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‘Building Blocks’ of early childhood education: Some reflections 

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In infancy and childhood is laid the groundwork for an integrated personality in the making, in preparation for adaptation to the outside world. The malleability of the nervous system [neuroplasticity] due to its extensive growth during early childhood, considered to be the critical period for learning, offers the potential to bring about lifelong benefits in terms of social, emotional and intellectual development.

My goal in this brief article is to reflect on the essential elements [‘building blocks’] of education in early childhood which help to lay the foundation for positive outcomes in later life. It is intended to encourage conversation amongst the general readership of this important topic, especially the parents of young children, as learning begins at home.

Critical Period for learning

Early childhood usually covers the age range from infancy to about eight years of age, during which period most of the brain growth takes place. The prefrontal cortex of the brain responsible for higher cognitive functions [e. g. planning, decision making etc.] continues to mature into the mid-twenties. That isn’t to say that learning processes could not continue throughout life.

Current Community Attitudes towards Education

Let us first examine the current public attitudes towards education in general. Proficiency in reading, writing, math and science are regarded as the core academic literacies on which all other learning rests, and on which future success in life depends. The Arts and Humanities, a group of disciplines that study aspects of human society and culture, are placed lower in the hierarchy in the academic curriculum and are often considered supplementary. Their value in enhancing human ideals is often ignored. In a technologically advancing world we live in, the contribution of the study of the arts and humanities towards boosting the economy is brought into question.

The above attitude has created a highly competitive, exam driven, and hence stressful, academic environment for our children in their formative years. There are excessive demands placed upon them to achieve academically, exacerbated by parental pressure – overt or covert. Attendance at paid ‘tuition classes’, after hours, to supplement learning at school is considered essential to gain higher grades at exams, in order to be competitive in entering tertiary institutions and in enhancing career prospects. The love of learning is lost.

Many children find no time for reflection, or to read outside the curriculum to broaden their understanding about life. There is a perception in the community of a decline in literacy and sensibility in the young and their tendency to lean towards much less civilising forms of entertainment and communication, which is at the root of most of our social ills, compounded by the economic ills that currently plague us. Alarmingly, a recent survey by the College of Community Physicians of Sri Lanka has revealed that over 200 adolescents have committed suicide in 2024, which they, reportedly, attribute to their indulgence in social media. But at the heart of it is the breakdown of social order resulting in a lack of ‘meaning’ in life, as once postulated by the renowned French Sociologist, Emile Durkheim.

Family Milieu

The developing child requires the provision of certain environmental conditions, based on common principles, to complement the innate biological drive which we call instinct. Of vital importance is the family milieu, its stability and its ability to meet the child’s emotional needs. From an emotional point of view, the child needs to feel safe, and experience the contentment in the parent’s inter-relationship, in order to set the ground for learning. In addition, it helps for the parents to model the love of learning and of knowledge through communication in words and in actions.

In an ideal world, a child’s parents and teachers ought to be equally committed towards helping the child develop a love of learning. In some instances a teacher must shoulder most of the work – for instance, when parents are busy making a living or have had a limited education themselves.

Enrichment Strategies

Let us reflect on some of the enrichment strategies in early childhood education which would bring about a balance in the curriculum.

The Arts

“Engagement of children in the arts has the power to console, transform, welcome, and heal. It is what the world needs now” [Yo Yo Ma, Cellist]

The arts are commonly used as enrichment strategies in Early Childhood Education. They include music, dance, drama, and Visual and literary arts. The strengths developed through the arts during the early formative years have the potential to enhance other spheres of learning, and performance in later life. By eliciting emotions in the listener, the arts, as both Aristotle and Freud asserted, has the capacity to be therapeutic by being cathartic.

Music

Neuroscientists have shown that, due to the plasticity of the brain in young children, music training tended to enhance the auditory [hearing] pathways in the brain, and hence, the development of phonological awareness [responsiveness to contrasting sounds]. Phonological awareness is considered to be an important precursor to reading skill and the ability to rhyme. In addition, ‘Music is the language of emotions’, encouraging children to gain awareness of their own emotions in addition to making aesthetic judgements.

