Curiosity Club
Mon–Sat, 2–6 PM
Free
In Malayalam, English.
Inspired by MOSAIC
About the Sessions: Curiosity Club encourages children to learn through exploration rather than memorisation. Every session may introduce a different topic, from science experiments and nature to maths, crafts, problem-solving, communication, or everyday life skills. Children observe, ask questions, build, create, and learn together through hands-on activities.
What happened at Curiosity Club
Reconnecting with Curiosity Club children and families
Attendance at Curiosity Club has been uneven. We wanted to find children we had lost touch with. We also wanted to reconnect with their families and understand what makes attending difficult. Over a week, we brought existing records into one master register. This helped us identify children who had not returned recently. We corrected names and removed duplicates. We also added every family to WhatsApp. Children's Day gave us a welcoming reason to reach out. We individually invited all families through messages and voice notes. We kept the invitation separate from questions about absence. We will follow up next week to understand what might help children return. We have planned games and art. We also planned crafts and clay modelling. We will offer face painting and opportunities to perform. We want children to enjoy themselves and choose how to take part. We also want them to feel welcome to come back. Today, we decorated aikyam, ready to welcome everyone tomorrow.
Shadow puppetry returned at the children's request, giving those who missed the earlier session a chance to try it. After free play, we brought reading and puppet-making together. We formed three groups and gave each a short storybook to turn into a shadow show. Children read together, wrote simple scene plans and cut out characters and shapes from paper and card saved from previous activities. We explained how shadows form when an object blocks light and how moving puppets between the light and screen changes their shadow's size. Each group performed its story. One group cut out letters for a "Thank you" ending and worked out how to arrange them so the audience could read the message. We treated the shows as a first trial, with room to practise and improve. We closed by asking what children enjoyed about recent sessions and what they wanted to explore next.
This week at Curiosity Club, psychologist and Dance Movement Therapy practitioner Devika Murali led a session on movement, body awareness and creativity. Children from Thudippu's Dance Club also took part. She kept the activities simple and adaptable so children of different ages could join in. There was no pressure to follow a dance style or get movements "right". Devika began with a jumping game and movements inspired by children's favorite things. She used familiar ideas to get them started. Opening and closing their bodies, followed by hand-brushing movements, encouraged children to notice how their bodies moved and felt. A grouping game invited children to find others who shared similarities with them. This gave them a way to meet and connect. They then explored making rhythms with their bodies. They also tried freestyle movement, choosing their own ways to express themselves. We plan to host a movement session once a month. This gives children regular opportunities to explore movement and connect through play with Devika.
LifSkool: the SPARK Challenge begins
At SDPY Boys High School, students spent five weeks exploring life skills through games and discussions, and through hands-on challenges. They practised recognising and managing emotions, and they practised thinking creatively. They also practised solving problems and communicating, and they worked with others. What happens when there is no facilitator guiding the activity? Can students recognise when to use these skills and put them into practice themselves? This is what we wanted to explore next. During our final LifSkool session, we introduced the SPARK Challenge. The SPARK Challenge is a series of weekly team missions that help students apply what they have learned to everyday situations. The students formed five teams and chose their own names. We also created a WhatsApp group with parents to share the weekly challenges and stay connected with the students. This week, we began with Mission 1, Spot it. Each team received an envelope containing an illustrated instruction sheet and a worksheet. We also shared a Malayalam voice note to explain the mission. The students have one week to look around their school, home or community and notice small problems. We encourage each student to identify at least one problem independently before sharing their observations with their teammates. Together, they will discuss up to three problems. Then they will choose one they would like to explore further and explain why they selected it. They can write or draw their responses in Malayalam or English. Each team submits one completed worksheet at the end of the week. We have deliberately asked them not to find solutions yet. They start by observing and listening to different ideas. They then make a decision together. Over the coming weeks, the missions will build on one another. They give students opportunities to practise the skills they learned during LifSkool without us directing each step. The SPARK Challenge gives students their first opportunity to apply their life skills through an independently managed team activity.
