INDEX

CHAPTER CONTENTS PAGE

NO NO
1 ANCIENT TRADITION OF EDUCATION. 1
i) System of child education
ii) System of child education in the western
countries
iii) Current position of child education in India
iv) Method of Child education in Indian
environment.
2 WHAT IS SHISHUVATIKA ? 2
i) Shishuvatika is a school
ii) Method of education in Shishuvatika
iii) Shishuvatika Scheme
iv) Shishuvatika-a comprehensive movement

3 NATURE OF CHILD EDUCATION 4

i)From conception to five years of age
ii) Ideals in relation to home and school
iii) Not in the context of primary education, but
independently
iv) Based on Indian psychology
v) In terms of overall development
4 INDIAN LIFE PHILOSOPHY AND CULTURE 5
i) Life is one, it is integrated
ii) The Universe is the extension of the same
principle
iii) The internal relation of the whole Creation is
solidarity/interconnection
iv) Love, Service and Sacrifice
v) No rights but a duty
vi) Mutual complement and cyclization
vii) Spirituality is immortal
viii) Fruits of action (Karmavad)
ix) The target of life is Salvation
x) Our efforts
xi) The mystery of India’s antiquity

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 5 PERSONALITY 8
i) What is a personality?
ii) Human being the foremost manifested
form of the Supreme element
-5 Koshas
6 PERSONALITY DEVELOPMENT-PANCHA KOSHA 12
(All kosas described in detail)
7 PERSONALITY DEVELOPMENT-FROM INDIVIDUAL TO 15
SUPREME LORD
(The journey from Individual to attain the
Supreme Lord)
8 SAMSKARAS 16
i) Psychological
ii) Samskaras in social and cultural background
iii) Samskaras based on Karmas
9 PROCEDURE FOR SAMSKARAS 18
10 STAGES OF CHILD DEVELOPMENT AND ITS 19
FAVOURABLE PRINCIPLES
1st stage- Pregnancy
2nd stage-Birth
3rd stage- 60 days from birth
4th stage- 2months to 6 months old
5th stage- 6months to 3 year old
6th stage- 3 to 5 years
11 CHILDREN’S NATURAL TRAITS 21
12 PHYSIOLOGICAL REASONS FOR CHILD’S WRONG 22
TRIATS
13 CIRICULLUM FOR SHISHUVATIKA 23
14 FAVOURABLE ENVIORNMENT AND ITS CREATION 24
15 & TYPES OF ACTIVITIES 25
16
17 PROGRAMMES IN SHISHUVATIKA 26
18 ARRANGEMENT: FOR EDUCATION 27
19 SHISHUVATIKA INFRASTRUCTURE 28
20 ADMINISTRATION: 29
i) Admission process
ii) Admission age, class quorum, division of
children
iii) Medical check ups
iv) Time of Shishuvatika

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 v) Commutation
vi) Sundry office resources
21 EDUCATION SYSTEM 30
i) Curriculum
ii) Purpose activities
iii) Activity Division
iv) Time Table
v) Academic year plan
vi) Progress report instead of marksheet
22 TEACHER DEVELOPMENT 32
23 FAMILY EDUCATION AND SOCIAL ENLIGHTMENT 33
24 AWAKENING OF EDUCATION SECTOR 34
25 ORGANIZATIONAL FORM OF SHISHUVATIKA 35
26 SOME PREVALENT MISTAKES AND THEIR 36
RESOLUTIONS
27 TEACHER OF SHISHUVATIKA 37
i) Qualities
ii) Misconceptions
28 INVOLVING PARENTS 38
i)Participation in programs
ii) Cooperation in the preparation of programs

Ancient tradition of education

Indian education system is the world’s best and oldest education system. This is because
although the over period of time there was change of systems but seat of learning was based
on Indian lifestyle and Indian philosophy. This ancient system was completely different from
what we see in today’s days and age. Certain codes were followed in whole country regarding
education, they are as follows

1. Till the age of 5 child would not go away from parents and home.
2. Child would get raised in love and care without any disciplines.
3. And after entering into school child would take up to the studies seriously.

System of child education

There was no formal education system as such for kids from the age 0-5. Just by seeing
parents and relatives child would learn various things. And at the end of 5th year child would
enter into formal education system like school.

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System of child education in the western countries

Western lifestyle is not based upon family institution. At the end of 1 st and 2nd world war
many parents were killed thus education their kids became a serious issue which gave rise to
sending 2-3 years kids to schools. That introduced verities of systems named Montessori,
kindergarten, nursery etc.

Current position of child education in India

Indians never considered separate institution for educating kids, that’s why we don’t find
education system for kids. Today’s education system for kids has been imported from west
named Montessori and kindergarten etc. This system encourages bags, books, homework,
exams etc on 2-3 years old kids. This has led to disastrous effect on child’s overall
development.

Method of child education in the Indian environment

Considering life according to the Indian scriptures, our whole life is divided into three
departments. From pregnancy upto five years of age is the first department, the second is
from six to fifteen years, and the third department starts from sixteen years until death.

Till first five years of age the ability to grasp the values is the highest. The intelligence begins
to develop after the age of five and until the age of fifteen years, it is completely developed.
Till the age of five, the feelings of parents, their thoughts and behaviour are considered to be
one of the cornerstones of the value learning process. This talk about Indian thoughts and life
thinking makes it clear that education till the age of five is best done at home.

But by seeing need of today’s world we need to run infant schools based on values and
informality. Its Syllabus will be based on development of capabilities and character and
experience of life.

Ch.2 What is Shishu Vatika

1)Shishu Vatika is a school

Shishu Vatika is a school for kids of 3- 5 years of age. By the government definition, it is
called pre-primary schooling. “Shishu” means “infant” and Vatika “garden” a joyful place or
a garden . Hence name Shishuvatika.

Shishuvatika is for 2 years. The junior batch is called Arun and the senior batch is called
Uday.

2) Method of education in Shishu Vatika

Shishuvatika is a child education system.

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Shishu Vatika is a pure method of infant education. Here the basic principles of child
education, it's practical form, philosophy, psychology, order, environment, method etc..have
been considered on the basis of Indian life philosophy and Indian culture.

Therefore, in Shishu Vatika, School teaches education through the method of Shishu Vatika,
instead of the western education system.

