• Play, Explore & Learn

  • Play, Explore & Learn

  • Play, Explore & Learn

Major domains of learning envisaged at Swatas


We, adults, do real-time farming activities with children. Farming will be our routine activity. Children are given space to grow vegetables etc. on their own. Team will completely be involved in farming throughout the year.


We plan to create a learning atmosphere which is conducive to the child/adult to learn naturally. The child will be exposed to two languages (Kannada and English, with equal emphasis on both), basic Mathematical skills and thinking, a scientific outlook on things, social behaviour and perspectives..


Based on the needs of children and adults working at Swatas, sporting activities are going to be designed.  As of now we envisage to provide space for Football, Frisby, Kabaddi, Volleyball, Swimming etc. We whole-heartedly welcome parents' participation since playing together can strengthen our relationship.


We are planning to set up a pottery wheel, and a baking kiln. We take guidance from an experienced potter who will visit us frequently. This space will provide ample scope for making mistakes and learning on our own.


We are, at present, in the process of constructing mud structures with naturally available low-cost materials. Team will be engaged in this process of construction. It is hoped that this provide enough opportunity for child/adult to learn basic aspects of masonry.

About Us

  • Our Action:

    We hope to create a learning-atmosphere by doing what the child wants to learn, by engaging in the activities that "the major domains of learning" outlines and by actively learning with the child.

  • Our perspective on Learning:

    Every individual has a seeking—active or latent. This pushes him to move toward what he seeks. The process that takes him towards his seeking could be, very broadly, termed as learning. It is, in a sense, the same as progressing or evolving. We all have an inborn curiosity to know and learn. We also believe that the very desire to learn is indicative of the potential to learn what we desire. Purpose and the joy of learning are the two important aspects for learning to take place. Any place of learning ought to incorporate these two in its very atmosphere.

  • Our perspective on teaching:

    Teaching for us consists mainly in providing an environment where anybody can learn by himself, with the full confidence that he can, what he wants to learn. Instead of being taught what we want to learn in a traditional fashion, there is a greater need to be immersed in a pervasive atmosphere of learning to freely imbibe and learn by ourselves. In an environment of this kind, the child, more than anyone else, needs freedom so that it can blossom without any compulsion. Ours is one such EXPERIMENT to make learning more meaningful by making the learner responsible unto himself. Our endeavour is to set the context of learning by example. For ex: If we want the child to read, it should see us reading.