The years spent by a learner in the kindergarten give a lifelong foundation for school life. Unfortunately, this beautiful period of life is marred by three rows of ‘A’ at school and three rows of ‘A’ at home. For parents as well as most of the educators, the only parameter to evaluate progress at early years level is the child’s caliber to write. A child is expected to replicate the Roman alphabet in four lines; an act that a leaner below the age of five is not even physically developed for. When exposed to such a circumstance, some learners meekly accept their fate and some show rebellion; both getting labeled as good and bad students right in the prime of their lives when they do not probably understand why they come to school to write every day.
By coaxing learners to write, their urge to learn is snubbed, though unintentionally by the adults around the child. However, if due care is taken to keep the interest in learning alive, the schools shall surely produce a race of lifelong learners; which is primary to an individual’s survival in the times to come especially. It should be well understood that for any learner to learn a language, irrespective of the age, she first listens and comprehends simultaneously, begins to speak, decode the alphabet(read) and write finally. However, a learner is expected to write a foreign language that she neither understands, hardly listens to, cannot speak, not even decode but must write to meet the standard parameter of being a promising student. This standard parameter can certainly be met even if we follow the ideal course of becoming literate; the only condition is allowing a learner the pace and space to learn and eventually become literate while sustaining interest in learning. Quite worth the cost!