3)Shishu Vatika scheme

The education of this country has been plagued with British (English) for the last 200 years.
As a result, the nation’s life has become afflicted with many problems. To solve these
problems of the country, to achieve the pride and glorification of the nation, then education
will have to be considered. Education will have to be changed.

Since 1952, Vidyabharti has started an attempt to change the teachings in the form of
Sarawati Shishu Mandir Yojna. This scheme has received a nation-wide form today.

Shishu Vatika is also an important part of this scheme. So, it is not limited to only running
the school. It includes the participation of all the parties in the field of child education,
teachers education meaning training, research, literature production and publishing, workshop
for making creative instruments, family education, publicity and dissemination. Due to this
being a country-wide plan, it also has an organisational structure. So from All India level to
school level, Shishu Vatika is chief, mentor, guide, coordinator, teacher, assistant etc..all in
one. There are also its meetings, conferences, seminars, inaccessible classes, etc..and are
mainly for educational and organisational purpose.

So, Shishu Vatika is also a plan.

4)Shishu Vatika- a comprehensive movement

There have been many misconceptions in the field of child education. Small aged kids are
being pressurised to read and write, there is demand for various materials, there is burden of
heavy bags, English is important, there is burden of portion, homework, exams etc.

So if Vidyabharti plans only for infant education, then it is not enough. If there is no writing,
reading etc..in Shishu Vatika,then the parents will oppose it, the society will not accept
it.However, other schools will continue with the reading and writing course. This will create
more dilemma for the parents.

Therefore,in Shishu Vatika, thought is also given for these practical problems. Efforts are
made to remove the obstacles which are in the path of the right kind of education. Continuous

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and comprehensive programs of family education and social enlightenment are done. Efforts
are made to create awareness in the education sector.

3. Nature of Child Education

(1) From conception up to five years of age

Education is the process of development of human life. This development begins from the
moment of conception. Some psychologists even believe that even when the thought
comes in the mind of the husband and wife, that they want a child, then the
characterization of the child begins.
From this point of view, ShishuVatika should be considered.

Today, it is considered from two/three years to five years, instead it should be

considered in a coherent form from conception up to 5 years.

(2) Ideas in relation to home with school

Infant learning starts at the time of conception. Therefore, the idea of infant education
should not be done only in the context of school but also in the context of both, the
school and the house.
So the idea of infant education is to consider both home and school.

(3) Not in the context of primary education, but independently

Shishuvatika is completely different from the primary course. Courses, homework,

exams, textbooks, timings etc. are not a part of the infant school. There is no formal
education either.
Considering these educational, psychological facts, the idea of infant education should
be in a form free from the primary education. It is not a system or administrative
freedom. It should be Educational Freedom.

In the context of Indian life and culture

In the present day, education runs on the pattern of western life philosophy.
Every country has its own lifecycle. Therefore, even though these methods are very good, we
should respectfully keep them aside and one should develop Indian child education based
on the life and culture of India. This is a very important task in itself, and we must all
present our wisdom and dedication to it.

(4) Based on Indian psychology

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Infant education is the foundation of life development. The basis of the principles of
psychology should be considered for infant learning.

One also comes to hear that there are no such distinctions between Indian and Western
psychology, because the mind of the man is universally the same. This principle is not right.
Though the mind is universally the same, the concept of its development, the
environment required for its development and the method of its development vary
widely. Hence, Indian psychology should be the base while considering infant education.

(5) In terms of overall development

Only physical or intellectual development is insufficient. The idea of infant education

should also be done in the context of overall development. One dimension of social
development is the all round development of personality, i.e. physical, pranic, mental,
intellectual and spiritual development. The second dimension is classical development
i.e. family, social, national, global, world class and altruistic development. This thing is
applicable only to infant education, it is not the case. There should be similar views on all the
levels of education.

This book is for ShishuVatika. Even though there are so many different dimensions to
consider the education of the child, this book is mainly depicted as being the basis of infants
of age group 3 to 5 years. The overall perspective of development is also to be taken.

Ch.4 Indian Life Philosophy and Culture

1) Life is one,it is integrated

We see distinctions in this world. Humans, insects, trees, vegetation, even though they are
alive, are different from each other. Here, there, everywhere; in past, present, future; in
vegetation, animals and humans there is only one life-force and it is integrated. Difference is
just on the outer level and virtual. Knowing this truth in all respects, must be done through
education.

2) The Universe is the extension of the same principle

It is narrated in the Upanishads that Brahma (also called Paramatma) wished to become many
from one.

“Sohkaamayet ekoham bahusyam iti”

Therefore, He is the one who created the whole universe. The same creation became the
world. From the same, there was the origin of soul, mind, intellect, ego, senses, the five
tanmatra and the five mahabhut. From the same the sun, air, Earth, water etc. was originated.
Trees, vegetation, mountain, forest, humans all originated from Him.

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3) The internal relation of the whole Creation is solidarity/ interconnection

All are same in the sense of each living entity is a conscious living being.

4) Love, Service and Sacrifice

If we all are the same being conscious living beings, then our natural relationship with each
of us is that of love. The nature of the soul is to love. When others are in grief, we too feel
sad and we have a natural desire to help them overcome their grief. For this reason, donation
is of great significance in our cultural tradition. Serving the old people, the Guru, the
diseased, the poor, the general public, the whole world is considered to be the best dharma.
Donation is combined with any occasion and festivities. Service is only the manifestation of
Worship. To be able to sacrifice for others, one is taught to have control over oneself. Having
restraint is considered to be much better than enjoyment/consumption.

5) Not rights, but a duty

When we consider our behaviour, we think it is our duty and not a right; we think about
giving rather than taking. When we take anything from anyone, we take it with gratitude, not
as a right. This is envisioned in all the scriptures, poems, folklore, proverbs, customs and
traditions etc. This vision is the Indian way of life.

5) Mutual complement and cyclization

The whole life is dynamic and the speed is cyclical, i.e. it ends where it started. The cycle of
previous birth, current birth, previous birth continues.

6) Spirituality is immortal

Nobody is destroyed because of this cyclical motion. Spirituality is immortal. Only the
transition takes place. Only the size varies.

7) Fruits of the actions/ Empiricism (Karmvad)

Cyclic speed is also related to our behaviour. The way we behave with others in the form of
thoughts, emotions, actions, eventually we will have to bear its consequences. This
correspondence is called Karmvad. Our speed and our status is subject to our actions. This
has been prevalent in the entire society through the medium of story, songs, ode, proverbs
etc..As an illiterate farmer says – ‘As you sow, so shall you reap’. A mendicant says ‘Give a

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penny, and He will give you a million’. There is a saying that ‘Your actions will have
corresponding reactions’.

