Learning While Doing: Approaches and Experiences

Learning While Doing: Approaches and            Experiences

(Manisha Dhiman| Senior Program Officer- Remedial Learning)

Mostly, it is seen that the work we do ourselves, we can remember it for a long time.  The same happens with children as well.  When he sees something, he wants to do it himself and gradually learns.  For example, when we throw the ball, again and again, the child is attracted by it, then he tries to ask for the ball and tries to bounce the ball himself.  As a result of which he gradually learns to throw the ball in the right way.

It is one of the methods of learning where learning is considered permanent.  In general, laboratories and playgrounds are considered to be learning spaces for children.  But the methods of teaching are changing. In the same way, we should make the children's classroom like a laboratory for the children. Where they can learn by doing.  This type of classroom will be able to give a better learning environment to the children and the children will be able to learn things by doing things themselves.  With this thought in mind, we scoured our experiences of the last three years and started creating such resources for children, using which children can learn new things every day in the classroom. We have used some of these resources in the classroom and found that it plays a vital role in making the classroom environment a print-rich environment. Due to which a learning environment is created in the children, through this environment more than one sense of the child can be easily worked at a time. With these different types of resources, children get an opportunity to know themselves, and sometimes they can work in groups.

By this, the children move from the first four tangible forms of learning to the next stages of abstraction.  This resource is interesting as well as child-centered.  By which the physical and mental activity of the children also increases.

Through these, it becomes very easy to create an atmosphere of communication among the children and children can express their reactions openly. During the use of math resources, we found that children who were running away from maths also began to be able to guess, count, and represent in writing or orally using the resources over time. Ultimately, children develop a variety of skills in a conducive learning environment that stimulates knowledge acquirement by doing.

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