Drama

Research studies show that enacting stories in the classroom in comparison to dramatic performances on stage by children have several beneficial effects such as better understanding of the stories enacted and the appreciation of new stories. In addition, such classroom performances of stories enriched oral language development and reading skills, including an eagerness to read, and surprisingly, even writing skills.

Visual Arts

Engagement of children in visual art involves much more than learning the techniques of drawing and painting. Long periods of engagement in the craft provides a framework for enhancing thinking skills – to be more focussed and persistent in one’s work; to enhance the power of imagination; to generate a personal viewpoint or express a feeling state; and to encourage the child to reflect on and to make a critical judgement of their own work. Similarly, by entering into a conversation with the children after encouraging them to look closely at a piece of art, tended to heighten their observation skills. There is evidence that these habits of mind acquired from the engagement of children in visual arts could be ‘transferred’ to other areas of learning, and stand in good stead in employment in later life.

Reading

According to the British neuropsychologist, Andrew Ellis, the brain was never meant to read, in terms of human evolution: “There are no genes or biological structures specific to reading.” Reading had to be learned, requiring the integration and synchronisation of several systems of the brain acquiring a new neuronal circuitry for the purpose – perceptual, cognitive, phonemic, linguistic, emotional and motor. Reading, as it develops, aided by an environment that lures the child to read would lead to further enhancement of the cognitive capacity of the brain – an important dynamic in childhood education.

The more young children, are read to, and are engaged in conversation that flows on from stories read [‘conversational reading’], the more they begin to love books, increase their vocabulary and their knowledge of grammar, and appreciate the sounds that words generate – evidently, best predictors of later reading interest and critical thinking. Conversational reading is a technique where the parent or educator engages with the child in a conversation while reading a book, asking open-ended questions to encourage active participation and deeper comprehension, eg. entering into a dialogue about the story while reading it together.

In addition, reading enhances the child’s self-worth and personal identity [emotional experience of reading].

What better way for children to be introduced to the world that they are to be part of than to be immersed in a story that is all about beings and the environment that surrounds them? What better way for children to learn about ideas and speech patterns, how people react and interact, and how dialogue reveals more about a person than what they say, and about interpersonal relationships. Sadly, children with reading disability have a greater tendency to develop emotional and conduct disorders needing remedial support.

Children’s Literature

It is claimed that appropriate works of children’s literature, read or enacted, help the developing children build empathy and compassion – desirable human ideals that can persist through to adult life – by placing themselves in the shoes of fictional characters and simulating what the characters in the narrative are experiencing. One could argue that the same could be achieved in real life by interacting with others but does not have the advantage of having access to the inner lives of individuals as depicted in well-crafted fictional works.

There is no better way to convey moral instruction than by vicarious learning through reading. As the legendary Russian author, Leo Tolstoy, propounded in his popular monograph, ‘What Is Art?’, the value in a piece of literary art is to be judged by its ability to make the reader morally enlightened.

There is no better way for children, while gaining the aesthetic rewards of a narrative, to enhance their thinking and reasoning, generate creativity, and introduce them to a life rich in meaning.

“There are perhaps no days of our childhood we lived fully as those we spent with a favourite book…they have engraved in us so sweet a memory, so much more precious to our present judgement than what we read then with such love…”

[‘On Reading’, by Marcel Proust 1871-1922, French novelist and literary critic]