9) The target of life is Salvation

To know our real self and be situated in that realisation is the best goal of our life. The
knowledge that I'm not a body, not mind, not intelligence, not wisdom, but the soul, is called
Salvation.

10) Our efforts (Purusharth chatushtya)

If life is so, then our behaviour should be in line with it. In this view, the intellectuals have
described four dimensions for our behaviour. They are called the four interlinked actions.
They are: dharma, arth( money), kama( desires), moksha( salvation). Salvation is the goal of
life. Dharma is the system which keeps them in control/ regulated. It is an integral
arrangement from personal to global level.

11) The mystery of India’s antiquity

India’s life and culture are of this type, for this reason India is long lived. Seeing the history
of the world, it comes to mind that many cultures and many nations have come and gone. But
India was present at the beginning and it is present even today. This view of life, this system
of holding life is so powerful that India cannot be destroyed by its own existence. There is a
system of passing down this knowledge through education, from one generation to the next
generation. When the system is fragmented, there falls a crisis on the national integrity. To
save the nation from this crisis, this life philosophy and cultural values should be imbibed in
our children by all means. To imbibe these values in our children through game, song, story,
pictures, conversation, food, clothing, behaviour, toys, etc. is the endeavour taken by Shishu
Vatika.

5. Personality
The purpose of education, is said to be the all-round development of personality. We will try
to understand the nature of ‘personality’, in this chapter.

In the yoga scriptures, there is an explanation of the five layered (sheathed) personality and a
description of the five layered (sheathed) personality is found basically and uniformly
everywhere in regards to personality. Therefore, from the point of view of our educational
purposes, it is advisable to accept this concept.

(a) What is personality?

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At the root of the word ‘personality’ is the word ‘person’. The spirit element, created this
manifested form, together with ‘Prakriti’ (material nature). Therefore, this is a person. The
abstract noun made from ‘person, is ‘personality’.

Non-living as well as living things, all have personality being manifested from the creator.
Therefore, our scriptures, our tradition have taught to respect the personality of non-living as
well as living things, taught to accept the independent existence of all. By the influence of the
life philosophy of the west, considering non-living as well living things to be inferior to man,
we teach to exploit them. Not only this, one man wants to exploit another man. By properly
understanding the Indian viewpoint, we should treat non-living as well as living things by
respecting them.

(b) Human being, the foremost manifested form of the supreme element

Human being is the foremost amongst all types of manifested forms. Is manifested to the
highest degree. If the purpose of education, is the all-round development of personality, then
this personality should be understood first.

According to the concept of the five layered (sheathed) personality, the five “koshas”
(layers/sheaths) are as follows:

a. Annamayakosha
b. Pranamayakosha
c. Manomayakosha
d. Vijnanamayakosha
e. Anandamayakosha
In common language, we call them body, prana, mind, intellect and soul. In other words,
Annamayakosha is body, Pranamayakosha is prana-life-force, Manomayakosha is mind,
Vijnanamayakosha is intellect and Anandamayakosha is consciousness.

The meaning of kosha is cover or layer/sheath. Layer/sheath implies our standard of life, the
standard of our identity. What is this identity?

Our standard is determined by how our answer is, when we want to know ourselves and ask,
‘Who am I?’ If we consider ourselves to be the body, then our identification is with the body.
It means we are living in the Annamayakosha. Similarly, if we consider ourselves to be
prana, then our identification is with prana. Then we are living in the Pranamayakosha.
Similarly, if our identification is with the mind, then we are living in the Manomayakosha,
with the intellect, then in the Vijnanamayakosha, and with the consciousness, then in the
Anandamayakosha.

In reality, we experience liberation when we rise even above the consciousness and realize
that I am in the soul.

(1) Annamayakosha

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Our body is the Annamayakosha. It becomes healthy by food, and if food is absent, then it
becomes lean. Therefore, it is called Annamayakosha.

2. Pranamayakosha

The energy which drives the body is prana.

Normally, we consider breath only, to be prana, but breath itself is not prana. Breath is the
carrier of prana. Just as electricity does not flow on its own, it exists and flows only by the
shelter of something; similarly, prana also transmits by the shelter of breath.

The impulses of prana (life) are of four types – eating, sleeping, defending and mating (sex
life or enjoyment). These four are mandatory basic instincts for the retention of prana (life).

Eating means intake of food, water and air.

Sleep is rest. This also is mandatory for the retention of prana (life). Without sleep, life is not
possible.

Defending too is a basic instinct of prana. For the retention of prana (life), it is present in all.

Mating (sex life or enjoyment), is the arrangement made, so that the association of the body
and prana remains, by the medium of another body too, after this body ends.

(2) Manomayakosha

Manomayakosha is related with the mind.

The mind makes desires. The mind is dialectic. The mind has interests, disinterests, feels joy,
grief, anger, hatred, happiness, sorrow, makes resolve, feels dilemma.

The mind is fickle. Can become focused.

On one hand, the influence of the mind is on the body, and on the other hand, the mind
influences the intellect also. As long as the mind does not become focused, calm, detached,
till then, the intellect is unable to function. In order to make the functioning of the intellect
vast, in our dealings or education, it is necessary to make the mind sound.

(3) Vijnanamayakosha

Vijnanamayakosha is more subtle and more refined than the Manomayakosha. Normally, we
call it intellect. The intellect too, just like the mind, exists without any support. The job of the
intellect is to understand. The word ‘knowledge’ is associated with ‘intellect’ only. The job of
the intellect is to inspect and to test, to synthesize and to analyze, to apply logic and to draw
inference, to discriminate and to take decisions. The mind is dialectic, the intellect is
affirmative.

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When we consider ourselves to be intelligent, our identification is with the intellect, then, we
are living in the Vijnanamayakosha.

(4) Anandamayakosha

The Anandamayakosha, is more subtle, more pervading, more diffluent, more clean than the
Vijnanamayakosha. It is called consciousness. In order to have the experience of expression,
the first form that the spirit element takes, is consciousness. Therefore, it is also called
spiritual layer/sheath, but the pure spirit element is transcendental than this too.

The characteristics of consciousness are bliss, love, beauty, independence and effortlessness.

