The name is absent

During the field study, the research visited kindergartens
in Anglo-Indian schools. These kindergartens were equipped
with Montessori's letters of the alphabet, numbers and
shapes in English. In order to introduce bilingualism in
the kindergarten, the alphabet and numbers of the Indian
language would have to be included in the kindergarten.

Bilingualism can be introduced, because phonetic sounds can
be taught at the same time as the tracing of the forms.
The sound precedes the written symbol. (25) Practising the
spoken word and reconstructing the word with sandpaper
letters is an activity advocated in the learning process.

3.4. Herbart: The play system to present new learning

Teaching an Indian language during playtime to young Anglo-
Indians is trying out a new path to educate them in
bilingual skills. Herbart suggested that one should try
new paths in order to teach young people. He also
advocated a "play system" (26) when there was a danger of
arousing fear by the presentation of the new in teaching
because of the paralysing effect upon the will of the
student.

Children will become bored and dejected. They become slow
and indolent, and this covers their fears about failure.
Herbart suggested that during the early years introducing
new ideas through play can be beneficial, because the child
is doing and knowing while playing.

The next section discusses relevant aspects of Piaget's
theory. Piaget investigated thought and understanding in
children. During classroom observations and the
interviews, the Anglo-Indian child's behaviour changed.
They became self-conscious, retreated into a corner,
laughed with embarrassment, disrupted the class, acted

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