Children’s Poetry

We are endowed with a rich poetic tradition that extends as far back as the Sinhala language and its precursors. Over the centuries the lyrical content mirrored the changing socio-cultural and political landscape of our country. During the pre-independence era, there was a revival of lyrical output from men of vision aimed at enhancing the creativity and sensibility of the young, to prepare them for the challenges of a free nation, and enhance their sensibility. Foremost among this group of poets were: ‘Tibetan’ [Sikkimese] monk, Ven. S. Mahinda, Ananda Rajakaruna and Munidasa Kumaratunga. Their poems that lured the children most were about nature. Simple and well crafted, they were designed to draw children to the lap of Mother Nature, to admire her beauty and to instil in them a lasting imagery and a feeling of tranquillity. Ananda Rajakaruna’s ‘Handa’ [the moon], ‘Tharaka’ [Stars], ‘Kurullo’ [birds], ‘Ganga’ [The river]; Rev. S. Mahinda’s ‘Samanalaya’ [The Butterfly], ‘Rathriya’ [The Night]; Munidasa Kumaratunga’s ‘Morning’, which captures the breaking dawn, ‘Ha Ha Hari Hawa’ [About the Hare], are amongst the most popular. They are best recited in the original language as any attempt at translation would seriously damage their musical and lyrical qualities.

Narrative Art

Martin Wickremasinghe [1890-1976] was ahead of his time in recognising the importance of children’s literature and its positive impact on their psychosocial and intellectual development. He argued a case for establishing a tradition of children’s literature anchored in our heritage, and in keeping with the degree of maturity of the child; and that the work be presented in a simple and pleasurable form mixed with moral instruction in the right measure. He observed that a nation without children’s literature rooted in its heritage may face intellectual and moral decline. He asserted that children’s books should only be written by those who understood the developing mind.

In his publication, ‘Apey Lama Sahithyaya’ [Our Children’s Literature] Martin Wickremasinghe acknowledges past contributions to our children’s literature by prominent writers. Piyadasa Sirisena, Munidasa Kumaratunga, G. H. Perera and others transformed folk tales into prose and poetry for children. V, D, de Lanarolle was a pioneer in writing children’s stories for supplementary reading, naming his series, ‘Vinoda Katha’ [Pleasurable Stories]. Edwin Ranawaka translated children’s stories, from English to Sinhala, to suit the local readership. Martin Wickremasinghe’s own Madol Duwa, and G. B. Senanayake’s Ranarala and Surangana Katha were significant contributions to our children’s literature. Munidasa Kumaratunga took an innovative approach in producing ‘Hath Pana’ [Seven Lives], ‘Heen Seraya’ {Slow Pace], ‘Magul Kema’ [Wedding Feast] and ‘Haawage Waga’ [The Hare’s Tale] which gained immense popularity.

Despite the above, Martin Wickremasinghe argued that we have been slow in developing children’s literature of our own, although such a literary genre has been established in the west, for example, the Aesop’s Fables and the Fairy Tales of Hans Christian Anderson.

Aesop’s Fables, thought to have been narrated by a slave who lived in ancient Greece [whose identity remains obscure in history], have survived the test of time as a conveyor of values and virtues for children to reflect on, and to generate a conversation facilitated by their teacher. The allegorical tales, much admired by children [and adults!], are aimed at both entertaining and imparting moral wisdom with the use of animal characters having human attributes [Anthropomorphism] and their social interactions. The brief and lucidly told tales – 200 or more – laden with worldly wisdom, have the potential to generate a literate population, when introduced during early childhood. Let me remind you of few popular fables with their core messages: ‘The Hare and the Tortoise’ [Slow and steady wins the race]; ‘The Lion and the Mouse’ [No act of kindness, no matter how small, is ever wasted]; ‘The Cock and the Jewel’ [The value of an object lies in the eyes of the beholder]

The Fairy [fantasy] Tales of Hans Christian Andersen [1805-1875] continues to feed the imagination of growing-up children through his portrayal of unique and unforgettable characters – witches, beasts and fairies – with features of human life. The tales of the Danish master story-teller, translated into many languages, have gained universal appeal amongst children as he weaves his vastly entertaining stories such as Thumbelina, The Tin Soldier, and The Emperor’s New Clothes etc. based on fantasies with a lesson to convey. In addition to entertainment and instruction, his tales portray universal human conditions such as joy, sorrow, fear, pride, abandonment, resoluteness etc. and allow children to recognise their own feeling states, which the psychoanalysts believe is therapeutic.

