In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.
- play with technological devices
- free play and flow
- preschool children
- parents’ and teachers’ role
Play can be considered a fundamental activity regarding emotional, social and cognitive development, and learning for preschool children . Many studies  have shown that play should be considered a preferential channel for stimulating children’s skills and competences. Samuelsson and Johansson  noted that play and learning are dimensions that stimulate each other and should be viewed as an indivisible entirety .
Among several types of play, play with toys in which technologies are involved can be considered important as stimuli for 21st-century skills and increasingly important for future society . Play with technology is found to be real play for children . However, the relationship between child–child and child-adult care has to be sufficiently stimulated .
Recent studies show that introducing the concept of computational learning (understood as the research area that studies the design of machine learning algorithms to determine what sorts of problems are “learnable” ) already in preschool age allows children to develop different ways of thinking about problems and solutions. This approach stimulates the understanding of spatial concepts, reasoning skills and, above all, problem-solving skills .
The examples in this chapter are structured around the results of a qualitative study conducted for two months in the home environment during the lockdown that followed the COVID-19 pandemic. A descriptive analysis of video-recorded play situations between Magnus (five years and nine months) and Harald (four years and two months) was conducted using a multimodal approach. As a result, we present ideas that can be performed to enhance important skills for preschool children (problem-solving ability, nonverbal communication, linguistic ability, and self-confidence) by stimulating computational thinking with a playful programming-based toy. The robot used can be programmed by puzzling tiles together with arrows (for a more detailed description, see ).
2. Play and learning in preschool age
2.1 “The robot doesn’t understand anything!”: an example of how to help children understand and develop computational thinking
Harald plays with a programming-based robot with tactile elements. The toy is composed of a series of tactile blocks consisting of arrows that indicate directions. The robot moves on the path by reading the commands as it passes over these blocks. Harald builds a path (Figure 1). He then puts the robot at the starting point. The arrows are not connected well, and the robot stops. When Harald places the robot on the orange arrow instead of on the green arrow, the robot rotates, losing the direction of the path. Harald looks annoyed. Harald tries again, but the robot does the same. Harald sits in silence. He then builds a new path with just green arrows (forward direction). Harald seems satisfied because the robot follows the path (Figure 2).
In this example, the children develop thinking skills by playing with tactile arrows to build a path for the robot (programming/coding). Such thinking skills support learning and understanding and are often called computational thinking skills .
The definition comes from Wing (, p.1):
“… the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent”.
The development of operational thinking is not only applied in computer programming but can also be used in mathematics to enhance children’s logical concepts, problem-solving skills, and deduction ability , as seen in Harald’s play.
Selby and Woolard  identified five main themes that define computational thinking processes. The first is defined as the ability to think algorithmically, and it is considered the starting point for the whole process, which means identifying a way of getting to a solution through a clear definition of the steps and thinking in terms of sequences and rules. The second is described as the ability to think in terms of decomposition, which is clearly important. This step means that a way of thinking about artefacts in terms of their component parts has to be enhanced. The third can be described as the ability to think in generalisations identifying and making use of patterns. It is a method of quickly solving new problems based on previous solutions to problems and building on prior experience based on an analogical approach. The fourth is called the ability to think in abstractions, choosing good representations, which indicates the process of making an artefact more understandable, for example, reducing complexity by removing unnecessary detail. The fifth is the ability to think in terms of evaluation, which identifies a process of ensuring that a solution is good, for example, assessing whether an artefact does the right thing.
In Harald’s play, it is possible to identify 4 out of 5 themes that are considered computational thinking.
Harald defines the steps (he wants to let the robot go from one point to another, and he builds the path). He thinks in terms of decomposition (he chooses the arrows). He thinks in abstraction (by reducing the path’s complexity when the robot shows problems). Finally, he thinks in terms of evaluation (he is satisfied when the robot understands).
However, this example shows that Harald seems frustrated when the robot does not respond, as Harald has decided. Such play can be sustained by the mediation of teachers, parents, other adults or children by helping the child start from a working solution to implement a more complex solution (reasoning based on the concept of analogy), which is particularly important [15, 16].
2.2 “I think that you should try again”: how the adult enriches play
The adult is more present in the next example and uses a problem-based learning design , helping the child set his own learning goals through a problem scene.
Adult: “Can you now build a more complicated path? I think that you should try again”. Harald is not so sure. He sits in silence, but after a while, he agrees. He destroys the path, and he builds a new path, which in any case includes a blue arrow. Harald traces the path with fingers before and after letting the robot go. It works. Harald is extremely satisfied (Figure 3).
In accordance with a problem-based learning design, the child explores the learning solution by himself. Usually, the child should report his own learning conclusions, but here he communicates his results with nonverbal language (he clearly shows his satisfaction). In this example, however, a child’s reflection about the results is still missing.
The play that Harald started was initiated by him. This is usually called free play, and it has been associated with a state of flow . This is a type of play where children are allowed to play without any direct interference from adults, such as teachers or parents . Free play is often said to be the opposite of guided play, where the adult sets the rules and initiates play .
Synodi  also mentions a third type of play: mutually directed play. In this type of play, adults become involved in children’s free play in a non-disruptive manner , as the adult does in Harald’s play. As a co-player, the adult enriches the play, and the teacher thus scaffolds the children’s play and learning [18, 19].
2.3 “Do I have to put an arrow here?”: How to use coding to enhance mathematics knowledge and problem-solving skills
As described in the examples above, coding activities are not only important to sustain fundamental skills for computer science but also for developing the children’s critical and creative thinking skills . Studies indicate that students also learn a range of mathematical concepts during the process of learning how to code , especially if they can be facilitated in learning by using visual elements .
Magnus and Harald play with a robot. They decide that the robot should move to reach a dinosaur.
Magnus: “I arrange the arrows forward, on that side and that side” (moving hands to show that he means right and left, without giving a comprehensible explanation in any case). Magnus puts a sequence of arrows on the carpet.
Adult: “Can you tell me if the robot should go right or left?”
Magnus: “Do I have to put an arrow here, on this side?”
Adult: “What does this direction mean?”
Harald intervenes by placing an arrow indicating the correct left turn (orange arrow) instead of the right turn (blue arrow) that Magnus was trying to place.
Magnus then sets the arrow that he had in his hand to continue the path in the correct direction. They continue working together and then they verify the path with the robot (Figure 4).
Magnus: “Can we prepare a new one? Can we do it this way?” (Magnus traces a new road pointing with a finger).
In this example, children identify the problem, they decide where to go and place a dinosaur at this goal. Subsequently choose the arrows because they understand what they need to do. They then study, choose and try a solution. At the end, they define a new problem (“Can we prepare a new one?”). They build and try, but they need the adult’s help to review and reflect on the meaning of their actions and decisions. Following Polya’s definition of the problem-solving process, this can be considered as built with 4 sequential steps . The first step is an input phase, in which a problem is defined, and an attempt is made to understand what is needed to solve it. The second step can be identified as a processing phase, in which alternatives are generated and evaluated, and a solution is selected. The third is an output phase that includes planning for and implementing the solution. The fourth is called a review phase, in which the solution is evaluated, and modifications are made if necessary.
The literature has highlighted tendencies towards collaboration and problem-solving by using coding tools with preschool children . In fact, Magnus and Harald explained how they think, both with and without verbal language. Problem-solving skills that the coding process solicits can enhance mathematical skills.
Research shows that children undergo extensive mathematics development over the first five years of life [25, 26]. There are many opportunities for teachers and parents to support their mathematical learning, using formal and informal situations as play-based activities or supporting children’s free play [4, 27, 28, 29, 30], as described in the last section.
When Magnus and Harald are involved in playful programming-based home learning experiences with tactile elements, they use mathematical skills. These skills are spatial orientation skills (to understand where the robot must go), measurement skills (how far the robot must travel to arrive at the point established as a finish line), and counting skills (how many arrows the child has to place in sequence to cover a certain distance). Understanding different dimensions in space is also stimulated, especially through the sense of touch, because the child experiences the different dimensions of the tactile elements (which can be considered almost two-dimensional) and the robot’s dimensions (similar to a square-based prism).
In this example, Magnus and Harald struggle to find words to describe what happens to the robot, although they have well-developed linguistic skills.
