Coronavirus Lockdown: Why Children Parks Remain Shut?

India’s coronavirus lockdowns have had several iterations. From Lockdown 1.0 to Lockdown 4.0, as cases rise, so have the relaxations. However, as far as children are concerned, two aspects have remained constant. The first aspect is the push, rather the shove for online education/learning. The second is the continued closure of parks – open green spaces to play for children.

When I refer to parks, I neither mean the places with rides nor the places with slides/swings. The park might as well have these things. However, I mean parks as a place where children can chase squirrels, collect twigs, leaves, seedpods etc, roll and slide over the grass, snoop on the centipedes, and more. All these activities happen under the shade of trees accompanied by the light wind to ensure that there is no sweat even in this weather.

I fully respect the lockdown measures imposed by the Government. At the same time, I also feel that the easing of relaxations pertaining to children is not getting the importance it deserves.

A plethora of relaxations, but not one for the parks

The industries have resumed. All sorts of offices have started functioning. Trains, flights, buses, taxis, autos have started. All the shops are open. Resumption of liquor outlets grabbed the national headlines. However, the parks remained shut and continue to remain shut till day.

For reasons beyond my understanding, parks are spoken about by Government in the same breath as malls, theatres, religious places, restaurants, educational institutions (barring conducting of examinations) etc. All these places are closed and congested. Majority of them are air-conditioned. All of them require disinfectants to get rid of the coronavirus and all the other organisms.

In comparison, the park is open to air place. It gets sufficient sun-light as a natural disinfectant. There is enough and more place to maintain social distancing norms. Even then, a park is nowhere getting mentioned as a candidate for immediate re-opening.

A multitude of options for other relaxations, but not one for the parks

The Government has come up with social distancing norms for offices, factories, shops, public and private transport etc. In some states/cities, shops follow odd-even dates for opening. There is a safety SOP/protocol for almost everything. However, none exists for parks.

Similar to other relaxations, the parks could have also had their recommencement protocols. The park could have different time-slots for children of different ages. A time-slot of 6-8 am for children below 8 years, time-slot of 8-10 am for children from 8-10 years and likewise. The parks could have odd-even dates, odd for children with parents, and even for the elderly.

I mean, if there is a will, there could be a way for re-opening of parks. Just that, the Government does not seem to consider a park as an essential service.

The push for online learning, but not one for the parks

The Honourable Minister for Human Resources Development, Ramesh Pokhriyal, has been unequivocally prescribing online learning for children of all ages so that they do miss out on their valuable education. Every private educational institution has logged on to virtual classrooms for their students.

However, not one of them has advocated/spoken up even once for opening up of the parks. Seemingly, for them, the learning for the students happens only in the confines of the classroom, physical or virtual. They would not even consider parks as a recreational option for their students; else even for that the Cabinet Minister/educational institutions would stand up for its re-opening.

To be honest, even in the best of times, hands-on experiential learning in the lap of nature for children below 8 years was never an option in Indian educational context and it is not even now. Similarly, for children above 8 years, reinforcement of their classroom learning never happened in the outdoor context and it continues to remain so.

In nutshell, well-fed online education has many parents, promoters and care-takers. In comparison, a park is a mal-nourished orphan and continues to remain so.

Parental decision

The detractors of opening up of parks can say that children can contact the coronavirus in the park and pass on to their parents/grandparents. Why should they be put at risk? Spot on. For that matter, why should an adult go out for work, contact the coronavirus and put their children/parents at risk? Well, the adult has to work, everybody agrees. Well, the children have to play in open green spaces, nobody agrees.

There is every probability of things to go wrong, which anyways are going wrong, even without opening up the parks. Moreover, it has to be parents who have to decide whether it is safe for their children and them to go to a park. Why a nanny state is needlessly getting into these minute details and deciding on behalf of parents? This has lesser risk vis-a-vis much other stuff that the state has already opened up and put the entire nation at risk.

Summing Up

Coronavirus lockdown could have been an opportunity to resurrect the importance of parks in the growing up years for children.