A quiet Saturday of drawing and making
We had prepared a full afternoon. The children would begin with a word activity. Then they would choose books and read together in pairs. After that they would work in teams to invent something that could solve a problem they had noticed at home or around Kochi. This Saturday, just one child arrived. We waited until 2:30 p.m. in case others were coming late. When no one else came, we asked whether he was happy to stay and what he would like to do. He chose drawing. As he had missed the previous session, the word activity was unfamiliar to him. Instead, he tried the Circles Challenge. He turned the empty circles into faces, planets, balls and other pictures. Afterwards, he picked up "Lights Out" written by Vibha Batra and illustrated by Sahitya Rani. He asked whether he could draw his own version of the cover. We gave him chart paper and colours and let him work. When he finished, we cut strips from black paper and added them around his drawing to make a frame. He was curious about what else we could make, so we tried cutting and folding paper into a small cube. While his hands were busy, we talked. He told us about his drawing at school and the prizes he had won. It was not the session we had planned. It became a quiet afternoon of drawing and making, and we got to know one child a little better.
We start our Curiosity Club with free play as children arrive. They choose games and building materials, then play together. This gives everyone time to arrive before we gather for the guided activity. We asked children what they wanted to play and added games based on their suggestions. The children were excited to see their choices. They started setting the games up themselves. With six games going on at once, children could choose what interested them. On their first visit, two older children were unsure how to join in. Our facilitator invited them into an "UNO" game with others. As they played, they became more involved and helped explain the rules to younger children. The group later learned dominoes together too. Another group prepared "Guess Who" for next week. "Jenga", "LEGO" and "Dobble" were also popular.
Our Saturday Curiosity Club fell on World Mental Health Day. This made it a fitting time to explore caring for our thoughts and feelings. We prepared slides, art materials and our first Malayalam explainer video made with NotebookLM. The video was about the hand-brain model. It explained why big feelings can make thinking difficult. After a rainstorm movement activity, children and facilitators shared their emotional “weather”. We discussed how feelings change. We used think, pair and share to explore when and where big feelings arise. We talked about making a plan when we can change something. We also talked about coping when it is outside our control. We used three ways to cope: Breathe through bee breathing, Move through gentle movement and a body scan, and Create through art. For Create, children used crayons to scribble their stress or big feelings onto paper. They pressed down and made marks freely. They tore the paper into smaller pieces. Then they arranged and glued the pieces onto a fresh sheet. This created a design of their choice. They added words to encourage themselves. The words included “You are amazing”, “Never give up” and “I love you”. The messages children chose surprised us. On the back, they traced a hand. They added people they could reach out to when they needed support. We closed with a recap of the model and ways to care for our mental health.
LifSkool: last in-person session and the SPARK Challenge
Students were ready to go with our familiar movement and mindful breathing routine and settled into the session quickly. Today was our last in-person LifSkool session before a break and it brought together the skills we had explored throughout the programme. Students revisited what they had learned, why the skills mattered and how they could use them in everyday life. It was encouraging to hear their reflections in their own words. We introduced the SPARK Challenge. Students notice a small, real problem at school, at home or in the neighbourhood. They use their life skills together to try making a difference with a buddy. Students will receive weekly SPARK challenge envelopes in person to complete with their buddies. They will share updates through our WhatsApp group, where we will stay connected and support them. At their graduation day in January 2027, they will present their work and learning. To finish, students worked together to spell SPARK using their bodies. It was a playful, emotional close to this part of our programme, with more learning ahead.
Understanding each other at LifSkool
We began by revisiting The Egg Drop Challenge. Why had some designs protected their eggs, and how had the teams worked together? This connected our previous session to interpersonal relationships. We explored how we listen, share ideas and make decisions together. We explored the relationships in our lives and what strengthens or damages them. The idea of a "relation-ship" helped us talk about trust, listening and respect, and how to work through disagreements. We changed the pace this time. We watched two short films, Snack Attack and Purl, and came together for circle discussions. We explored misunderstandings, feeling left out and the pressure to change ourselves to fit in. We connected the stories to everyday school situations. Students practised asking directly before making assumptions and inviting someone to join their group. We closed with a reflection on being themselves and responding to peer pressure. We brought the discussion back to everyday choices in their relationships.
Students returned with creations they had continued at home after "LifSkool: What Else?" — photo frames, a little fan, a house, a puzzle and chopsticks. It was lovely to see their ideas develop beyond the session. We began with our routine movement break and mindful breathing, giving students time to shake off the school day and settle. The class split into six teams for the Egg Drop Challenge. Each team tried to protect an egg from a fall. We chose the task to bring problem-solving, effective communication, decision-making and creative thinking together through discussing ideas, choosing a design and testing it. Students combined recycled materials from home with supplies from our inventory to create their egg carrier. We planned a second-floor drop, but their confidence went one floor higher and they asked to test from the third floor. From each team, a student stayed with a facilitator to drop their design. The others went downstairs to watch and check how their egg fared. Much to their amazement, two of the six eggs appeared to remain intact. We had little time left after returning to class. We planned to revisit why some designs worked and how the teams worked together in the next session.