The adult’s approach is to then stimulate the verbal explanation to allow them to reflect on what has been done. Here, a game-based learning design is proposed . Using this method, the adult asks Magnus and Harald to set up their own goals and to create ideas to achieve them. Games include many problem-solving characteristics because children must face an unknown outcome, multiple paths to a goal, and construction of a problem context to reach the goal by collaborative behaviour. A very useful learning aspect can be stimulated through the dialogue between adult and child or between child and peers. From a dialogue on what has been done to encouraging the explanation of robot orientation (be it verbal or nonverbal), the adult helps Magnus and Harald reflect on their actions (metacognition). Thus, the children can reinforce their understanding .
2.4 “The robot goes blablablabla”: How to help children express themselves
While the robot moves, Harald hits the carpet, knocking the dinosaur away and causing the robot to go slightly off the road. Magnus places the dinosaur and robot again. The robot is placed on an orange arrow (indicating a right turn) instead of a green arrow (indicating forward). Instead of following the marked path, the robot turns to its right and then goes back on the path (Figure 5).
Harald: (laughing): “Noooooooooo”.
Adult: “Why is the robot doing this?”
Magnus(laughing) “Maybe because this goes this way.” Magnus indicates the fact that the orange arrow indicates the right turn, which causes the turn, not the direction straight ahead.
Magnus(laughing): “But what does the robot do?”
Adult: “So what does the robot do sometimes?”
Magnus: “But that’s because this ... (pointing to the turning arrow) ... this does so (pointing with the finger in the direction of the turn).”
The adult reproduces the same gestures done by Magnus. “What does it mean? What are you trying to say? Can you explain it? Try to analyse each step.”
Magnus: “The robot is on the orange arrow”.
Adult: “Yes, and what happens?”
Magnus: “The robot goes wrong”.
Magnus: “The robot turns”.
Adult: “What does the orange arrow says?”
Harald: “Turn” (he repeats thoughtfully).
Adult: “And what does the robot do?”
Magnus: “It turns. It turns? It turns! Therefore, it works!”
Harald: “Turn” (he repeats, thoughtfully).
Magnus: “I can explain you…”.
In this example, Magnus and Harald make meaning beyond language by using speech, gesture, and gaze to be understood. This multimodal approach  deemphasizes the centrality of language and considers multiple “modes” of communication.
The collaborative interaction was mediated through spoken language, actions and artefacts, as Magnus, Harald, and the adult sat together on the floor with the robot and tactile arrows. The adult’s behaviour was a mediational approach aimed at sustaining and bringing the activity to a successful conclusion. This sustained the children in their process of finding the knowledge required for effective expression of their thoughts .
Adopting an encouraging approach, the adult helps the children reduce the task to a series of achievable goals and describes each command instead of the whole path.
Inspired by the dinosaur that Magnus and Harald used in their play, the adult could have enriched the play relating the situation to a fantasy world where the dinosaur was a living creature. In this way, the children’s imagination would be involved more strongly. Following the research, one of the most powerful tools for learning language could be storytelling [10, 13], for example, by using dinosaurs and robots.
2.5 “Do you find any problem?”: how to help children understand that a mistake is just a sign that something needs to be changed for better learning
In the learning process, an important role is played by mistakes. Errors should be considered milestones in educational praxis because every time that a child is wrong, he can find the possibility to reflect, understand and learn . However, this does not happen, and mistakes are often related to a sense of frustration caused by the impossibility of modifying a decision.
The programming approach instead shows that a solution can be changed just by modifying one or more commands. In this condition, the experience of uncertainty does not have a negative impact; instead, it plays an important role in content learning and interaction during collaborative learning tasks . This interaction can occur between peers or between children and adults.
Adult: “Can the robot understand what you do? The robot does what you think or what you say with the arrows?”
Harald: “He reads the arrows”.
Adult: “Can you follow the path with your finger? Do you find any problem?”
Harald points with his finger from the starting point and follows the path. When two arrows point in the same direction, he stops, uncertain about what to do (Figure 6).
Harald verifies with the robot that it is impossible to follow the path. The robot takes the wrong direction at the same point. Harald stops and thinks. After he destroys the path, he builds a new path, which in any case includes an orange arrow. Harald traces the path with fingers before and after with the robot. The robot completes the path. Harald is extremely satisfied.
The approach presented by the adult in this example is related to systematic computational learning theory . In this method, the adult precisely formulates and addresses questions regarding the performance of different learning algorithms. This helps the child reflect on each command, identify the error and find a solution.
This consequence is a decrease in frustration and an increase in the sense of satisfaction when the goal is achieved, as shown in the example.
Another reflection about errors and uncertainty leads to consideration. In some situations, creative problem solving may require intentional uncertainty generation to investigate new ideas, followed by uncertainty reduction during the process of identifying the best option. When the child is not playing alone but is involved in a group where effective collaborative brainstorming is needed, a strategy could be to sustain task uncertainty to increase the communication necessary to find a solution and reach the goal [35, 36].
This approach to error allows an increase in the joyful part of playing.
The play situations that Magnus and Harald experience are amazing and engaging, but they are also an opportunity to learn different skills, such as the understanding of mathematical concepts and problem-solving. In addition, children can enhance their verbal skills, while self-esteem and confidence are indirectly reinforced.
Play involves elements of joy, satisfaction and reward, excitement and pleasure, freedom and self-confidence . When the child plays, he enters his own world and experiences happiness; this condition is defined as flow . The child feels outside time and space, and his mind floats away without thinking about anything other than play. The child finds joy, excitement, and a driving force to master challenges. The “flow experience” helps the child feel confident, and in this way, he increases his own self-awareness [37, 39]. Early research showed that preschoolers engaged in exploration in settings where ‘free-flow’ play characterised practice . In alignment with this aspect, our experiences presented in this chapter show that children who experience “free-flow” increase their self-esteem and discover the freedom to experiment with non-conventional solutions.
An important role is played by the adult, teacher, or parent. Adults have the important role of supporting children in their learning through a mediated learning approach, regardless of the type of teaching method they intend to use in presenting activities to children. This approach implies that adults do not provide predefined answers to children but support them in their process of research and construction of their own learning.
We would like to thank the children and their parents for taking part in this research project.
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7 Ways Reading Tutors Can Help Children Master Reading Early
The ability to read is a vital life skill that sets the foundation for a child’s future success. Developing strong reading skills at an early age is crucial, as it helps children excel academically and nurtures their cognitive, social, and emotional growth.
For many parents, ensuring their children develop these skills can be challenging. This is where reading tutors come in.
Professional tutors can provide the support and guidance necessary to help preschool and kindergarten children learn to read effectively and efficiently. This article will explore the various ways in which reading tutors can benefit young learners.
Every child learns differently and at their own pace and speed. In a classroom setting, it can be challenging for teachers to offer personalized instruction to each student. However, a tutor can focus on a child’s specific needs, tailoring their approach to best suit the child’s learning style and pace.
A reading tutor can also help identify any struggles a child may be experiencing in their reading development. By addressing these issues early on, the tutor can help prevent the child from falling behind their peers and losing confidence in their abilities.
This individualized approach helps lay a strong foundation for reading success by addressing specific reading challenges and reinforcing fundamental skills.
Building Confidence and Motivation
Learning to read can be an intimidating process for young children. Reading tutors provide a safe, supportive environment where children can practice their reading skills without fear of judgment or failure.
As children begin to experience success in their reading sessions, their confidence and motivation to read increase. Tutors celebrate these small victories and encourage children to continue striving for improvement, instilling a love for reading that will last a lifetime.
Developing Phonemic Awareness and Phonics Skills
Phonemic awareness, the ability to recognize and manipulate individual sounds in spoken words, is a critical component of early reading development. Tutors help children develop this skill by engaging them in activities that focus on sound recognition, blending, and segmentation.
Additionally, tutors teach phonics, the relationship between letters and sounds, to help children decode words and read fluently. Through consistent practice and reinforcement, children build a strong foundation in phonemic awareness and phonics, promoting reading success.
Enhancing Vocabulary and Comprehension
A robust vocabulary and strong comprehension skills are essential for reading success. Reading tutors expose children to a wide range of age-appropriate texts and engage them in meaningful conversations about the stories they read.
