Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in an Indian/Global Context

• In Event: Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in Global Contexts

Abstract

1. Objectives or purposes
The objective is to show how a Living Educational Theory research approach to action research can upscale the quality of education in preschool through life skill education in a rural village of Gujarat, India.
2. Perspective(s) or theoretical framework

The main perspective is that early childhood is a critical stage of development as it directly influences the social, economic and health of people and society. In early years there is a rapid development of the brain, which duly impacts on health, behaviour, and learning of children. Preschool education in Rural India is imparted through the Integrated Child Development Scheme (ICDS). In this paper, I exemplify my classroom practice and generate a living educational theory as I explore the implications of asking, researching and answering the questions, "How do I improve my practice? How do I improve what I am doing? How I do enhance the process of education with the help of modules of life skill education?”
3. Methods, techniques, or modes of inquiry

The methods used are those developed by Rawal (2012; 2020) in life-skills education. Rawal uses a Living Educational Theory research approach to integrate life-skills education, within social work programmes in Higher Education in an Indian Context.
4. Data sources, evidence, objects, or materials

The data sources include the Integrated Child Development Scheme- (ICDS)
Welfare Service for children in India. This is the world’s largest community based program and was launched on 2 October 1975. The research described in this contribution provides evidence on how preschool education in rural India is imparted through ICDS, which has emerged as the most extensive program for early childhood development in India. Whilst ICDS is lagging in imparting quality education to preschool children this presentation provides evidence on how this quality can be improved.
5. Results and/or substantiated conclusions or warrants for arguments/point of view

The results include evidence of learning from a 72 hour programme of training in life skills education to understand and to teach it. The results include an evidence-based explanation of how I link my practice with theory and theory with practice. They include an explanation of my learning how to take risk and realising how risk-taking as an important aspect of creative thinking in the generation of a living-educational-theory.
6. Significance
The scientific significance is in showing how children’s behavior can be transformed from being very submissive, fear to talk, fear to act and reservations in class participation. The transformation is focused on developing a trust relationship with the help of listening, communication and activity-based techniques such as a games, drawing and screening films between my children and me. Children open up and became participative.

Author

• Mishra Shivani, Sardar Patel University