[Feature Request]: Document Retrieval control

[Jayaprakash8887]

Is your feature request related to a problem? Please describe.

As mentioned in the PGVector documentation, nearest documents are fetched for a given query. However, fetched documents may not contain the intended documents where the necessary information may exist, if these documents are not the nearest.

Describe the solution you'd like

1. Provide a configuration to fetch X nearest documents from Vector DB along with "scores"
2. Provide a function and configuration for performing score based filtering of the fetched X documents. Ex: Filter for documents with score above 0.7 where 0.7 means higher matching percentage. (works reverse in Milvus).
3. Provide a configuration to fetch TOP Y documents from the top score filtered list of documents in above step.

Suggesting this as we have faced the issue of not being able to get the intended document from the VectorDB. We followed above approach to increase accuracy of intended documents fetching.

Note: langchain-ai/langchain#13437

Additional context

No response

[sameersegal]

Thanks @Jayaprakash8887. I read through the thread on LangChain that you have linked. I also looked at LangChain's documentation. We have hybrid search enabled like shown in this example below -- relevant source code of the retriever service

vectorstore.similarity_search("bird", k=10, filter={"location": {"$ne": "pond"}})

Here is a reference to the indexer code

I looked at LangChain's source code as well for indexing and retrieving.

We are at the moment using LangChain defaults. I am unclear what exactly you want to change as per your point 1 -- Provide a configuration to fetch X nearest documents from Vector DB along with "scores"

Regarding point 2 Provide a function and configuration for performing score based filtering of the fetched X documents. Ex: Filter for documents with score above 0.7 , you should filter the retrieved chunks in the FSM code.

Regarding point 3 Provide a configuration to fetch TOP Y documents, we allow you to specify the value for K

[Jayaprakash8887]

Explaining a use-case using MarqoDB as Vector store as I am yet to try document retrieval using PGVector.

When I am asking a query "How can I make my child aware of good touch and bad touch", Marqo is fetching me nearest documents containing information about "touch".

When the limit (top_k_docs) is 5, you can see from the output below that the document which actually speaks about good/safe touch and bad/unsafe touch does not get retrieved at all.

When the limit (top_k_docs) is 20, the document which actually speaks about good/safe touch and bad/unsafe touch gets retrieved though might not be the top similarity score matching document.
{ "metadata": "{\"page_label\": \"29\", \"file_name\": \"Course 02 Shifting Towards Competency Based Education.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/Course 02 Shifting Towards Competency Based Education.pdf\", \"file_type\": \"application/pdf\"}", "text": "well as emotional and psychological distress. Children also need to be informed \nabout good touch and bad touch so that they can report any and raise alarm if \nthey are being abused by anyone.\nGoal 2: Children Become Effective Communicators 4.4\nBy the time the three-year olds come into a preschool in monolingual cultures, \nthey have typically already begun to communicate their needs, likes and dislikes \norally in their home language, which is also the school language. The experiences \nprovided during the foundational years are required to build on all these early \nexperiences and exposure and further children’s communication skills so that \nthey can orally share their thoughts and feelings or describe their experiences \nmore effectively. It also ensures that children are able to receive and share \ninformation and develop higher order skills—critical and creative thinking. \nThey gradually learn to read and write with comprehension in that language.", "_id": "a8675f43-9a3c-44d1-bdea-c248ede5b1b4", "_score": 0.7817204 }

At present, Retriever code is performing top_k_docs fetch using similarity But not retrieving the score of these documents. If the score can also be retrieved, then, as you mentioned I can implement filtering of documents based on similarity score be done in FSM file.

============================================================================================

Payload 1:
{ "q": "How can I make my child aware of good touch and bad touch?", "searchableAttributes": ["text"], "limit": 5, "offset": 0, "showHighlights": false, "searchMethod": "TENSOR" }

