Articles
Check out some of our awesome Articles with creative ideas.
Frequency: Four Monthly
ISSN-2348-8824(Print),3048-5061 (Online)
RNI No: HARENG/2021/35200
Published in English from Gurugram
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
NATIONAL CONFERENCE ON SOCIAL RESPONSIBILITY OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF NEP-2020
Patriotism is often considered a heavy word but we need to view it simply. Patriotism means having a deep affection, devotion, and appreciation for one’s country. This includes its culture, lifestyles, people, languages, cuisines, beautiful places, and everything that makes it unique. It’s important to instill a sense of patriotism in children from a very early age. As children develop this feeling over time, they learn best by observing those around them showing pride, enthusiasm, and respect for the country. To foster these feelings in children, the school and the parents must first be patriotic themselves and serve as role models. By embodying these values, we as educators and parents help nurture a sense of patriotism in them.
By – Ms. Rashmi Malik, Ms. Preeti Kapoor
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Building Strong Foundations: How Meditation and Heartfulness Empower Young Minds
The pre-primary years are an exciting time of exploration for young children. They are always encountering new things, figuring out how to interact with others, and in the process, the groundwork for their emotional growth is laid out. As parents, we aim to give them the skills they need to handle these experiences well. That’s where meditation and heartfulness techniques come in— these are like helpful friends, supporting emotional balance, self-awareness, and a healthy self-concept, setting the stage for their future achievements.
By – Mrs. Sunita Madan
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
A Report on Early Childhood Development Forum International Symposium, Workshop and Awards 2024
ECDF planned the mega global virtual confluence of educators, education leaders, and young voices all together in one platform, in one day, and navigating various time zones on the 12th of Feb 2021. This event was a major success and was joined by 92+ speakers including young voices, and emerging leaders who are conscious and responsible global citizens.
By – Sona Gombar
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Changing the Educational Landscape using Neuroscience in Classroom Environment Design
Experiences deepen children’s neural pathways in the brain during the critical growth period of birth to five years. This article will explore the transformation of teacher practices when aligning the needs of the developing brain with the design of the learning environment. An overview of the what, why and how of implementing the Brain-SET Environments Formula™ will be explored in conjunction with developing brain-friendly spaces for learning. Qualitative data, in the form of anecdotal records, will describe outcomes and be used as evidence of the successful implementation of this pedagogy.
By – Dr. Kathryn Murray
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Enabling Children to Develop Effective Communication Skills in an Increasingly Digital World
This article analyses the impact of an increasingly digital-first world on children’s communication developmental needs. Experts already suggest that increased screen time can lead to mental health and emotional issues in children, with communication development often included in the discourse. By reviewing the elements of effective communication, we can identify how excessive use of technology can hinder children’s communication development. These insights can also allow parents and teachers to formulate personalised and creative learning strategies that allow children to develop strong communication skills.
By – Mr. Manav Seth
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Personalised Learning in Early Childhood Education: Nurturing Young Minds through Individualised Approaches
In the dynamic realm of early childhood education, personalised learning emerges as a transformative approach to cater to the unique needs and capabilities of every young learner. As a dedicated educator, I share my experiences and insights into implementing personalised learning strategies for children aged 4 to 7 years. From fostering a learner-centred approach to integrating technology and promoting collaborative projects, there are practical examples and classroom anecdotes that highlight the principles and strategies aligned with the National Education Policy (NEP) 2020. Through empowering students to take ownership of their learning journey, embracing diversity, and fostering inclusive environments, personalised learning becomes a catalyst for holistic development and lifelong learning. Let us explore the transformative power of personalised learning in early childhood education.
By – Ms. Sakshi Sibal
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Personalised Learning Paradigm: Integrating Theoretical Foundations and Pedagogical Practices
Everyone is born unique, with different interests, aptitudes, skills and experiences which is why they feel, perceive and learn things differently. With so many diverse traits of an individual, how can the model of teaching, learning and instructions be based on a rigid framework? From Gurukuls to contemporary educational practices, various scholars, psychologists and educators have mentioned the role of nature, environment and innate abilities and how these can be utilised to derive the optimum results in a classroom setting. Rightly said, ‘An elephant cannot be judged by its ability or inability to climb trees or a fish cannot be assessed on its ability or its inability to fly high. We all are born with unique abilities that make us different and special in beautiful ways. So, the model of teaching and learning should also be based on an approach that tries to bring out the best in every individual. If we observe our students, friends, or relatives, we will find how different they are from each other. The difference might be in the manner they perceive, learn, and think, and their ability to perform various tasks. Such individual differences can be noticed in every sphere of life.
By – Ms. Tajinder Kaur
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Cultivating Educational Trailblazers: Empowering Personalised Learning Advocates
In the quest for educational excellence, personalised learning emerges as a guiding principle, revolutionising traditional classrooms into dynamic environments tailored to each student’s unique needs. This article delves into strategies empowering educators to become trailblazers of personalised learning. From dynamic adaptation frameworks that cater to individual learning paces to inclusive pedagogies fostering a sense of belonging, the journey towards personalised education is explored. Additionally, the integration of artificial intelligence (AI) into early childhood education is examined, showcasing its potential to enhance adaptive learning, assessment, and intervention. As the educational landscape evolves, embracing freedom becomes paramount, enabling educators to innovate and create enriching learning experiences. Through a blend of theoretical insights and practical methodologies, this article advocates for a student-centred approach that celebrates diversity and fosters holistic growth.