This exposure to rich language helps expand children’s vocabulary and enhances their understanding of text. Moreover, tutors teach essential comprehension strategies, such as making predictions, asking questions, and summarizing, to help children actively engage with the text and deepen their understanding.
Cultivating Fluency and Expression
Fluent reading is characterized by accurate, smooth, and expressive reading. Reading tutors help children develop fluency by providing ample opportunities for practice and modelling proper pacing, intonation, and expression.
Through guided reading sessions, children learn to read smoothly and with expression, which ultimately improves their comprehension and overall reading experience.
Fostering a Love for Reading
One of the most significant benefits of working with a reading tutor is fostering a love for reading in children. Tutors expose children to a wide array of engaging texts and encourage them to explore their interests and discover new genres.
By making reading an enjoyable and rewarding experience, tutors help children develop a lifelong love for reading that will serve them well in their academic and personal lives.
Providing Support for Parents
In addition to working directly with children, reading tutors also offer valuable support and guidance for parents. Tutors can provide parents with information on their child’s progress, suggest appropriate reading materials, and share strategies for supporting their child’s reading development at home.
This partnership between tutor and parent ensures that children receive consistent support both in and out of tutoring sessions, contributing to their overall reading success.
Reading tutors play an essential role in helping preschool and kindergarten children learn to read. By providing personalized instruction, building confidence and motivation, and fostering a love for reading, tutors set the stage for a lifetime of reading success. Investing in a reading tutor for your child is an investment in their
Are you in search of the best tutoring service in North America for your child? Look no further than Prep Academy Tutors. Our qualified tutors can provide assistance in test preparation, curriculum-based learning, advanced programs, remedial courses, and much more. Contact us today to locate a nearby tutor for your child!
5 Tips on How to Motivate Children to Learn English
Learning English is a crucial skill that can benefit children greatly in their future academic and professional endeavours. However, motivating children to learn English can be a challenging task, especially when they do not see the immediate benefits of doing so. To make this easier, here are five tips on how to motivate children to learn English.
Make Learning English Fun
One of the most effective ways to motivate children to learn English is by making it fun. Children are more likely to be engaged and interested in activities that are enjoyable and entertaining. Incorporating games, music, and videos into English lessons can make the learning process more enjoyable and help children retain information better.
For example, parents can use educational apps and games that are specifically designed to teach English vocabulary and grammar. Some popular apps include Duolingo, Memrise, and Lingokids. These apps use gamification techniques to make learning English more engaging and interactive. Additionally, parents can encourage their children to watch English cartoons or movies with subtitles to improve their listening and comprehension skills.
Set Realistic Goals
Setting realistic goals can help children stay motivated and focused on their English learning journey. It is essential to set goals that are achievable and measurable to avoid frustration and disappointment.
Parents can set short-term goals such as learning ten new English words a week or completing a specific English exercise. Once the child achieves these goals, parents can reward them with praise, stickers, or small treats as a way of encouraging and motivating them to continue learning.
Use Positive Reinforcement
Positive reinforcement is a powerful motivator that can help children develop a positive attitude towards learning English. When a child makes progress in their English learning journey, parents should praise and encourage them. Positive feedback can boost a child’s confidence and encourage them to continue learning.
Parents can also use positive reinforcement techniques such as a reward system to motivate their children. For example, parents can create a sticker chart where the child earns a sticker for every completed English exercise or task. Once the child collects a certain number of stickers, they can receive a reward such as a toy or a fun activity.
Make English Relevant to Their Interests
Children are more likely to be motivated to learn English if they see the relevance of the language to their interests and hobbies. Parents can incorporate English into their child’s favourite activities, such as reading English books on their favourite subjects or playing English-language video games.
Additionally, parents can encourage their children to explore English-speaking cultures and countries. This can be done by watching travel documentaries, trying new foods, or learning about different customs and traditions. By making English relevant to their interests, children are more likely to see the value in learning the language.
Encourage Practice and Consistency
Learning a language takes time and consistent effort. Encouraging children to practice English regularly is essential for their progress and motivation. Setting aside time each day for English practice can help children develop a routine and make English learning a habit.
Parents can encourage their children to practice English by incorporating it into their daily activities. For example, parents can ask their children to read English labels while grocery shopping or practice English conversation during family meals. Additionally, parents can enrol their children in English language classes or tutoring sessions to provide consistent and structured learning opportunities.
Motivating children to learn English can be a challenging task, but by using these five tips, parents can help their children develop a positive attitude towards the language and stay motivated on their learning journey. By making English fun, setting realistic goals, using positive reinforcement, making English relevant to their interests, and encouraging practice and consistency, parents can help their children succeed in learning English.
If you are looking for the best tutoring service for your child, book a tutoring session with Prep Academy Tutors. We are proud to offer personalized in-home and online tutoring services. Find a local tutor today!
How Reading Tutors Help Your Children Learn to Read
Reading is an essential life skill that every child must acquire. While schools do their best to teach children to read, sometimes, more is needed. Some children need extra help to develop their reading skills, which is where reading tutors come in.
In this blog post, we will discuss five key benefits of having a reading tutor for your child.
1. Make Reading Fun
One of the primary ways reading tutors help your children learn to read is by making reading enjoyable. Many children struggle with reading because they find it boring or tedious. A skilled reading tutor can bring the joy and excitement of reading to life by using engaging stories, fun activities, and interactive games that help children develop a love for reading.
For example, a reading tutor might use silly voices, props, or costumes to make the story more exciting and engaging. They can also incorporate your child’s interests and hobbies into the reading materials, making them more likely to enjoy the process.
2. Increase Your Child’s Confidence
Another benefit of having a reading tutor is that it can help increase your child’s confidence in their reading abilities. Children who struggle with reading often feel embarrassed or ashamed, leading to a lack of confidence and a reluctance to read.
A reading tutor can provide positive reinforcement, encouragement, and praise, helping your child feel more confident in their reading abilities. Moreover, as your child’s reading skills improve, they will feel more self-assured and willing to tackle more challenging reading materials.
3. Improve Your Child’s Comprehension
Reading tutors not only help your child learn to read but also improve their reading comprehension. Comprehension is crucial for understanding the meaning behind the words on the page and is an essential aspect of reading.
A reading tutor can help your child develop comprehension skills by asking questions about the text, discussing the main ideas and themes, and suggesting strategies for remembering and understanding the information. This will ultimately help your child become a more critical and thoughtful reader.
4. Offer One-On-One Support
One of the most significant advantages of hiring a reading tutor is that your child will receive one-on-one support tailored to their needs. In a classroom setting, teachers often have limited time and resources to devote to individual students, making it difficult for children who need extra help to get the support they need.
With a reading tutor, your child will get personalized attention and targeted instruction that focuses on their specific strengths and weaknesses. This individualized approach can help your child progress significantly in their reading abilities more quickly than in a traditional classroom setting.
5. Play Up Strengths
Every child has unique strengths and weaknesses when it comes to reading. A reading tutor can help your child build on their strengths while addressing their weaknesses, fostering a well-rounded and balanced approach to reading.
For example, if your child has a strong vocabulary but struggles with phonics, a reading tutor can focus on phonics exercises while incorporating vocabulary-building activities. This helps keep your child engaged and motivated, as they can experience success in their areas of strength while working on their areas of weakness.
Reading tutors offer many benefits for children who need extra help learning to read. They make reading fun, increase your child’s confidence, improve their comprehension, provide one-on-one support, and help your child build on their strengths.
If your child struggles with reading, consider investing in a reading tutor to help them develop the essential reading skills they need for success in school and life.
Are you looking for the best tutoring service for your child? Check out Prep Academy Tutors today. We have tutors who can assist through test preparation, curriculum-based learning, enrichment programs, remedial programs, and more. Call us to find a local tutor for your child now!
Reasons Why Learning French Is Essential for Students
Learning a second language has become an essential skill for students in today’s globalized world. French is among the most popular languages spoken worldwide, and it is an official language in twenty-nine countries.
It is also the second most taught language in the world, after English. There are several reasons why learning French is essential for students, and this article will discuss them in detail.
Opens Up Job Opportunities
The ability to speak French can open up a world of job opportunities for students. The economy of France ranks sixth in the world, and French companies have a significant presence in many countries.
