Read about our exciting journey below.
2012-2013 academic year
Our first ever attempt to implement the preschool program was in partnership with SOS Children’s Villages of India, South Bangalore. At SOS, we conducted an after-school program for 15 children between the ages 3 – 5 yrs. We saw the children make several gains in their overall development. However due to non-availability of preschool children at SOS in the subsequent years, we had to look for a different partner.
2014-15 academic year
With the permission of the Department of Women and Child Welfare, we conducted our program in two anganwadis in South Bangalore. Children not only enjoyed our program, they were able to make many gains in cognitive and socio-emotional skills. The anganwadi workers greatly acknowledged the progress that they were seeing in the children due to our program. However, we started to spot abnormal amount of attrition of children from anganwadis. We believe that due to the onset of RTE, parental aspirations in low-income communities to send their children to private English schools may have skyrocketed which could have contributed to this. In addition, at around the same time, the Department of Women and Child Welfare decided to cut back on partnerships with NGOs.
At Tejasvita, we decided to follow the children and go where they were most likely to be.
2015-16 academic year
We partnered with two affordable private schools that serve low income communities in South Bangalore. We worked in 4 classrooms with about 110 children in these schools during this academic year. We also began to grow our capacity. We developed our teacher hiring model and started to develop a teacher training process and a modular curriculum.
2016-17 academic year
2016-17 has been a significant milestone in our journey. Having worked with 110 children in 4 classrooms in two different affordable private schools in the previous year, we continued in the same classrooms during this academic year but with full capacity. We maintained a teacher student ratio of 1:10 and worked through the year 3 days a week with a total of 66 sessions of 1.5 hours each, in each of the 4 classrooms. We also refined our teacher hiring model, our training processes and developed an assessment methodology to measure the progress of the children. For the first time, we were able to see measurable impact of our program in the children.
All of this is described in our Annual Report for 2016-17.
2017-18 academic year
During the academic year 2017-18, we worked with close to 120 preschool children in 4 classrooms. We expanded our presence in the classroom and conducted our program for 6 hours/week through the academic year. During this academic, we refined our curriculum and assessments processes significantly. We now focus on the 4Cs – the four most important skills that are needed to be successful in the 21st century – Communication, Collaboration, Creative thinking, Critical thinking. We also refined our assessments structure and processes to measure the progress of every child in our classrooms across all the 4Cs. We also started interacting formally with the teaching staff of the partner schools, sharing information with them about play-based approach and our classroom processes.
You can access our Learning Outcomes Report for the 2017-18 academic year here.
2018-19 academic year
Having partnered with a 3rd school, we worked with over 200 preschool children in 6 classrooms during this academic year. Expanding to one more school came with it’s set of operational challenges and we were able to overcome them to a great extent. For the first time in Tejasvita’s history, we interacted with the parents of the children through parenting workshops, during which time, the parents were able to experience the play-based learning approach first-hand. We also continued our interactions with the staff of our partner schools. We continued to improve our curriculum, pedagogies, training and assessment methods during this year.
You can access our Learning Outcomes Report for the 2018-19 academic year here.