To be a Rocket Scientist OR a Sailor?

One of our kindergartners’ parents recently made an important but typical remark about our assessment procedure, as we concluded one.  “It reassures me that my child’s progress is being studied in such detail but how should we make the most of this assessment,” she asked. 

It wasn’t the first time a parent wanted to ‘act on’ the assessment. It is an eagerly awaited day by parents as they browse through the progress their children (as young as 2 years) are making within the curriculum. Often, parents who join us after having their brush with other preschools are quite taken aback with the methodical processes and in-depth analysis across every sphere of learning we follow.  Learning Assessment is crucial to us. However, assessment programs are hardly about if the child is on course to becoming a rocket scientist or a curator and providing cues to the parent accordingly!

Assessment, ‘assidre’ in Latin, means to sit beside. At Kangaroo Kids, the focus is always on the process rather than the ‘product’.  This encompasses to literally ‘sit beside’ a child and while observing him/her, guide his discovery and learning and finally assess his/her progress across various dynamic parameters.  It is a 360 degree approach of understanding a child and his learning needs. Observation is an important skill at every stage of schooling – be it teaching or learning.

For e.g. to observe in a two year-old the curriculum aim of 'uses tools for writing and drawing and visualises & represents ideas (on paper, slates, easel etc.)’, the learning objective is - holds a crayon with thumb & 2 fingers (palmer grasp). Here, the teacher will observe children at the activity centres while they are doing their activities either on slates or at art activity. Since each child develops at their own pace, observing and supporting each child is critical.

Undoubtedly, it’s the teachers that are the primary facilitators in this cycle, which is why they are empowered with the maximum training and support to handle each child. To maintain daily progress of each child with respect to physical, cognitive, social, emotional and personal development, is no mean feat, since each growth is inter-related. Extend couple of extra layers of focus for children identified as afflicted with learning disorders, it’s easy to see why it is absolutely essential for us to maintain a teacher-child ratio of 1:6 (playschool) or 1:8 (an industry benchmark), along with a support teacher for each child identified sometimes with learning or behaviour challenges.

As we see it, child assessment is as definite as science and as evolving.  Though, it is hardly a tool to know who has the makings of a rocket scientist. But it is about who would love rocket science and who would rather sail a boat. And between the both of them how to get them interested in the boat and the rocket respectively. We truly believe each child is unique, gifted and had areas of strength. We don’t believe in labeling children or sorting them but believe in ‘igniting that spark for achieving human greatness’.

It goes without saying that parents are equal partners in this process of discovery, learning and outcome.  Without them, it is impossible to realise the vision of raising a child as true to himself/herself.  Although it does take a while for some of our parents to accept the thought that one needn’t compare to understand. But all who have been with us have supported this wholeheartedly, to only come back later and thank us. Our vision for our children is simple really. It remains to celebrate what each child has to offer and to ignite his interest in achieving his potential.  

There is hardly any satisfaction than watching little rocket scientists agreeing to cruise with little sailors and watch little sailors give the rocket the benefit of doubt!