The International Olympic Committee, the European Union, and other international organizations all utilize French as a working language. Therefore, students who learn French increase their chances of getting a job in these organizations and French companies.
One of Canada’s official languages is French, so students who learn French can work in Canada’s bilingual provinces.
Enhances Travel Experiences
France is one of the world’s most popular tourist destinations, and several famous attractions, like the Eiffel Tower, the Louvre Museum, and the Palace of Versailles, are found there. Learning the language can enhance a student’s travel experience in France and other French-speaking countries.
It allows the student to communicate with locals, understand the culture and traditions, and explore the country more authentically. It can also make travelling more convenient, as signs, menus, and other information are often written in French.
Improves Cognitive Skills
Learning a second language has been shown to increase cognitive abilities like problem-solving, decision-making, and multitasking. Research has also revealed that multilingual individuals have superior cognitive control, which allows them to transition between tasks more efficiently.
Learning a language improves memory and concentration, as it requires the brain to store and retrieve information. Therefore, students who learn French can improve their cognitive skills, which can benefit them in their academic and professional lives.
Boosts Academic Performance
Learning a second language has also been found to improve academic performance. Studies have shown that students who learn a second language perform better in subjects such as math, science, and reading.
This is because mastering a second language enhances cognitive abilities like memory, focus, and problem-solving, all of which are necessary for academic success.
It also enhances cultural awareness and empathy, which can improve social skills and relationships.
Enhances Cultural Awareness
French is not just a language; it is also a culture. Learning French allows students to understand the culture, traditions, and history of French-speaking countries.
It exposes students to different ways of living, thinking, and communicating, which can broaden their perspectives and enhance cultural awareness.
Learning French can also promote intercultural dialogue and understanding, which is essential in today’s diverse and interconnected world.
Learning a second language can also increase self-confidence. It requires students to step out of their comfort zones and communicate in a new language.
This can be challenging, but it can also be rewarding. As students learn and improve their French skills, they gain confidence in their abilities and feel more comfortable communicating with others.
It also promotes a sense of accomplishment and achievement, which can boost self-esteem and motivation.
With the growing importance of globalization and diversity, learning French has become increasingly relevant and necessary for students. Therefore, it is highly recommended that students consider learning French as a valuable investment in their future.
Prep Academy Tutors provides quality French tutoring for students. We offer personalized in-home and online tutoring services for elementary school, high school, and university prep in math, science, English, French, and every subject in between.
We aim to make sure your child has the tools and confidence to score straight A’s—while enjoying the process! Find your local tutor!
7 Benefits a Child with ADHD Can Gain from Having a Tutor
ADHD, or Attention Deficit Hyperactivity Disorder, is a common neurodevelopmental disorder that can affect a child’s ability to focus, pay attention, and manage their levels of impulsivity and hyperactivity. While there is no cure for ADHD, there are many treatments that can help children with the disorder manage their symptoms. One of these treatments is tutoring.
Tutoring can be an incredibly beneficial resource for children with ADHD. A tutor can help a child with ADHD develop better organizational skills, improve their focus and concentration, and learn effective study strategies. Having a tutor serve as an impartial third party can also be helpful for children with ADHD, as it gives them someone to hold them accountable for their progress.
Here are some of the benefits that a child with ADHD can gain from having a tutor:
One of the most important benefits of having a tutor is that it can help your child to focus better on tasks and stay on track. A tutor can provide structure and guidance, which can help your child to stay on task and concentrate better.
Improved Academic Performance
With the help of a tutor, your child can improve their academic performance. A tutor can help your child to understand difficult concepts and complete their assignments on time. This can help them to achieve better grades in school.
Having a tutor can also help to boost your child’s self-confidence. A tutor can provide positive reinforcement and encouragement, which can help to motivate your child and give them the confidence they need to succeed.
Improved Organizational Skills
A tutor can also help your child to develop better organizational skills. They can provide tips and advice on how to stay organized and keep track of their studies. This can help them to become more efficient and organized in their studies.
Improved Social Skills
Having a tutor can also help your child to develop better social skills. A tutor can provide a safe and supportive environment where your child can practice their communication and interaction skills. This can help them to become more comfortable in social situations.
Improved Time Management
A tutor can help your child learn better time management skills so that they can make the most of their study time and stay on top of their assignments. This can be especially helpful for children with ADHD who may have difficulty managing their time on their own.
Improved Study Skills
A tutor can help a child with ADHD develop better study habits and learn effective study strategies. This can help the child become more organized and better able to retain information.
A tutor can be extremely beneficial for an ADHD child by providing them with a safe and comfortable learning environment. Tutors can help children with ADHD develop better organizational and study skills, improve their focus and concentration, and build their confidence.
They can also provide the individualized attention needed to help the child keep up with schoolwork and ensure they understand the material. Tutoring can also help the child to become more socially engaged with their peers and build better relationships with their teachers.
All of these benefits can help the child develop the skills necessary for success in school and beyond. If you are looking for a way to help your ADHD child, then hiring a tutor may be a great option.
Are you looking for a private home tutor that can help your child learn in a way that works for them? Prep Academy Tutors is here to help! We also offer specialized tutoring for students with ADHD, including help with executive functioning skills, such as organization and time management. Find your local tutor today and start your child on the path to success!
8 Reasons Why Literacy Development Is Important for Children
Literacy development is an important part of a child’s development and is essential to their future. Literacy is the ability to read, write, listen and communicate effectively, and it is an essential skill for children to learn as they grow. Here are some of the reasons why literacy development is so important for children:
Develops Independent Learners
When children have strong literacy skills, they can access information more quickly and can independently explore topics that interest them. This allows them to better understand the world around them and to develop a more positive attitude toward learning.
Improves Academic Performance
Literacy development is an integral part of a child’s academic success. Children who have a good command of language and reading skills are more likely to do well in school. They are better able to understand and retain information, which can lead to better grades and a greater likelihood of achieving their educational goals.
Enhances Problem-Solving Skills
As children learn to read and write, they also acquire important problem-solving skills. Reading helps children develop critical thinking skills, while writing allows them to express their thoughts and opinions more effectively. This helps them to become more creative and better able to solve problems on their own.
Literacy development helps children to feel more confident. When children are able to read and write, they are able to express themselves and their ideas in a clear and effective way. This can help them to gain a better understanding of the world around them and increase their self-esteem.
Strengthens Communication Skills
Literacy development helps children to communicate more effectively. Children can communicate their thoughts and ideas more efficiently when they learn to read and write. This helps them to better understand and interact with others, which is an important part of social and emotional development.
Being able to read and write well helps children become more independent and develop a sense of responsibility. Being able to read and comprehend written material also helps children develop their concentration and focus.
Literacy development helps children to explore their creativity. Writing is a great way for children to explore their imaginative side and to express themselves in a unique way. Reading also allows them to discover new worlds and to use their creativity to imagine how different scenarios might play out.
Builds Strong Relationships
Being able to read and write effectively helps children to communicate more effectively with their peers, teachers, and parents. This leads to stronger relationships and a more positive school environment.
Improves Job Prospects
Many employers require their employees to have good reading and writing skills, so it’s important for children to develop these skills while they’re still young. This can help them to get a better job and have more success in the future.
Literacy development is a crucial part of a child’s educational journey. It not only helps them to become more effective communicators but also helps them to become better problem solvers, critical thinkers and more. Additionally, it can increase their confidence levels, enabling them to make better decisions and take on more responsibility.
Literacy development can also help children to develop social skills, such as making friends, expressing themselves and understanding others. Therefore, it is essential to provide children with the necessary support and resources to help them gain the necessary literacy skills.
Are you looking for the best tutoring service to help your child’s literacy development? If so, Prep Academy Tutors is the perfect solution for you! We offer personalized in-home and online tutoring services that are tailored to meet your child’s individual needs. Our expert tutors are dedicated to helping your child reach their full potential. Contact us to get started!
Sneak In Summer Learning
Our last blog post was about Summer Learning Loss and how parents can combat it. One way to avoid this setback is to sneak in summer learning. Hiring a tutor is an excellent way to provide structure and support throughout the summer so your child retains what they have learned during the past school year however, there are many easy ways to sneak summer learning into your child’s day-to-day activities throughout July and August.