Just that, there is no entrenched lobby to speak up on behalf of the children or the parks.

Language Policy In Indian Education: Pile It Up On The Children

I figured out how the Indian educational system initiates rote learning for students by turning upside down the LSRW approach in acquiring languages. However, I could not understand the reason, then.

I know that Indian students are taught multiple languages; I was a student myself, long back. However, I was taken aback when I read that currently, NCERT recommends that students learn a minimum of five (5) languages in their schooling years.

The quote from NCERT website: We strongly believe that all children should leave school with CALP (Cognitive Advance Language Proficiency) in at least three languages; they should of course know a couple of others at least at the level of BICS (Basic Interpersonal Communicative Skills).

Now, I think I can connect the dots. The Indian education system has no option but to upturn the LSRW approach for teaching languages. They have to torture the child with so many languages and ensure that there is some resemblance of learning at the end of it. There is no time for the conventional time-taking methodical LSRW approach. What has to be done? Pile it up on the children. Bash on regardless. Focus on Writing, Reading might follow later. The student is left on her/his own for Speaking and Listening.

This brings us to the larger picture of what is the language policy in Indian Education and what purpose it serves?

The Language Policy

The Constitution, adopted in 1950, necessitated that English and Hindi be utilized for conducting the Union’s official business for a time of fifteen years [s. 343(2) and 343(3)]. After that time, Hindi should turn into the sole official dialect of the Union. This did not happen. What to do now?

  • Education policymakers knew that Hindi cannot be disrespected, so teach Hindi.
  • They recognized that English is not going to leave the Indian shores, so teach English.
  • Now, they became conscious that except for the northern states, Hindi is not the mother tongue for the rest of the citizens of the country. So, teach the third language.
  • Sanskrit is practically not used anywhere in the country. But we cannot forget the glorious past of the country. So, teach the fourth language.
  • Now, with so many commissions and omissions, we are bound to step on the toes of some of the communities and religions. To respect their feelings, teach the fifth language.

I know I made the above explanation up. However, there is no other practical way of explaining this silly obsession of teaching five languages to students.

The language policy takes into account the reality of multilingualism, the push and pulls of regionalism, the political need to carry every religion and community together and the inevitability of English. The hotchpotch ragtag mishmash jumble of teaching five languages is the incorrigible output.

Just that, it fails to take into account the audience for this folly of a policy. The children pay the price for this craziness and bear the brunt of taking the load of studying five languages.

The Purpose

NCERT dutifully mentions “We should also note that several recent studies have effectively demonstrated the positive relationship of multilingualism with cognitive growth, social tolerance, divergent thinking and scholastic achievement.” NCERT does not give a link to any of these studies.

I am not aware of any other country in the world that is teaching five languages to their children. Would other countries not be aware of what their children are missing out on by not studying five languages? This seems to be a well-guarded secret by Indian educationists.

Indian society is as much an inequitable and discriminatory as it can be. When it comes to social ills and leaving the marginal and vulnerable sections unprotected, benefits of multilingualism, as quoted by NCERT, seems to have bypassed India.

Rather, I feel that by making a child focus on so many languages simultaneously, Indian education system ensures that the child does not master any. Leave aside becoming a master of languages, s/he would abhor the languages. Do you need proof? Check the number of students opting for JEE/NEET and those opting for humanities at +2 level.

I agree that bilingualism is helpful for the child, but it is about two languages. Why is the third language getting added to the conundrum? The further addition of the fourth and fifth language is a sheer torment of young minds.

Would NCERT be conducting alternative studies that limiting the languages for school children to a maximum of two would lead to a better academic outcome? Apart from letting children enjoy their childhood, seemingly an objective that is long forgotten.

Apart from increasing the weight of school bags, I see no purpose of the language policy in Indian education.

What would be your views about the language policy in Indian education and the purpose it serves?

PS: I do not think, though, five languages are being taught to children anywhere in the country. It is another silly government rule that no school cares to follow. Even though the children are burdened with 3/4 languages, and that itself is too many.

