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<SII<1 - ~m~'J'W IL J:N&FUID'FE CJF IND 1\ LA GUAGES {Mysot;eJ . ' ,~,JJto.s ~ ~ J to.s ILo ~ • ....s ? Jointly Published by : . ' Indian Institute of Sindhology (Adipur - Gandhidham) Central Institute of Indian Languages (Mysore) I NURSERY RHYMES IN SINDHl Edited by: S.K.Rohra B. Syamalakumari Title BALGEET Edition FIRST Y-ear 1999 Copies 2000 Pages i80 + 20 = 200 Price Rs. 75/=, US$ 7,~ 5 Jointly Pubiished by: Indian Institute of Sindhology ( Adipur- Gandhidharn) Central Institute of Indian Languages (IV1ysore) Pri nteJ by : Coral Printers, Gandhidham(Kutch) 370 201 Stockists : Indian Institute of SindholoEv ~~-"" 16, Ward 2- B, P.O. Box- 10 ADIPlJR (Kutch) - 370 :205 Central Institute of Indian Languages Manasgangotri(.tvlysore) rr 1J FOREWORD The Child makes pre-linguistic noises before he/she utters Ii nguistic sounds as he/she does scribbling before writing. Though singing is not speaking as drawing is net writing. it helps production of lingui.stic sounds including suprasegmental ones like rhythm . Nursery rhymes come in between pre-linguistic babbles and acquisition of language. Practice with nursery rhymes is a pre-school experience and exercise, and it prepares the child to be ready for schooling. The nursery rhymes are similar to pre-literacy skills of dr.~nving to prepare the child for the school. Whiie there is gro,ving children's literature in Indian ianguagcs. much attention has not been paid to nursery rhymes. The gap is often tilled by nursery rhymes in English particularly in urban middle class homes and this is encouragc.;d in the English m.edium nursery schools. It is nece<;sary for a child as part of her socialization process to experience and to Jearn sounds of hisi her native ianguage. This experience is the first step towards love for his/her language. To counter the influence of the hotly sought after English medium in the nursery and primary :;chools, it is very much necessary to provide good nursery schools in Indian language media. This vvill be more effective than legal measures. Nursery rhymes in [ndian language wili be an important component of such nursery schools. With these ideas in mind. the Institute prepares nursery rhymes in various Indian languages including tribal language~; through ·workshops in which creative writers and teachers of languages and linguists participate. They have found ic rewarding experienct~ as we have. With great enthusiasm and devotion and concern f{)r the child and for the language, they created literally hundreds of rhymes in these workshops. The entire cotlection will serve as a repertoire or resource book for the teachers and parents to draw from. We also expf:ct that short books of selected rhymes with attractive visuals could be brought out to be placed in the hands of the children themselves. We aiso hope that audio cassettes will be prepared w accompany the printed book. The present book of Sindhi Nursery Rhymes contains rhymes covering alt possible sphere::; of child's life. We will be happy if these rhymes are sung in homes, in schools and on the streets. This \:vi!l be a significant step for planting the [ndian language in the young minds for them and the language to grow. I >R.N. R/\M/\S\V/\ MY MY SORE DIRECI"OR CENTRAL lNSTtTUfE OF INDIAN LANGUAGES .ill INTRODUCTIQN In their anxiety to get their children admined to professiona! courses or to enabie them to enter civil services or multinational companies the urban parents rob their kids of their chitdhood 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 children. Eversince independence, our country through various schemes has been trying to put into practice, the idea of universalisation of primary education through the mother tongu~ 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 Institute has planned to develop different types of pre-primary language development materials, such as those for ;:oncept formation, vocabulary development, conversational prac:tice, rhymes, games, and stories. The first project covers the composition of rhymes. u; ;JJl the regional languages as well as the tribal languages. Generally all the children love to listen and repeat a rhyme which is rec.itcd or sung to them. They are not worried about the me:ming or message. They just repeat the rhyme, if heard several times and if the words are also ·i~m1iliar to them repetition becomes easier. Added to the rhyming quality of th~ song if they can understand the meaning of the words used in the song it \:<..