child to books to prepare them for sitting and listening to stories as part of group time at preschool.
Start preparing the child for preschool at the age of 3 by talking about expectations at preschool/kindy, appropriate behaviour, sit down activities.
Work with the child’s child care educators (if in child care) to identify any signs of deficit or slow development so that these areas can be targeted before the child starts preschool/kindergarten
Use visuals, such as picture schedules, to help the child understand the routine of their day both at home and at preschool/kindergarten.
Prepare the child for group excursions when at preschool/kindergarten by going to places such as the library, the zoo, the shopping centre, the post office and help the child to understand appropriate behaviour in these environments.
This is an area that will be a large part of the activities undertaken at preschool, so developing these skills will enable the child to participate in activities much more easily and willingly.
The ability to obtain, maintain and change emotion, behaviour, attention and activity level appropriate for a task or situation.
Accurate processing of sensory stimulation in the environment as well as in one’s own body that influences attention and learning that effects how you sit, hold a pencil and listen to the teacher.
Comprehension of spoken language (e.g. the teacher’s instructions).
Producing speech or language that can be understood by others (e.g. talking to friends).
The ability to clearly pronounce individual sounds in words.
Higher order reasoning and thinking skills (e.g. what do I need to pack to take to school?).
The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and regulate emotions (for a child’s own responses to challenges).
Determined by the ability to engage in reciprocal interaction with others (either verbally or non-verbally), to compromise with others and to be able to recognise and follow social norms.
The sequential multi-step task/activity performance to achieve a well-defined result (e.g. a cut and paste task or a simple maths worksheet).
The importance of Fine Motor Skills
Fine motor skills are the foundations for children’s future!
Fine motor skills are important for children to master in order for them to begin to process of learning to write and form letters. Without being developmentally mature enough for this and the strength and control necessary, it is very difficult for children to learn letter formation and begin writing.
Fine motor skills are not just necessary for writing but for many other daily tasks such as doing up buttons, using locks, tying laces, picking up objects, turning pages in a book etc…. These skills should begin developing early on but children need the experiences and the opportunities to develop and acquire these skills.
The importance of Gross Motor Skills
Gross motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand coordination skills such as ball skills (throwing, catching, and kicking).
Gross motor skills are important to enable children to perform every day functions, such as walking, running, skipping, as well as playground skills (e.g. climbing) and sporting skills (e.g. catching, throwing and hitting a ball with a bat). These are crucial for everyday self-care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over).
Gross motor abilities also have an influence on other everyday functions. For example, a child’s ability to maintain table top posture (upper body support) will affect their ability to participate in fine motor skills (e.g. writing, drawing and cutting) and sitting upright to attend to class instruction, which then impacts on their academic learning. Gross motor skills impact on your endurance to cope with a full day of school (sitting upright at a desk, moving between classrooms, carrying your heavy school bag).
The ability to exert force against resistance.
The ability of a muscle or group of muscles to exert force repeatedly against resistance.
The ability to move the body with appropriate sequencing and timing to perform bodily movements with refined control.
A change in motor (muscle) behaviour resulting from practice or past experience.
The ability to stabilize the trunk and neck to enable coordination of other limbs.
Accurate registration, interpretation and response to sensory stimulation in the environment and one’s own body.
Knowing body parts and understanding the body’s movement in space in relation to other limbs and objects.
The ability to maintain position whether that is static, dynamic (moving) or rotational.
Ability to integrate multiple movements into efficient movement.
The ability to cross the imaginary line running from the child’s nose to pelvis that divides the body into left and right sides.
This is information that the brain receives from our muscles and joints to make us aware of body position and body movement.
The resting muscle tension of a muscle which is the continuous and passive partial contraction of the muscles.
The Importance of Visual Motor Skills
Visual motor skills, also referred to as visual motor integration, are the skills that emerge from the integration of visual skills, visual perceptual skills and motor skills that allow us to use our eyes and hands in a coordinated and efficient way. Visual motor skills are the foundation for many of a child’s day to day activities, including cutting, colouring, and writing, catching or kicking a ball, or tying his shoes. When the visual and motor systems are efficiently communicating with one another, these activities are easy for children to complete.
When these systems are not effectively communicating, children will have difficulty with many of these activities. A child may not have any visual issues with acuity or perception and may not have any challenges with hand strength or dexterity, but the connection between their visual and motor system is not as organized or efficient as it should be, resulting in difficulties with visual motor skills. Functional implications of poor visual motor skills include difficulty with handwriting, drawing, completing mazes, copying from the board at school and poor eye-hand coordination.
The Importance of Sensory Processing Skills
Sensory Processing – or Integration as it is also known – is the effective registration (and accurate interpretation) of sensory input in the environment (including one’s body). It is the way the brain receives, organises and responds to sensory input in order to behave in a meaningful & consistent manner.
A new born is able to see, hear and sense their body but is unable to organise these senses well; therefore this information means very little. They are unable to judge distances or feel the shape of one object versus another. As the child is exposed to various sensory inputs, they gradually learn to organise them within their brain and are able to give meaning to them. They become better able to focus in on one sensation and as a result performance improves. Their movement changes from being jerky and clumsy, to more refined and they are able to manage multiple amounts of sensory input at one time. By organising sensations the child is able to modulate their response and as a result they seem to be more connected with the world and in control of their emotions.
The ability to understand and interpret what is seen. The visual system uses the eyes to receive information about contrast of light and dark, colour and movement. It detects visual input from the environment through light waves stimulating the retina.
The ability to interpret information that is heard. The auditory system uses the outer and middle ear to receive noise and sound information. They receive information about volume, pitch and rhythm. It is important for the refinement of sounds into meaningful syllables and words.