LSRW: Where And How Rote Learning Starts In Indian Educational System

LSRW is considered a natural way of acquiring a language. A child is expected to go through the four stages of LSRW in sequential order. A child would first listen to the mother tongue spoken around her/him. At the second stage, the child learns to speak – makes sounds, moves on to alphabets, small words and gradually, the sentences. The third stage would be reading – picture books and tactile material, establishing a relationship with letters and words. The last stage would be writing.

The above is how LSRW (Listen Speak Read Write) is expected to function for a child when s/he acquires a new language. However, the Indian educational system has turned this principle upside down and come up with an opposite version for the language learning of Indian students.

Disclaimer: I am a stay-at-home father, since the last three years, to my now five and a half-year-old twin daughters. My wife and I are also trying to develop a sort of home-schooling for the girls. In the process, I try to figure out how the Indian education system of curriculum, schools, books, NCERT, methodology etc work. This is how I stumbled upon LSRW and the below are my views on its utter disregard in the Indian educational system.

Writing as a rote skill

Have you ever considered what is taught to children in the play-school/school? Invariably, in the majority of the schools, writing will be an integral part of whatever the child is exposed to. And that too, it will be in English.

Have you ever wondered why the reading does not precede writing in Indian schools? I guess that reading cannot be dictated, reading cannot be forced, reading cannot be made to order. After all, reading is an age-appropriate skill. The child will learn to read, only when s/he is ready to read. However, writing is a flexible skill and amenable to manipulation.

The schools make the child write alphabets, words and short sentences, even though the child in the natural course of things has not encountered them. Ideally, the child should be able to read and comprehend what s/he is writing, but here the child is made to write irrespectively.

In short, Indian schools force-teach writing, preceding reading and in many instances, even before the speaking and listening happen. After all, the probability of English as a mother tongue for us, Indians, is fairly remote.

The rot starts with NCERT

I was wondering how schools could turn the LSRW on its head and get away with it. Unsurprisingly, they have been given a go-ahead by NCERT, itself. The below two quotes are from NCERT website.

“For a very long time now, we have been talking in terms of LSRW skills as the objectives of languages teaching. This exclusive focus on discrete skills has had fairly adverse consequences.”

NCERT does not bother to list even one of what these adverse consequences are.

“We now plead for a more holistic perspective on language proficiency. After all, when we are Speaking, we are also simultaneously Listening and when we are Writing, we are also Reading in a variety of ways.”

Yes, NCERT is right. When we speak, we also listen, for listening precedes speaking. When we write, we also read, for reading precedes writing. NCERT uses the correct order of LSRW and then reverses the interpretation when it comes to actual implementation. NCERT maintains stoic silence on the holistic perspective on language proficiency and does not go beyond bashing up LSRW.

Thus, NCERT gives its blessing to schools to take up Writing as the first step in language teaching. In the process, NCERT does not cite any study/argument/logic to arrive at its convoluted inference.

The above two points are at actuals. You can see them in execution in schools and read in NCERT’s website, in letter and spirit. The third point is my interpretation of the first two points.

Schools and parents lap up writing

Formal environment for kids in India is big business. They charge a bomb. So, they have to also deliver, something. Unfortunately for them, reading as a skill cannot be delivered. Speaking as a skill takes time. In a short period, what is possible is writing. So, the child writes.

Education and learning are tangible, as well as intangible. We, Indian parents, understand and believe what we see a child doing. We do not tend to bother much about what is indeterminate. A child writing is a perceptible occurrence and it makes us happy that our child is learning. So, the child writes.

Summing Up

The educationists, the parents, everyone bemoans that the Indian educational system promotes rote learning. Basis of my interpretation of LSRW, I believe that rote learning starts early, very early in the Indian educational system.

It starts with the un-natural preference for writing, a skill that should come last in the natural order of skills to be learnt for a child to acquire a language and we teach it first before any other language skill is picked up by the child. I did not find a single article on this on the internet, neither for nor against. Seemingly, it is not a topic of discussion.

We are trying to follow LSRW with our twin daughters. Let us see how it unfolds.