However, bliss is not happiness or joy. Happiness or joy are the subjects of the mind, with
which sorrow or grief are associated, and at the root of which, is attachment. Bliss is
indifferent to happiness or sorrow.

Love is not attachment or affection. Attachment or affection, are the subjects of the mind.
Love is absolute (without expectations).

Beauty also, is not good or bad, or attractive or ugly. It is transcendental than that too.

The Anandamayakoshadoes not have any constraint like desire, passion/lust, greed etc.
Therefore, in it, there is independence only. Independence is not freedom from restraint, is
not capriciousness. Independence is the absence of all types of bondages, all types of
servitude.

And consequential of all these our intuitive nature is the state of the Anandamayakosha.

In other words, bliss, both in happiness and sorrow, love for enemy or friend both, aesthetic
sense for both, attractive or ugly, independence both in catastrophe or splendor, and natural
instinct in all types of situations, this is the layer/sheath of the Anandamayakosha.

This state is above and superior to all layers/sheaths, like body, prana, mind, intellect etc.
When we consider ourselves to be consciousness, at that time, we live in this state. In this
state, our behavior is auspicious for all. For ourselves also, it is one that takes us towards
moksha (liberation). The scriptures have also told us that our life conduct should be
‘Aatmanomoksharthamjagadhitaya’ (For one's own salvation and for the welfare of the
world). This happens only when we reach till the layer/sheath of Anandamayakosha.

Transcendental to these five koshas, is the spirit element, which in reality, is us. We can reach
there by practice. We can realize our true nature.

The purpose of education, only, is to elevate us from the level of the Manomayakosha. Our
entire curriculum should become like that.

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In Indian psychological science, this type of nature of personality, is described. By
considering this only, as support, the conceptualization of personality development is also
done. In the next chapter, thought has been given to the concept of personality development.

Personality Development- Pancha Kosha.

In this chapter we will see what is developed Personality, how does a developed personality
be’s and how does a personality develop?

1. Development of Annamaya kosha-

Aspects of the development of Annamaya kosha( i.e. body) are as follows-
a. Growth- only if the food habits are appropriate there can be good growth of the
body.
b. Strength
c. Flexible-body must be flexible to do all kinds of work.
d. Skilled
e. Healthy- A Healthy body is a body which has all its functions going on in a proper
fashion.
f. Tolerance- More the tolerance more then is the development.

Things required for the development of Annamaya kosha-

1. Food
2. Exercise
3. Sleep
4. Life air and mind

2. Development of Prana maya kosha-

Aspects of Prana maya kosha
1. Prana must be strengthened.
2. Prana must be balanced.
3. Prana must be focused-
Food , sleep, defending and sex life must be in discipline and the focus must be to
follow Dharma as in the scriptural verse-

āhāra-nidrā-bhaya-maithunaṁ ca
sāmānyam etat paśubhir narāṇām
dharmo hi teṣām adhiko viśeṣo
dharmeṇa hīnāḥ paśubhiḥ samānāḥ
Eating, sleeping, sex, and defense—these four principles are common to both human
beings and animals. The distinction between human life and animal life is that a man
can search after God but an animal cannot. That is the difference. Therefore a man
without that urge for searching after God is no better than an animal.

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Principles of development of Prana maya kosha-

1. Fresh air
2. Proper breathing
3. Purification of the nervous system
4. Pranayama
5. Proper food and sleep.

Development of the Mano maya kosha

Mind is the one who can control the senses as is stated in the example from the Vedic
scriptures-

The chariot stands for the human body.

The five horses which draw the chariot are the five sense organs .

The reins stand for the mind and the charioteer stands for the intellect.
The rider here is the individual jiva.

The aspects of Mano maya kosha are-

1. Concentration
2. Peacefulness
3. Detachment
4. No Duality
5. Purification of vices like lust, anger, greed, pride, illusion and envy.
6. Development of good qualities and good habits.
7. Controlling mind with intelligence.

Principles of development of mind-

1. Yoga
2. Music
3. Food
4. Good association and reading of good books.
5. Selfless attitude towards all living entities.

Intelligence Development-

Denoted by-

1. Grasping power
2. Ability to practice what is learnt.
3. Memory
4. Visualization
5. Observation

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 6. Examining ability
7. Logical intelligence
8. Estimation ability.
9. Analytical ability.
10. Integration.

Principles that develop this kosha-

1. Study of different topics

2. Style of study
3. Inquisitiveness
4. Focused mind
5. Faith and service attitude.

5.Ananda Maya kosha

Ananda maya kosha is developed when Internal purification i.e. purification of

consciousness is attained.

Principle of development of Ananda maya kosha-

1. Proper development from Anna maya kosha.

2. Selflessness and service attitude
3. Meditation advances to attain salvation.
4. Devotion and love also purifies
5. Pure food.

Also , Pancha kosha elements are inter-related.

7. Personality Development- From Individual to Supreme Lord.

The journey from Individual to attain the Supreme Lord-

1. Individual-

The journey starts with the birth of an individual and the full development of his
Pancha koshas.

2. Family-
Introduction to family members and family responsibilities.

3. Society-

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 Knowing one’s social responsibilities.

4. National –
Knowing and fulfilling one’s responsibilities toward the nation.

5. Universe-
Understands all aspects of the universe w.r.t History, geography,
Dharma, Culture, Literature, art and knowledge of the soul.

6. Nature-Realization of all aspects of nature and a sense of service to

nature in matter of preservation.

7. God realization- This is the ultimate level of realization.

8. Samskaras
Samskaras are important in the field of education:

Samskaras in 3 broad categories:

(1) Psychological (mental platform)

(2) Sociological (social & cultural)
(3) Physiological ( action based)

(1) Psychological

Whatever impressions get embossed on our soul by coming in contact with any object
through seeing, hearing, thinking, & feeling are called samskaras. Just as any white cloth can
get tainted with mud or any colour when it comes in contact with them. Similarly the soul
gets inflicted through various experiences, actions, thoughts etc. These are known as jnyanj,
karmaj, bhavaj samskaras.

1]JnyanjSamskaras (impressions based on acquired knowledge)

2] KarmajSamskaras (impressions based on our actions)

3] BhavajSamskaras (impressions based on feelings)

Samskaras can be categorised via one more aspect.

1) Samskaras from past lives.

After death body gets destroyed but not these samskaras. They get carried with us in our next
birth. Our nature gets structured based on these samskaras from our past lives.

