Volume II,Issue IV, March 2026
Volume-II, Issue-IV, March, 2026 |
Received: 25.03.2026 | Accepted: 28.03.2026 | ||
Published Online: 31.03.2026 | Page No: | ||
DOI: 10.69655/atmadeep.vol.2.issue.04W. | |||
পশ্চিমবঙ্গের প্রথম শ্রেণির শিক্ষা ব্যবস্থায়
‘সহজপাঠ প্রথম ভাগ’কে কেন্দ্রে রেখে ‘আমার বই’ নির্মাণ কৌশল: পর্যবেক্ষণ ও মনস্তাত্ত্বিক
বিশ্লেষণ
সেখ সামিম আলি, গবেষক, বাংলা
বিভাগ, বিশ্বভারতী, শান্তিনিকেতন, পশ্চিমবঙ্গ, ভারত |
A Strategy for Designing ‘Amar Boi’ Centered on Sahaj Path (Part I) in the Primary Education System of West Bengal: Observation and Psychological Analysis Sk Samim Ali, Research Scholar, Department of Bengali, Visva-Bharati University, Santiniketan, West Bengal, India | ||
ABSTRACT | ||
First of all, it should be mentioned that 'Sahaj Path', written by Rabindranath Tagore, is an integrated book. Here, both prose and poetry are blended to create a mixed structure of language learning. In our analysis, we have observed that even within the prose of 'Sahaj Path', there is a resonance of rhythm which can be described as 'rhythmic prose' or 'Nritya Gadya'. The main reason behind Tagore’s construction of such prose is an attempt to reduce the monotony of prose in accordance with the child’s mind. For first-grade children, geometric shapes should be taught through coloring activities. However, it should be kept in mind that, except for one or two, most of the shapes should come from the child’s familiar environment. At the same time, a few unfamiliar elements should also be included in early education. Familiar elements increase the child’s interest in learning, while a few unfamiliar ones help initiate new knowledge. In the first part of 'Sahaj Path', Tagore constructed the book using the picture-learning method, and he further evaluated this method in the second part of 'Sahaj Path'. In this part, such illustrations are provided that children can color themselves—indicating that Tagore had already sown the seeds of what we now call Continuous Comprehensive Evaluation (CCE). In 'Amar Boi', too, we can observe a transition from picture-learning methods to activity-based picture work. Here, a system of familiar, nature-centered education has been established. Overall, the integrated thinking of nature and social awareness found in 'Sahaj Path' has been placed at the foundation of 'Amar Boi'. The joyful learning approach of 'Sahaj Path' has been adopted, along with its integrated method of teaching and its stress-free approach to education. | ||
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