VELALAR VIDYALAYAA SENIOR SECONDARY SCHOOL

MARUTHI NAGAR, THINDAL, ERODE-638012

ALS PROJECT PORTFOLIO

2024-25

CHILDHOOD DREAMS AND REALITY

Done by

N E AJAYPRAVIN

Grade XII - C1
 CERTIFICATE OF COMPLETION

This project titled “CHILDHOOD DREAMS AND REALITY”

a documentation based ALS project has been carried out by
N E AJAYPRAVIN of grade XII-C1 under the guidance and instructions of
Dr. J Samson, PGT - English of Velalar Vidyalayaa Senior Secondary School,
Erode.

Mentor and Guide

Internal Examiner Principal

School Seal
 ACKNOWLEDGEMENT

Gratitude is the deep perception which makes threads flow from one’s
inner heart. I owe my profound sense of gratitude to
Thiru.S.D.Chandrasekar, Secretary ,Velalar Educational Trust, Erode,
Mr.R.NALLAPPAN. Senior Principal and Mrs.V Priyadharshini,
Principal Velalar Vidyalayaa Senior Secondary School, Erode, for
their kind patronage and facilities offered.

I express my whole hearted thanks to the faculty guide Dr. J Samson

who gave his valuable suggestion which helped me in successful
completion of the project.

My vocabulary falls short of right words to express my immense debts

to my parents who were the source of my will power and strength for
my entire endeavour.
S.NO TITLE PAGE
NO
01. Introduction 02

02. Reality of Child Labour and Exploitation 03

03. The Role of Education in Shaping 04

Future Aspiration

04. The Contrast Between Urban and 05

Rural Poverty

05. The Role of Dreams in Providing 06

Hope

06. The Role of Family in Shaping Dreams 07

07. Class Divide and Social Mobility 08

08. Materialism vs Imagination 09

09. The Role of Hope and Resilience in 10

Childhood Dreams

10. Symbolism of Rag-picking 11

11. Conclusion 12

12. Bibliography 13
 ACTION PLAN

I learned many useful things and get to know more about “CHILDHOOD
DREAMS AND REALITY”. I was given to read various articles and Grade 12
“CBSE English Core NCERT BOOK” which helped me in developing my
English reading and understanding skills. Through the process of creating this
documentary, I have come to understand the profound impact of dreams and
reality. I am happy to create this documentary to overcome my limitations and
unlock hidden potential.
 OBJECTIVE

To explore the contrast between childhood dreams and the reality

we face as we grow older. This topic will help examine how early
aspirations shape adult choices, the challenges in achieving
childhood dreams, and how those dreams evolve over time.
Introduction

Childhood is often a time of dreams and aspirations, where the world appears
filled with possibilities. However, for many children, these dreams are quickly
crushed by the harsh realities of socio-economic constraints. In the texts "Lost
Spring" by Anees Jung and "Going Places" by A.R. Barton, we observe two
starkly different portrayals of children grappling with their aspirations. Saheb, the
protagonist in "Lost Spring", faces the grim reality of poverty, while Sophie, in
"Going Places", creates a world of fantasy and dreams, despite the limitations she
faces.

2
Reality of Child Labour and Exploitation (Saheb in "Lost
Spring")

Saheb’s Role as a Rag-Picker:

Saheb is forced into the role of a rag-picker, scavenging through garbage for
scraps to survive. This symbolizes the harsh reality of child labour in
impoverished communities, where children’s dreams are sidelined in favour of
survival.
His daily existence represents the struggles of many children who face
exploitation and loss of childhood due to poverty.
Child Labour and Its Impact on Dreams:
Saheb’s dream of escaping the streets is hindered by the necessity to work instead
of attend school. His aspirations for a better life are stifled by the grinding reality
of poverty.
Saheb’s story emphasizes how children in such situations are often denied
education and opportunities to dream beyond their immediate survival needs.

3
The Role of Education in Shaping Future Aspirations
(Saheb vs. Sophie)
Saheb’s Lack of Access to Education:

Saheb is denied the chance for formal education, which prevents him from
breaking free from the cycle of poverty. Education, which should open doors to
opportunities, is not an option for him due to his socio-economic situation.
Saheb’s lack of schooling highlights how systemic barriers limit educational
opportunities for poor children, hindering their dreams of a better future.
Sophie’s Limited Education and Aspirations:
While Sophie does have access to education, her imaginative dreams are driven by
a desire for something beyond the ordinary, representing a gap between education
and realizing one's personal desires.
Sophie’s case shows that even with access to education, children may still face
limitations due to their social environment and internalized expectations.

4
The Contrast Between Urban and Rural Poverty
(Saheb’s Case)
The Harshness of Urban Slums:

Saheb lives in the urban slums of Delhi, where poverty is pervasive and
opportunities are scarce. The slums symbolize the extreme conditions in which
many children grow up, marked by overcrowded living spaces and a lack of
resources.
The urban setting highlights the contrast between development in cities and the
plight of marginalized children who are often overlooked.
Poverty’s Impact on Identity and Opportunities in Urban Settings:
Saheb’s role as a rag-picker becomes his identity, and his limited opportunities
for growth are a direct consequence of the socio-economic structure. He is
confined to a position in which his aspirations are unlikely to be realized.
The urban setting underscores the harsh realities of poverty that prevent children
from pursuing their dreams.

