اعتراف
میں دو دیوتائوں کا بھگت
جنھوں نے میرا بخت چمکایا
پہلا دیوتا جس کا مندر
جیسا باہر ویسا اندر
جہاں محبت کی شمعیں جلتی ہیں
درد کے سنکھ بجتے ہیں
جس کی کشتِ سخن زرخیز ہے
جس میں گلاب و سمن مہکتے ہیں
اور مرغانِ خوش نوا چہکتے ہیں
میرے اندر کے تار بجتے ہیں
مجھے ذوقِ ادب کا خزانہ دیا
لکھنا، پڑھنا، بولنا سکھایا
اظہار و بیان کا سلیقہ سمجھایا
پھر میں ایک ایسے دیوتا کے سپرد ہوا
جس کا مندر دیوتائوں کاعجائب گھر
جہاں شعور و فکر کے دیپ جلتے ہیں
جہاں علم و سخن کے گَجر بجتے ہیں
جس نے میری تپسیا کو بھاگ لگائے
میرے لفظ و معانی کو راگ دیے
میری سوچ کو پر لگائے
لفظوں کے جنگل سے خیال و معنی کے پھول چننے کا سلیقہ سکھایا
مجھے تو دوئی راس آگئی
یعنی مجھے پیاس بھا گئی
, Officer Incharge/Senior Research Fellow, National Institute of Historical and Cultural Research, Centre of Excellence, Quaid-i-Azam University, Islamabad. Dr , Research Fellow, National Institute of Historical and Cultural Research, Centre of Excellence, Quaid-i-Azam University, Islamabad.
This dissertation explores perceptions of school principals' perceptions about children's transition from home to school in early years in the Pakistani educational context. Starting school is an important and key event in young children's life as it lays foundation for their well-being and future academic attainment. However, it has yet not been recognized prominently in the Pakistani research context. Thus, keeping in view the importance and need of smooth early transition, this dissertation has attempted to explore school principals' perceptions about children's transition from home to school. The data was generated through semi-structured interviews with three purposefully selected participants and school observations. The findings included the principal's perceptions about children's transitions experiences, strategies that are implemented in schools to support children's transition, parental engagement activities and the challenges faced by schools during children's transition. The results showed similarities and differences in the perceptions and practices of school principals. The principals of private and trust schools found to be little successful in implementing transition program in schools than the public school. The findings also showed the perceptions which were contrasted to the practices. The principals' perceptions about children's transitions and their practices determine the level of their understanding about children's developmental needs during transition from home to school. Based on the findings, the study draws a few conclusions having implications for early years practitioners, school principals, policy makers and researchers to support home to school transitions.