The above shows that the east and west can meet on the ground of universal values, exemplified by the arts, and that human reason – the capacity of humans to think, understand and form judgement – is the true guide in life.

In sum, although reading, writing and mathematics in early childhood education are considered the core academic literacies on which other learning rests, and on which success in life depends, current research indicates that arts education through the development of certain habits of the mind could enhance academic achievement. It is thought that high arts involvement in children tend to augment their cognitive functions [eg. attention and concentration], thinking and imaginative skills, organisational skills, reflection and evaluation, which could be ‘transferred’ to other domains of the school curriculum, including science. This is in addition to the role the arts could play in enhancing interpersonal skill and emotional well-being, in conveying moral instruction, and in the exercise of empathy. As such, one could argue a case for a well-rounded system of education incorporating the arts to be introduced during early childhood.

I apologise for my ignorance in the Arts and Literature in Tamil.

Desirable Qualities of Educators

The above ideal could only be achieved through greater investment in training competent teachers in early childhood education. What ought to be the desirable qualities of an early childhood educator? It is my view that the teacher should a] have a good understanding of childhood development – physical, psychological and intellectual – and have the capacity to appreciate individual differences; b] possess ‘age-related’ conversational skills with the children – to listen and to allow free expression, with the aim of encouraging self-exploration of their work; c] have the ability to enhance children’s self-esteem while being able to set limits when necessary, within a framework of caring; d] understand the need to liaise with the parents; and, most of all, e] have a passion for educating children.

Educational Reform

Our nation is in need of a national policy on early childhood education as part of an overall plan on educational reform. It is expected that the powers that be will address a range of issues in planning of services: the inequity in access to Early Childhood Education; integration of early childhood education with the mainstream educational facilities; quality assurance and monitoring; and most importantly, greater investment in training of competent instructors in early childhood education, and creating opportunities for the teachers to be engaged in continuing education and peer review. It is hoped that the government will be able to create a framework for laying the groundwork for restructuring Early Childhood Education – a worthy cause in nation building.

Source Material

Winner, E. [2019]. How Art Works – A psychological Exploration. Oxford University Press.

Willingham, Daniel T. [2015]. Raising Kids Who Read. Jossey Bass – A Wiley Brand.

Wickremasinghe, Martin. [Second Edition 2015]. Apey Lama Sahithya [Our Children’s Literature]. Sirasa Publishers and Distributors.

Hans Christian Andersen. Andersen’s Fairy Tales. Wilco Publication 2020 Edition.

Aesop’s Fables. Wilco Publication 2020 Edition

[The writer is a retired Consultant Psychiatrist with a background of training in Adult General Psychiatry with accredited training in Child and Adolescent Psychiatry, in the UK. He is an alumnus of Thurstan College, Colombo, and the Faculty of Medicine, University of Peradeniya. Resident in Perth, Western Australia, he is a former Examiner to The Royal Australian and New Zealand College of Psychiatrists, and the recipient of the 2023 Meritorious Award of the RANZCP [WA Branch]]

by Dr. Siri Galhenage ✍️
sirigalhenage@gmail.com



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Features

How Black Civil Rights leaders strengthen democracy in the US

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Jesse Jackson / Barack Obama

On being elected US President in 2008, Barack Obama famously stated: ‘Change has come to America’. Considering the questions continuing to grow out of the status of minority rights in particular in the US, this declaration by the former US President could come to be seen as somewhat premature by some. However, there could be no doubt that the election of Barack Obama to the US presidency proved that democracy in the US is to a considerable degree inclusive and accommodating.

