Learning is a fundamental need for children, and each child is unique, which means their learning needs vary. Children process information in different ways, and they learn at their own pace. Some may grasp new concepts quickly, while others may need more time and practice. Additionally, children’s diverse cultural and social backgrounds shape their perspectives and influence how they learn.
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"Learning outcomes" has become a buzzword for measuring children’s progress, but another essential aspect of education is understanding how children learn. Often, the concepts of children’s learning, learning outcomes, and the process of learning itself are not aligned in discussions about education. Each of these elements plays an important role in shaping the educational experience, but they are often treated separately. This disconnect may be driven by the pressures of educational management and teaching requirements, which can overshadow the true focus on children’s learning.
Learning is crucial for every child, and the uniqueness of each child calls for a personalised approach to meet their individual learning needs. While the emphasis on ensuring all children learn is important, it often gets overshadowed by a focus on measurable outcomes, leaving the core question of how children learn to the side.
Rather than dedicating excessive time and resources to assessing learning outcomes, we should prioritise children's well-being and encourage them to engage more deeply with the world around them. This does not mean abandoning assessments and exams altogether, but it does suggest we could reduce their prominence to allow more space for exploration, fostering a focus on the process of learning itself. Our goal should be to provide a well-rounded education that nurtures both academic growth and personal development.
Historically, institutions like Nalanda and Takshshila were renowned for their holistic approach to education, where debate, discussion, and the development of communication, confidence, character, and resilience were central to the learning experience. Today, we need an ethos that promotes positivity, health, and well-being, free from the pressures of depression, anxiety, and stigma, within our schools.
True learning leads to lasting change, whether in knowledge, behaviour, or in our outlook on the world. When we truly learn something, it often reshapes our thinking, challenges old assumptions, and inspires new actions. This transformation is often gradual, but it becomes deeply embedded in who we are, influencing our decisions, habits, and relationships in lasting ways.
To truly support children’s development, we must integrate the recognition of each child’s uniqueness with an emphasis on the learning process and desired outcomes. By doing so, we can create a more effective educational environment that fosters meaningful, transformative learning experiences. The motto should be joyful learning, happy children.
(The writer is a former chief consultant, Min. of HRD (Now Min. of Education), GOI. All views and opinions expressed are the author’s own.)