By – Ms. Tarana Ahmad
YEAR-2024 | VOLUME-XIV | ISSUE-3
Original Article | NAVTIKA | Vol. XIV, No. 3 April 2024 – July 2024
Holistic Approach to Early Childhood Education & Foundational Learning
Despite advancing to higher grades, children across public and private schools are not mastering the fundamentals of reading, writing, and mathematics in primary education, as indicated by surveys conducted by the Annual Status of Education Report (ASER) and the National Council of Educational Research and Training (NCERT). In many instances, children can read fluently, but they exhibit low levels of comprehension, primarily due to insufficient proficiency in the medium of instruction. This deficiency often results in reliance on rote learning methods.
By – Prof. Venita Kaul
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Nurturing Brilliance: AI’s Innovative Impact on Early Years Education
Artificial Intelligence (AI) is revolutionizing early childhood education, offering exciting opportunities and challenges. In this article, we explore the integration of artificial intelligence (AI) in early education along with discovering the benefits and challenges of implementing AI, exploring its applications in teaching and learning, learning about AI tools and technologies for early education, discussing ethical considerations, and considering prospects in this exciting field.
By – Rashmi Malik
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Prospects of Artificial Intelligence in Early Childhood Education: Can We Expect Humanoid Teachers?
Artificial intelligence (AI) pervades our lives, extending its reach into the educational sector. This paper scrutinizes the potential introduction of humanoids as pre-school teachers, exploring their relevance within early childhood education processes and goals, along with the challenges they confront. Keywords: artificial intelligence, early childhood education, humanoids, robotics.
By – Vatroslav Zovko
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Designing Culturally Responsive Teacher Education System for Foundational Stage
The paper emphasises on adopting a judicious mix of five essential elements in the foundational stage of the teacher education programme. These are culturally responsive teaching competencies, taking care of culturally fine-tuned child pedagogies, culturally generated contextual responsiveness, application of Information and communication technologies in multicultural awareness and culturally situated hands-on teaching experiences. By doing so, the students and teachers would be better equipped to manage the cross-cultural relationships of children.
By – Dr. D. D. Pandey
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Navigating Artificial Intelligence in Early Childhood Education
Artificial Intelligence (AI) has become a disruptive force in various industries, with a notable impact on education, particularly in early childhood education. This article explores the advantages and disadvantages of integrating AI in the early years of learning, emphasizing its potential to customize learning experiences for each child while acknowledging the need for ethical considerations.
By – Ms. Indu Sharma
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Exploring the Integration of AI in Early Childhood Education
Educational technology constitutes an important aspect of modern education providing unique learning experiences to students and improving their learning.
By – Nisha B. Nair
YEAR-2023 | VOLUME-XIV | ISSUE-2
Original Article | NAVTIKA | Vol. XIV, No. 2 December 2023 – March 2024
Artificial Intelligence in ECCE: A Collaborative Approach
Artificial Intelligence (AI) is reshaping most of the fields worldwide. On a daily basis, we witness the use of AI in different forms such as using ChatGPT, interacting with Alexa, watching AI-based reels on Instagram, playing AI-based educational games, welcoming the G20 delegates through AI-powered anchors and so much more.
By – Dr. Shraddha Kapoor
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol. XIV, No. 1 August 2023 – November 2023
Learning through Jadui Pitara and Pancha Kosha
The holistic development of children in their early years is of utmost importance as it lays the foundation for their lifelong learning and well-being.
By – Kirti Arora
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol. XIV, No. 1 August 2023 – November 2023
Navigating Pancha Kosha for New Learning Paradigms
Unveiling the Essence of Modern Pre-school Education: Navigating Pancha Kosha to Embrace New Learning Paradigms
By – Dr. Savita Kaushal
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol. XIV, No. 1 August 2023 – November 2023
Creative Arts Therapies in Childhood Development
This paper explores the integral role of play, creativity, and art modalities in early childhood development and education.
By – Kritija Saxena
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol. XIV, No. 1 August 2023 – November 2023
Peaceful Humans: Inculcating a Culture of Peace in Early Years
In order to create a world where peace is a choice over conflict, we need to imbibe the value of peace right from the beginning.
By – Dr. Vasavvi Acharjya
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol, XIV, No. 1 August 2023 – Nov-2023
Nurturing Holistic Development in Pre-Primary Children through Circle Time Activities
Circle time is an essential component of pre-primary education as it promotes a conducive environment for children to learn and develop various skills.
By – Abha Arora
YEAR-2023 | VOLUME-XIV | ISSUE-1
Original Article | NAVTIKA | Vol, XIV, No. 1 August 2023 – Nov-2023
The Importance of Play and Health for Students in School
Play is a fundamental aspect of childhood. It is through play that children learn and develop various skills necessary for their overall growth
By – Chetan Malik