What are your views on LSRW and the Indian educational system?

Why A Girl Is Never A Hero? Why Only A Boy Is A Hero?

“Why a girl is never a hero? Why only a boy is a hero?” These are the perpetual questions raised by both of our twin daughters. Be it fiction, non-fiction, storybooks, mythology, cartoons, newspapers – whatever and wherever, both the girls keep raising the above questions.

To be honest, if it would not have been for my daughters’ raising these questions persistently, I would not have even realized it. It has become so obvious in popular culture and so ingrained into my mind that I was oblivious to have myself become synonymous with it. What is it?

Every child would raise these questions

My twin daughters are no wonder kids. If they can raise these questions “Why a girl is never a hero? Why only a boy is a hero”, I am certain that most of the other girls of their age would also ask similar questions. Why limit only to girls? I am sure that boys would also raise the same questions.

Why limit to girls and boys of the current generation? I suppose, my wife and our mothers too, when they were kids, would have raised these questions, as well. I do not remember if I asked these questions. Do you remember asking these questions in your childhood?

That is precisely the point. Only the children ask these questions. When they go on to become adults, somehow somewhere these questions stop existing to them. Along with their childhood, they leave it behind. What is it?

Every adult would not raise these questions

When the adults read the storybooks to their kids, why would they not be alarmed by the pronoun “He” staring at them all around? When the adults see the cartoons and movies with their kids, why would they not be perturbed by a boy/man saving the day and the world, all the time? At the time of narrating a mythological tale, why would adults not be concerned that it is always adventures and heroics of a God – invariably a man.

An adult takes it for granted that is how things have been, things are and things ought to be (Why a girl is never a hero? Why only a boy is a hero?) It becomes a norm, it gets accepted as a fait accompli, it becomes a part of life. What is it?

Is it the market or the psychology or something else or everything put together

There is a big market for kids’ story-telling material. It is all about imagination, they say, and is limitless / knows no boundaries. Majority of these kids’ stuff, if not all, is dominated by male heroes. Why is this, so-called, imagination only getting limited about the little specific around the gender and nothing else?  Why cannot writers and artists centre their imagination around a girl? Is there no market for a female hero? Would parents not buy such stuff?

Or is it something that is even more deeply ingrained into our psyche? We do not think that women are worth it and can do good stuff on their own. They always have to play second fiddle – a Sita to a Ram and a Chutki to a Chhota Bheem. Imagination, an extension of our thought process, cannot exist in isolation and is a reflection of the story-teller / the society. These story-tellers, irrespective of gender, do not seem to think highly about the female gender, apart from being a side-kick.

I do not seem to get it. Is it the market that won’t accept the girls in the spotlight as the central characters? Is it our (man’s) interpretation of the women and their role in society and life, at large, and women being a party to man’s version of themselves? Or is it something else? Or everything of it? What is it?

Exceptions are not the norm

I know that the situation is not as bleak as I have made it out to be. We have exceptions. There is a Jhansi Ki Rani and there is a Kalpana Chawla. There is an Ela Bhatt and there is a Hima Das. But, that is all. These are the exceptions and not the norm. List down 20 notable women in public life in India, (no, the Bollywood examples do not count), and you will yourself know the status of affairs.

If you choose to live in denial and say that a situation is improving gradually, looking at things optimistically, I have nothing much to say. Just that, coronavirus came and turned our version of normal and acceptable life upside down. It is a forced change, though. Why cannot there be a similar and swift change in our outlook towards girl/women? What is stopping us?

A hero is now considered to be a gender-neutral word and is also increasingly used to refer to a woman (source: https://www.dictionary.com/). A lip-service. In real life, we are far from the notion, nowhere closer, not even started.

I continue to have no answer to my daughters’ questions – Why a girl is never a hero? Why only a boy is a hero? I don’t want them to forget the question as they grow older, unlike their mother and grand-mothers.

What would be your answer? What is it?

PS: Please do not bring the sham of International Women’s Day into the discussion to say that the situation is changing for good. I find it for the worse. I am referring to a change for my daughters’ generation, and not for the nth generation, down the line.