If this were not so, Barack Obama, an Afro-American politician, would never have been elected President of the US. Obama was exceptionally capable, charismatic and eloquent but these qualities alone could not have paved the way for his victory. On careful reflection it could be said that the solid groundwork laid by indefatigable Black Civil Rights activists in the US of the likes of Martin Luther King (Jnr) and Jesse Jackson, who passed away just recently, went a great distance to enable Obama to come to power and that too for two terms. Obama is on record as owning to the profound influence these Civil Rights leaders had on his career.

The fact is that these Civil Rights activists and Obama himself spoke to the hearts and minds of most Americans and convinced them of the need for democratic inclusion in the US. They, in other words, made a convincing case for Black rights. Above all, their struggles were largely peaceful.

Their reasoning resonated well with the thinking sections of the US who saw them as subscribers to the Universal Declaration of Human Rights, for instance, which made a lucid case for mankind’s equal dignity. That is, ‘all human beings are equal in dignity.’

It may be recalled that Martin Luther King (Jnr.) famously declared: ‘I have a dream that one day this nation will rise up, live out the true meaning of its creed….We hold these truths to be self-evident, that all men are created equal.’

Jesse Jackson vied unsuccessfully to be a Democratic Party presidential candidate twice but his energetic campaigns helped to raise public awareness about the injustices and material hardships suffered by the black community in particular. Obama, we now know, worked hard at grass roots level in the run-up to his election. This experience proved invaluable in his efforts to sensitize the public to the harsh realities of the depressed sections of US society.

Cynics are bound to retort on reading the foregoing that all the good work done by the political personalities in question has come to nought in the US; currently administered by Republican hard line President Donald Trump. Needless to say, minority communities are now no longer welcome in the US and migrants are coming to be seen as virtual outcasts who need to be ‘shown the door’ . All this seems to be happening in so short a while since the Democrats were voted out of office at the last presidential election.

However, the last US presidential election was not free of controversy and the lesson is far too easily forgotten that democratic development is a process that needs to be persisted with. In a vital sense it is ‘a journey’ that encounters huge ups and downs. More so why it must be judiciously steered and in the absence of such foresighted managing the democratic process could very well run aground and this misfortune is overtaking the US to a notable extent.

The onus is on the Democratic Party and other sections supportive of democracy to halt the US’ steady slide into authoritarianism and white supremacist rule. They would need to demonstrate the foresight, dexterity and resourcefulness of the Black leaders in focus. In the absence of such dynamic political activism, the steady decline of the US as a major democracy cannot be prevented.

From the foregoing some important foreign policy issues crop-up for the global South in particular. The US’ prowess as the ‘world’s mightiest democracy’ could be called in question at present but none could doubt the flexibility of its governance system. The system’s inclusivity and accommodative nature remains and the possibility could not be ruled out of the system throwing up another leader of the stature of Barack Obama who could to a great extent rally the US public behind him in the direction of democratic development. In the event of the latter happening, the US could come to experience a democratic rejuvenation.

The latter possibilities need to be borne in mind by politicians of the South in particular. The latter have come to inherit a legacy of Non-alignment and this will stand them in good stead; particularly if their countries are bankrupt and helpless, as is Sri Lanka’s lot currently. They cannot afford to take sides rigorously in the foreign relations sphere but Non-alignment should not come to mean for them an unreserved alliance with the major powers of the South, such as China. Nor could they come under the dictates of Russia. For, both these major powers that have been deferentially treated by the South over the decades are essentially authoritarian in nature and a blind tie-up with them would not be in the best interests of the South, going forward.

However, while the South should not ruffle its ties with the big powers of the South it would need to ensure that its ties with the democracies of the West in particular remain intact in a flourishing condition. This is what Non-alignment, correctly understood, advises.

Accordingly, considering the US’ democratic resilience and its intrinsic strengths, the South would do well to be on cordial terms with the US as well. A Black presidency in the US has after all proved that the US is not predestined, so to speak, to be a country for only the jingoistic whites. It could genuinely be an all-inclusive, accommodative democracy and by virtue of these characteristics could be an inspiration for the South.

