Language has been compared with all conceivable objects.
We are often told that language is like a river, looking at the manner in which it flows
incessantly, continuously and in a timeless manner.
The educators tell us that language is, or rather, languages are, like a load, to be
carried with abundant difficulties by learners in a school situation.
Poets link language to the proverbial ‘five elements’, especially ‘air’ — permeating into
all that is living. The historians have been seen drawing language trees with branches bearing fresh
leaves, blooming flowers and beckoning fruits — ultimately diving themselves into absolutely
newer kind of expression system. That was how, we are told, languages take birth,
There are functionalists and utilitarians who view language like an instrument or an_,
implement — important to the extent that it is to be used for a certain purpose.
The common man and political animals may both use language as a tag — one that
must be worn to express solidarity with one’s fellow people, or with people with similar beliefs.
-Language to many beholders appears like a full-bloomed flower with its petals
standing for dialects — the variations.
The playwrights use language as a garb that covers hidden intentions and
suppressed desires — a garb that is often adjusted according to the demand of a situation.
But for a child, language is a game — a plaything. It is like a mirror where they see
themselves and others. It is like a palate where they draw their colors from, while painting their
private worlds. It is like a tune that mothers and grandmas hum - one that breeds familiarity
and reassurance that they are in good hands. It is like the smile they would like to throw at you
babbling indistinctively. For a child, language is then a looking glass through which they
would like to see and understand things. The schooling is alleged to destroy some of these
independent faculties of children, as the emphasis there is, on knowledge and perceptions that
are global, uniform, even and all pervasive. in spite of all efforts of psycholinguists and
language teaching specialists, there have not been enough successful attempts to come up
with instructional materials that will allow the individuality and differential perceptions of
children to grow. The materials that we string together here in the form of floral offerings so as
to speak, are specially designed-to help parents and educators to handle very tender children
to be handied with the help of materials that let them grow in their own way — but at the same
time let them be acculturated in the way the Dogri children of yesteryears were raised. With
large-scale erosion of ideas and ideals that typify a speech community and make them
different from others, it is necessary that such collection of rhymes are written, compiled, and
We are particularly happy that we have been able to come up with this valuable
source book for a language group that is immensely rich in possibilities and potentialities and a
sense of history. As we ail know, Dogri makes an important contribution to our national fabric
by offering herself as a valuable link that ensures a cultural bondage among various kinds of
smaller groups living in the J & K. Our scholars and collaborators have put in hard days and
months of labor to come up with this text, which | hope, will be accepted among the users of
the community and the scholars working on materials production. Suggestions for
modifications, enrichment and enlargement are all welcome from both groups. We dedicate it
to the spirit of all those who have contributed a great deal to the promotion and development of
Dogri as an important language of India.
In their anxiety to get their children admitted to professional courses or to enable them
to enter civil services or multinational companies the urban parents rob their kids of their
childhood and their rural counterparts do so in their ignorance and under terrible economic
pressure. The former group under the mistaken notion that English is the sure path to success
force their children right from their babbling stage to get trained in speaking English and
practising English nursery rhymes while the latter group in their ignorance and under economic
pressure have no time or awareness regarding the joys of childhood. Ever since independence,
our country through various schemes has been trying to put into practice the idea of
universalisation of primary education through the mother tongue media. The preparation of
language development materials at the pre-primary stage will go a long way in enabling the
children to socialise and get prepared for the formal primary school. With this in view the
Central Institute of Indian Languages has planned to develop different types of pre-primary
language development materials such as those for concept formation, vocabulary development
and conversational practice, rhymes, games and stories. The first project covers the
composition of rhymes in all the regional languages as well as the tribal languages.
Generally all the children love to listen and repeat a rhyme which is recited or sung to
them. They are not worried about the meaning or message. They just repeat the rhyme if
heard several times and if the words are also familiar to them repetition become easier. Added
to the rhyming quality of the song if they can understand the meaning of the words used in the
song it will be all the more enjoyable and language development becomes easier and
automatic. With this objective we have tried to compose rhymes on themes which are near and
dear to the children and with. which they are familiar. We have also tried to indirectly inculcate
the ideal of universal love and have adopted a — "let us do" link with nature, with oneself, with
relatives and all living beings. Accordingly care has been taken to select the theme and the
vocabulary. We want the children to listen to, sing and enjoy and also expand their sense of
appreciation and sharpen their linguistic skills — both listening and speaking along with
‘vocabulary development. We wish that pre-primary teachers, parents and people who love
children will recite and sing these rhymes for children and let the children repeat the rhymes.
With the above criteria in mind, these nursery rhymes have been prepared. The,
participating poets of the workshop enjoyed themselves listening to each and every rhyme
after they wrote it, then they discussed and revised the rhymes several times in the light of
their discussions before finalizing the same.
We are very grateful to all the participants of the workshop, for their sincere
contribution and to Prof. Champa Sharma for language editing of all the materials in addition to
her own contribution of rhymes. We also are indebted to Shri Balwant Thakur and Dr. Om
Goswami of J.& K. Academy for their readiness in bringing out this collaborative publication.
We welcome comments and constructive criticism.
**Contents and Sample Pages**
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