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A woman in a yellow outfit sits cross-legged on a mat facing a group of children who are seated on a tiled floor in a circle around her. The children are wearing various colored dresses and traditional clothing. In the background, there is a low table covered with a red cloth holding a framed item and a small plant, and another table draped with a red cloth stands against the wall. A window with a decorative grille is visible above the woman.
  • 9 took part
  • 2 facilitators

Sunday 4 October 2026

From play to learning: creating space for children to grow

Facilitated by Anjali Krishnadas and Aparna NS

What the work needed: people, time, money, space and materials.
What went in
Time and space for unstructured play, muscle-strengthening exercises, and guided Adavu practice.
Time
1 hour

What was done with those inputs, step by step.

The children arrived for Sunday's dance class in a playful mood, so we began by giving them some time to play before the structured session. They took part eagerly in the muscle-strengthening exercises before we started practising Adavus.

The children stayed focused throughout the practice and kept trying to understand and perform the movements. Learning Adavus takes repeated practice, co-ordination, concentration, and patience. As children grow familiar with the movements, they learn to make different parts of their bodies work together and notice how they move.

What the activity directly produced: sessions held, people reached, things made.

What changed for the people who took part, and what showed it.

After their playtime, the children participated enthusiastically in the exercises and dance practice. They remained engaged, made consistent efforts, and showed gradual progress in learning the Adavu movements. This offered an opportunity to observe how responding to children's energy and allowing flexibility in the class routine can support their participation in structured learning.

(We observed it)

What the team will keep or change next time.

This session confirmed our belief that supporting children's learning starts with recognising and respecting their needs. Children do not always arrive ready to join in structured activities. Making space for play can be one way to respond to them with patience and understanding.

Play and learning do not have to be separate. When we give children the freedom and time they need, they can move into guided activities more comfortably and with more interest.

Dance practice also helps children build body-mind co-ordination, concentration, and patience through repetition. As facilitators, we do not just show the movements. We also create a space where children feel comfortable, supported, and ready to join in at their own pace.

Art and cultureEducationDance ClubThudippu Dance FoundationAnjali KrishnadasAparna NSaikyam space

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