However, political leaders of the South would need to consider their development options very judiciously. The ‘neo-liberal’ ideology of the West need not necessarily be adopted but central planning and equity could be brought to the forefront of their talks with Western financial institutions. Dexterity in diplomacy would prove vital.

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Grown: Rich remnants from two countries

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Mirissa (Image courtesy Wikivoyage)

Whispers of Lanka

I was born in a hamlet on the western edge of a tiny teacup bay named Mirissa on the South Coast of Sri Lanka. My childhood was very happy and secure. I played with my cousins and friends on the dusty village roads. We had a few toys to play with, so we always improvised our own games. On rainy days, the village roads became small rivulets on which we sailed paper boats. We could walk from someone’s backyard to another, and there were no fences. We had the freedom to explore the surrounding hills, valleys, and streams.

I was good at school and often helped my classmates with their lessons. I passed the General Certificate of Education (Ordinary Level) at the village school and went to Colombo to study for the General Certificate of Education (Advanced Level). However, I did not like Colombo, and every weekend I hurried back to the village. I was not particularly interested in my studies and struggled in specific subjects. But my teachers knew that I was intelligent and encouraged me to study hard.

To my amazement, I passed the Advanced Level, entered the University of Kelaniya, completed an honours degree in Economics, taught for a few months at a central college, became a lecturer at the same university, and later joined the Department of Census and Statistics as a statistician. Then I went to the University of Wales in the UK to study for an MSc.

The interactions with other international students in my study group, along with very positive recommendations from my professors, helped me secure several jobs in the oil-rich Middle Eastern countries, where I earned salaries unimaginable in Sri Lankan terms. During this period, without much thought, I entered a life focused on material possessions, social status, and excessive consumerism.

Life changes

Unfortunately, this comfortable, enjoyable life changed drastically in the mid-1980s because of the political activities of certain groups. Radicalised youths, brainwashed and empowered by the dynamics of vibrant leftist politics, killed political opponents as well as ordinary people who were reluctant to follow their orders. Their violent methods frightened a large section of Sri Lanka’s middle class into reluctantly accepting country-wide closures of schools, factories, businesses, and government offices.

My father’s generation felt a deep obligation to honour the sacrifices they had made to give us everything we had. There was a belief that you made it in life through your education, and that if you had to work hard, you did. Although I had never seriously considered emigration before, our sons’ education was paramount, and we left Sri Lanka.

Although there were regulations on what could be brought in, migrating to Sydney in the 1980s offered a more relaxed airport experience, with simpler security, a strong presence of airline staff, and a more formal atmosphere. As we were relocating permanently, a few weeks before our departure, we had organised a container to transport sentimental belongings from our home. Our flight baggage was minimal, which puzzled the customs officer, but he laughed when he saw another bulky item on a separate trolley. It was a large box containing a bookshelf purchased in Singapore. Upon discovering that a new migrant family was arriving in Australia with a 32-volume Encyclopaedia Britannica set weighing approximately 250 kilograms, he became cheerful, relaxed his jaw, and said, G’day!

Settling in Sydney

We settled in Epping, Sydney, and enrolled our sons in Epping Boys’ High School. Within one week of our arrival from Sri Lanka, we both found jobs: my wife in her usual accounting position in the private sector, and I was taken on by the Civil Aviation Authority (CAA). While working at the CAA, I sat the Australian Graduate Admission Test. I secured a graduate position with the Australian Bureau of Statistics (ABS) in Canberra, ACT.

We bought a house in Florey, close to my office in Belconnen. The roads near the house were eerily quiet. Back in my hometown of Pelawatta, outside Colombo, my life had a distinct soundtrack. I woke up every morning to the radios blasting ‘pirith’ from the nearby houses; the music of the bread delivery van announcing its arrival, an old man was muttering wild curses to someone while setting up his thambili cart near the junction, free-ranging ‘pariah’ dogs were barking at every moving thing and shadows. Even the wildlife was noisy- black crows gathered on the branches of the mango tree in front of the house to perform a mournful dirge in the morning.

