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Kreedo Newsletter

Issue 1 | April 2018

Kreedo Family
We have new additions to the Kreedo family. A warm welcome to all the new members
of the family.
Name of the Preschool Name of the Owner Location
Saccharine Smiles (Early Child Education) Priti Sharma Bangalore
Shantiniketan Stepping Stone Pankaj Mahalwar Aligarh
Pelican Facilities Private
Pelican Kidsplay New Delhi
Limited
Rising Star Preschool Nitu Mishra Virar Thane
Bodhi Samkhya Pre-school Manjuvani L Bangalore
Little Scientists Preschool Manojkumar Birari Nashik
Kiddiphy Pre School Hemant Kumar Bangalore
Blooming Hearts Arundhathi Bangalore
Abhyuday International Preschool Chandana T Bangalore
Engross Kids Preschool and Daycare Upendra Pandey Bangalore
Learning Lore Preschool Vandana Singh Kanpur
PSKL Lilliputs Deepa Raju Palani
Angel Kids Academy Md Mudassir Ahmed Bidar
Pebbels Kids Corner Chindum Vasantha Hyderabad
Pebbles Preschool and Day Care Prerna Shirke Kolhapur
Aura Preschool J Maria Helen Soundari Tirunelveli
Kinder Kidz Pre School Vinaysekhar Bangalore
Ocean - The ABM School Sadak Hussain Hyderabad
Siwan Kundan Kumar Mairwa
The Little Cocoon Kavya Pant Raipur
Mom's Pride International Pre School Rakhi Jangid Ajmer
SS International Kids Academy Sangeetha Suresh Kaniyambadi
Prerana Kids Home Dr. Raghavendra Kerur
Busy Hands Foundation Pallavi Rao Bangalore
Oneira Kids Sukrutha Bangalore

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Name of the Preschool Name of the Owner Location
First Step Montessori Rashmi Sisodiya Nashik
YB Global School Rajneesh Bhardwaj Mohali
Little Pouch Harshita Sakleshpur
Lotus Lap Public School Chandra Shekar Reddy Hyderabad
Lotus Lap Public School A Srinivas Reddy Hyderabad
Akshara Kids Kavitha Davanagere
Love N Care Manu Bansal Banda (UP)
Shamrock International School Mohit Ahharwal Dinanagar
FLY Play School Geeta Prasad Hyderabad
Daksha Preschool Swapna Katam Hyderabad
RIAN Play School Bhavani Chinni Hyderabad
Saplings The Early Learning Centre Seema Jain Bangalore
Kites Prep School Geetha Ramesh Bangalore

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Success Stories
We collaborate with committed school owners to create a path for the bright future of children.
Here is a success story of one such committed educator:

Name Charulatha
Preschool JIMS
Location Madurantakam, Tamil Nadu

Goal
To start a preschool based on the concept of Montessori philosophy.

Challenges
How to provide an environment for children which supports Montessori philosophy?

Approach
Implementing an environment based on Montessori and giving hands on experience to children.

Solution
Kreedo's comprehensive solution: Child centric curriculum with an environment based on the
principles of Montessori.

Result
Successfully running the pre-school

Story
I was planning to start my own pre-school which supports the philosophy of Montessori. While
browsing through the net, I came across Kreedo solution. I was quite convinced with the
information provided on their website. My husband spoke to the concerned person from Kreedo
and further I visited the place in person to have a look. The way Kreedo presented and handled
my queries was impressive and the choice was made. I did not have to run to any other partners
as Kreedo clicked in the first instance.

The academic, sales and design department of Kreedo helped me in meeting the requirements
and building my own brand. Being associated with Kreedo, I feel happy and contended, that I
made the right choice. The academic team has been very dedicated throughout, especially the
online sessions. After attending the training sessions, the online sessions were more impactful
and helpful for teachers.

One of the reasons of going ahead with Kreedo was their way of teaching the children. They

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supported the concept of Montessori, giving hands on experience to children through materials.

For parents, it is a new curriculum so they are thrilled and excited. The materials used in the
school was like a play object for parents, until I kept an observation session for them. The session
was an eye opener for parents because they saw their children working with the materials and
getting benefited from it. They were able to get an insight what their children actually do with
the materials provided which was a play object for the parents.

Everyday has been a learning for me, and will still be. Kreedo has been doing good for us and in
near future also I look forward to continue my association with Kreedo.

What’s New
We will touch upon the latest trends in the field of early child education. In this edition we will
talk about the use of CCTVs in preschools.

Use of Closed-Circuit Televisions or CCTVs in Preschools

Over the past few years the preschool sector has been an emerging and major industry with big
names opening about 5000 -7000 schools across India. In December 2017 a London based
market research firm - Technavio released a report and stated that preschools sector in India is
likely to achieve an annual growth of approximately 32% in next 3 to 4 years. The major growth
in this sector will be due to adoption of international curriculum in schools. Factors that are
leading to the growth of preschool segment are:

1. Improved standards of living


2. Increase in number of working mothers
3. Increase in demand for first class pre-primary education for children
4. Increase in disposable personal income
5. Increase in nuclear families

This gave us an overall overview of the early education sector, now let’s have a sneak peek into
detailed aspects of this sector from an Indian perspective.

