The document discusses the whole child approach to education. It recognizes that children need to develop intellectually as well as physically, psychologically, emotionally, and spiritually. The whole child approach engages educators, families, policymakers and communities to support the cognitive, social, emotional, physical and talent development of all children. The goal is to promote the highest development of each child and inspire their creativity, imagination, and skills.

2. Conventional schooling traditionally
reflects the view of the
child as a passive receiver of
information and rules, or
a computer-like processor of
information.

3. Whole Child concept is an effort towards the
development of the whole human being.
संपूर्ण बाल अवधारर्ा संपूर्ण मानव के ववकास के
ललए एक प्रयास है।

4.  It recognizes that to become a full person, a growing
child needs to develop—in addition to intellectual
skills—physical, psychological, emotional,
interpersonal, moral and spiritual potentials.
यह मानता है कक एक पूर्ण व्यक्तत बनने के ललए, एक बढ़ते
हुए बच्चे को बौद्धधक कौशल - शारीररक, मनोवैज्ञाननक,
भावनात्मक, पारस्पररक, नैनतक और उत्साही क्षमताओं के
अलावा ववकलसत करने की आवश्यकता है।

5. Education with a whole concept is concerned with the
development of every person’s intellectual,
emotional, social, physical, artistic, creative, and
spiritual potentials.
संपूर्ण अवधारर्ा के साथ शिक्षा हर व्यक्ति के बौद्धधक,
भावनात्मक, सामाक्िक, भौतिक, कलात्मक, रचनात्मक
और आध्याक्त्मक क्षमिा के ववकास से संबंधधि है।

6.  In this way, the term education to whole child simply
means cultivating the whole person and helping
individuals live more consciously within their
communities and natural ecosystems (Miller, 2005).

7.  It engages all stakeholders—educators, families, policymakers, and
community members. They recognize the need to educate the whole
child—attending to cognitive, social, emotional, physical, and talent
development of children and youth from widely diverse backgrounds.
Parents
Students

8. Goal of Education
 goal of education is to promote the highest
possible levels of cognitive, social, emotional,
physical, and ethical development for each
child.
 Education must inspire children’s creativity,
imagination, compassion, self-knowledge,
social skills, and emotional health.

9.  intellectually active;
 physically, verbally, socially, and
academically competent;
 empathetic, kind, caring, and fair;
 creative and curious;
 disciplined, self-directed, and goal
oriented;
 free;
 a critical thinker;
 confident; and

10.  children and youth develop at very different rates
cognitively, socially-emotionally, physically, and in
language development.
 The developmental process for children does not
occur in a step-by-step linear fashion. Rather, it
zigzags, or dances, side to side and forward and
backward but with a net movement forward
 Development is a gradual process, not an event
 Individual difference is not only to be expected but
also valued

11.  decisions about curriculum and adults’ interactions
with children must be as individualized and as
developmentally responsive as possible
 Children are results of both predetermined heredity
and environmental influences that affect
maturation.
 Development is viewed as the result of an
interactive, transactional process between the
growing, changing individual and his or her
experiences in the social and physical worlds
 A child’s physical condition at birth may predict
healthy growth, but family poverty and chronic
malnutrition in early years may affect long-term
outcomes and trigger a variety of developmental
disabilities.

13.  There is more discussion, questioning,
experimentation, and active engagement in a holistic
learning environment and a noticeable absence of
grading, testing, labeling, and comparing.
 Learning is more meaningful and relevant to
students—it matters to their lives.

14. Develop a sense of
 community and belonging and
 qualities of safety, respect, caring, and even love

15.  Concern for feelings, aspirations, ideas, and
questions that each student brings to the learning
process
 Education is no longer viewed as the
transmission of information; instead it is a journey
inward as well as outward into the world.

16.  It recognizes that everything in the world exists in
context; that is, in relationship to inclusive
communities.

17.  Sickness
 Emotional stress
 Neurological problems
 Damage and Attention disorders
 Linguistic underdevelopment and oppositional behaviour

18.  Inadequate housing,
childcare, nutrition, food
insecurity and health care
 Inadequate medical, dental
and vision care
 Immigration issues
 Difficult process of
acculturation, language
barriers
 Frequent moves and
disrupted schooling
 Parents negligence
 Separation from family
 These OSFs are related to a
host of poverty-induced
physical, sociological, and
psychological problems that
children often bring to
school, ranging from
neurological damage and
attention disorders to
excessive absenteeism,
linguistic
underdevelopment, and
oppositional behavior.

19. Deeper understanding of the conditions
that are influencing the student’s learning
 Can be conducted
 Focus groups
 Individual interviews
 Asking parents, other teachers

20.  Screening of diseases, vaccination and prescription
medication
 Referring students needing complex medical care
 Providing nutrition and wellness education to parents
and help families obtain funded medical insurance.
 Providing mental health wellness facility to meet
families in crisis and help parents realize their roles
as their children’s first teachers and primary
advocates.