Output of Payload 1:
{ "hits": [ { "metadata": "{\"page_label\": \"101\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "5 – 6 years • Give the children more than three touch cards or objects of different textures at a time and ask them to arrange these in order from rough to smooth.\n• Let children sit in a circle, one child can be asked to place the known objects or familiar objects like pencil, eraser, duster, etc. behind some of the children. Each child has to find out without looking back if there is something behind him/her. If there is something he/she has to identify and name the object merely by feeling it.\nOther competencies \naddressedLanguage skills, socialisation, sensorial perception, understands \noral instructions, converses fluently, explores and plays with variety of objects, works collaboratively, recognises different emotions, shows cooperative behaviour.", "_id": "adac6125-327e-4331-8565-1bf4252550e2", "_score": 0.80645347 }, { "metadata": "{\"page_label\": \"210\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "UNMUKH — Trainers’ Handbook for Balvatika 210Activity 2\nfollow The inSTRuCTionS\nAge group How to conduct the activity?\n3 – 4 years Give tasks with two simple instructions. For example, pat your \nhead and snap your fingers and let the children follow. Encourage the children to listen and follow the instructions.\n4 – 5 years Give tasks with multiple instructions and let the children comprehend and follow the instructions. For example, touch your toes, jump like a rabbit and count till 5. Make the activity interesting for the children.\n5–6 years Similarly, give tasks with multiple instructions to the children without repeating and see if the children follow and complete the task. For example, laugh, name any one colour, touch your nose and kick the ball. Ask children to help their peers by giving clear instructions.", "_id": "e624e231-c0ef-4dd9-bcf8-ceab84387954", "_score": 0.8058618 }, { "metadata": "{\"page_label\": \"266\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "• Let the children observe if all of them are able to remember and follow the rules framed and help the child who forgets the appropriate action. \n5 – 6 years • Play ‘Do as I say’. Ask the children to listen carefully and do the actions. You can do different actions, e.g., touch nose but say ‘touch your ears’. \n• Children have to hold their ears but looking at you they may hold their nose. \n• Discuss with the children and write the rules on the chart paper, draw visuals, put them on display boards and ensure that they are followed.\nVariation Make a chart for appropriate norms and help the children follow the rules, and give a star if the rules are followed as framed. Give a chart for home also, for, example ‘switch off lights and fans when not in use’. \nOther competencies addressedLanguage development, cognitive development, socialisation.", "_id": "14a4b75c-2753-4859-ad6f-ef1ff2f51a50", "_score": 0.8042679 }, { "metadata": "{\"page_label\": \"34\", \"file_name\": \"NISHTHA_ECCE_ENG_Course05_Booklet.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NISHTHA_ECCE_ENG_Course05_Booklet.pdf\", \"file_type\": \"application/pdf\"}", "text": "A40\nNISHTHA (ECCE) 0 (ECCE)\n40\nzebra crossing so you can show those signage to children. When you are going to \nthe grocery store, buying vegetables or groceries you can involve the child in the \nnumber of things that you want. in paying the cash taking the money back. So, \nwhen in day to day life when you start engaging children then they learn the best. \nTeacher: So one more thing I would like to add is when you talk to the child, \nthe child feels part of the conversation. So, it’s really important that you have \nmeaningful conversations with the child and involve them into day to day things \nthat you do and tell them about it. For example if you are cooking something you \ncan involve the child and tell him what you are doing you are putting salt in, water \nin or whatever.\nRohan’s Aunty: That sounds interesting. I think that’s doable and that should be \ndone. I think that’s right.\nExpert: So exactly when you engage a child then he is learning many more things.", "_id": "2d837fa7-d6be-4908-81eb-0fe1972ae1f3", "_score": 0.8020594 }, { "metadata": "{\"page_label\": \"13\", \"file_name\": \"Course 05 Understanding Vidya Pravesh_ and _Balvatika.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/Course 05 Understanding Vidya Pravesh_ and _Balvatika.pdf\", \"file_type\": \"application/pdf\"}", "text": "at the top, grouping and sorting objects/ blocks/toys, etc. All these experiences \nhelp in the development of senses in children. Sensorial perceptions naturally \ndominate a child’s mind in the early years. Thus, further learning should be \nbased on their natural learning abilities by providing opportunities that are \nappropriate for their development. They should be allowed to explore and \nmanipulate objects in the environment like touch and feel, listen to the sounds", "_id": "e8e60ac5-8721-49fa-a0a5-3dd58b18ec32", "_score": 0.80165094 } ], "query": "How can I make my child aware of good touch and bad touch?", "limit": 5, "offset": 0, "processingTimeMs": 279 }

=====================================================

Payload 2:
{ "q": "How can I make my child aware of good touch and bad touch?", "searchableAttributes": ["text"], "limit": 20, "offset": 0, "showHighlights": false, "searchMethod": "TENSOR" }