What else? Creative thinking at LifSkool
Today's LifSkool session explored creative thinking. We revisited last week's question "How do you know?" and tried a new one, "What else?" The boys turned the same pairs of eyes into different drawings. In pairs, they found new uses for everyday objects. They combined two objects into a new invention. Finally, each pair got the same ice cream sticks and joiners. They were free to build anything. Every creation went in a different direction, showing how one starting point can lead to many possibilities. In discussion, the students shared what helped when an idea ran out. They said to keep thinking and to listen to a partner. Combining ideas and trying something unusual also helped. The students worked through the challenges. Some creations were still in progress. The students took them home to continue.
This week, schools were holding make-up classes, so nine children joined us. We began with LEGO, Dobble and building blocks. When the children asked to try body percussion, we set aside the planned reading activity and made a rhythm to "We Will Rock You". We then explored what causes shadows. We watched a video about the history of shadow puppetry in China. We connected it to traditions in Kerala. Using materials left from previous sessions, the children made people, houses, a cat, a coconut tree, bees and an ant. For our theatre, we tied one side of a white blanket to the window, with a facilitator at the other side. A torch lit the puppets from behind, with the audience seated in front. The children worked in teams to create and present three short shadow puppet stories. It was lovely to see them combine their ideas and bring their characters to life.
LifSkool: Think Like a Detective
Our hour began by looking back at the previous LifSkool sessions and asking the boys what they remembered. They were able to recall the activities and connect them to skills they had already been practising, including communication, problem-solving and decision-making. Today’s LifSkool session focused on critical thinking. We invited the boys to think like detectives, using short thinking challenges and a collaborative investigation. Rather than explaining the skill first, they were encouraged to ask questions, examine information and work out what they thought had happened. What worked particularly well was the balance between pace and reflection. Having the activities and materials prepared in advance meant we could move quickly from one challenge to the next without losing momentum. But we also paused briefly between activities to ask the boys how they reached an answer, what they were assuming, or what made them change their mind. The boys responded strongly to this format. They were curious, eager to talk and ask questions, and every child contributed. The detective-style investigation gave them something concrete to think through together rather than simply listening to an explanation about critical thinking. Only afterwards did we name the skill and connect it to a simple idea: ask questions and check what you know before deciding what you think. Our main learning was that a fast-moving session does not have to mean rushing the learning. Good preparation helped us keep the energy up, while short reflection moments gave the boys space to notice how they were thinking. In future, we would like to build on this with slightly more challenging investigation-style activities. Group: Local Government School | Std 5–7 boys | 15 boys Materials: Simple thinking challenges, investigation materials, whiteboard and LifSkills workbooks. Space: Regular classroom with tables and benches Timing: Around 45 minutes
Team challenge day at LifSkool
Today we ran a Team Challenge Day at LifSkool. A group of 14 boys from a Local Government School, in Std 5 to 7, took part. The session ran in a regular classroom with tables and benches. It lasted around 45 minutes. The boys worked in pairs and small groups. They took on short challenges on memory, co-ordination, problem-solving and communication. From the start, the boys were curious and eager to take part. In earlier sessions, we noticed that transitions and side conversations could take up our limited time. Today we introduced a simple attention routine. It supported smoother transitions between activities. It worked well. The boys responded quickly. The shifts between challenges felt much smoother. We saw how naturally the life skills appeared through the games. The boys were not only talking about the skills. They were using them in real time. This session combined a few things we had learned over the previous weeks. We had seen that too much explanation could reduce participation, especially when the ideas were abstract. Today we changed our approach. We explained less and gave the boys more space to work things out themselves.