Our Australian neighbours gave us good advice and guidance, and we gradually settled in. If one of the complaints about Asians is that they “won’t join in or integrate to the same degree as Australians do,”  this did not apply to us! We never attempted to become Aussies; that was impossible because we didn’t have tanned skin, hazel eyes, or blonde hair, but we did join in the Australian way of life. Having a beer with my next-door neighbour on the weekend and a biannual get-together with the residents of the lane became a routine. Walking or cycling ten kilometres around the Ginninderra Lake with a fit-fanatic of a neighbour was a weekly ritual that I rarely skipped.

Almost every year, early in the New Year, we went to the South Coast. My family and two of our best friends shared a rented house near the beach for a week. There’s not much to do except mix with lots of families with kids, dogs on the beach, lazy days in the sun with a barbecue and a couple of beers in the evening, watching golden sunsets. When you think about Australian summer holidays, that’s all you really need, and that’s all we had!

Caught between two cultures

We tried to hold on to our national tradition of warm hospitality by organising weekend meals with our friends. Enticed by the promise of my wife’s home-cooked feast, our Sri Lankan friends would congregate at our place. Each family would also bring a special dish of food to share. Our house would be crammed with my friends, their spouses and children, the sound of laughter and loud chatter – English mingled with Sinhala – and the aroma of spicy food.

We loved the togetherness, the feeling of never being alone, and the deep sense of belonging within the community. That doesn’t mean I had no regrets in my Australian lifestyle, no matter how trivial they may have seemed. I would have seen migration to another country only as a change of abode and employment, and I would rarely have expected it to bring about far greater changes to my psychological role and identity. In Sri Lanka, I have grown to maturity within a society with rigid demarcation lines between academic, professional, and other groups.

Furthermore, the transplantation from a patriarchal society where family bonds were essential to a culture where individual pursuit of happiness tended to undermine traditional values was a difficult one for me. While I struggled with my changing role, my sons quickly adopted the behaviour and aspirations of their Australian peers. A significant part of our sons’ challenges lay in their being the first generation of Sri Lankan-Australians.

The uniqueness of the responsibilities they discovered while growing up in Australia, and with their parents coming from another country, required them to play a linguistic mediator role, and we, as parents, had to play the cultural mediator role. They were more gregarious and adaptive than we were, and consequently, there was an instant, unrestrained immersion in cultural diversity and plurality.

Technology

They became articulate spokesmen for young Australians growing up in a world where information technology and transactions have become faster, more advanced, and much more widespread. My work in the ABS for nearly twenty years has followed cycles, from data collection, processing, quality assurance, and analysis to mapping, research, and publishing. As the work was mainly computer-based and required assessing and interrogating large datasets, I often had to depend heavily on in-house software developers and mainframe programmers.  Over that time, I have worked in several areas of the ABS, making a valuable contribution and gaining a wide range of experience in national accounting.

I immensely valued the unbiased nature of my work, in which the ABS strived to inform its readers without the influence of public opinion or government decisions. It made me proud to work for an organisation that had a high regard for quality, accuracy, and confidentiality. I’m not exaggerating, but it is one of the world’s best statistical organisations! I rubbed shoulders with the greatest statistical minds. The value of this experience was that it enabled me to secure many assignments in Vanuatu, Fiji, East Timor, Saudi Arabia, and the Solomon Islands through the World Bank and the International Monetary Fund after I left the ABS.

Living in Australia

Studying and living in Australia gave my sons ample opportunities to realise that their success depended not on acquiring material wealth but on building human capital. They discovered that it was the sum total of their skills embodied within them: education, intelligence, creativity, work experience and even the ability to play basketball and cricket competitively. They knew it was what they would be left with if someone stripped away all of their assets. So they did their best to pursue their careers on that path and achieve their life goals. Of course, the healthy Australian economy mattered too. As an economist said, “A strong economy did not transform a valet parking attendant into a professor. Investment in human capital did that.”

