The Kindergarten building and garden where children play and learn.
The education of a human being should begin at birth and continue throughout his life.
– The Mother (CWM, 12:9)
We entered SAICE with our admission into Kindergarten at the age of 3.
The “petit” children during a class with some of their teachers.
The first thing the teacher has to do is to accustom the pupil to concentrate attention.
– Sri Aurobindo (SABCL, 17: 222)
We learnt French songs and Sanskrit shlokas, we learnt to draw with crayons and sculpt with plasticine, to mime and dance.
The “grand”s drawing in their classroom with Amala-di
The first thing the teacher has to do is to accustom the pupil to concentrate attention.
– Sri Aurobindo (SABCL, 17: 222)
We learnt French songs and Sanskrit shlokas, we learnt to draw with crayons and sculpt with plasticine, to mime and dance.
Kindergarten children playing during the recess.
Up to the age of seven, children should enjoy themselves. School should all be a game, and they learn as they play. As they play they develop a taste for learning, knowing and understanding life.
– The Mother (CWM, 12:184)
We learnt to eat vitamin and to share our bonbon. We went on a promenade with our class and performed in the year-end Kindergarten programme. And through it all we became increasingly aware of the world around us and within through observation, creative expression and play, play and play.
Avenir – The Future: The Primary section of SAICE.
To love to learn is the most precious gift that one can give to a child: to love to learn always and everywhere, so that all circumstances, all happenings in life may be constantly renewed opportunities for learning more and always more.
– The Mother (CWM, 12:25)
At the age of six we entered Avenir in the Delafon building.
A language class in Avenir.
How can we improve the children’s spelling?
Generally, for spelling, one must take the help of the eyes. Each word should have its own form, which the eye remembers. Visual memory is more useful than mental memory. One should read a lot — see, see, see, on the blackboard, in books, on pictures.
– The Mother (CWM, 12:326)
From a routine that involved fun and play, we were gradually introduced to reading and writing through class-work. The medium of instruction was still French. The rudiments of grammar and basic arithmetic were brought in. Moreover English, Written Sanskrit and the Mother Tongue were started.
Children freely explore the various educational material.
…to leave them free to blossom; simply to give them the opportunity to see many things, to touch many things, to do as many things as possible. It is great fun. And above all, not to impose on them what you think you know.
– The Mother (CWM, 12:407)
In the course of the week we had some hours when we were left free to engage ourselves in activities of our choice.
Children exploring and observing Nature during an outing.
Above all, do not be in a hurry not to be a child any more! One must be a child all one’s life, as much as one can, as long as one can. Be happy, joyful, content to be a child and remain a child, plastic stuff for shaping.
– The Mother (CWM, 5:288)
Apart from this, Handwork (including Carpentry), Singing and Body Movements with music were part of the regular learning routine. The project-method of learning and educational games that help develop the faculties of memory, observation and logic were introduced. From time to time we went out on field trips.
At the end of our sojourn at Avenir we were ready to go to the Big School.