Papagoya Education

Bringing Play focused education into India and celebrating the unique potential of each child.

Papagoya is a community focused, play-centric learning space that is inspired by the Norwegian & the Pedagogy of Play Frameworks . We are an innovative school model showcasing how education can be imparted keeping child play & wellbeing at the centre. Papagoya aims to move the needle in India from rote learning & singular notions of success to a model that allows every child to learn differently.

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Overview

HundrED shortlisted this innovation

HundrED has shortlisted this innovation to one of its innovation collections. The information on this page has been checked by HundrED.

Web presence

2016

Established

600

Children

1

Countries

Target group

Students basic

Updated

January 2025

At Papagoya we are strong proponents of “each child in their own time”. We believe children are all born to learn & will learn at their own pace. We believe that when a child's social and emotional needs are met, they feel heard and validated. This gives them ownership and validation over their learning journey and they invest more deeply in their own learning when they feel joy.

About the innovation

Why did you create this innovation?

Education in India was becoming overly competitive, with success metrics catering to one type of learner, neglecting the diversity of learning styles. Play and a child's wellbeing were sidelined, leaving children stressed and burdened with failure at a young age. Papagoya exists to redefine this approach by prioritizing play, nurturing wellbeing, and bringing joy back into learning.

What does your innovation look like in practice?

At the Kindergarten a child’s day is a balance of routine & play with 70% of play being outdoors. At the Micro School the day holistic in nature, with 50% of the day spent on core learning skills, 30% spent exploring other skills like music, art, sports & 20% spent on life skills & wellbeing.

The core Papagoya value is to keep the child at the centre of all we do. All decision making starts with the question “is this good for the child?”

Children have agency, voice and autonomy and participate in creating school rules, food menu’s & feed into the curriculum of what they would like to learn.

The adults & parents who lead the explorations are all experts in these fields from within our local community & come to work with the children on a weekly basis. Parent participation showcases that learning and expertise is a community effort.

How has it been spreading?

The Kindergarten & Micro-school model is continuously developed in an open source approach allowing practitioners to experience->practice->implement into their contexts
*We partner with schools, grassroots organisations, and educational programs, offering opportunities to observe our methods and environments, while also training their teams in playful learning approaches.
* Publicly available & versatile resources on playful learning experiences, for educators to seamlessly integrate into diverse educational settings.
* Actively support past educators & parents inspired by our model to start similar spaces of playful learning.
*Continued recognition from the Norwegian Government, Playful Schools Network, Ekstep & UN Women have allowed us to spread the work becoming synonymous with play

If I want to try it, what should I do?

Reach out to us, we believe the more we collaborate on education, the more we can all work towards paving a new path. We invite you over to spend sometime with us to experience life at Papagoya. As you decide on how you would like to create a community space for learning, we will support and share our approach and assist you in getting your space started. Write to us on hello@papagoya.com

Media

Display Days at the Papagoya Micro-School

The Papagoya Micro-School

An inspiring podcast episode on play-based learning, featuring perspectives from educators, parents, and leaders—including our founder—and one of our very own micro-schoolers! This discussion unpacks the magic of play, its impact on learning, and how to create environments that nurture it! https://open.spotify.com/episode/6uYWuqCIcWBpJ6GfBYHYmY?si=4ed751b6c6404d4a

Papagoya is now part of The Playful Schools Network, connecting with global leaders in the Pedagogy of Play. At the Playful Schools Conference in May 2024, we shared insights on 'Creating Playful Communities.' https://vimeo.com/941954523/72d6ac3cfb?share=copy

International Day of Play - Mural @papagoya Micro School

International Day of Play: Hour of Free Play @papagoya Kindergarten

Hum: When Women Lead

Would you send your child to a ‘microschool’ with just 50 students?

When was the last time you learnt something for the first time

Papagoya Kindergarten had the honor of hosting the Norwegian Ambassador to India, May-Elin Stener, in March. The visit fostered a rich exchange of ideas on education, play-based learning, and cultural collaboration, highlighting the importance of nurturing young minds in a global context. https://x.com/NorwayAmbIndia/status/1768194603369542121

Nurturing Playful Learning Communities

In some Bengaluru schools it's fun and games all day - Times of India

Papagoya Kindergarten: Recognized Among Bengaluru’s Best Play Schools https://kidsstoppress.com/best-playschools-in-bengaluru/?utm_source=chatgpt.com

The pandemic brought profound changes, leaving children to process loss in unique ways—be it routines, connections, or loved ones. This founder explores how grief manifests in children and highlights the importance of creating safe spaces for healing and understanding. https://www.youtube.com/watch?v=gH6QvesSUGg