We begin Curiosity Club with a question rather than an explanation. This week, holding up a battery and a small LED, we asked: “What do you think we need to do to make this light turn on?” The children shared their ideas first. From there we introduced a few simple concepts around atoms, electrons and circuits. We used a short game and a digital simulation to help make the invisible parts of electricity a little easier to imagine. Then came the real test. Could they make the light turn on themselves? Each child built a paper circuit using a battery, an LED and conductive tape, then turned it into their own design. We had traffic lights, lightning bolts and cars with working lights. Not every circuit worked first time. We had been unable to source copper tape, so we used aluminium tape instead, and some connections needed to be adjusted or rebuilt. We also noticed that some children used quite a lot of sellotape to hold things in place, which sometimes interrupted the connection and stopped the circuit from working. That ended up being one of the best parts of the session. Instead of giving up, the children kept checking, changing and trying again. One boy struggled for a while, but stayed with it until his light finally came on. The look on his face when it worked said everything. By the end, every child who stayed to complete the activity managed to light their LED. We came away with a few practical learnings. Next time, we would slow the build down further and demonstrate one step at a time before everyone moves on. We are also curious to try reversing the order altogether — letting the children attempt the circuit first, notice what works and what doesn’t, and then using their questions and mistakes to introduce the science behind it. For a concept as abstract as electricity, experiencing the problem first may make the explanation easier to understand. A messy, hands-on session in which the children tried, failed and tried again. That was where much of the learning happened.
LifSkool class on empathy and kindness
This session focused on empathy and kindness, understanding how someone else might be feeling and thinking about how our words and actions affect others. It was also a learning session for us as facilitators. This was George’s first time leading a LifSkool class. He had prepared carefully beforehand, but nerves meant he relied quite closely on the printed lesson plan. We began with a movement energiser, which helped bring some energy into the room. A few boys were shy at first, but most gradually joined in. From there, we explored empathy through familiar situations and conversations about how another person might feel, what support could look like, and how small acts of kindness can make a difference. The boys were able to contribute examples and seemed to understand the core ideas. The biggest learning for us was around facilitation. Following a script closely can help a new facilitator feel prepared, but it can also reduce eye contact, interaction and responsiveness in the room. Attention drifted at times, and side conversations became more noticeable. It reminded us that the lesson plan is there to support the facilitator, not replace the connection with the students. The session also highlighted the need to revisit classroom routines and transitions. With an after-school group, chatter and changing energy levels are part of the reality, so clearer signals and expectations should help us protect more time for participation. At the end, each student chose a LifSkool buddy, who they will work with during upcoming team challenges. Attendance was again lower than the full cohort, with 12 of 20 boys attending, which remains an ongoing challenge for the after-school programme. Overall, the boys understood the ideas of empathy and kindness, while the session gave us useful learning about facilitation, engagement and classroom rhythm too. The group was 12 boys in Std 5 to 7 at a local government school. The materials were LifSkills workbooks, lesson-plan materials, speaker and music. The space was a regular classroom with tables and benches. The session took around 45 minutes.
Today's group was smaller than our previous session. After-school football coaching has now started, and some of the boys attended that instead. It is another reminder that after-school programmes have to work alongside the wider rhythm of school life. We began with a quick recap of emotions and the calming tools the boys had already learnt. We revisited STAR breathing and introduced box breathing before moving into the new topic. Stress itself was a little harder to explain than we expected. At first, some of the boys struggled to identify what stress might look like in their own lives. Once we started using familiar examples — schoolwork, running late, arguments, tests, or several small things happening at once — the idea began to make more sense. We used a simple Stress Bucket demonstration with a cut plastic bottle and water to show stress does not always come from one big event. Sometimes lots of smaller things build up over time. From there, we explored coping strategies as ways of releasing some of that pressure. The boys were especially good at coming up with their own ideas for what might help their body and mind settle. They then completed a short reflection activity, thinking about what can add to their own stress and what might help them cope. Our biggest learning today was that abstract ideas need concrete examples with this age group. The word “stress” was difficult to pin down at first, but once the boys could see it, connect it to everyday situations and talk through examples, the conversation became much easier. A smaller group today, but a useful session. It was a good reminder that sometimes showing an idea works far better than explaining it. Group: Local Government School | Std 5–7 | 12 boys Materials: LifSkills workbooks, simple stress and coping activity materials, whiteboard and markers Space: Regular classroom with tables and benches Timing: Around 45 minutes available
Saturday's crochet session taught 21 children a new skill. A facilitator from aikyam's stitching unit led the group. We split the children into three groups of about seven. Each child received a crochet hook and colourful yarn. Some of the boys hesitated at first and said they did not want to try crochet. Once they had the materials, their interest grew quickly. Most children concentrated and tried to understand the movements. Supporting everyone with one crochet facilitator was challenging. She explained the technique to one table at a time, so some children had to wait. A few children already knew how to crochet, so we encouraged them to help someone else. They showed the movements, encouraging and patiently supporting their friends. A practical challenge became peer learning, cooperation and children sharing skills. Our main learning was that an activity like crochet needs a clear whole-group demonstration at the start. Next time, we would first show the basic movement where everyone can see it before moving into smaller-group and one-on-one support. We would also identify children with previous experience earlier and pair them with those needing extra help. Initial hesitation soon turned into concentration, conversation and shared learning. The session reminded us that people in the community already have skills to share. Children can learn from adults and from one another.