Sneak In Summer Learning: MATH
As discussed previously, on average, students can lose approximately 2.6 months of math learning over the summer, which can take up to six weeks of re-learning old material to make up for the loss. But math is also one of the most accessible subjects to sneak in summer learning, with opportunities to practice basic skills daily.
Host a Yard Sale:
Your kids will need to analyze what they are selling to set a price, be able to calculate change, and offer percentage or dollar discounts.
Having your kids help in the kitchen teaches them life skills and is an easy way to sneak in math, specifically when it comes to measurements. As your kids go through each recipe step, have them convert a measurement. For instance, if the recipe calls for three tablespoons, ask them how many teaspoons that would be.
Math Games for The Family:
Nothing sneaks in summer learning like family game night! Some of the best games that focus on math are:
Sneak In Summer Learning: SCIENCE
The wonderful thing about science is that even simple hands-on experiments requiring only a few materials can spark an interest in the subject for the upcoming school year.
You can create your own experiments or get inspiration here. This Prep Academy article also has three boredom-busting science experiments that will keep your kids engaged using basic household items you likely already have lying around.
Sneak In Summer Learning: READING/WRITING
Have your child delve into their creative side by making a scrapbook where they journal their summer adventures. Use everything you have on hand – magazine clippings, stickers, markers, and construction paper – the sky is the limit! Have your kids incorporate creative storytelling for a fun way to practice writing that also makes a memory book they can look back on in the fall.
Build up your kids’ home library by hitting local garage sales and having them choose and buy books they would like to read.
Rethink Screen Time:
While you don’t want your kids to be in front of a screen for an entire summer, you can turn television time into reading time by simply turning on the closed captioning when they are watching their favourite shows.
Sneak In Summer Learning: GEOGRAPHY
Latitude/Longitude Part 1:
Whenever your child reads a book, magazine or newspaper article, have them find the latitude and longitude of the location where the focus of the article takes place and find it on a map.
Latitude/Longitude Part 2:
Have your child find their birthday latitude and longitude on a map. Use the month for latitude and day for longitude. If the birthday is October 18, the coordinates could be 10°N, 18°E or 10°S, 18°W. To expand on this, have them find out facts about the area they found.
Google Virtual Tours allows you to visit thirty historic landmarks worldwide, including the Taj Mahal, Great Sphinx of Giza and Stonehenge.
On a final note, summer learning loss is not inevitable. A combination of at-home learning and working with our certified tutors will help your child retain what they’ve already learned and confidently start the school year.
How To Combat Summer Learning Loss
Summer is upon us, which means many children go from a structured school routine to a more
relaxed daily schedule. While downtime in the summer is great, the two-month gap in learning
can cause summer learning loss, also referred to as the summer slide, brain drain, and the
summer setback. This can be frustrating for parents. After watching their child struggle to
master vital skills like writing and math over the course of the school year, summer comes along
and seems to wipe the memory clean. In this post we will cover some tips on how to combat summer learning loss.
It’s the old adage of ‘use it or lose it’ come to life. Without regular practice, new skills and
knowledge fade. What’s even more worrisome is that these dips in learning can be even more
dramatic as kids enter middle school.
One area that is hit particularly hard is math. On average, students can lose approximately 2.6
months of math learning over the summer. These setbacks can take up to six weeks of
re-learning old material to make up for summer learning loss.
How Do You Combat Summer Learning Loss?
July and August are a chance for children to combat learning loss and stay academically
motivated so that, when they return to school in the fall, they’ll be more than prepared.
Bring Play Into Learning
Since math is an area with the most significant summer learning loss, one of the most important
roles you can play in how to combat summer learning loss, is modelling interest in the value of math. Instead of thinking about math as a
chore, connect it to your child’s real-life experiences.
Find something your child is already passionate about, then draw out the mathematical
features. It’s a great way to help your kids see that math touches everything. If they like to draw,
you can find books or videos to teach them the importance of ratios, scaling, and angles. If
they’re interested in sports, use the hockey rink, football field, or soccer pitch to show the
importance of fractions.
Games like Yahtzee, Monopoly, and Sequence utilize basic math skills such as counting, adding,
Hire a Tutor
A tutor can provide structure and support so your child will not only retain what they have
learned throughout the school year but can also improve their knowledge in advance of the
year to come. It’s also an opportunity to help your child overcome personal learning challenges
in a safe environment.
Make Reading An Everyday Activity
The results of a 2004 study suggest that the effect of reading four to five booksis potentially
large enough to prevent a decline in reading achievement scores from the spring to the fall.
Furthermore, children who reported easy access to books also read more books.
A few things you can do to make books more accessible are:
- Take a trip to your local library and allow your child to choose books of interest to them.
- Bring books on car rides or when you go to the park or beach
- Implement a quiet reading hour once a day
- Create a summer reading challenge
Journaling is an excellent activity for kids to develop as readers, writers, and communicators.
Have them write whatever comes to mind, whatever is bothering them, whatever they’re
curious about, or whatever they want to remember.
The Neverending Story:
This is a fun activity for middle-school children. In a notebook, write the line “Once Upon A
Each family member then adds a short paragraph to the story every day, with the next person
adding on to what was previously written. Not only does this help with writing, but it also helps
to inspire your child’s creativity and nourishes their imagination.
Write down vocabulary words on slips of paper appropriate for your child’s age/grade and have
them choose one word each day. The challenge is for both of you to use that word in
conversation (using the proper context) as many times as you can that day.
Summer learning loss is not inevitable. By incorporating math skills into daily life, reading
regularly, and encouraging your children to write and journal, you are setting them up for a
successful school year ahead.
If you want to explore the possibility of tutoring this summer, contact us to learn more.
How To React To Your Child’s Report Card
How To React To Your Child’s Report Card
The end of the school year is near, which means final report cards will be coming home. This can be stressful for kids, especially if they feel like they haven’t lived up to expectations. How parents react to bad grades on a report card is important as it can affect your child’s future approach to studying and attitude towards learning.
According to parenting expert Alyson Schafer, “When report cards come home, your child knows full well that they are being measured. They will be thinking, “Am I good enough?” Your answers and facial expressions need to convey that they are already everything they need to be, and a report card doesn’t say a wit about them.”
No parent wants to see poor grades on their child’s report card, but if you do, don’t react instantly while your emotions are running high. Poor grades aren’t a measure of your child’s worth or your parenting skills. Once you have had time to calm yourself, use this as an opportunity to communicate with your son/daughter and determine a path for future academic enrichment.
If your child does bring home a report card with unsatisfactory grades, here’s what you can do:
Focus on the Positive
Imagine going to work, and your boss only points out everything you do wrong. It would be defeating and unmotivating, not to mention a very stressful environment. It’s the same for your child. Yes, you want the grades to improve, but your child also needs to know what they are doing right. Starting on a positive note helps them understand that you care about all their accomplishments, not just the areas that need improvement. Involve them in the discussion and ask questions like which grade they are proudest of and why.
Listen To Your Child
Your child can give you good insight as to why they are struggling. Ask open-ended questions about what they think happened. Was the work too difficult? Is the subject being taught too fast for them to keep up? Are they asking questions when problems arise?
Talk To The Teacher
Since this is the last report card of the year, you may ask yourself why bother speaking with the teacher. However, this is the perfect opportunity to learn more about your child’s behaviour, habits, and performance in the classroom, which will ultimately help you develop a plan to improve your child’s academic performance.
Come Up With a Plan
Help your child set realistic and attainable goals for the coming year. Hiring a tutor for the summer months marks a chance for your child to combat learning loss and stay academically motivated so that, when they return to school in the fall, they’ll be more than prepared.
Last but not least, emphasize the importance of always trying their best and focusing on a love of life-long learning, not simply getting straight A’s.
Teaching Kids Problem Solving Skills At Home
As parents and educators, one of the greatest things we can do is provide our children with the skills to
solve problems by themselves. Kids of all ages face issues daily, and teaching them the process to solve
these problems will help them become confident, independent individuals.
If your child is struggling with a problem at home, you can do specific things to help.
Teach Your Child The Sequence To Solve a Problem
- Define the Problem: Defining the problem establishes a goal for what you want to achieve.
- Brainstorm Solutions: Create a list of possible solutions.