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2) Samskaras from our Lineage/ Ancestors

A child when born adopts all his features, complexion, interests, intelligence, strength etc.
from his parents & grandparents. Psychologists believe that a child imbibes the impressions
not only from his parents but from past seven generations . Regarding samskaras many
scriptures specify the link upto 71 generations.

3) Samskaras from the surroundings (environment) around us.

(2) Samskaras in social & cultural background

Samskaras are more important than knowledge & knowledge based on samskaras is
important than the hollow knowledge which is bereft of samskaras. In today’s world, we see
how good behaviour& virtues are considered separate from samskaras. A person inspite of
being full of bad qualities & virtues passes out of from educational institutes with flying
colours& ends up securing good job & earns name & fame in the society. Because of such
people, not only the society but the entire world is in danger. It is therefore very essential to
educate everyone in samskaras. Rather such education should be given from the very
beginning of ones life.

(3) Samskaras in the form of Karmas(action based)

In our Indian customs/traditions there is a frequent mention of 16 samskaras. At some places

there is a mention of 20 samskaras & even 40 samskaras. But generally 16 samskaras prevail
in the society.

These 16 samskaras are

a. Garbhadaan
b. Pumsavan
c. Simantanayan
d. Jaatikarma
e. Naamkaran
f. Nishkraman
g. Karnavedhan
h. Annaprashan
i. Chudakarma
j. Upanayan
k. Vedarambh
l. Samavartan
m. Vivah
n. Vanaprastha
o. Sannyasa
p. Antesthi

All these samskaras are mentioned in the scriptures. These samskaras are scripture based &
hence they are performed over human beings.

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Out of these 16 samskaras ,Garbhadaan, Pumsavan&Simantanayan are performed before
birth i.e when the child is in the womb. Jaatkarma, Nishakraman, Karnavedhan,
Annaprashan&Chudakarma have to be performed before the child turns
five.Upanayan,Vedarambh&Samavartan are performed during the student life of the child.
Vivah&Agnihotrasamskaras are performed during the grihasta ashram stage (married life).
And Antesthisamskara is performed after death.

These 3 samskaras are related, interdependent & influenced by each other.

A person obviously acts, thinks, experiences, becomes conscious. But through all this,
samskaras are imprinted on the soul. Hence, an atmosphere needs to be created where every
child can absorb these samskaras.

Procedure for Samskaras

1. Maximum Sanskara is absorbed at infancy-

Lesser the age more is the absorption of Samskaras. Hence Samskaras are done right
from conception.
2. Conscious level impact-
At infancy other limbs are not very active. Only the consciousness are very active
right from the foetus. Hence the impact is maximum at the consciousness level.
3. Samskara with pregnancy-
When the parents desire for a child from that point on the Samskars happen. For the
sake of continuing the generation conception happens. When children are born with
such Samskaras, with such attitude a qualified child is born. In womb itself the child
gets all the samskaras and the character of the child is made. Care has to be taken of
the environment at the time of child’s birth. The atmosphere has to be beautiful, pure,
peaceful and healthy.
4. Sleeping and awake state-
At night the atmosphere has to be created for the child to sleep. The lullaby, stories
etc sung by the mother at night creates good impressions on the child’s mind.
Commotion at the time to go to bed and during awakening creates a bad impression.
All this is authorised also by science.
5. Home cooked food-
Home cooked food prepared by mother gives nourishment to child’s body and
satisfaction to mind. This creates impressions.
6. Pancha maha bhuta(the basic five elements)-
The body of the child is made of Pancha Maha bhuta. When the child is allowed
contact with this Pancha Maha bhuta , proper development of the child takes place.
7. Anxiety and inspiration-

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 The pregnant mother is constantly in the state of Anxiety or excitement. This effects
the emotions of the child. Hence whatever atmosphere the mother creates of a child
those impressions the child gets.
Hence, home is called the first school and mother the 1 st teacher.

10. Stages of Child Development and its favourable principles

1st stage-Pregnancy:

Character and Personality of the child starts building up as soon as a couple decide to
conceive a child. Parent’s attitude, astronomical situation etc influences the Personality and
Character of the embryo. Here, comes the importance of the Garbadana Samskara which is
practiced in India.

Although all the kosha’s are developed at the birth of the child it is not activated.

2nd stage-Birth-

The environment at birth, the child’s first touch experience, first exposure to sound, odour,
person’s clothes etc subtly affects the development of the child. Hence all these things are
taken into consideration, which people in today’s day and age are ignorant of.

3rd stage- 60 days from birth-

i) New born child- 10 days new born child’s working senses are very delicate hence
should not be exposed to any unknown thing and unknown person.
ii) 10 days to 6months child- this child should only be drinking mother’s milk. For a 12
day old child name giving ceremony is conducted and ear piercing samskara is done. 40
days old child is taken out for the first time 1 st to taken to behold the Sun, Supreme God
and then other living entities.
Till the child is 60 days old and still can’t move from its position of resting on its back
on its own the child gets samskaras from his mother’s touch, attitude etc. Also just by
crying the child develops its Vocal cord.

4th stage-2 months -6months old-

At this age the child taste bud gets activated hence anna grahana samskara is done.

5th stage-6 months-3years old

Child’s physic is developed. He is able to recognize persons. Child starts experiencing
the emotions of fear, anger. Mind and intelligence also starts developing. Hence, care
should be taken that only favourable things and activities like shloka recitation, good
music, home cooked food, activities as in Shishuvatika are done with the child to give
child good impressions. And Unfavourable things like laptops, Television, mobile
phone are not away from the child.

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 6th stage: 3-5 years
This is the age group that comes to Shishuvatika and development is done based on
development of 5 kosha’s.
i)Anna mayo Kosha(Physical development):
This is done by healthy home cooked food, good 8-10 hours of sleep, developing
of working senses like speech (with shlokas) , hands (picking up etc), legs
(Jumping etc)
Parents can maintain good health of the child with home remedies for illness as
child at this age are prone to frequent illness. But strong medication must be
avoided in the benefit of the child.

ii) Prana-Mayo Kosha- is developed through pranayama and discipline in eating,

sleeping, recreation and work.
iii)Mano mayo Kosha- is developed of the child by engaging in activities that are
likeable by the child. Hence the child engaged in activities it likes can develop its
concentration and positive emotions and learn to express his negative emotions in
a constructive way.
iv)Vijnyana mayo Kosha- is developed through exercising the child’s examining,
observing, inquiring and memorizing abilities into practice.
v)Anand Mayo Kosha-This kosha is developed when the child experiences
responsible freedom, bliss, love nature’s beauty and simplicity in his environment.