5
The Role of Dreams in Providing Hope (Sophie in
"Going Places")
Sophie’s Dreams as a Source of Escape:

Sophie’s dreams of a glamorous life offer her an escape from her mundane reality.
While her dreams are unrealistic, they help her cope with the limitations of her
social status, allowing her to imagine a different, better life.
Sophie’s imagination is a form of psychological survival, a way to endure her
present reality and find comfort in her aspirations.
Dreams as Psychological Survival Mechanism:
Sophie’s daydreams allow her to momentarily transcend her daily struggles,
offering a mental refuge from the constraints of her social position.
Her dreams are not just a longing for luxury but also a means to preserve her
mental well-being by imagining a life full of possibilities.

6
The Role of Family in Shaping Dreams (Sophie’s Case)
Sophie’s Relationship with Her Family:

Sophie’s dreams are influenced by her desire to break free from her family’s
modest background. Though her family does not actively support her fantasies,
they don’t discourage her either, reflecting a certain amount of indifference or
resignation.
Sophie’s relationship with her family demonstrates the balance between familial
support and the limitations placed on her by her social standing.
Family Expectations and Societal Roles:
Sophie’s dreams clash with the more realistic expectations of her family, who
likely view her aspirations as impractical. This tension between personal desire
and family expectations reflects the societal roles that children are often expected
to play based on their socio-economic status.
Family dynamics shape Sophie’s understanding of what is achievable, often
curbing her fantasies in favour of practicality.

7
Class Divide and Social Mobility (Saheb vs. Sophie)
The Inescapable Class Divide for Saheb:

Saheb’s poverty dictates his daily life and severely limits his potential. His
aspirations for a better life are overshadowed by the realities of his socio-
economic condition.
Saheb’s experience illustrates the stark class divide and how poverty severely
restricts upward mobility for children born into disadvantaged situations.
Sophie’s Social Constraints and Her Dreams:
Sophie, though not experiencing the same extreme poverty as Saheb, still faces
the constraints of her middle-class background. Her dreams of luxury and fame
are limited by the financial and social reality of her upbringing.
Sophie’s dreams serve as a reflection of how children in any socio-economic class
face some form of limitation in fulfilling their aspirations due to the boundaries
set by society.

8
Materialism vs. Imagination (Sophie vs. Saheb)
Saheb’s Struggle for Basic Needs:

Saheb’s life is consumed by the need to survive. His dreams of a better future are
grounded in the desire for material necessities such as food, shelter, and
education, rather than abstract desires.
Saheb’s dreams are shaped by the brutal necessity of survival, contrasting with the
more fantastical dreams seen in children from more privileged backgrounds.
Sophie’s Desire for a Fantasy Life:
In contrast to Saheb’s material needs, Sophie dreams of a life of glamour, luxury,
and excitement. Her desires are rooted in imagination, far removed from the
immediate necessity of survival.
Sophie’s dreams highlight how children from different socioeconomic
backgrounds aspire to different kinds of futures, with some driven by material
needs and others by fantasies of indulgence.

9
The Role of Hope and Resilience in Childhood Dreams
Saheb’s Silent Hope for a Better Future:

Despite his difficult circumstances, Saheb continues to dream of a better life,

showing his resilience. His hope, while fragile, symbolizes the strength of the
human spirit to dream even when faced with overwhelming challenges.
Saheb’s story speaks to the power of hope in keeping the human spirit alive, even
in the most difficult of situations.
Sophie’s Resilience Through Imagination:
Sophie’s resilience is evident in her ability to escape into her imagination, despite
her limitations. Her daydreams provide her with hope and a sense of agency in a
world that might otherwise feel constricting.
Sophie’s dreams allow her to persist and maintain a sense of possibility, even if
those dreams are unlikely to become reality.

10
Symbolism of the Rag-Picking (Saheb’s Story)
The Rag-Picking as a Symbol of Poverty:

Saheb’s rag-picking represents the harsh realities of child labour and exploitation.
It symbolizes the social disregard for marginalized children, who are forced to
survive by scavenging the remnants left by others.
The rag-picking metaphor underscores how society discards both material goods
and the lives of children born into poverty.

11
Conclusion: The Enduring Struggle Between Childhood
Dreams and Reali
The Resilience of the Human Spirit:

Both Saheb and Sophie, despite their different circumstances, demonstrate the
power of human resilience. While their dreams may not be realized, their ability to
dream in the face of hardship speaks to the enduring strength of the human
spirit.
The stories reflect the tension between dreams and reality, showing that while
socio-economic factors often limit the fulfillment of childhood aspirations, hope
and imagination remain central to a child’s inner world.

12
 BIBLIOGRAPHY

 https://www.quora.com/
 https://ncert.nic.in/textbook

13
THANK
YOU