Year on, questions remain over life skills training from Class 6
Section of experts criticises CBSE for implementing life skills curriculum at Class 6 stage, saying that by that time child becomes too mature for it
Eileen Singh CHANDIGARH: With an objective to create an integrated approach to learning and teaching that places bookish learning into practical application in a child’s life, the Central Board of Secondary Education (CBSE) had launched curriculum-based on life skills for students of Class 6 and above in the 2012-13 session.
However, a group of intelligentsia feels that Class 6 stage is too late for a child to learn life skills, as by the time a child becomes too mature to learn life skills; hence, the CBSE should implement the curriculum at the entry level.
The children should be exposed to life skills at an early stage, when their learning was based on real life experiences; for example, on Baisakhi preprimary children undertake exercises like grinding wheat to make rotis or churning out butter using traditional churners on Janmashtami, said Madhu Trehan, principal of Firstep Montessori School, Panchkula.
However, many progressive schools across tricity have implemented the curriculum at pre primary level considering adaptability of a child.
“Life skills work on a child’s adaptive behaviour and attitude and thus prepare a child to handle various situations and demands of life,” Monica Sandhu, a child psychologist.
“Where most of the schools are busy providing ample lessons to improve a child’s cognitive skills, some other are working hard not to ignore personal and inter-personal skills of a child,” added Sandhu.
Whereas Central Board of Secondary Education regional officer RJ Khanderao said: “CBSE is implementing various strategies to make sure that future generation is equipped
Life skills work on a child’s adaptive behaviour and
attitude and thus prepare a child to handle various situations and demands of life MONICA SANDHU
well with life skills early in life. The main purpose of the skillbased learning is to create an integrated approach to learning and teaching that places bookish learning into practical application in a child’s life.”
Priya Mehta, a parent, said: “Giving life skills education to children separately is baseless, as parents are teaching them enough.”
“The schools need to imbibe a curriculum along with courses that helps the children learn basic things like how to talk or how to behave in public,” said Suveechi Chaudhary, a child counsellor with Crest Counseling Services.
TYPES OF LIFE SKILLS
The main purpose of cognitive life skills is to develop intellect of children with an integrated approach to learning and
Schools need to imbibe a curriculum
along with courses that helps the children learn basic things like how to talk or how to
behave in public SUVEECHI CHAUDHARY
teaching that places bookish learning into practical application. The content of cognitive skills not only focuses on ‘what’ factor of learning, but also looks into ‘how’ factor.
These skills provide children with content and intellect that they can use in personal and professional life. Implementation of these skills in practical form brings academia closer to real life and adds relevance to the school education.
To provide children with ample opportunities to conduct their daily life activities like dressing/undressing, cleaning surroundings, preparing simple meals or drinks etc independently. Toddlers have a strong inclination to imitate chores, which their father or mother handle at home.
Children attain independence in daily chores early in life that consequently results in formation of selfesteem and confidence. Such early formed traits are life-long assets for children.
These skills teach children how to understand and interact effectively with family members, friends, teachers and others. Children also learn how to cooperate with others while working in groups, to empathise with peers and to learn how to be a leader or follower under different circumstances.
Children learn to manage their social skills well like how to handle relationships, how to conduct oneself in a group etc go a long way in being an effective group member.
The idea of implementing emotional intelligence life skills curriculum in classrooms is to introduce children to various emotions they might go through and prepare them to manage it well on a given day.
Children who are able to recognise their emotions well usually possess good understanding and emotional management capabilities. They are also able to understand similar emotions in others and consequently do act in a socially responsible manner.