11. Children’s natural Traits

Every person has unique nature. Every situation creates a certain impression. In this way
during infancy certain impressions are made in a child.

1. Desire for growth- Children are born with a desire to sustain themselves. Thus a child
cries at birth in order to inhale oxygen at birth indicating a desire to sustain.
2. Self-motivated-Basic activities that the child requires to grow itself is carried out by
the child by self motivation.
3. Emulation-Child learns through emulation. Eg- mother tongue
4. Sanskar- impressions (Samskaras) are formed on the child based on the environment
it stays in.
5. Inquisitiveness- Children are inquisitive and hence they are always are examining,
observing different things around him. They shouldnot be stopped from doing this.
6. Repetition- Children have a tendency to do the same things again and again. This they
perform in order to gain mastery over that particular act.
7. Blissful-Children do any activity blissfully as they perform an activity only if they
feel happy.

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 8. Causeless activities- Children act just for fun. Hence children should not be punished
for such activities
9. Active- Children are active and it must be properly utilized.
10. Sequence of academics to direct a child’s vigour- this vigour of the child can be
utilized by providing conducive environment to the child as in Shishuvatika.

12. Physiological reasons for child’s wrong Triats-

1. Thumb Sucking-happens when the child remembers breast feeding, or is

feeling bored, feels insecure etc. At times it is also natural.

Solution- A safe environment where the child is positively engaged can help.

2. Nail biting-

It is habit child picks up imitating others. Just by few inspirations it can be

eradicated.

3. Wetting Bed-

Child when has not relieved himself before going to bed also causes it. Child
going to bed in a passionate environment with a disturbed and fearful mindset
also is the cause. Removal of these causes is the solution.

4. Teeth biting-

When the child’s stomach is infested with worms the child exhibits this habit. A
simple medicine to relive from worms can stop this.

5. Eating mud-

Is the indication of calcium deficiency. Removal of this deficiency can solve

this problem.

6. Indulging with private parts-

Just dress the child properly.

7. Adamant behaviour-

In such instances the child can be managed intelligently by the mother or the
teacher to distract the child.

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 13. Curriculum for Shishuvatika

The whole philosophy of Shishuvatika is overall development of the child. This is done following a
curriculum broadly categorised as:

1. Jivan ka Ghanistatam Anubhav-i.e. experiential knowledge

2. Sankar eva Caritra Nirman i.e.Development of culture and Values
3. Ksmata o ka vikas- Development of abilities.

The following is described in the chart attached:

Favourable environment and its creation

The growth of the child can be done through:

1. Favourable Environment
2. Activities

This favourable environment is created by parents at home and teachers at

school.

Following are the Attributes’ of a Shishuvatika’s atmosphere:

1. Homely
2. Clean-Teachers, Students and surroundings must be clean.
3. Beautiful- to build a happy mood for the children.
4. Pure- Auspicious activities like lighting of a diya during prayer, chanting
of Om etc. is carried out.
5. Silence- it necessarily doesn’t mean ‘no talking’ at all but means
composed mind of the teacher and student and a peaceful surrounding.
6. Loving-Child must feel loved in Shishuvatika.
7. Positive Vibrations.

A well-equipped Shishuvatika will not be successful without the above

mentioned fundamentals.

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 15.& 16 Types of Activities

Learning can be done through 2 ways-

1. Experiential Knowledge
2. Acquired knowledge

Acquired knowledge can be gained through 3 types:

1. Activities that gives good experience to children-

Eg: hearing songs, seeing pictures, watching a dance performance etc.

2. Activities for engagement-

Those activities that children themselves engage in.
Eg- Singing, playing, dancing etc.

3. Activities for increasing child’s competence-

Eg- jumping, washing clothes etc.

17. Programmes in Shishuvatika

1. Morning Prayers

2. Lunch- Children and teacher together daily take lunch each day in school on .
Children are taught the method to honour food and the etiquettes for dining.

3. Love feasts-

Here children, teachers come together during special festive days and cook and
dine together. This increased child-teacher bonding.

4. 1st day function in school-

Each child is welcomed with different festivities to school on the first day so
that he feels happy to come to school.

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5. Birthday celebration-

Children’s birthday is celebrated in a traditional manner creating positive

impressions on the child.

6. Festival celebrations-

Different festivals like birth anniversaries of great personalities, traditional

festivals, and seasonal festivals are celebrated. This celebration imparts Cultural
understanding to children.

7. Children’s program-

Simple function by the children and the teacher every week is conducted. This
is a platform for children to express their talents and a fun weekend.

8. Musical program-

This is a program where children are audience to best music, songs and dance
performances. Children are not expected to perform. They simply need to
experience the art. Hence, children develop taste for such arts.

9. Annual function- a get together of parents, teachers and children.

10. Sports day- is for children’s enjoyment and not for competition.

11. Field trips- for gaining 1st hand experience of variety of places and
situations.

Eg- Market, temples, zoos etc.

12. Fun-n-Fair:

All activities and stalls are arranged in such a way that it gives positive cultural
impressions to children.

13. Camps-

Day camps and stay camps

Here children learn to stay with friends. Learn to do their things by themselves
and also it is a fun experience.

14. Processions-

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Children are taken on procession on Republic day, Janmastami etc wherein
children know the importance of the day.

18. Arrangement: For Education

Shishuvatika is a place for a child to develop their intelligence, culture and competence.
Hence following arrangement is made-

1. Picture book library-

As children at this age can’t read still they can learn many things through picture
books.
Eg- Different types of animals, plants, Indian Great Personalities etc.
2. Science Laboratory-
Children are given knowledge of elements of nature
Eg- Germination of a seed, different water resources.
3. Store room-
Different things that could be required for Shishuvatika can be stored in this room.
Different things like feathers, masks, statues of different things etc.
4. Zoo model-
A model of zoo is created in one of the sections of Shisuvatika so that children can get
experience a zoo atmosphere and learn about different animals.
5. House Model-
A model house is also there in Shishuvatika so that various house related activities are
carried out.
6. Garden-
Here children are taught gardening and also allowed to play in garden.
7. Activity room-
Sewing, garland making, paper cutting etc are done here.
8. Art room-
Here children are expose to different artistic pictures and also engaged in artistic
work.
9. Auditorium-
Children are shown dramas, dances, puppet shows etc. It is also a platform for
children’s performances.
10. Play ground-
Different games are played by the children to develop qualities like bravery,
enthusiasm, tolerance, etc.
11. Swimming pool-
If space permits there can be a swimming pool. Child as young as 4 years can learn to
swim. Hence developing their physical abilities.
12. Exhibition room-

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 To experience different situations.
Eg- Railway station model, art and craft prepared by children etc.

