Supporting early learners…

…at home.

Hello all. Welcome to the 118th edition of TEPS Weekly! 

It happens almost every week. A parent comes up to me after school, looking a little worried, and says something like, “Can you please send more worksheets? My child finishes them so fast at home… I just want her to keep learning.”

As a preschool teacher, I completely understand this request. Every parent wants to make sure their child doesn’t forget what was taught in class. They want to support their child’s learning. And often, worksheets feel like the easiest way to do that.

But I always say this gently: “Worksheets are not the only way to learn.”

Many parents feel that learning means sitting at a table, pencil in hand, finishing a worksheet. And we understand why – a completed worksheet looks like a polished, finished product, and you can see the results right there on the page. But with young children, learning doesn’t always look polished. In fact, some of the best learning happens when there’s no paper or pencil.

It happens when your child is helping you count vegetables while cooking.

…when they tell you a made-up story while playing with blocks.

…when they ask, “Why do stars come out only at night?”

These small moments may not look like “study time” – but they matter. Theories of early learning emphasise that children learn by actively exploring and manipulating their environment. This is the process of learning, while worksheets are the product of learning – and research has shown that in the early years, the process of learning is far more critical than the product. 

As parents, how can you support this process of learning at home in a way that fits easily into your daily life? As teachers, what can you tell parents who are asking for “more worksheets” for their children?

1. Leverage daily routines

Learning Goal: I want my child to practise counting and simple addition (like 2 + 3).

Include your child in the daily routines of the house, like cleaning up the toys in their room, putting groceries in the correct place and setting the table for dinner. Give them time to get comfortably settled into these routines – that is, they should know exactly where each toy goes, which baskets the onions and potatoes should be put into, which plates and spoons are to be placed where on the table. 

Once they know the routines, start incorporating academics into them. 

• “Pick up any 3 toys and put them into their basket. Now, pick up 2 more and put them away. How many toys did you put away? Can you count them?” 

• “Pick out 2 onions and 3 potatoes. How many vegetables did you pick out?”

• “Count 5 spoons and take them to the table.”

When you do this, your child begins to see the real-life application of what they are learning in school. And because the routine (like setting the table or cleaning up toys) is familiar, your child doesn’t have to think hard about what to do — their brain is free to focus on how many to count, or how to solve the problem. 

2. Have rich conversations

Learning goal: I want my child to use correct words and grammar and speak in full sentences.

Take out a few minutes each evening to go through your child’s books and note down the main concepts that they learnt in school. For example, ‘animals around us’ in EVS and ‘present continuous tense’ in English.

During a daily routine like a walk or playtime in the park, use the key concepts to have rich conversations with your child, with a focus on using correct grammar and full sentences.

• “Look at that dog! What is it doing?” 

  • “Running!”

• “Yes, the dog is running to catch the ball. Can you say that in a full sentence?” 

  • “The dog is running to catch the ball.”

• “Can you tell me what other animals are running, flying or swimming right now?”

  • “A bird is flying!”

• “Let’s make a longer sentence: ‘A white bird is flying around the park.’ Now your turn!”

When you do this, it helps your child use these concepts meaningfully and in real conversations. It also gives them safe opportunities to use new vocabulary and grammar concepts, make mistakes without fear and gradually learn from them. 

3. Encourage active observations

Learning goal: I want my child to be more curious and ask questions.

Start by showing your child that you are curious about everyday happenings. For example, while hanging out washed clothes to dry, say out loud, “Hmm, clothes are always heavier when they are wet. I wonder why…” When they see you being curious, they learn how to be curious too.

Then, ask your child specific questions that push them to observe too, like, “Hold these socks… Why do you think they are heavy? Do you think they will become lighter in some time? Why?”

Pause for 10-15 seconds to allow your child to think and respond. This is important because it shows your child that they are expected to think and that you are interested in hearing their thoughts.

Finally, push them further with prompts, like, “What makes you say that?” “Can you think of another reason?” “Let’s test and see what happens!”

Studies show that children who are regularly encouraged to observe and talk about their surroundings are more likely to show higher curiosity – and so, using these everyday opportunities to observe and question are laying the foundation for scientific thinking for your children!

4. Use open-ended materials

Learning goal: I want my child to solve problems independently and creatively.

Open-ended materials are simple items that can be used in many different ways – there’s no single right way to play with them. All of us have many open-ended materials at home, like building blocks, cardboard boxes, scraps of cloth, kitchen containers, buttons, bottle caps, spoons and leaves.

Encourage your child to use this material in different ways, without giving specific instructions. For example, “What can you use to make a very tall tower? What can you do to make sure the tower does not fall?” or “What are all the different ways in which you can sort these leaves, buttons and cloth pieces?”

Because there is no one “right” answer with open-ended materials, children can use them without fear of being wrong. With trial and error, children learn how to use the material creatively to solve the problem at hand without set instructions or a set process.

Your time matters more than any worksheet

In many Indian homes today, both parents work and families are often nuclear. With so much to manage, it’s natural to look for easy ways to support your child’s learning. That’s why worksheets feel helpful – they’re quick, familiar and look like “real work.”

But here’s something we’ve seen again and again: Your time, attention and involvement are the best learning tools. Even a short conversation, a simple game or asking your child to help in the kitchen can lead to deep, joyful learning. Everyday moments – getting dressed, watering plants, reading a story – can become powerful learning experiences. They are more meaningful than any worksheet.

So trust your child’s curiosity. Follow their interests. Learning is happening everywhere. You don’t need to create something new. You just need to notice what’s already there – and be part of it.

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Edition: 4.25