5 Things Online Learning Tells Us About Indian Educational System

With the coronavirus induced lockdown, online learning is the new buzz word doing rounds in the Indian educational system. The schools and colleges are shut. The students and teachers are at home. Supposedly, the future of India is at stake. What has to be done? Online learning is the answer to all the coronavirus ills affecting the education sector.

The Honourable Union Cabinet Minister of HRD Ramesh Pokhriyal in every interaction with media and parents drops the name of online learning without fail. Every private school worth it’s salt has latched on to online learning bandwagon in some form or the other. Parents have to share their screens with the off-springs and they are more than willing for this intrusion.

There is no iota of opposition from any quarters about this charade of online learning in India. After all, it is an optimal application of the available technology for the noble purpose of educating future citizens. What would be wrong in that? Read on.

Right To Education – I

RTE Act, passed in 2009, is an obligation on the Government to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group.  RTE puts the onus on the Government for the education of a child and not the parent.

Now, which sane person in India would claim that parents of children going to government schools would be having access to a smart-phone to enable online learning for their children? If the parents cannot afford a smart-phone, how can a child access online learning?

The Government has conveniently palmed off its responsibility of ensuring education to government school children to parents. It has not even put up a facade. The Government talks about online learning happening in private schools and not government schools. The Government has left the students of her schools to fend for themselves. Who is going to bother, anyway?

This makes it amply clear that the Government of India was never bothered or interested in education in government schools in the first place. This is the first learning from online learning fuss.

Right To Education – II

The RTE Act requires all private schools to reserve 25% of seats for the poor and other categories of children. If there was ever a doubt that private schools are following the RTE Act in letter and spirit, the online learning drama puts it to rest.

All the private schools are gung-ho about online learning and claim that their functioning is going-on as usual. There is not even a smallest of whimper that a certain section of students is missing out on this initiative. The private schools claim that the parents and the children laud their execution and all of them are a part of their programme.

Does it occur to anyone that when 25% of students are admitted from the vulnerable sections of the society, how can cent per cent of the population be a part of the online learning plan? There have to be some students that will fall through the sieve, but astonishingly there are none.

One can say that this 25% of the children, in the reserved category, have parents that can afford a smart-phone and facilitate their online education. If anyone falls for this bluff, I am the reincarnation of Ashoka, The Great.

This entire ado about online learning in private schools only means that 25% of reserved seats under RTE were never filled by those it was meant for. This is a scandal that nobody will ever talk about; neither the Government nor the private schools and most sadly, not the parents of children studying in those schools. The second learning.

It Is All About Fees, Stupid

The private schools would want to continue charging their fees, even with the coronavirus lockdown. They surely cannot charge transport fees, mess fees, uniform fees and other miscellaneous heads. However, they want to cling on to their tuition fees – after all, this contributes the maximum to their coffers. How to go about this? Online learning is the answer.

With the online learning, the private schools can formally and legitimately show that they are delivering as per their promise and hence the parents are liable to pay their share of fees.

Would anyone dare challenge the efficacy of online learning and make a claim for pro-rata deduction in tuition fees? No ways. The private schools would claim 100% effectiveness of their programme and hence, the 100% collection of fees. After all, there is no one to call their bluff. The third learning.

The Proof Of The Pudding Is NOT In The Eating

So, online learning is delivering. Great. Let’s have an online examination. Where did the backers of online learning vanish? Why is the Honourable Union Cabinet Minister shying away? Why are the private schools completely silent on this aspect? Even the parents are not supportive of this idea.

What use is online learning if there is no online examination? An elephant has two sets of teeth, one for chewing and one for showing. So, is the case of online learning. The fourth learning.

Never Let A Child Be A Child

Coronavirus lockdown is the first extended opportunity for a child to spend time with her/his family up-close. This is the time for the child to learn first-hand what goes on in the household and figure out ways and means to be of help to the parents. This is the occasion to develop empathy for fellow citizens facing a harrowing time and create a base for real-time life learnings.