19. Shisuvatika Infrastructure

Following should be the part of the infrastructure-

1. School interiors

Includes-

i) Store room
ii) Ventilated rooms
iii) Child friendly set up

2. Clean surroundings and pure drinking water.

3. Furniture and amenities should not be plastic or aluminium and sufficient for
storage.

4. Study resources like beads, boxes can be made by teachers, brought from
waste from home, or purchased.

20. Administration

1. Admission process-

Admission of the children into Shishuvatika is not by child or parent interview system. It is
based on a talk between parent and teacher where parents also agree to support the teacher in
taking up the responsibility of the development of the child as per the procedure followed by
the Shishuvatika.

Best process is of having a training program of parents educating them in Shishuvatika

systems and then admitting the children of such parents.

Admission form being part of admission process must include all details of child and family
history.

2. Admission age, class quorum, division of children:

Admission age- child atleast be 3 years of age.

Class quoram- 1:10 minimum and 1:25 maximum i.e. 1 teacher and “x” number of students.

Divisions- Arun for Junior children-3 year olds

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 Uday for Senior children- 4 year olds.

3. Medical checkups-

1. History of the child’s health- history of child right from mother’s conception days.

2. Present Health of the child.

4. Time of Shishuvatika-

Shishuvatika must be in the morning hours. 8 am is a favourable time for commencement.

Duration- it must not be more than 3.5 hours in duration.

5. Commutation-

Shishuvatika must be preferably at a walking distance or that which can be reached by

cycling.

6. Sundry office resources-

Admission forms and account books etc.

21. Education system

1. Curriculum-

Whole concept is growth of the child hence a rigid time-table cannot be followed. Still a
broad plan is made deciding the curriculum on a weekly, monthly, and yearly basis.

2. Purpose of activities-

Teacher is ought to know the purpose behind each activity before it is done with children.

3. Activity Division-

Teacher has to see to it that all the activities which develops different aspects of the child’s
personality and character are included on a regular basis in the curriculum.

4. Time table-It must be set up in a manner where the activity and the purpose of the activity
is best met. Even when a time table is made one needs to write the purpose of the activity
included in the time table.

Time Monday Tuesday Wednesday Thursday Friday Saturday

8-8:30 Prayers
8:30-9 Language

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 development
(song)
9-9:30 Development
of
observation
abilities/
experiment
9:30-10 Snack break
10- Games in
10:30 panch
Mahabhut
10:30- Skill
11 development
(stamping)
11- Vande
11:30 Mataram
4. Academic year plan-

It must include time-tables, curriculums, Picnics, functions, camps, parents meeting etc. This
must be given to all teachers, parents, committee members.

5. Progress report instead of marksheet-

Teachers write a progress report of the child w.r.t the child’s overall development. And the
development of the child is conveyed to the parent personally. There is no such thing as a
marksheet in Shishuvatika.

22. Teacher development

Education will be as the teacher teaches, students will be as the education is, citizens will be
as the student is, nation will be as the citizen is, that is why Acharya is called the nation-
creator. Hence, we need a good teacher.

Teacher development is a continuous process done by the teacher himself and also by the
management committee of Shishuvatika.

How is a teacher developed?

1. Firstly he must have a nature of a teacher. Teaching should be part of his existence
than a mere occupation.

2. Teacher should be constantly studying and experimenting. There are two types of
study and experimentation for the teacher of ShishuVatika.
a. Sensational (sanskarshastra), Organizational (sangopansastra), Diet, and
Cookery for the Conceptual Establishment
b. For the development of functional capacity, the collection and practice of
story, song, sports, science, music etc. should be done. Regularity in self-
study and practice is needed.

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And all these should be rooted in Indian philosophy and culture.

The question then is raised why not study western ideologies and take good things from
them?

Western ideologies which are in accordance with Indian philosophy and culture can be
accepted with mature understanding and:

i)Without sacrificing Indian philosophy and culture

ii) Without mixing Indian systems with Western styles

This system for teacher development is developed by good pre-employment training, training
at province level, school level training like weekly discussions-meetings and workshops can
be conducted.

23. Family Education and Social Enlightenment

A child spends only 3.5 hours in a Shishuvatika. The rest of the time the child is at home. So
the school education can only be complimented if there is a favourable environment
(Samskaras) is continuation for the child at home as in school.

Samskaras happens through home environment, lifestyle, behavior of family members,

thoughts, emotions etc which today’s parents are unaware of. Hence Shishuvatika also takes
the responsibility of family education.
Through family education it is taught parents are children’s first teacher and home is their
first school. Following are the topics which denotes it:
1. Criteria of Child Development and Role of Parents
2. Deserving parents of a deserving child
3. Child development
4. How does child development take place
5. Physical mental needs of the child - How to know and fulfill It
6. Infant sanskar & sanskar – process
7. Child’s diet

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 8. Commensurable environment and its creation
9. Element of rituals
10. Diet Scripture
11. Cookery Scripture
12. Pediatrics Scripture
13. Sanskar Scripture
14. The nature of the condition of the infant, its causes and its measures
15. Family life
16. Family System, Environment & Lifestyle
17. Concept of Indian family
18. Indian culture and child care
19. The meaning and nature of the child
20. Child's diet, clothing, toys, bedding 's upbringing
21. Commensurable Stories & Lullabies - Their Importance
22. Child Care is a Social, National Obligation
23. Dynastic tradition, family tradition and child
24. Sanskar at child age and future life
25. What is infant condition

The above-mentioned subject matter is prepared based on the physical, mental,

intellectual and social, cultural role of the parents in relation to child development.
How can knowledge of these topics be given to parents?
It can be given by applying different types of methods like classes, conferences, books etc. by
Shishuvatika management.