The ability to interpret information regarding taste in the mouth. It uses the tongue to receive taste sensations, and detects the chemical makeup through the tongue to determine if the sensation is safe or harmful.
The ability to interpret smells. It uses the nose to receive information about the chemical makeup of particles in the air to determine if the smell is safe or harmful.
The ability to interpret information coming into the body by the skin. It uses receptors in the skin to receive touch sensations like pressure, vibration, movement, temperature and pain. It is the first sense to develop (in the womb), and as such is very important for overall neural organisation.
The ability to interpret where your body parts are in relation to each other. It uses information from nerves and sheaths on the muscles and bones to inform about the position and movement of body through muscles contracting, stretching, bending, straightening, pulling and compressing.
The ability to interpret information relating to movement and balance. The vestibular system uses the semi-circular canals in the inner ear to receive information about movement, change of direction, change of head position and gravitational pull. It receives information about how fast or slow we are moving, balance, movement from the neck, eyes and body, body position, and orientation in space.
When children are efficient in their processing, appropriate responses to the environment around them occurs and is demonstrated by appropriate skill mastery, behaviour, attention and self-regulation (controlling their physical activity, emotional and cognitive responses). Children are able to sit and attend to the important pieces of information in a classroom and therefore have a good chance at achieving their academic potential. Furthermore, the child is able to understand their body’s movement in relation to their surroundings and themselves. This allows for success in whole body (gross motor) activities. This in turns aids the social development of the child.
The Importance of Pre Writing Skills
Pre-writing skills are the fundamental skills children need to develop before they are able to write. These skills contribute to the child’s ability to hold and use a pencil, and the ability to draw, write, copy, and colour. A major component of pre-writing skills are the pre-writing shapes. These are the pencil strokes that most letters, numbers and early drawings are comprised of. They are typically mastered in sequential order, and to an age specific level. These strokes include the following strokes: |, —, O, +, /, square, \, X, and Δ.
Pre-writing skills are essential for the child to be able to develop the ability to hold and move a pencil fluently and effectively and therefore produce legible writing. When these skills are underdeveloped it can lead to frustration and resistance due to the child not being able to produce legible writing or to ‘keep up’ in class due to fatigue. This can then result in poor self-esteem and academic performance.
An ability to exert force against resistance using the hands and fingers that allows the necessary muscle power for controlled movement of the pencil.
The ability to cross the imaginary line running from a person’s nose to pelvis that divides the body into left and right sides.
The efficiency of how the pencil is held, allowing age appropriate pencil movement generation.
The ability to process information received from the eyes to control, guide and direct the hands in the performance of a task such as handwriting.
Using two hands together with one hand leading (e.g. holding and moving the pencil with the dominant hand while the other hand helps by holding the writing paper).
The strength and stability provided by the shoulder to allow controlled hand movement for good pencil control.
The ability to skilfully manipulate tools (including holding and moving pencils and scissors) and controlled use of everyday tools (such as a toothbrush, hairbrush, and cutlery).
The brain’s ability to interpret and make sense of visual images seen by the eyes, such as letters and numbers.
The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.
Using just the thumb, index and middle finger for manipulation, leaving the fourth and little finger tucked into the palm stabilizing the other fingers but not participating.
The Importance of Language Skills
Understanding of language (also known as receptive language) is the ability to understand words and language. It involves gaining information and meaning from routine (e.g. we have finished our breakfast so next it is time to get dressed), visual information within the environment (e.g. mum holding her keys means that we are going to get in the car, a green light means go), sounds (e.g. a siren means a fire engine is coming down the street), words (e.g. the word ball means a round bouncy thing we play with), concepts such as size, shape, colours and time, grammar (e.g. regular plurals: cat/s, regular past tense: fetch/ed) and written information (e.g. signs in the environment like “no climbing”, written stories).
Understanding language is important in order to communicate successfully. Children who have understanding difficulties may find it challenging to follow instructions at home or within the educational setting and may not respond appropriately to questions and requests. Within the school setting, difficulties in understanding may lead to attention and listening difficulties and/or behavioural issues. As most activities require a good understanding of language, it may also make it difficult for a child to access the curriculum or engage in the activities and academic tasks required for their year level of school.
The Importance of Memorizing Sanskrit Mantras
Science Proves the Power of Chanting
Sanskrit scholars in India learn to chant ancient texts from a tender age. They chant simple mantras, Sanskrit poetry and prose, along with memorising and chanting the most ancient Sanskrit texts, including the Shukla Yajurveda, which takes six hours to chant. While those listening to these chanting receive the gift of the sacred texts they are sharing with us, the chanting of long texts does, in fact, have an amazing effect on the brain.
Neuroscience shows how rigorous memorising can help the brain. The term the ‘Sanskrit Effect’ was coined by neuroscientist James Hartzell, who studied 21 professionally qualified Sanskrit pandits. He discovered that memorising Vedic mantras increases the size of brain regions associated with cognitive function, including short and long-term memory. This finding corroborates the beliefs of the Indian tradition which holds that memorising and reciting mantras enhances memory and thinking.
Dr Hartzell’s recent study raises the question whether this kind of memorisation of ancient texts could be helpful in reducing the devastating illness of Alzheimer’s and other memory affecting diseases. Apparently, Ayurvedic doctors from India suggest it is the case and future studies will be conducted, along with more research into Sanskrit.
While we all know the benefits of mindfulness and meditation practices, the findings of Dr Hartzell are truly dramatic. In a world of shrinking attention spans, where we are flooded with information daily, and children display a range of attention deficit disorders, ancient Indian wisdom has much to teach the West. Even introducing small amounts of chanting and recitation could have an amazing effect on all of our brains.