Essay On Private Schools

establish and maintain friendship; to construct and communicate a sense of self; to recast events in ways that are satisfying; and to participate in their culture. Kumar (1992) talked about real gains of storytelling as it promotes good listening; gives children training in prediction that further reinforces the child’s confidence in his/her ability to predict; to experience the world around them and gives meaning to their words. He further appreciated storytelling for its ‘pluralistic inheritance’ and that it should be celebrated as an oral heritage.
Another issue that came to the fore in Private schools was that narrating the story in English language was like a norm and a handful who wanted to share a story in Hindi were hesitant to ask

It is interesting to note that this happened more frequently in the state-run schools as compared to the private schools. A thin line of difference between the two was that of “we all know” or “we have all done this together” of the state-run school children to “only I know this” or “can I continue in her place?” of the private school children. This was a very significant finding as children from the state-run schools displayed more collaborative efforts wherein a lot of rhymes and even stories were shared in pairs and in groups of three or more children. In one instance, a girl forgot the rhyme after saying aloud the first line. Another child continued it aloud and then the whole class started singing along with her in chorus. Many children came forward and shared the story while a partner of theirs stood with them. This provided them emotional support as they narrated the whole story. Some children of class IV quickly discussed a storyline with each other, and came in pairs or in a group of three to share the whole story taking turns, i.e., one child continuing the story where the previous left. All the children across the groups suggested possible end to stories that could not be completed by their tellers. Some of them added new characters; they tried to

Class II children gave more generic statements whereas class IV children used concrete terms and phrases for the same. This could be reasoned to their understanding in terms of Piagetian cognitive development. If the story was unfamiliar, the children would often guess, or give clues or ask questions that would make the teller think, and sometimes they went ahead with the original story or changed parts of it. Sometimes, on listening to the whole story, other children interjected and alleged that it had a different ending to it and then several versions of the story were recalled and shared with the group. This gave them an opportunity to learn and appreciate varied possibilities and multiple ways in which a story could be constructed. They also used different characters or different words for the same