·ill be all the more enjoyable and language deveiopment 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' policy rather than 'you should' do attitude. Aspects such <ts the link with nature, with oneself, with relatives and all living beings have been taken note of while selecting 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 iove children, will recite and sing these,rhymes for children and teach the children to sing these 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. They also sang in chorus all the rhymes and tried them out with nursery kids. The rhymes were discussed and revised in the group work, for checking inculcation of value and good attitude and for vocabulary and concept formation along with recitability. Even though many Sindhi children do not get or opt for education in Sindhi medium schools due to various factors, children below the age of five certainly enjoy listening to rhymes in Sindhi which they hear at home. So this book \Jlill be of great utility to young parents and difierem Sindhi cultural organisations which function for the development of Sindhi language, and cultu1·e ~·ii·,c.r•1"t1r'-' .t" ............ ('\.'l,. "' .... ,_,... \ ~' • The rhyrn~s in this book are graphed and classified into several sub groups such as children and their kith and kin, house/ home and house hold articles, personal belongings, eatables, toys and games, animals and plants. cultural items, nature, transport, professions and other miscellaneous items. There are rnore than one poem on a single topic. They are included either because the content is differently dealt with, or because of the use of different vocabulary. Vocabulary speakers in different regions may also be found. Teachers and parents may choose suitably from the stock we have presented, and teach accordingly. "-Ne will be happy if generations of Sindhi children sing and enjoy these rhymes. '-Ne are grateful to all the participants-of the workshop for their selfless contribution and to Dada Hari Daryani "DILGIR" for his valuable service as &J resource person. \Ve are also extremely thankful to the teachers and children of the nursery section of Sadhu Hiranand Navalrai Academy of Indian Institute of Sindhoiogy, for allowing us to conduct the tryout of these rhymes. ~.r e welcome comments and constructive criticism. MY SORE October, 1999. B. SYA MALAKUMARI These rhymes were prepared in a workshop conducted by the Central Institute of Indian Language (Department of Education, Ministry of Human Resource Development, Govt. of India) Mysore, in collaboration with the Indian Institute of Sindhology, ADIPUR. PARTICIPANTS Ms. Saroj Bharwani Ms. J anki Jethwani Shri Mukesh Tilokani Ms. Maya Shahani Ms. Hemalata Matai Dr, Pitambar Thakwani Shri Lakhmi Khilani Ms. Vashdevi Khilani Shri Makhijani Kanjilal "Quasid" Shri Valiram Kishnani Ms. Teji Bhojwani Ms. J anki Matai RESOURCE PERSON~ Mrs. B. Syamala Kumari Shri Hari Daryani 11DILGIR" Shri Pritam L.Varyani FORMAT CO-ORDINATION & SUPERVISION Mrs. B. Syamala Kumari Shri P.L.Varyani )~ ~ (ft, .r= ..,r vJL... ~) J,l 0() t~j Jp..>l ,..J ~ls b'-7 G.l '-:?(' ~Lo ~ \r y-ly ~ 0J4,.i ~ _J:;r ~ ~ ~T ,.~_, ~ t0Wlf 0L.v t;;b <-~ <-J:;r ~ .)_,~ ~ ';I~ ~~ f, ';I~ ~51 r,> )~ <.:;.0' <:)l Y, t..,t'l j~ ~Wlf ~Y' 0.)£l.9 ~ .),~ ~ r-! J,l ~ IJ"~ f . ..,t'T 9~~ b~ ..,p ~t.f u-:.J,:J f'w .,/ c.Y" ~ ..,t'T ,.).j_,., 'JI~ ~_,' ..,p J~ J,l 0LI' ~' J~l ,..3 ..,t'T c.?.).j--""' ..,p .nJt.f uf =;~_rb c.?F uf ..,t'T c.?.).j-""' '--,~?::' \!·: N..J _,.,.., u ~.. ft. ob _._,-s ...1r-.o- G, r-A .L0 '-'-:=?-~~I ~• ':-.?-... =s .v ~-:r<=-. ._p U" ls' ._p \ J I. ~,, ~. 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