The Psychologists, Scientists, Educationists and other experts of modern times and Rishi(s) of ancient times all are of the view that development of the person should start from his childhood because it is difficult to change the nature and character of a person after teenage.

According to child psychology, the family members particularly parents play the most important role in building the character of the child and transform him into a good human being. Joint family system, the presence of elders in the family and conduct and behaviour of elders play the effective role in social and moral development of the children. But today atmosphere of the families somehow has become polluted due to many reasons: one being the disintegration of Joint family system.
Besides this, The environment of primary and pre-primary educational institutions leave a strong imprint on the child's psyche and play a significant role in the inculcation of Human Values specially social, emotional, moral and spiritual values. The conduct & behavior of teachers ( Gurus) influence the conduct & behavior of the child very strongly. The thinkers and psychologists have laid great emphasis on the creation of such environment & atmosphere in the institutions which is conducive for the inculcation of human values and for wholesome development of the child's personality.

The environment & atmosphere of the institution is much more than its physical location and its surroundings. It also includes several other elements like the ambience, social and emotional atmosphere of the institution, the rituals, and conventions and, of course, the programmes conducted at the institution. In true sense the environment of an institution is the sum total of the influences generated by the above and its setting, its rituals, ideals, the guru(s), pupils, in a word, the overall ethos of the institution where high ideals guide the working of the institution and where teachers/ guru(s) work with a sense of dedication, where there is mutual respect, affection and love among all concerned- pupils and guru(s), where children revere the guru and there is intensity in guru-pupil bonding, where children love their institution - in such an environment values are inculcated in the children in a natural way. The Gurukul(s) and Ashrams of the ancient times were examples of such an ideal in practice. The pupils and guru(s) shared a common life in the gurukul(s) and ashrams, situated in natural environment of forests in quest of spiritual perfection and education. A life led in communion with nature provides greater possibilities for moral & spiritual development.

In the modern times it is not possible to establish residential gurukuls in towns and cities. Thus there is a need to create such institutions in each and every corner of the world where environment and atmosphere is nature friendly, holistic and conducive for inculcating moral and spiritual values. The environment and atmosphere of the institution and the personality of the teacher/guru(s) cast a powerful influence on children especially in their spiritual and moral development.

Children have a natural tendency to identify themselves with their parents, other family elders, peers and their teachers/gurus whom they revere. Children adopt them as their personal models for emulation and imitation. The identification with them and hero-worship triggers off the process of imbibing their qualities and initiating them into behaviour, unconsciously, particularly in respect of social and moral perspective & scenario. The conduct and behaviour of the teachers/ guru(s), parents and other family members can influence a child's behaviour much more than anything else because the children imitate the behaviour of their parents, family elders and guru(s) whom they revere.

In the early childhood, Programmes such as Story telling, Songs, Rhymes, Music, Dance, Lullabies, Puppetry, Comics, Cartoon Strips, Movies, Illustrated Stories, Skits and other dramatized presentations with humans, animals, birds and/or other characters are always a favourite with children. The children have a natural fascination for them. By the age of about 5 years, peer influences become very powerful. Identification with the group, its interests, goals, attitudes, values etc. is an important factor. Good peer groups can contribute to the wholesome development of the group members.

At a later childhood stage the role-playing, participation and other such activities can be useful experiences for imbibing human values and positive attitude. However generalization and conceptualization can start in a systematic way. Stories of role models can also be presented as ideals for emulation. Inspirational talks by eminent persons can be quite productive. Good and logical presentations, participations in discussions and debates, self-evaluation etc. lead to better understanding, so do the visits to historical/spiritual/ religious places. They provide proximity with nature and value-rich situations & activities. It is necessary to experience the values-especially aesthetic and spiritual values like compassion, sincerity etc.

To imbibe value, a person must be physically healthy, vitally strong, emotionally pure, intellectually curious, socially duty conscious and spiritually knowledgeable. He should have intellectual potential and keen receptivity. Prayer, yoga, meditation, pranayam and exercise develop physical and mental ability and sharpen memory, intellect and receptive prowess. This will also help in the eradication of negative tendencies and ennobling/ improvement of the self. Thrilling & exciting games, outdoor games which are very useful for social & physical development should be organized.

To retain children's interest and to ensure their involvement in the activities of the institution, it is necessary that programmes and activities in the institution are immensely enjoyable and serve as tools of imbibing human values in their subconscious. The value-rich behaviour can be effectively presented through these programmes and can be followed up with analogous behaviour. Modern technology such as audio-visual presentation also have great potential.

Thus it is need of the hour to set up such institution for integrated harmonious development of children where:

(a) The environment provided to children is joyful, healthy, holistic & nature friendly.
(b) There is a mentor akin to Ancient Guru who is the follower of human values and has the ability to become role model for children and can inspire them.
(c) The children revere the mentor (guru) and there is intensity in guru-shishya bonding.
(d) There is variety in the value rich programmes/activities which children can enjoy. Such programmes/activities be used as tools which may enable children to 'imbibe human values in their subconscious'.
(e) The programme should be according to age group of children and their interest.
(f) There would be yogic, pranic and spiritual programmes to enhance the grasping and retention power of children and to sharpen intellect.

Considering all these aspects, 'Sanskaram' with the assistance of today's educationists, psychologists, scientists, spiritualists, child experts and learned men of different fields has developed & devised a unique methodology by taking the sutra(s) from old scriptures, the process of Sanskar, the methods followed by the Ancient Guru(s) for overall development of children and by blending these with modern technology and scientific & other innovative methods to suit the present social and environmental conditions. In this methodology, there will be No Preaching, No Lecture and No Instructions. The emphasis will be on providing blissful holistic environment and value loaded programmes & activities, rich in entertainment to the children and creating such situation, where children experience the value themselves, so that negative tendencies are eradicated and human values are inculcated in their subconscious, unconsciously and their overall development takes place.