The Papagoya Virtual Edit: Dealing with the Pandemic as a family and its effects on children | The Papagoya Virtual Edit: Dealing with the Pandemic as a family and its effects on children | By Papagoya | Facebook

Talking early learning with Papagoya | Catch Helen Issar of Papagoya and Meghana Narayan from Slurrp Farm talk about early learning and the importance of play | By Slurrp Farm | Facebook

Papagoya does more than just ‘look after’ your children while you work

Where kids play to hearts' content - The Statesman

Implementation steps

Open-Ended Play Spaces:

We create spaces that allow children to define their own play, free from prescriptive boundaries. Our indoor and outdoor environments foster imagination, with treehouses, tunnels, sandpits, swings, and mud kitchens outdoors, and pretend play with kitchens, toys, tracks, dress-up clothes, and blocks indoors. We support risky play within safe limits, involving children in creating rules for play equipment, fostering responsibility and a deeper connection to their spaces.

Invitation to Play Tables:

Each morning, an educator sets up an open-ended sensory invitation to play table outside. It encourages children to explore independently, allowing them to take charge of their play without needing instructions. Setups include laundromats, gift wrapping, supermarket play, open-ended questions like “What can you build with these materials?” or challenges. These activities let children engage on their own terms, promoting autonomy, creativity, and exploration.

Sensory Room:

The sensory room offers children a space to express their feelings freely using various materials. We validate all emotions, whether it's anger, sadness, or frustration, and encourage children to explore their feelings. Instead of saying "don't cry," we say "it's okay to cry," and instead of "time out," we ask, "do you want to take some time to think?" The sensory room becomes a safe, supportive environment, helping children see it as a space for emotional exploration, not punishment.

Gender-Respectful Spaces & Dialogue:

We actively stay away from making gendered statements, calling children by their first names rather than boys or girls. We also don't have gendered bathrooms. We focus on consent and introduce concepts like LGBTQIA+ and diverse family structures in age-appropriate ways. If a child misgenders another, we correct with the child’s name, promoting respect. As a team, we stay relevant by educating ourselves through open conversations and learning days.

Show & Tell

Mondays can be tough, so we make it easier by letting children bring an item from home to share with the class. Starting at the age of 1, they choose something that represents their weekend, giving them control over how the week starts. This show-and-tell activity encourages children to express themselves and feel heard, promoting a sense of ownership and engagement. By allowing them to choose and share, we support their independence and communication skills right from the start of the week.

Ratios

Our strong adult-to-learner ratios ensure individualized attention:
Ages 1-3: 1:4
Ages 3-6: 1:7
Ages 6-11: 1:10
This structure places each learner at the heart of our approach, allowing educators to understand and support their unique personalities. We help children navigate their day without rigid discipline, focusing instead on personal growth, self-management, and nurturing their natural curiosity and independence.

Detailed Half-Yearly Learner Observations:

Each month, we document children’s progress in key areas: Physical, Social, Emotional, Cognitive, and Creative development, as outlined by the Lego Foundation. Observations also cover Communication, Language, Spaces & Quantities, Nature & Science, Body & Health, Art & Culture, Local Community, and Ethics. We also capture smaller moments, including a child’s love language. This observation is shared with parents bi-annually, accompanied by a 45-minute discussion with them on their child.

Broad Age Grouping:

We use broad age groupings—1-3 years, 3-6 years, 6-8 years, and 8-10 years—to support children as they develop at their own pace, free from rigid age-based expectations. In the 3-6 group, literacy and numeracy skills are introduced through flexible time blocks of 30 minutes, 45 minutes, or two 45-minute sessions. Educators design and adapt plans based on each child's abilities, ensuring differentiated learning. While we have progression goals, our focus is on individual growth.

Wellbeing & Additional Needs Educator:

Every centre has a qualified educator dedicated to child well-being and additional needs. While all educators address children’s needs, this educator focuses on providing 1:1 attention to children who may need extra support. Although we never diagnose challenges before age 6, we create personalized plans to help children through their difficulties. This educator ensures every child feels supported, working closely with them to address challenges and foster their overall well-being.

Choice & Autonomy:

The day balances structured and unstructured play. During structured play at the Kindergarten, children choose between two play options—or none, which is equally respected. At school, children have choice time between subjects, where they can play, journal, read, or rest. Even during meals, they can express likes and dislikes and work with their educator to find a suitable solution. This approach ensures children’s preferences and autonomy are valued throughout the day.