- Evaluate and Choose a Solution: The ideal solution will meet the goal, is efficient, and has the fewest
- Implement the Solution: This step is about testing and feedback rather than trying to get it ‘perfect’ the
- Review the Results: Review what worked and what didn’t work.
Other ways you can teach your children problem-solving skills:
Model Problem Solving Behaviour
Problem-solving is often done in steps that can be slow and sometimes tedious. Model patience and
perseverance as well as how to follow a structured method.
Ask For Advice
When you face a problem, ask your kids for advice. This helps them develop problem-solving skills and
learn that everyone encounters challenges.
Learn From The Past
Oftentimes children will have encountered a similar situation previously. Have them think about a
comparable problem they have experienced in the past and how they were able to solve the issue. Teach
them that it’s okay to re-use strategies.
Ask Open-Ended Questions
While the easiest solution would be to give your child the answer, it doesn’t help him develop the skills
he needs to problem solve when you aren’t around. Instead, ask open-ended questions to help him
elaborate on his thoughts and provide a more descriptive response. Open-ended questions typically
begin with words like ‘why’ or ‘how’. A few examples of open-ended questions are:
What do you think would work best in this situation?
Why do you think this solution is the one that will work?
What will you do differently next time?
Emphasize the Process, Not The End Result
When you emphasize the process, it helps your child improve their problem-solving skills through effort
and practice and encourages a growth mindset. It also teaches them that the first solution may not
always be the best, and that’s okay.


Narrative is a telling of some invented and true events or linked series of events, described by a narrator (even though may be more than one of each). Narratives are to be identified from descriptions of situation, state, or qualities, and also from theatrical performance of events even if a theatrical work may also comprise narrative speeches. A narrative will reside on a set of actions recounted in a procedure of discourse or narration, in which the events are arranged and selected in a particular order as a plot. As Abbott defined it, “Narrative is the representation of events, consisting of story and narrative discourse, story is an event or sequence of events (the action), and narrative discourse is those events as represented”1. The category of narratives contains both the shortest descriptions of events and the longest biographical or historical works plus travelogues, diaries in addition to short stories, ballads, novels, epics, and other fictional forms. In the study of fiction, it is normal to divide the short stories and novels into third person narratives and first person narratives. Thus,
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Rather than focusing on general, abstract situations or trends, stories are accounts of what happened to particular people – and of what it was like for them to experience what happened – in particular circumstances and with specific consequence. Narrative, in other words, is a basic human strategy for coming to terms with time, process, and change – a strategy that contrasts with, but is in no way inferior to, “scientific” modes of explanation that characterize phenomena as instances of general covering laws. 2
As an adjective, ‘narrative’ stands for characterized by or concerning to storytelling. Therefore, narrative technique is the way of telling stories, and narrative poetry is the group of poems including verse romances, ballads, and epic that tells stories, as different from lyric and dramatic poetry. But, to be categorized as a narrative, an event – sequence must therefore involve some kind of noteworthy disruption of an initial state of equilibrium by an unanticipated and often untoward event or chain of events 3.
Factually speaking, narrative is a story and it can be expressed all the way through poetry, pictures, speech, songs, non-fiction, and fiction as well. When in the writing form, its telling is demoted to a special person; it becomes a method used by that person. This person who is assigned the task of narration is the narrator and his observant serves as a figure or gem through which ideas are passed on to the readers. Narrative technique is very much an artistic venture. Thus,
The narrative is about conflict.
The narrative is about the temporality of existence.
The narrative is about problem solving.
The narrative is about human experience.
The narrative is about interpersonal relations.
A narrator holds the present, detains past and gets ready the reader for future. Usually, these techniques are explained by the points of view in the novel. There are three points to present a narrative: the narrator takes part in the action and also comments on the incidents, third person viewpoint when the narrator narrates the story in an objective way, and omniscient viewpoint where the narrator is like God and can also make his existence felt with authorial interruptions. A narrator has a surfeit of options to describe events. He can base his narrative on causality and temporality or he can narrate all the way through vocalization. Vocalization alters the path of the narrative as the reader gets images of character by the impression of the narrator. It employs three dimensional approach: one who sees, his understanding of events, and the voice of one who narrates.
An exceptional feature of prose fiction uses narration and explanation as the manners of the story presented. By applying the device of narration, a prose fiction writer tells her tales by assembling actions in her tine sequence. This method of narration may turn the story understandable and bring it lively to the reader’s imagination. On the other hand, the explanation of the prose can be both psychological and physical so that it brings feelings and scene to the thoughts of the readers. As a result, through the description and the narration used, the readers of a prose fiction will be competent to understand the story well.
Moreover, according to Abrams, the novel is also defined as “an extended narrative covering a wide range of characters and experience” (1958). Furthermore, “the novel opens up wider possibilities for the direct communication of experiences as there is the more private relationship between reader and writer” (Shipley, 1962). So, both the writer and the reader can share the everyday experience, because “most novels concerned with ordinary people and their problems in the societies in which they find themselves” (Peck and Coley, 1984).
This chapter seeks to provide an accessible introduction to key ideas about narrative technique with the special reference of Chitra Banerjee Divakaruni and an overview of the major approaches to narrative inquiry. It will also register multiple perspectives on the study of Divakaruni’s novels. It will furnish a synoptic account of this area of investigation. So, narrative technique is an approach in which stories can be viewed as supporting many communicative and cognitive activities. Divakaruni writes about the real mirror image of cultural evils or problems. Besides, she also reflects herself as an immigrant in the U.S.A. She is an Indian immigrant who group up in America; it makes her a specialist in blending two cultures, both Indian and American.
The major hypothesis behind the study is that narrative discourse or dialogue is created out of the interaction of the cultural reunions as they are coded in reader’s activity and the languages in discussing the meanings generated by the text. The helpful method is not personal in that it does not depend on the personal feelings of reader and writer; nor impersonal in that human are being essentially involved. The present study focuses on this inter-subjective sphere continued with a whole set of narrative actions that are of great implication in the fiction writer’s craft.
It is believed that the texts by women writers reproduce an extensive range of specific appropriation of the style and language they use on a daily basis and that the feminist novel completes its picture of the world as it is seen by women. Sandra Gilbert and Susan Gubar in The Madwoman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination (1979) have traced out that there are assiduous images in women’s writings which points out that women writers try to express their restrictions and their confinement, by they cannot express their themes and images in their usual language; for that reason their language is a “double-voiced discourse”. Therefore, a portrayal of the double-voiced discussion will always be a multifaceted and miscellaneous undertaking because the feminist critic – almost contradictory must make an effort to look for meaning there. The hunt for specifically female images and themes is a frequently critic work out. Myth criticism has also proved to be rewarding for a study of women’s fiction, and more studies depend on structuralism and deconstructive process.
Writers use different styles and techniques in order to explain their experiences or practices. As Jasbir Jain remarks while discussing this in her article Gender and Narrative Strategy:
Women writers while evolving narrative strategies are faced with double problem: how to step out of the frame-work defined by men and patriarchal values; and how to identify and create a tradition of their own.4
Women writers are faced with a dual mind state when writing out their stories – the fact is that they are the writers who are writing about unique feeling and experiences dissimilar from that of ordinary men, as well as the reality that they are women. When they seek to do well in their writing, they have to increase above their feeling of gender unfairness or inequality. This is more appropriate for a feminist writer who tries to give air to the strong feelings of fury and bigotry against the oppression and injustice of women she sees around her. In order to make such observations genuinely the woman writer resorts to a variety of narrative strategies. Jasbir Jain continues,
When the experience which is being narrated moves against the current, is unconventional or unusual, is radical in its standpoint, or display a strength which may be best muted for the time being, strategy is resorted to. There is no hesitation in laying a false trail or employing subterfuge. Moreover, it is never the same, for them it would become a theory. It may be imaged, or landscape, or scriptural references, or characters, or subplot, or structure which is being used for this purpose – and waiting to be decoded. 5
Thus, the women writers use lots of techniques in order to build spaces for themselves at different levels. How far they are at variance from the writing of men is a question that is not easy to answer. But Jasbir Jain further says that,
It is not a difference of form – one cannot say that men write about external facts and women about internal life; one cannot also say that men write about thickly inhabited worlds and women do write about the responses of women of the shadows which they alone can see and the anguish they alone can feel. It is a difference of perspective. 6
Chitra Banerjee Divakaruni has struggled with contemporary subjects and a range of themes- marginalization, marriage, motherhood, conflicts, mothering, class, individuation, woman as mother, wife, sister and lastly yet considerable woman as a human being not just as a second sex or sex object. She seeks cynical about customs and tradition, yet she finds out in their heritage the keys for the longings and needs of women in current time. She is “modernist” writer since her writing highlights the idea of the trivial woman with an endocentric set up, widespread in the “non first world” and the “first world”. In her works, insights take preference over the compulsion of technique. She recognizes the paradoxes in a given area and also pays an ideological, cultural, philosophical, artistic struggle. In this sense, the author hypothesizes the sign of modernism, ego, freedom, love, sex as challenging through her modern emotional responses.
