Sunday August 18, 2019
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This Slum School in Gurugram Has Walls That Speak Through its Wall Paintings

The creative initiative is part of the publisher's support to the learning needs of the Centre's children, which includes books, stationary, learning infrastructure and teacher training.

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The Ritinjali Learning Centre now has colourful motifs like clouds, human figures, plants and even numbers from 1-10. It also boasts of wall art with the slogan 'School Chale Hum'.Pixabay

Once plain and bland, the walls of a school in the Nathupur Pahari slum here are now sporting vibrant wall art murals on key social issues like environmental conservation, girl child literacy and the importance of hygiene.

wall painting

Mentioning the importance of the arts in initiating children in “new ways of seeing, hearing, feeling and moving”, the NGO’s director Dilreen Kaur told IANS that the collaborative art project transformed the walls of the Centre into bright and joyful spaces.
Pixabay

On the occasion of the ‘World Art Day’ on Monday, the school walls got an artistic makeover by children from NGO Ritinjali, along with around 25 employees of leading publisher Oxford University Press India.

The Ritinjali Learning Centre now has colourful motifs like clouds, human figures, plants and even numbers from 1-10. It also boasts of wall art with the slogan ‘School Chale Hum’.

wall painting
Once plain and bland, the walls of a school in the Nathupur Pahari slum here are now sporting vibrant wall art murals on key social issues like environmental conservation, girl child literacy and the importance of hygiene. Pixabay

Mentioning the importance of the arts in initiating children in “new ways of seeing, hearing, feeling and moving”, the NGO’s director Dilreen Kaur told IANS that the collaborative art project transformed the walls of the Centre into bright and joyful spaces.

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The creative initiative is part of the publisher’s support to the learning needs of the Centre’s children, which includes books, stationary, learning infrastructure and teacher training.(IANS)

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Pre-Schoolers with Symptoms of ADHD Take More Time to Be School-Ready

We were pretty surprised at the proportion of kids within the ADHD group who were not school-ready

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It was found that 79 per cent of the children with ADHD had impaired school readiness compared with 13 per cent of children in the control group. Pixabay

Researchers have found that pre-schoolers with symptoms of attention deficit hyperactivity disorder (ADHD) are much less likely to be ready for school, compared to other children of the same age.

The study, published in the journal Pediatrics, included 93 children — 45 children with ADHD and 48 without the condition. Aged between 4-5 years, nearly all had attended or were currently enrolled in preschool and some were enrolled in kindergarten.

It was found that 79 per cent of the children with ADHD had impaired school readiness compared with 13 per cent of children in the control group.

“We were pretty surprised at the proportion of kids within the ADHD group who were not school-ready, it’s a really high number,” said Irene Loe, Assistant Professor at Stanford University in the US.

ADHD, Pre-Schoolers, School
Researchers have found that pre-schoolers with symptoms of attention deficit hyperactivity disorder (ADHD) are much less likely to be ready for school, compared to other children of the same age. Pixabay

“A lot of these kids are not identified until they’re really having a lot of trouble in the school setting,” Loe said.

For the study, researchers conducted tests and administered parent questionnaires to measure five areas of the children’s functioning: physical well-being and motor development; social and emotional development; approaches to learning; language development; and cognition and general knowledge.

According to the study, kids with ADHD were not more likely than their peers to show impairment in the area of cognition and general knowledge.

But children with ADHD were much more likely than their peers to struggle in all the four other areas measured.

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They were 73 times more likely than children without ADHD to be impaired in approaches to learning; more than seven times as likely to have impaired social and emotional development; six times as likely to have impaired language development; and three times as likely to have impaired physical well-being and motor development.

The findings suggest that identifying and helping kids with significant levels of ADHD symptoms could reduce their struggles in elementary school. (IANS)