If nothing else, let the child be a child. Play. Rest. Explore. Connect. Freedom. No, the Zoom class beckons.

The Indian educational system would not let the child be a child, EVER. The fifth learning.

After all, the weight of school bags is not going to reduce in India.

Children And Plants: A Lifetime Of Learning

What could be the prized possession of a child? A toy? A dress? Surely, not chocolate. What could it be? Something that encapsulates childhood innocence, skills and competencies, academics, spending quality time with parents, preparing the child for the world that s/he is going to inherit. What could that be? My take – Plants.

I am not referring to growing own food, exotic species or new-age technology like hydroponics for space and cost is a privilege in India. I am not talking about gardening or even trees. It is just about a simple plant, any plant in any pot with any seed present in any kitchen. It has to be that simple and easy for every child to experience first-hand, nature and environment, and learn to be a part of it.

As I see my twin daughters tending to their plants, I wonder about the aspects in which this activity has impacted their exposure, learning and growing up.

Skills And Competencies

Patience – Plants will not yield to instant gratification requests. Return on efforts will take time.

Failure – Every seed sowed will not germinate. All the efforts might lead to a big nothing.

Discipline – Day-in and day-out the plant needs to be taken care of and watered at a given time.

Ownership – I have sown. I tend to. I grow the plant. That is mine.

Curiosity – How does the plant grow from a seed? The different parts and their functions.

Hands-On – Learn with practice and by doing, and not just by hearing instructions.

Sweating – Opportunities to sweat for a child is few and far in between. Sweating is good.

Getting Dirty – It is not the sanitized and clean environment that boosts immunity, but this.

Cause & Effect – As you sow, so shall you reap. Your efforts, your learning, your returns.

All The Senses – The experiential learning that involves all the five senses, unlike classroom.

I can go on, but that is not the purpose. The skills and competencies that a child learns while tending to plants in beyond an adult’s imagination. And, all this learning is something that a child is not going to forget in a hurry. Rather, it is going to stay with her/him for a lifetime.

Academics

Learning skills and competencies through tending to plants is a non-tangible. It is not conducive to assessment and examinations that an adult and a schooling system are used to. No issues, at all. The learning from plants is amenable to textbook academics too. Just that, it requires a bit of application.

It is Maths time. Numbering, Counting, Addition, Subtraction, Shapes, Weights, Comparison, Time.

It is Language time. Speak and ask open-ended questions. Read and Write about plants and actions.

It is Environment time. Plants themselves are a living environment, a world in a microcosm.

It is Cognitive Development time. Discuss and analyze experiences and predict outcomes.

A humble plant can teach all the academics that a mighty classroom can, that too at a fraction of a cost, time and efforts.

Quality Time

There are just three actors in this entire story – the child, the plant and the adult, a supporting cast. No distractions, just actions and observations. There is nothing but daylight that separates what the child and adult are doing involving all their five senses with the plant.

The togetherness, the bond, the memories that tending to a plant creates has no parallel. There will no repetition and no monotony in all the time spent together. There will be unexpected twists and turns along the way and the child’s reactions to each will lead to stories to savour.

It is not just the plants that get discussed and spoken about, but also the children – how they think, evolve, grow and develop. It is about growing up together, including the adults.

Any Plant Will Do

Even if there are no pots around, just a plate or a broken bucket/vessel will suffice to grow a plant. Coriander and fenugreek from the spices box in the kitchen, peels and leftovers from the cut vegetables, seeds from a fruit that a child ate – anything and everything can be tried out for growing. Seasons do not matter. The place available does not matter.

A requirement is just a willing adult, a handful of soil and a child will surely follow the suit.

A Better Tomorrow

Plants give a chance to children to learn innumerable life skills, overlooked in standard school curriculums, and teach environmental awareness by exploring the workings of nature.

It is said that we have to leave a better world for future generations. Tending to plants with children is a small cog in the bigger wheel of creating an environmentally sustainable ecosystem.

There is no better gift than handing down a love of nature for children, starting with a base unit – Plants.