Divakaruni writes a lot of narration speakers to have “A clear window” in the characters, which is shown by the narration of “Indian culture value voices” as an Indian person in the adopted land, who engages in the cultural conflicts. Like Charles said in the San Jose Mercury news,
Divakaruni’s narrative in Vine of Desire is as gracefully structured as a piece of chamber music, with its interplay of themes and voices, ensemble and solo, working their way toward a final resolving chord. If you find yourself counting the pages left in the book, it’s likely to be because you wish there were many, many more. 7
“A clear window” seems to be like the tools of communication between the reader and the writer. Another quality which makes Divakaruni becomes one of the best writers is she offers her readers a window into the multicultural world of her characters. She said, “I have no particular reader in my mind but a passionate desire to tell an honest moving story”. She adds, “If it is good literature, I know as all sensitive writers know, the reader and the writer will connect”8.
In The Vine of Desire (2002), Divakaruni writes about the mirror image of Indian immigrant in the U.S.A., which is in contrast with the culture of the adopted land. Here in this novel through Sudha and Anju, she exemplifies a contrasting perspective between the unselfishness required of women in India and the occasional freedom offered in their adopted land. The portrayal of the character’s outer and inner worlds bring a rich emotional to the story about two women who learn to build peace with the complicated choices which circumstances forced upon them. There are some other novels also with this same concept such as Mistress of Spices (1997) and Queen of Dream (2004), where the protagonist gone through the sense of rootlessness.
Divakaruni’s originality and talent lie in her technique of narration. She has used various techniques in writing such as alternative narrative, first and third person narrative, stream of consciousness, letter and diary writing, myth and magic realism particularly to express disordered and tragic condition of Indian immigrants while establishing themselves to the new civilization.
As magic and myth have been a perpetual source of themes for literary writers all over the world since times immemorial. Therefore, magic realism is an artistic genre or style of fiction in which magical essentials combines with the real world. In this technique the story explains these magical elements as real episodes presented in a direct way places fantastic and the real in the similar stream of thought, it is originated in the German art criticism of painting of Weimer Republic and invented by Franz Roh. Hypothetically, the term was born in the twentieth century linking it to post modernism and for this reason it is used in modern fiction to blend fantastic and fabulous events in a narrative to uphold reliable tone of objective genuine report. It ascribes a novel the characteristics like fable, folktale, legend, myth, fantasy, romance, dream, meta narration, mysticism, especially related to the culture. In Brenda Cooper’s words,
Magical realism attempts to capture reality by way of a depiction of life’s many dimensions, seen and unseen, visible and invisible, rational and the process, such writers walk a political tightrope between capturing this reality and providing precisely the exotic escape by some of their western readership. 9
Divakaruni’s magical realism is to bridge the gap between present and past state of affairs and its prolific entreaty for Indian immigrants who suffers from miscellaneous kinds of tensions is actually a phenomenon. She successfully used magic realism in her first novel, The Mistress of Spices (1997). She reveals characteristics like self-presentation, visions, eclecticism, mythology, folktales, discontinuity, saying, multiplicity, fables, Bengali culture and tradition to assert appropriating her identity all over the world.
The central character in the present novel Tilo has a magic power that becomes the owner of spice shop where she is a master of all spices and speaks to them as characters to resolve the troubles of people in the real world with the assist of magic. She creatively applied magic on Indian immigrants particularly to impart them their heart desires and to overcome their suffering. Spices, legends and myth are beautifully put together by her for the relaxation of people and their psychological, mental, physical problems.
So, In order to portray magic realism Divakaruni formed such a character like Tilo who is born in India. She defeats the pirate captain to become a pirate queen and after that she lives on the spice island where she is educated in the art of controlling and listening to the spices. This remote island is a place of protection for these women, who call themselves the “Mistresses of Spices” and are beneath the concern of the First Mother, the wisest and the eldest teacher. After received skills of the art, she is sent to Oakland, California, to a small Indian spice shop “Spice Bazaar” where she must begin her tasks of curing the masses. The first rule is that to survive a life of bachelor and never to yield carnal desires; secondly not to leave her place; thirdly, if she doesn’t pursue these rules, there is no outcome of spices on people. So, she is warned by her mother not to fall in love with anyone. She should be a virtuous, sincere, and pure while applying the magic of spices and otherwise she will lose her power over all spices. Old One says,
But let me ask you certain you wish to become mistress? It is not to let to choose an easier life. Are you ready to give up your Young body, to take and age and ugliness and unending service? Ready never to step out of the places where you are set down, store or school or healing house? Are you ready never to love any but the spices again? 10
As per as the above illustration in concerned we can understand that spices play a very important role in the novel. India is the land of various spices as Chilly, Sesame, Turmeric, Cinnamon, Asafetida, Tulsi, Fenugreek, Brahmi, etc.; for Tilo these are nothing but characters similar to other human beings who speak to her. Thus, here the use of legendary stories juxtaposing with spices relates to different cultural stories.
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The author strikes a fragile balance between fantasy and realism in her other novels also. In all her books like Sister of My Heart (1999), Queen of Dream (2004), and Palace of Illusion (2008) there is a mixture of fantasy and realism. Sister of My Heart has numerous reference of Bidhata Purush, whom the mother visits frequently to get knowledge about the future. “The old tales say this also: In the wake of Bidhata Purush come the demons, for this is the world’s nature, good and evil mingled. That is why they leave an oil lamp burning”11. The incident of fathers’ death in the caves of Sunderban, where a million rubies grew up and the caves protected by demons are all essentials of fantasy. All these are elements of fantasy which are intermingled with the story. But they are very well appended in the text. Even in Queen of Dreams also Rakhi’s mother can forecast people’s future with her dreams and assist them to get out of the nastiest situations. While describing the common experiences of the Indian diasporic society, Queen of Dreams creates an Indian-American experience with magic realism. The narrative of this novel presents the connection between the subconscious and wakefulness. The author has whirled a delightful story of a second generation immigrant Rakhi who is trying to discover her identity, with her dream-interpreting mother contributing to the mystery and magic. Her mother Mrs. Gupta interprets dreams – the other people’s lives depend on her, used to warn them and aid them because of her, “a dream is a telegram from the hidden world”12. The essence of the whole novel rests on the words of Mrs. Gupta as she explains the dream and construes the meaning of it. Thus, this novel portrays an amusing typical tale of self-discovery which is full of supernatural elements, mystery, suspense, and real experiences of an immigrant.
In this novel, Mrs. Gupta’s profound past and her secret working of the present is brought to light through her dream journals posthumously. Her dream journals are only her longing memories of her past life in the caves with the elder which actually ascertains her cultural identity. In her journal she describes herself as an essential part of the group. The author used the first person singular narrative to describe her inner feeling,
The dream comes heralding joy.
I welcome the dream
The dream comes heralding sorrow.
I welcome the dream.
The dream is a mirror showing me my beauty.
I bless the dream.
My life is nothing but a dream.