Tuesday was about self-awareness. By Thursday, we moved on to coping with emotions. Meeting the boys twice a week during this 5-week programme helps us build naturally on the previous session. We started by revisiting the previous session and asking the boys what they remembered about self-awareness. A short movement game helped bring energy into the room. Then we discussed emotions, how they can show up in the body, and the difference between reacting immediately and taking a moment to respond. We introduced a simple pause-and-breathe strategy and used familiar situations to explore how taking a moment can help us choose what to do next. We ended with a short story about feelings and ways of responding to them. One of our main reflections was that we spoke more than we wanted to. When time is tight, explaining can feel quicker, but it leaves students less space to connect the skill to their own lives, share ideas and practise for themselves. We are also still finding the best classroom rhythm. Getting everyone together and settled can easily take five or ten minutes, so clearer routines and shorter activity blocks should help us protect more time for participation. A lively second session, plenty of laughs and a useful reminder to keep the learning active and student-led. Group is a Local Government School, Std 5 to 7, with 19 boys. Materials are LifSkills workbooks, completed "This Is Me" folders, whiteboard and markers, Find Your Happy by Emily Coxhead. Space is a regular classroom with tables and benches. Timing is 45 minutes available.
LifSkool is Olimalar Foundation's school-based life skills programme. It helps young people build practical skills for everyday life. Group: local government school | Std 5 to 7 | 13 boys This week, we began a 5-week programme with our Std 5 to 7 boys from a local government school. We chose to return because this is one of the schools where we already have an established partnership. Continuing here lets us build on the trust and relationships formed last year. It was lovely to walk back into the classroom and see a few familiar faces. Boys we had met in Std 5 last year are now in Std 6. They are a little taller, and they still remembered us. Space: regular classroom with students on benches. Timing: we had 45 minutes, and we planned 60 minutes. Our goal for the first session was simple. We wanted to break the ice, reconnect, and begin exploring our first life skill. That skill is self-awareness. We started with "This or That." Because the classroom benches left little room to move, we took the boys into the corridor. We stood them in a line and called out two choices at a time. They moved left or right depending on their preference. This was a simple way to share something about themselves and notice where they were similar to or different from others. Back inside, we introduced the LifSkills workbooks and the LifSkool Promise. We read the promise together, and each student signed it. A member of the LifSkool team signed alongside them. Co-signing helped make the expectations feel shared rather than simply a list of rules. Each student also received their own folder and materials. Their first activity, "This Is Me," was to begin decorating the folder. They used drawings and words to show what they like and what they are good at. They also used symbols to show what matters to them. Because the start was late, the boys had only around 15 minutes to sketch, so they took the folders home to complete.
Body percussion and group games get children moving together
We ran a session with 12 children. We used body percussion, movement, and group games. The children listened, responded, and participated. They explored rhythm, coordination, attention, and teamwork.
Paper planes help children explore how things fly
We started a Curiosity Club activity about flight using the wings from "Perfectly Norman". Children explored the basic forces that help things fly. Then they made different paper planes and tested how changes in shape affected how far and how well they flew.
Olimalar and Thudippu discuss how to support children better
Aarthi from Olimalar Foundation and Anjali Krishnadas from Thudippu Dance Foundation met at aikyam space. They discussed how to work together to help children from the community. They talked about understanding the children better. They also talked about ways to support the children's learning, confidence, creativity and participation through future activities.
Mural of sea and dance painted at aikyam space
Mr. Krishnan Ghosh painted a new mural on the walls of aikyam space. The sea and dance inspired the artwork. It made the space more colourful and welcoming.
