Uniqueness about Gurugulam

It is not a wall-bound school, it is a HOME- a real home with the bed, kitchen etc where kids can play, sleep, or just be. It has no boundary like that of a classroom. It is about “letting the kids be kids” and developing them from ‘whole’ child lens. It is also space, where parents can enter with a feeling like their 2nd home. The biggest thing the kids and the family gain is relevancy. The whole perceptive is about providing the child the opportunity to experience themselves.

How is Poova’s Gurugulam Model Evolved?

In 1983, Professor Howard Gardner published his ‘Frames of Mind: The Theory of ‘Multiple Intelligence’s’ which published 7 types of intelligence:  linguistic Intelligence – Good with words, Mathematical Intelligence – Good with Numbers, Musical Intelligence – Good with Rhythm/Sound, Visual-Spatial Intelligence – Good in thinking in 3 dimensions, Body-Kinesthetic Intelligence – Good at physical activity,  Intrapersonal – Good at understanding oneself and Interpersonal Intelligence – Good at interacting with other people.

Although few schools practice 1 or 2 aspects of multiple intelligence,

  • The focus was still on academic intelligence

So, after years of experience and backed by research on emotions and its linkage with neuro genesis- Poova’s Gurugulum philosophy was evolved. It is based on 2 types of intelligence, untouched by other systems. These were:

  • Emotional Intelligence
    1. Emotional -Interpersonal Intelligence
    2. Emotional -Intrapersonal Intelligence
  • Socio-Environment Intelligence

Traditional School

Focus on Academic Intelligence
In the current scenario, the regular school has functionality & expectations related to academics. The school environment has short term goals and often expects the child to be academically oriented.

 

 

IQ matters more
The traditional schools talk only of ‘explicit’ curriculum-language, numbers and reasoning and here IQ is more important than EQ
However, If a child is not happy, he won’t be able to execute functionality. Under pressure, the response will be without the child’s wish and likeliness.

Poova’s Gurugulam

Focus on Emotional Intelligence
In Gurugulam, the goal is long term and the belief is that the child’s life cannot be limited to a goal sheet.
The essence of childhood is to have endless opportunity for play. Learning in these schools are selected to live and not to books; it is by doing, in a friendly natural environment.

 

EQ matters more
The focus is on ‘why EQ can matter more than IQ” Poova’s Gurugulam follows an integrated approach in its curriculum which includes EQ Theories, based on social-emotional development.
In the peak of the momentum of emotional regulation, anything can be taught as all the learning passes 1st through the emotional regulation centers of the brain.
Here the focus is on ‘implicit curriculum’: Emotional self-awareness, Self-regulation, Motivation, Empathy and Social skills.

Interpersonal Emotional Intelligence

The module’s focus is to build communication & it answers how much to communicate, how to communicate and when to communicate.  A child will adapt any thought process when they exposed to different adults with different personalities. Although the adult child ratio is 1: 1 in Poova’s Gurugulam, as all the kid have the flexibility to be around all other children and adults, there is a lot of variation which a kid gets to experience, leading to dynamic thinking.

Intrapersonal Emotional Intelligence

The module’s focus is on developing regulation from within. To survive the basic rudimentary regulation that is required for a child is sleep and food.  Often the parents are making various mistakes:

  • They are regulating for the child, providing food even before the hunger strikes and putting him to bed by the clock.
  • They teach the child by influencing information. If a child is prompted always to do something, the control is being taken away from the child. One’s own perspective of life has to develop.

Gurugulam follows an ‘unhurried self-directed’ approach’- It provides enough time, space, opportunity & adult bonding which helps develop self-regulation from within.

Children regulate by seeing adults, by observing space. As the information flows inward intrinsically, without direct influence, the children are organized, motivated and registration of self and affiliation with others occurs.

Socio Environment based Intelligence

This module focuses on enhancing and building appropriate social functioning of a child in any environment. Ex: A child should be able to enter a coffee shop or a crowded vegetable market and should be able to function appropriately in each of the environment. He should be able to observe, experience, sense and then appropriately react to the environment.

The module also puts importance on building of independence and being able to survive in the today’s world. Ex:  A child should understand if he has to commute, he can take a bus, how he could buy a ticket, how he could transact and so on. The school puts the child in the real-life situation and makes them practically experience the everyday scenarios. The founder believes that although learning of a skill is important, living life is more crucial.

Expected Outcome

A child with a better Emotional and social functioning a child can overcome any challenges and struggles in life with ease. If a child understands and process all shades of emotion is the child who will be the better adult in the future. If the emotional intelligence and Socio Environment intelligence are enhanced, the other intelligence will enhance and it will ease out the difficult areas of functioning. Ex: A child would know how much of academic learning is required to survive in the environment. With solid fundamentals in EQ, academic performance, as well as behavior, can improve.

How the model is functional?

Gurugulam has open 360 Degree view of a child Development, though for parent convinence and understanding our founder divided departments to operate effectively. Those are

  • Relationship Building
  • Food and Nutrition
  • Play
  • Communication Dept.
  • Sensory-Motor Emotional Perceptual Integration
  • Environmental Awareness Training
  • Physical play and activity

“What is most inspiring here is the great interest in emotional development, tremendous aspiration and the amount of happiness that is being given to the children”