This is how I arrived at what the most revered and sacred possession of a child should be – A Plant. Also, a lifetime of learning.

What would be your take on this subject?

5 Ageless Games Children Love To Play – Indoor/Outdoor

The games that can be played inside or outside the house.

By any number of players, from two onwards.

The games that require a minimum of props or no props altogether.

No need for teams and scores either.

Minimum of fuss with rules and extremely easy to understand. Rather, the regulations can be flexible and change as per the participants’ wishes.

There is no limit on playing time and requires set-up time of a minute, at maximum.

Teaches a whole lot of skills and competencies.

The only requirement for these games is lively children full of energy.

To top it all, these ageless games are liked by children of all the ages. For that matter, even adults like these games.

These games are an all-time favourite of O +ve and B +ve, our five and half-year-old twin daughters. They have never had it enough playing these games. Come rain and sunshine, be it the coronavirus lockdown or the outside of the house, the girls just love to play these games.

Hopscotch

Hopscotch requires just a patch of land cleared of obstacles, a chalk piece and a stone for each of the participants. Indoors qualify too.

The hopscotch course can be drawn up to any numbers. We started by drawing up to number 8 and have now extended to 12. The girls throw the stone at the number, hop till the end number and pick up the stone in their return, without putting their foot inside the number, to & fro, where they threw the stone.

The children learn to aim and throw, balancing, turning and bending down while hopping on one leg and also, falling down in the process. There is no more fun than watching children hopping non-stop.

Hide And Seek

As an adult, one might think that multiple hiding places must be present to play this game. Just that, children do not share this thinking. They are capable of playing hide and seek everywhere and anywhere. Leave it to their imagination and they will conjure up hiding places out of nowhere. Just see them play for proof.

The catcher closes the eyes, counts to a pre-determined number while the other players hide. The catcher then attempts to locate all hiding players.

The children learn to count, hide, observe, sneak up and most importantly, to remain silent. Many a time, I wonder if the two girls know how to sit still and silent; I see them playing hide and seek and my question gets answered emphatically. Just that, they do not seem to ever do it for their parents.

Four Pillars

On the face of it, this game requires five players and four pillars. We have played with even two players and two pillars and believe me; the game still retains all the charm. No pillars, even corners will suffice. No corners, no issues. The children will make do with imaginary ones in their minds.

The game has one catcher, standing in the middle, and the other players touching their pillars. They try to change their pillars and the catcher tries to get hold of them / the pillars they are running to. It can vary, as per the rules agreed before the game.

The children learn to be alert, try to see and rush in all the directions conceivable, and bang the pillars in the process.

Ice And Water Or Surface And Water

Though the name of the game involves ice and water; none of the two is required to play the game. It is all imaginary in the minds of the children. Again, just a patch of land cleared of obstacles suffices to play this game. Maybe, a piece of chalk to differentiate the ice and water, but children are fine even without the visible boundaries.

The catcher is in either the ice or the water and the other players in the vice-versa region. The players try to step into the catcher’s territory and the catcher tries to catch the infiltrator.

The children learn to observe and be alert to protect their turf, run and catch the person stepping inside without permission.

Blindfold

A prop is required to play this game – handkerchief, in addition to the obstacle-free playing area. Want to increase the fun – play the game with two catchers.

The catcher – blindfolded child counts or is turned around in the centre of the play-area and is let loose. The other children can choose to stay still or give directions to help or bluff, as per their liking and not get caught by the catcher.

The children learn to make use of senses other than eyes – ears, nose and hands to find their way when being a catcher and learn to remain silent, otherwise.

More Than Just Games

As an adult, I do not understand why and how these games are so popular with my children. That shows that I am an adult and it also shows how easy and uncomplicated childhood can be and is.

Being Children And Having Fun Is The Right Of Every Child. The above games play an undeniable part in the exercise of this right for children. The plain, simple and easy games, full of fun, enjoyment and excitement and also teach a host of life skills in the process. It is also a memory of a lifetime for the rapidly vanishing childhood in today’s fast-paced world.

What would be your addition to the above list of games?