From which I will wake into death,
Which is nothing but a dream of life. 13
Divakaruni is stylistically different; she uses the combination of first person and third person narrative joined with flashback devices to provide realism and force in the novel. The writer used the flashback in time using a type of methods such as retelling of memories and dream sequences. Flashback breaks in a narrative’s linear time flow. She deals with the heroine’s self-analysis and also tries to include several other themes. To gain the interest of the reader, sometime she evades the simple technique of straight forward narration and takes up the flashback method. Divakaruni’s novels begin in the present but for a while move back and onward in time. As we know how much important characters are in a story and Chitra Banerjee usually portrays women characters as a protagonist. Her story focuses on the life of a woman specially an immigrant. Through them she tries to depict their inner feeling and experiences. Though we know the characters and their dialogues play a very important role to narrate a story. Characters can be approached from a lot of theoretical points of view, each yielding a different theory and conception of the characters. In widest sense,
“Character” designates any entity, individual or collective – normally human or human-like – introduced in a work of narrative fiction. Characters thus exist within storyworlds, and play a role, no matter how minor, in one more of the states of affairs or events told about in the narrative. Character can be succinctly defined as storyworld participant.14
Not only the characters but their dialogues also play an important role regarding to the narrative technique. On behalf of the voices of characters in a story is an effectual way of stimulating a narrative. An essential aspect of how we memorize and grow close to fictional characters is the way they speak. Chitra Banerjee tries to take her readers into the mind of the protagonist who put some light on her condition and all loose strings are tied at the end. The first person narration also permits the author to investigate deep into the mind of the protagonist, exposing her frustrations and fear. First-person narration is a style where a tale is narrated by one character at a time, talking for and about them. First-person narrative may be plural, singular or several as well as being a reliable, authoritative or illusory voice. This allows the audience or reader to see the point of view including thoughts, feeling, and opinions only of the narrator. Divakaruni, in the Author’s note, says that,
I was left unsatisfied by the portrayals of the women"¦"¦.they remain shadowy figures, their thoughts and motives mysterious, their emotions portrayed only when they affected the lives of the male heroes, their roles ultimately subservient to those of their fathers or husband, brothers and sons. If I ever wrote a book"¦"¦.I would place the women in the forefront of the action. I would uncover the story that lay invisible between the lines of the men’s exploits. 15
Draupadi, in Divakaruni’s The Palaces of Illusions (2008), voyages from being a woman frequently made the issue of narration by patriarchal narratives of becoming a woman who personally narrates itself, in the process, conquering the narratives that have created her womanhood through the countries. By becoming both the agent of the action and narrator, Draupadi picked up the voice of womanhood. This novel generates an impression that among all accounts of the Draupadi’s story, this one is the most genuine because Draupadi herself enacts and narrates the story of her life apparently without an authorial interruption. Draupadi wants to liberally sing the song of her own life which is multivalent, colourful, and complex. She says,
I’d played a crucial role in bringing them to their destiny. I’d shared their hardship in Khandav. I’d helped them design this unique palace which so many longed to see. If they were pearls, I was the gold wire on which they were strung. Alone, they would have scattered, each to his dusty corner.16
Hence, the life of Draupadi, a renowned woman character of ancient India, comes in close proximity to the modern times. It is the energy and fire in Draupadi plus the strength to fight for discrimination. Her multifaceted quality makes her the most majestic and mysterious women for all ages. The novel begins with her fanatical interest of life. Once she said,
Through the long, lonely years of childhood, when my father’s place seemed to tighten its grip around me until I couldn’t breathe, I would go to my nurse and ask for a story. And though she knew many wondrous and edifying tales, the one I made her tell me over and over was the story of my birth. I think I liked it so much because it made me feel special, and in those days there was little else in my life that did. 17
Such manifold narration of her own life’s story offers Draupadi with a critical insight into her story. She not only acts in response to the events narrated but also critical views other people’s responses to the actions or events of her life. As a result, Divakaruni used this technique very well by narrating the story of her protagonists through their own words. We can usually find a first person narrative in her works where the protagonist tells us about her own life, inner feeling, experiences, etc. The author has created wonderful female characters. She always gave focus on her female figures like Anju, Sudha, Tilo, Rakhi, Mrs. Gupta, and so on.
Even in her novel The Mistress of Spices, Chitra Banerjee quotes by her heroine about who is she and what her significance as a mistress of spices in the opening of her novel. She narrates such as,
I am a mistress of spices. I can work the others too. Mineral, metal, earth and sand and stone. The gems with their cold clear light. The liquids that burn their hues into your eyes till you see nothing else. I learned them all on the island. But the spices are my love"¦"¦.In a whisper they yield up to me their hidden properties, their magic powers. 18
Thus, her novels are usually written in first person and thoroughly hold the reader. The chapters in Divakaruni’s novels are named after the central characters. In Sister of My Heart and Vine of Desire the chapters are alternatively named after Anju and Sudha. This is a very exclusive pattern of writing which evidently brings out the internal feelings of the protagonists. Even in Queen of Dreams the chapters are separated between the ‘Form the Dream journals’-the diary of Rakhi’s mother and Rakhi. The journals are read by Rakhi and her father. These dream journals are the disclosure of Ms. Gupta’s life as a dream teller. Further in her novel Mistress of Spices she has chosen yet another different way. She has named the chapters of the novel on the names of spices. It is written with a fusion of poetry and prose. This book is very spiritual in its features and as Divakaruni says, “I wrote in a spirit of play, collapsing the divisions between the realistic world of twentieth century America and the timeless one of myth and magic in my attempt to create a modern fable”19. Except all this she also used techniques of letter, diary, and storytelling to enrich her work and make it interesting for the readers.
It is noticed that Chitra Banerjee makes a careful use of satire, irony or yet humour, which are the features of remarkable works of art. Blazes of irony are apparent in one or two episodes in a couple of novels but they do not seem to be integrated deliberately by the writers. The ironical circumstances in the lives of the protagonists are scattered here and there in approximately all her novels.
In Divakaruni’s novels satire is more apparent. Her female protagonists who are trying to understand their country of acceptance face ironical situation. In Sister of Heart Sudha comes to America with the purpose that she would be having an innate capacity to bring up her daughter Dayita better life but she has no idea that this would mess up her bond with her sister of heart Anju. Further, In Queen of Dreams the main protagonist Rakhi and her friends are second age group Indians, they think that America is the only country that they fit in. But their individuality is also questioned during the attacks of September 11. Irony is enormously well-known in the works of Divakaruni. The writer makes use of myths to improve the imaginative consequence of the novel. Indian writers in English have derived encouragement from the wealth of matter available in the appearance of stories from the Mahabharata, the Ramanaya, and the Puranas plus local folklore and legends. The most regularly used figures from Indian legends is of course Sita, who is well thought-out as the model woman.
In Divakaruni’s novels, there are no straightforward allegories made but one can depict equivalent with the mythological and legendary women in her works. In Sister of my Heart Sunil’s father enjoys by proclaiming offensive passages about women from the Hindu scriptures. In India her protagonists are anticipated to go behind the footsteps of the legendary women figures. Divakaruni’s latest novel Palace of Illusions is also predicated on the mythological figure Draupadi. In this novel Divakaruni has illustrated The Mahabharata from Draupadi’s point of view.
Amusingly, even though education and the power of the feminist movement, many prejudices opposite of women still persevere. For the contemporary human being, the past becomes obsolete or if it subsists, it no longer exhibits itself as it was. For this reason, the past must be defined again according to the understanding of each human being. Chtira Banerjee endeavors to come to stipulations with the past in the Ecoian way: “The past since it cannot really be destroyed"¦must be revisited; but with irony, not innocently”. (Umberto Eco p, 67) Thus, the novelist cross-examines the practice of mind emblazoned by the past.
It is quite clear here that the protagonists of the novelist like Tilo, Sudha, Anju, Panchali, Rakhi all get free of modesty or humility so as to act in agreement with their “inner voice”. They are all in fact directed by the spirit while with an ironic equilibrium between faith and disbelief. To them, unfathomable feeling comes out as a later day psychology where Moksha is classified again in relation to the discovery of the “Atman” (here “self”, not soul) and the real magic is marked by a novel the sense of life’s path. Chitra Banerjee has nothing to do with the reality that life is not a sequence of show lamps. By the primary use of ‘HOPE’ chiefly in the conclusion of her novels to pass on a wider human point of view i.e. life is totally changeable and has to be lived through “hope” as Frye suggests:
Irony presents a human conflict which unlike a comedy, a romance or even a tragedy, is unsatisfactory and incomplete unless we see in it significance beyond itself. Something, typical of the human situation as a whole. 20
Divakaruni is a talented writer who uses sensual language to make the novel exciting, besides she is also dramatic and lyrical imaginative writer.
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