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Pedagogy
Pedagogy
Pedagogy

Pedagogy, taken as an academic discipline, addresses how knowledge and skills are exchanged in an educational context, and it considers the interactions that take place during learning as well as it encompasses an alignment between curricular objective and child development.

Teaching-learning processes should be evolved keeping in mind the child’s context that how they learn; taking care of the environment, background and circumstances in which a child is growing up. Not only this but the active engagement of every child and facilitating them to be critically engaged and construct meaning through collective reflections.

Approaches and material developed should have a direct connection with the context of the children so that they can understand better and also develop an ability to questioning and exploring the world. The entire approach should broaden the horizon of the children where they can establish a direct connection between what is immediate in their environment and where their curricular objectives and their curiosity leads them.

The teaching-learning process should have an active inquiry-based dialogue with children where their questions, curiosities, and opinions become the departure point for interaction.

Teaching at the level of the child

Bodh believes that every child must be facilitated by his/her existing learning level and should be facilitated from there to truly support the learning process. Immaterial to the grade in which the child is enrolled, the teaching instruction should be decided based on the existing level of the child.

Cooperation over competition

Bodh believes that learning is a social process and children learn through interactions and cooperative endeavors. It also feels that the value of cooperation and learning for the joy of making sense is much stronger a force than individual competition.

Learning by doing

Learning for the children of the primary grades happens mainly through play and interactions. Bodh attempts to engage children in creative play that result in learning.

Children construct their own knowledge

Bodh takes the social constructivist approach of learning and believes that children construct knowledge for themselves and hence teaching-learning should focus on facilitating the children to make meaning in the place of rote memorization.

Use of local materials of the context

The teachers use the materials locally available as learning materials to facilitate the learning of the students.

Continuous and comprehensive assessment

Bodh believes that the role of assessments is to get feedback on the child’s progress and understand every child’s needs. So, in the place of formal evaluations, Bodh follows the process of continuous and comprehensive assessments where the teachers’ use the information gained in further supporting the child’s learning.