A child's potential should not be underestimated just because he/she is a child. Children possess incredible learning capabilities in favourable or complex environments and that includes their multi-linguistic approach to basic concepts and skills.
Urdu is not only Pakistan's national language but it is the medium of communication at public level among most South Asian countries. It is easy to learn and teach Urdu. It all depends upon teaching techniques, teaching resources and the kind of environment provided to preschoolers. Urdu is added as the essential part of curriculum in almost all Kindergarten and Montessori schools in Pakistan. Yet, inappropriate lesson planning, lack of proper material and poor teaching techniques have made learning Urdu a 'mission impossible' for beginners.
اردو پاکستان کی قومی زبان ہی نہیں بلکہ جنوبی ایشیا کے کی ممالک کے عوام کے درمیان رابطے کا ایک ذریعہ بھی ہے- اور پاکستان کے تقریبا تمام "گلزار اطفال" یعنی چھو ٹے بچوں کے سکولوں 'خاکہ نصاب' میں شامل ہے- غیر معیاری طریقہ تعلیم، مناسب تعلیمی سامان یا مواد کی عدم دستیابی اور اسباق کی نا موزوں ہفتہ وار منصوبہ بندی کی وجہ سے طلبہ کے لئے اردو سیکھنا مشکل ہو گیا ہے- حالانکہ بچوں کو اردو سکھانا قطعا دشوار نہیں- صرف طریقہ تعلیم دلچسپ بنانے کی ضرورت ہے- خوبصورت اور صاف تصویروں اور ذہنی اور لسانی مشقوں کے ذ ریعے حروف کی پہچان، انکی آواز اور لکھائی کو بہت آسان بنایا جا سکتا ہے- ا
Out of 365 days, children attend school between 130 to 160 days per academic year. If we assume a 'week' in an academic year denoting 5 working/school days, then the total weeks that children attend school can be calculated to almost 30 weeks, which is the statistic for those who show 100% attendance.
Therefore, the curriculum for all levels should be designed in a way that it can be taught conveniently in 20 weeks or 100 days (this is excluding the weekends). The rest of the days provide enough time to teachers for preparing relevant art projects, assessing student's progress and writing their reports on weekly basis.
The curriculum for 1st pre-school year requires the recognition of full and half formation of 36 Urdu letters, Urdu words that are composed of letters in full formation, tracing letters with finger, stick or pencil and knowing the joining of letters to form compounds. Beside that, teachers are responsible for increasing children's vocabulary and building language skills through poems, stories and discussions.
پاکستان میں تعلیمی سال میں جتنی چھٹیاں دی جاتی ہیں اس حساب سے بچے سال کے تین سو پینسٹھ دنوں میں سے تقریبا ایک سو تیس سے ایک سو ساٹھ کے درمیان سکول جاتے ہیں- اگر ایک ہفتہ کو پانچ سکول کے دن تصور کیا جائے تو یہ کل تیس ہفتے بنتے ہیں- لہٰذا خاکہ نصاب اس طرح بنانا چاہیے کہ بچے بیس ہفتوں یا سو دنوں میں مقررہ نصاب ختم کرلیں- چھوٹے بچوں کے سکول میں پہلے سال کا مقصود بچوں کو اردو حروف تہجی کی مکمل اور آدھی شکلوں کی پہچان کرانا اور وہ الفاظ سکھانا جو مکمل شکلوں کے حروف سے ملکر بنتے ہیں- اسکے علاوہ حروف سے متعلق ذخیرہ الفاظ میں اضافہ کرنا، اردو نظمیں اور کہانیاں سنانا بھی خاکہ نصاب کا حصہ ہوتا ہے- ا
Let's see how much of this curriculum can be taught in 100 days.
Let's keep 65 days for recognition of full and half formation of Urdu letters along with vocabulary and tracing letters with finger. Tracing letters with finger should be done repeatedly with proper instructions mentioning number and position of dots and curves.
Let's keep 65 days for recognition of full and half formation of Urdu letters along with vocabulary and tracing letters with finger. Tracing letters with finger should be done repeatedly with proper instructions mentioning number and position of dots and curves.
Now, 25 out of the remaining 35 days can be used to assist children learning words that have letters in full formation.
The rest 10 days is enough time for learning vocabulary and writing skills through matching, grouping and tracing dots exercises.
The class duration should not exceed 15 minutes per day for a group of 6 children.
Building vocabulary and their use in different sentences (verbally) is very important. Teachers should choose as many words as they can for each letter.
The class duration should not exceed 15 minutes per day for a group of 6 children.
Building vocabulary and their use in different sentences (verbally) is very important. Teachers should choose as many words as they can for each letter.