21.  Safety also impacts
attendance and
cognitive development.
 Students who are
fearful, bullied, or
distracted by fights and
other disruptive
behavior are unlikely to
do well academically.
 adults in the school’s
surrounding community
need to be accountable
for ensuring that
students are safe;
healthy; engaged;
supported

22.  Students who are sick, who
come to school hungry, who
can’t breathe because of
asthma, who can’t see the
blackboard because of poor
vision, or who can’t
concentrate because of
pervasive toothaches or
depression are unlikely to do
well academically.
 Physical activity and
nutrition affect learning
 Physical environment of
home and school affects
learning
 A school health advisory
council with students, family,
and community members
 Providing medical care to
the poor and underserved
families
 Primary care to the students
at school(Common cold and
other illnesses)
 Routine screening for
immunizations and vision,
hearing, dental, and
orthopedic Concerns
 Physical education and
health classes that
emphasize sustaining
healthy behaviors over a
lifetime

23.  Students who are bored
by their classes, who
don’t feel motivated to
achieve, and who don’t
see the connection
between what they are
learning in school and
their real-world goals are
unlikely to do well
academically.
 They must first be
motivated to learn and
interested in their
studies
 Students participate in a
wide array of
extracurricular activities.
 Schools provide
opportunities for
community-based
internships, or projects.
 Teachers use active
learning strategies,
such as cooperative
learning and project
based learning.

24.  Students who don’t have
access to adult role
models, advisors, mentors,
counselors—or to teachers
who understand their social
and emotional
development—are unlikely
to do well academically.
 They must first feel
supported by caring,
qualified adults.
 Every student should have
an adult advisor or mentor
and that students have
access to school
counselors or other student
support systems.
 Providing therapeutic
counselling for students in
crisis and teams up with
the family caseworker to
ease the stresses on

25.  Students who spend
most of their day being
lectured and drilled in
reading and math only,
and who don’t have
access to courses in the
arts, music, social
studies, civics, and other
broadening subjects, are
more likely to tune out
and are less likely to do
well in school.
 Schools should
provide a well-
rounded curriculum
for all students.
 Students have access
to rigorous programs
in arts, foreign
languages, and social
studies.
 Schols maintain
flexible graduation
requirements.

26.  The child poverty rate
is perhaps the most
widely used measure
to identify the health
and well-being of
children.
 Conditions of poverty
have been associated
with crime, physical
abuse, and learning
and emotional
problems.
 Fee relaxation
 Scholarship provision
 Stationery material
can be provided

27.  Two major types of abuse are typically identified—
 emotional
 physical
 Emotional abuse has been defined as excessive
demands placed on children by parents, peers, or
siblings and the failure of parents to provide an
emotional support system
 Students who have experienced emotional abuse
may exhibit a low self-esteem, suicidal thoughts,
depression, antisocial behaviors, and difficulty
initiating and maintaining relationships with adults
and peers.

28.  Affective development is
impacted by both internal
(biological predispositions,
within-child abilities) and
external (physical and
social environment)
influences.
 risk of academic failure,
school dropout,
incarceration बन्दीकरर्,
suicide, and extended
dependence in adulthood
 mood disorder; depressive
disorders, anxiety
disorders, and substance
abuse often cooccur
 Social Emotional learning
skills (SEL skills)
 SEL can be defined as
the process through
which people learn to
recognize and manage
emotions, care about
others, make good
decisions, behave
ethically and responsibly,
develop positive
relationships, and avoid
negative behavior

29.  Violence among
children and youth
contributes to
disruptions in the
educational process,
including in-school and
out-of-school
suspension, school
dropout, incarceration,
or placement in
alternative education
programs. Serious
violent crimes include
aggravated assault,
rape, robbery (stealing
by force or threat of
 Child and adolescent
violence in schools
requires early
assessment and
positive
 interventions that
involve collaborative
and coordinated school
and human service
responses.

30.  Parent education and capacity building-
Workshops, seminars and discussion groups for
parents about the topics of interest to them. For
e. g. Strategies to help their children learn,
Developing students’ leadership capacity etc.

31.  COMPREHENSIVE CURRICULUM
 Integrating multiple developmental domains:
academic, social-psychological, and career
 Including a curriculum that blends school-based
and community-based approaches
 After school enrichment to support students’ growth
in language and enriching experiences in their
subjects

32.  Families need timely information on courses,
curriculum choices, grading procedures, and
testing and assessments throughout elementary,
middle, and high school.
 When students face social, academic, and
personal problems, a coordinated effort is
needed among families, school professionals,
and community agencies to address the
problems

33.  Communication between schools and families
during middle and high school years should not
be one-way
—from the school to the family
—or only after the child has been in trouble for
some time.
 Coordination between professionals and families
can mean that clear messages are received and
that adequate help is provided before the problem
grows too large.
 Focus on strengths, capabilities, and
developmental needs rather than on problems,
risks, and vulnerabilities
 Belief that young people can make successful
transitions to adulthood and gain life long

34.  involves new relationships among people.
 involves sharing of resources (human or other).
 involves trust among people working together in
peer (nonhierarchical) relationships.
 involves joint responsibility for outcomes.
 involves joint decision making and actions.
 is aimed at achieving specific results or change.