Social awakening

Even after arranging training for parents, it is in the experience that if the perception of the
entire society is not correct then parents are under the pressure of those misconceptions.
Misconceptions like:
1. The child should be sent to school as soon as possible
2. He should read and write as soon as he is sent to school
3. Studying English language is a must in today’s world
4. Infant's entertainment is more important than sacraments (sanskar)
5. All public arrangements remain contrary to health and rites
6. Babies are used in television commercials and adverse effect takes place on their
minds.
7. There is no arrangement for the child to play, no children of the same age.
Many such things will come to our attention, not personal but comprehensive efforts are
needed to overcome these barriers for the development of the infant.
In this way family education and social reform need to be linked with infant education.

24. Awakening of Education Sector

Education taken as a burden with heavy school bags, examinations etc is against the
principles of education system. No education system of world accepts it.

Education system blames it on the parents for this pressure to make their children so-called
competent. But the fact is parents are not necessarily educational scholars hence their

30 | P a g e
perceptions can be incorrect. And ignorance of educational principles cannot be an excuse for
the school.

The school has to take up the responsibility of making the parents aware of the right system.
If all the schools try to correct all the unrealistic things in child education, then the society
will accept the correct things easily. Then the change will also happen quickly.

Therefore awareness of the education sector becomes a major dimension of the work of the
ShishuVatika.

25. Organizational form of ShishuVatika

An Organizational structure is being implemented in Shishuvatika for the enormous task to
create a national impact to the western ideologue education in India.

Components of Shishuvatika organization

1. Heads at National, regional, departmental, school heads who travel educating

infants, doing teacher training, family training, social reform, Social awakening,
literature production, annual work planning etc.
2. Classes for creation of competent workforce development.
3. Creation of literatures for lifestyle management of the child at their homes.
4. Enclosure of parents, other schools, other educational contemplative organizations,
media to spread the word regarding Shishuvatika system of education.
5. Efforts towards authorization of this alternative Indian education system to become
the official education system of India.

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 26. Some Prevalent Mistakes and Their Resolutions
1. Misconception-To get good education start studying early.
Truth- The child can only start learning after infancy. As much as a 6 month old
infant even if trained to walk it doesn’t start walking, but it only harms its physic.
2. Misconception- Development is possible only through reading, writing, that is
studies
Truth- development is also done through many other methods other than reading-
writing. An infant child also doesn’t need to learn to read and write.
3. Misconception- Good teaching is done by teaching English language and studying in
English medium schools.
Truth- A child can grasp better in his local language. And a child who has learnt local
language thoroughly is able to learn any other language in just 6 months.
4. Misconception-Examination is the only criteria of evaluation
Truth- Examination evaluation is not relevant for an infant child and it is not the only
method of evaluation.
Remedies for removing misconceptions

(1) The literature needs to be prepared that will have the indepth discussion about these
questions
(2) It has to be promoted in different ways. These methods are –1.contact, 2.conference,
3.study classes, 4.organizing exhibitions, 5.seminars with discussions, etc.
(3) Different modes of promotion will have to be adopted - such as Doordarshan, various
magazines, newspaper etc.
(4) The way, various types of campaigns are run that is the literacy campaign, Pulse Polio
campaign, in the same way the subject of ShishuVatika will have to be run by public
education (Lokshiksha) campaign.
(5) Society will have to awaken through song, story, drama, etc. This topic needs to be
taken seriously today.

Some prohibition
There are few things ShishuVatika should never have

(1) English language education

(2) English medium
(3) No books or bags
(4) Syllabus like primary school, homework, exam
(5) Any kind of physical, psychological punishment
(6) Seating arrangement of desk, chair, bench etc.
(7) No entry for less than age of three years
(8) Infant interview for admission
(9) Abusive language
(10) Contests, defeat-winning, punishments and rewards
(11) More than 25 in the class
(12) 3:30 hours or more
(13) Rubber plastic shoes and nylon socks
(14) Cooler or fridge water
(15) Drinks like Coca-Cola
(16) Food which is not home made
(17) Tie in uniform
(18) Plastic Water Bottles & Tiffin

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 (19) Very strict timetable and other arrangements in the name of discipline
(20) Duration method (कालाांशपद्धति)

27. Teacher of ShishuVatika

Qualities-

(1) ShishuVatika’s teacher should be sensible and intelligent.

(2) Her physical condition should be good. Must be smart, agile, and efficient.
(3) She must have knowledge of music.
(4) She should be proficient in craft.
(5) She should be able to do educational use of any object.
(6) Should have creative.
(7) Should have the art of telling stories.
(8) Able to engage kids in playing.
(9) Should know how to talk to kids.
(10) Mentally upset, suffering from any problem of life or doing job because of
compulsion should not be employed
(11) Must have the ability to understand the element and convert the element into the
story, song, game etc.
(12) She should neither be too young nor too old.
(13) She should have beautiful approach.
(14) Need someone who loves children

Misconceptions:

1. There is a perception that anyone can be hired.

2. Baby classes are not considered to be important.
3. Academic qualification is the only qualification of selecting a teacher.
4.The selection is done on the basis of the more or less educated people and because of
which the less educated people are given the job of child education

In reality this method of thought process itself is not acceptable.

Those who run school need to change their thinking only then we will be able to choose
Acharya or Didi(teacher) properly and will avoid doing injustice to our future generation.

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 28. Involving Parents
The way in which shishuVatika is the center of infant education it is also the center for
education and social reform. In this view, we should consider how we can achieve active
support of families in the work of shishuVatika.

1) Participation in programs-Developing parent teacher relationship.

2) Cooperation in the preparation of programs

Normally the programs of their infants, such as theater program, sports performance
etc. they have their support in them. They spend money, explain to infants and are
present in the program. But after intimacy ceases, they also collaborate in other
works. For example:

(a) If there is a meeting of the Acharya then they will cooperate in the arrangement of
the meeting. This collaboration can be both a meaning and work form.
(b) If there is a school visit program then they can come along.
(c) Letters, magazines, pictures, toys, items useful for the school if available in your
house, can be given to the school.
(d) They can be involved in preparing the charts, images, exhibitions etc.
(e) Doctor (vaidya) or musician guardian can cooperate in medical tests, musical
concert etc.
(f) They can help in the pre-preparation of any event in the school.

The biggest thing is that it is easy for them to understand the correct nature of child
education. If they understand the correct nature, then they will create an environment with
Sanskaras (सां स्कारक्षम) environment in the house. If this happens, our objective of
shishuVatika is proved. ShishuVatika reaching home is the biggest success.

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