بیس ہفتوں کے پانچ دنوں کے حساب سے کل سو دن بنتے ہیں- اردو کے ٣٦ حروف کو انکی پوری اور آدھی شکلوں کے ساتھ پینسٹھ دنوں میں متعارف کرایا جا سکتا ہے- پچیس دنوں میں بیس ایسے الفاظ جو پوری شکلوں کے حروف سے ملکر بنے ہیں سکھاۓ جا سکتے ہیں- باقی ١٠ دن مختلف لسانی اورتحریری مشقوں کے لئے کافی ہیں- ٦ بچوں کے گروپ کے لئے سبق کا دورانیہ روزانہ ١٥ منٹ سے زیادہ نہیں ہونا چاہیے- چھوٹے بچوں کے لئے ذخیرہ الفاظ بہت اہم ہوتے ہیں- ٹیچرز کو چاہیے ہر حرف کے زیادہ سے زیادہ الفاظ اور انکا جملوں میں استعمال بچوں کو سکھائیں- ا
Words that are composed of letters in full formation
Out of more than 250 such words, these 20 words are easy to teach with their pictures along as they are concrete nouns and can be introduced through five senses. Not only that children can recognize the letters and learn their order to form words but they can also write them easily.
آگ آم آڑو دم دو دس دل دال ڈول ورق
دراز زردی ادرک اروی دودھ ڈوری درزی
اوزار اذان دروازہ
100 Days Urdu Curriculum
for
First Preschool Year
Date
|
Days
|
Urdu
Letter
|
Duration
|
Date
|
Days
|
Word/Half
Letter
|
Duration
|
Monday
|
ا
|
15 min
|
Monday
|
آگ
|
|||
Tuesday
|
آ
|
Tuesday
|
آم
|
||||
Wednesday
|
ب
|
Wednesday
|
آڑو
|
||||
Thursday
|
پ
|
Thursday
|
دم
|
||||
Friday
|
Friday
|
||||||
Monday
|
ت
|
Monday
|
دو
|
||||
Tuesday
|
ٹ
|
Tuesday
|
دس
|
||||
Wednesday
|
ث
|
Wednesday
|
دل
|
||||
Thursday
|
ج
|
Thursday
|
دال
|
||||
Friday
|
Friday
|
||||||
Monday
|
چ
|
Monday
|
ڈول
|
||||
Tuesday
|
ح
|
Tuesday
|
ورق
|
||||
Wednesday
|
خ
|
Wednesday
|
دراز
|
||||
Thursday
|
د
|
Thursday
|
زردی
|
||||
Friday
|
Friday
|
||||||
Monday
|
ڈ
|
Monday
|
ادرک
|
||||
Tuesday
|
ذ
|
Tuesday
|
اروی
|
||||
Wednesday
|
ر
|
Wednesday
|
دودھ
|
||||
Thursday
|
ڑ
|
Thursday
|
ڈوری
|
||||
Friday
|
Friday
|
||||||
Monday
|
ز
|
Monday
|
درزی
|
||||
Tuesday
|
ژ
|
Tuesday
|
اوزار
|
||||
Wednesday
|
س
|
Wednesday
|
اذان
|
||||
Thursday
|
ش
|
Thursday
|
دروازہ
|
||||
Friday
|
Friday
|
||||||
Monday
|
ص
|
Monday
|
Half
formation of bay to say
|
||||
Tuesday
|
ض
|
Tuesday
|
|||||
Wednesday
|
ط
|
Wednesday
|
Half
formation of jeem to khay
|
||||
Thursday
|
ظ
|
Thursday
|
|||||
Friday
|
Friday
|
||||||
Monday
|
ع
|
Monday
|
Half formation of
seen, sheen, suad, zuad
|
||||
Tuesday
|
غ
|
Tuesday
|
|||||
Wednesday
|
ف
|
Wednesday
|
Half formation of ain, ghain, fay and qaaf
|
||||
Thursday
|
ق
|
Thursday
|
|||||
Friday
|
Friday
|
||||||
Monday
|
ک
|
Monday
|
Half formation of
kaaf, gaaf, laam, meem
|
||||
Tuesday
|
گ
|
Tuesday
|
|||||
Wednesday
|
ل
|
Wednesday
|
Half formation of noon, hay and yay
|
||||
Thursday
|
م
|
Thursday
|
|||||
Friday
|
Friday
|
||||||
Monday
|
ن
|
Monday
|
Joining
letters with alif
|
||||
Tuesday
|
و
|
Tuesday
|
|||||
Wednesday
|
ہ
|
Wednesday
|
Joining
letters with alif
|
||||
Thursday
|
ی ے
|
Thursday
|
|||||
Friday
|
Friday
|
||||||
Keep Fridays for revision and 10 days
for finger tracing and for using vocabulary into sentences.
|
|||||||
