Question

The National Curriculum Framework (NCP), 2005, recommends that
children's life at school must be linked to their life outside the school. This
principle marks a departure from the legacy of bookish learning which
continues to shape our system and causes a gap between the shool, horse
and community. The syllabi and textbooks developed on the basis of NCP
signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in the
National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and
to pursue imaginative activities and questions. We must recognise that given
space, time and freedom, children generate new knowledge by engaging with
the information passed on to them by adults. Treating the prescribed
textbook as the sole basis of examination is one of the key reasons why other
resources and sites of learning are ignored. Inculcating creativity and
initiative is possible if we perceive and treat children as participants in
learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of
functioning Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days is actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children's life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for
teaching. The textbook attempts to enhance this endeavour by giving higher
priority and space to opportunities for contemplation and wondering,
discussion in small groups, and activities requiring hands-on experience.
National Council of Educational Research and Training (NCERT)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
committee for Social Science textbooks at the Upper Primary Level.
Professor Hari Vasudevan and the Chief Advisor for this book. Sarada
Balagopalan. for guiding the work of this committee. Several teachers
contributed to the development of this textbook: we are grateful to their
principals for making this possible. We are indebted to the institutions and​

Answer 1

Answer:

thanks for this information

Answer 2

Thanks for the kind information about it..