Children built spaghetti towers and drew as a team
On March 14, 2024, we ran two life skills challenges for children. Both were team challenges. In the Spaghetti Tower, they used spaghetti, tape, string and a marshmallow. They built the tallest free-standing tower they could. In Draw Together, they relied on observation and clear communication. They recreated a picture as a team. Both challenges encouraged teamwork, communication, creativity and problem-solving through hands-on learning.
Another craft session for the children
The children had another craft session. They explored their creativity and learned through hands-on activities.
A craft session for children ran again
On March 14, 2024, we ran a craft session for children. The children made things with their hands. The session encouraged creativity, patience, and learning.
Children made things from simple materials
On March 14, 2024, we ran a craft session for children. They used basic materials to explore new ideas. We encouraged creativity, patience, and learning through making things.
Children drew and made things in the craft session
We ran a craft session for children on July 14, 2024. They drew, made things, and explored ideas. The activity let them be creative and express themselves through art.
Children pulled DNA out of a kiwi fruit
The science class explored cells and DNA, helping children learn how cells and DNA form living things. Students took part in a hands-on experiment to extract DNA from a kiwi fruit. The activity generated many questions and curiosity. It showed that practical experiments can make science easier to understand and more engaging for children.
Another day of craft with new ideas and materials
The children did craft activities. They tried new ideas, materials and designs.
Beading class introduced a possible livelihood
Children took part in a beading class. They learned basic techniques and enjoyed the creative process. The class introduced the idea that these skills could become a livelihood for anyone interested in developing them further.
Children learned beading patterns and techniques
On March 14, 2024, we ran a beading session for children. We showed them different patterns, colours, and techniques. The children made their own creations and practised concentration, creativity, and fine motor skills. They also expressed their own ideas.
Children worked out maths by doing, not memorising
We ran a maths session for children on March 14, 2024. We did interactive activities, discussions, and problem-solving exercises. The session encouraged curiosity, teamwork, and confidence. Children understood concepts by joining in, not by memorising. We made learning enjoyable and hands-on. The class created a space where children could explore maths with energy and ask questions freely.
Children experimented in another hands-on craft session
The children made things, tried things out, and learned through simple crafts. They used their imagination, concentrated, and got their hands dirty.
Thudippu started craft-making sessions for children
Thudippu started craft-making sessions for children at its space. Shilpa VS led the sessions. The children got simple hands-on activities. These helped them explore creativity, learn new skills, and enjoy making things together. The sessions were fun and welcoming.
The children finished the final crochet class
The children gathered again for the final crochet class. They learned knots, loops and simple patterns together. The session included curious questions, focused attention and cheerful conversation.
The children learned to work as a group through role play
The children learned to work as a group through movement, role play, and expression.
Children picked up their first crochet loops and knots
The children met for the crochet class on March 14, 2024. We showed them how to make loops and tie knots with colourful yarn. They practised patiently and helped each other. They made things with their own hands.
Children learned how air pressure works
Our team explained air pressure to the children on March 14, 2024, using simple examples and activities. We then ran a game session to make the learning more engaging.
Children mixed colours to see science at work
Children mixed colours to see science at work. Students watched and took part in a simple experiment using colours. By mixing and observing, they learned how small changes can show important science concepts.
Children explored the brain through hands-on experiments
On March 14, 2024, we ran a workshop for children about the brain. They did experiments to see how different parts worked. We made it practical so they could understand the ideas better.
Students saw the laws of motion for themselves
Students saw the laws of motion for themselves On March 14, 2024, we ran a session on the basic laws of motion. The students came to the workshop with curiosity and excitement. We set up experiments so they could see and feel the laws firsthand.
The children's art exhibition filled the walls with colour
The children's art exhibition filled the walls with colour. The walls slowly filled with colour. The space became somewhere children could feel seen, appreciated, and proud of what they had created.
Olimalar prepared its eighth children's art exhibition
The Olimalar team organized its 8th children's art exhibition and workshop. We made a colorful space for children to express and share their art.
At the science club, twelve children explored gravity and electricity
The science club brought together twelve children from the community. We played games and had conversations to get to know each other. We also joined a simple session exploring how gravity and electricity work.
Children learn about the nervous system hands-on
Children from our community, nine in all, came together to learn about the human nervous system through simple explanations and hands-on activities.
What people said
Aarthi Veerupillai, founder of the Olimalar Foundation
“I realised how much I would have benefited from these lessons growing up.”