Nostalgia

After living in Australia for several decades, do I miss Sri Lanka? Which country deserves my preference, the one where I was born or the one to which I migrated? There is no single answer; it depends on opportunities, prospects, lifestyle, and family. Factors such as the cost of living, healthcare, climate, and culture also play significant roles in shaping this preference. Tradition in a slow-motion place like Sri Lanka is an ethical code based on honouring those who do things the same way you do, and dishonour those who don’t. However, in Australia, one has the freedom to express oneself, to debate openly, to hold unconventional views, to be more immune to peer pressure, and not to have one’s every action scrutinised and discussed.

For many years, I have navigated the challenges of cultural differences, conflicting values, and the constant negotiation of where I truly ‘belong.’ Instead of yearning for a ‘dream home’ where I once lived, I have struggled, and to some extent succeeded, to find a home where I live now. This does not mean I have forgotten or discarded my roots. As one Sri Lankan-Australian senior executive remarked, “I have not restricted myself to the box I came in… I was not the ethnicity, skin colour, or lack thereof, of the typical Australian… but that has been irrelevant to my ability to contribute to the things which are important to me and to the country adopted by me.”  Now, why do I live where I live – in that old house in Florey? I love the freshness of the air, away from the city smog, noisy traffic, and fumes. I enjoy walking in the evening along the tree-lined avenues and footpaths in my suburb, and occasionally I see a kangaroo hopping along the nature strip. I like the abundance of trees and birds singing at my back door. There are many species of birds in the area, but a common link with ours is the melodious warbling of resident magpies. My wife has been feeding them for several years, and we see the new fledglings every year.  At first light and in the evening, they walk up to the back door and sing for their meal. The magpie is an Australian icon, and I think its singing is one of the most melodious sounds in the suburban areas and even more so in the bush.

 by Siri Ipalawatte

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Features

Big scene for models…

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Modelling has turned out to be a big scene here and now there are lots of opportunities for girls and boys to excel as models.

Of course, one can’t step onto the ramp without proper training, and training should be in the hands of those who are aware of what modelling is all about.

Rukmal Senanayake is very much in the news these days and his Model With Ruki – Model Academy & Agency – is responsible for bringing into the limelight, not only upcoming models but also contestants participating in beauty pageants, especially internationally.

On the 29th of January, this year, it was a vibrant scene at the Temple Trees Auditorium, in Colombo, when Rukmal introduced the Grey Goose Road To Future Model Hunt.

Tharaka Gurukanda … in
the scene with Rukmal

This is the second Model Hunt to be held in Sri Lanka; the first was in 2023, at Nelum Pokuna, where over 150 models were able to showcase their skills at one of the largest fashion ramps in Sri Lanka.

The concept was created by Rukmal Senanayake and co-founded by Tharaka Gurukanda.

Future Model Hunt, is the only Southeast Asian fashion show for upcoming models, and designers, to work along and create a career for their future.

The Grey Goose Road To Future Model Hunt, which showcased two segments, brought into the limelight several models, including students of Ruki’s Model Academy & Agency and those who are established as models.

An enthusiastic audience was kept spellbound by the happenings on the ramp.

Doing it differently

Four candidates were also crowned, at this prestigious event, and they will represent Sri Lanka at the respective international pageants.

Those who missed the Grey Goose Road To Future Model Hunt, held last month, can look forward to another exciting Future Model Hunt event, scheduled for the month of May, 2026, where, I’m told, over 150 models will walk the ramp, along with several designers.

It will be held at a prime location in Colombo with an audience count, expected to be over 2000.

Model With Ruki offers training for ramp modelling and beauty pageants and other professional modelling areas.

Their courses cover: Ramp walk techniques, Posture and grooming, Pose and expression, Runway etiquette, and Photo shoots and portfolio building,

They prepare models for local and international fashion events, shoots, and competitions and even send models abroad for various promotional events.

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