In the last few years there have been many debates about implementing closed-circuit televisions
or CCTVs in preschools across the country. The need for monitoring the happenings in a preschool
arose due to a fairly large number of cases of children being abused and assaulted in the school
premises and schools transport buses. Also there have been cases of children falling prey to food
poisoning due to unhygienic kitchens and eating areas. This has made the central Government to
sit up and take notice of the situation. It took up the initiative and has made it mandatory to
install CCTV cameras in all preschools, including corridors, school buses, play areas, eating areas

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and kitchen (If the school has one). The Government has made CCTV mandatory in all residential
schools as well. Here, the cameras are being installed to monitor food preparation and the feeding
process.

With most of the preschools falling in line with the Government order, many CCTV vendors are
entering the market and providing good quality CCTVs for the preschools.

In 2017, the education division of National Commission for Protection of Child Rights (NCPCR)
had published “The Regulatory Guidelines for Private Play Schools”. This included detailed
guidelines for regulating private play schools for the children of the age of three to six years. Here,
in the norms and standards for a school, CCTV surveillance is added as a required element of the
school building. To get recognition, new preschools must adhere to these regulatory guidelines.

You can learn more about the Regulatory Guidelines for Private Play Schools here:
http://ncpcr.gov.in/showfile.php?lang=1&level=1&&sublinkid=933&lid=1271
With more focus on safety and hygiene in preschool segment, let’s hope for a better environment
where parents can send their children to preschool without any fear.

Guest Column
Identifying Learning Disability at the Earliest
Preschool children are often not burdened with considerable academic tasks. They sing
rhymes, play in sand, and play with materials that stimulate learning. They begin to
develop skills slowly and the learning process is gradual. At this stage, learning is more
fun and activity based. The children receive stimulation at school and at home for all
the required skills such as gross motor, fine motor, cognitive, receptive and expressive
communication, language, social and daily living skills such as eating, d rinking,
toileting, washing, brushing, bathing, dressing and grooming. Overall development
takes place fast during this period than when compared to the later years of the
children’s lives.

Learning disability is a neurological condition wherein a child p erceives learning


differently and he/she faces problems learning in a ‘typical manner’. Children suffering
from learning disabilities find it difficult to process written or printed form, both
numbers and alphabets. They face these problems in spite of all their sensory organs
functioning normally and having normal or above-normal intelligence.

It is difficult to identify learning disabilities at the preschool stage as children do not


read and write extensively. There is a consistent repetition of pla y through right
materials and learning majorly happens through play-way activities. Usually (hopefully)
there is no punishment for poor performance and the children are not judged. There is

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no pressure from parents, teachers or from their peer groups. Ch ildren with learning
disabilities seem normal at this stage. It is only when they reach class 1 or 2 the
problems surfaces. At this stage, reading and writing activities are more and the children
are expected to read and write independently, learn, retain and reproduce information
during tests and exams - The pressure on the children starts building.

Few children, whose learning problems are more severe, tend to show some early
symptoms like pronouncing few words in reverse order, writing a few letters simi lar to
their mirror images, missing letters and mixing lower and upper case alphabets while
writing and so on. They may display more dyspraxia (a developmental disorder of the
brain in childhood causing difficulty in activities requiring coordination and m ovement)
symptoms like lack of hand-eye coordination, falling frequently, dropping things and
inability to keep their things organised etc. Overall these children seem confused for
many simple things but will be able to perform complex activities with ease . For
example, Aarav a four-year-old boy, preferred to draw pictures skilfully when he was
asked to write simple words.

There are individual differences in the process of achieving reading and writing skills.
Parents and school staff must be tolerant to wait and give enough time to children in
gaining that maturity. There are chances that teachers/parents may jump to conclusions
and label the children.
In most of the cases, early intervention helps the child to overcome the learning
problems. If teachers and parents inculcate remedial measures in the methodology of
general teaching at the early level, many of children’s problems are nipped at the bud.
Then, they may need minimal support to cope up during their further schooling.

So parents and teachers must keenly observe and learn to identify the signs and
symptoms of learning problems.

Champa Jaiprakash

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About the Author:

Champa Jaiprakash is the Director of Saadhya, a school for special children in


Coimbatore. She is a Psychologist with more than 30 years of experience in the field of
disabilities. She has completed her post-graduation in Psychology from Mysore
University. In her career, Champa Jaiprakash has worked with many organizations in the
field of disabilities including Spastic Society of Coimbatore, Sweekar - Upkar, Sudarshan
Rehabilitation Society, Aruna Chetana and Dharithree.

She has authored a book about her experiences of counselling and handling specia l
children. The book is titled “21st Chromosome and Other Narratives”.

Know more about Saadhya here:

www.saadhya.org

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