Output of Payload 2:
{ "hits": [ { "metadata": "{\"page_label\": \"101\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "5 – 6 years • Give the children more than three touch cards or objects of different textures at a time and ask them to arrange these in order from rough to smooth.\n• Let children sit in a circle, one child can be asked to place the known objects or familiar objects like pencil, eraser, duster, etc. behind some of the children. Each child has to find out without looking back if there is something behind him/her. If there is something he/she has to identify and name the object merely by feeling it.\nOther competencies \naddressedLanguage skills, socialisation, sensorial perception, understands \noral instructions, converses fluently, explores and plays with variety of objects, works collaboratively, recognises different emotions, shows cooperative behaviour.", "_id": "adac6125-327e-4331-8565-1bf4252550e2", "_score": 0.80645347 }, { "metadata": "{\"page_label\": \"210\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "UNMUKH — Trainers’ Handbook for Balvatika 210Activity 2\nfollow The inSTRuCTionS\nAge group How to conduct the activity?\n3 – 4 years Give tasks with two simple instructions. For example, pat your \nhead and snap your fingers and let the children follow. Encourage the children to listen and follow the instructions.\n4 – 5 years Give tasks with multiple instructions and let the children comprehend and follow the instructions. For example, touch your toes, jump like a rabbit and count till 5. Make the activity interesting for the children.\n5–6 years Similarly, give tasks with multiple instructions to the children without repeating and see if the children follow and complete the task. For example, laugh, name any one colour, touch your nose and kick the ball. Ask children to help their peers by giving clear instructions.", "_id": "e624e231-c0ef-4dd9-bcf8-ceab84387954", "_score": 0.8058618 }, { "metadata": "{\"page_label\": \"266\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "• Let the children observe if all of them are able to remember and follow the rules framed and help the child who forgets the appropriate action. \n5 – 6 years • Play ‘Do as I say’. Ask the children to listen carefully and do the actions. You can do different actions, e.g., touch nose but say ‘touch your ears’. \n• Children have to hold their ears but looking at you they may hold their nose. \n• Discuss with the children and write the rules on the chart paper, draw visuals, put them on display boards and ensure that they are followed.\nVariation Make a chart for appropriate norms and help the children follow the rules, and give a star if the rules are followed as framed. Give a chart for home also, for, example ‘switch off lights and fans when not in use’. \nOther competencies addressedLanguage development, cognitive development, socialisation.", "_id": "14a4b75c-2753-4859-ad6f-ef1ff2f51a50", "_score": 0.8042679 }, { "metadata": "{\"page_label\": \"34\", \"file_name\": \"NISHTHA_ECCE_ENG_Course05_Booklet.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NISHTHA_ECCE_ENG_Course05_Booklet.pdf\", \"file_type\": \"application/pdf\"}", "text": "A40\nNISHTHA (ECCE) 0 (ECCE)\n40\nzebra crossing so you can show those signage to children. When you are going to \nthe grocery store, buying vegetables or groceries you can involve the child in the \nnumber of things that you want. in paying the cash taking the money back. So, \nwhen in day to day life when you start engaging children then they learn the best. \nTeacher: So one more thing I would like to add is when you talk to the child, \nthe child feels part of the conversation. So, it’s really important that you have \nmeaningful conversations with the child and involve them into day to day things \nthat you do and tell them about it. For example if you are cooking something you \ncan involve the child and tell him what you are doing you are putting salt in, water \nin or whatever.\nRohan’s Aunty: That sounds interesting. I think that’s doable and that should be \ndone. I think that’s right.\nExpert: So exactly when you engage a child then he is learning many more things.", "_id": "2d837fa7-d6be-4908-81eb-0fe1972ae1f3", "_score": 0.8020594 }, { "metadata": "{\"page_label\": \"13\", \"file_name\": \"Course 05 Understanding Vidya Pravesh_ and _Balvatika.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/Course 05 Understanding Vidya Pravesh_ and _Balvatika.pdf\", \"file_type\": \"application/pdf\"}", "text": "at the top, grouping and sorting objects/ blocks/toys, etc. All these experiences \nhelp in the development of senses in children. Sensorial perceptions naturally \ndominate a child’s mind in the early years. Thus, further learning should be \nbased on their natural learning abilities by providing opportunities that are \nappropriate for their development. They should be allowed to explore and \nmanipulate objects in the environment like touch and feel, listen to the sounds", "_id": "e8e60ac5-8721-49fa-a0a5-3dd58b18ec32", "_score": 0.80165094 }, { "metadata": "{\"page_label\": \"51\", \"file_name\": \"toy_based_pedagogy.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/toy_based_pedagogy.pdf\", \"file_type\": \"application/pdf\"}", "text": "50\nS.No. Area Competencies/Skills Name of the Toy Toy Image Suggestive Activities/Ideas for using low-\ncost toys5. Cogni-\ntive & Language Develop-ment/Skill•\tDevelops \nconcepts of colour, shape and size.\n•\tDevelops eye-hand coordination.\n•\tDevelops Sensory skills, Observation. and Emergent Literacy skills. Washable \nsqueeze bathing Toys and Picture BooksFloating toys. \n•\tLet the child explore and play with \nbathing toys. \n•\tTalk about the toys while bathing the child and matching bathing a fun. \n•\tLet the child sprinkle and pour water.\n•\tName the parts of the body of the child while bathing, feeding or dressing him/her. For example, when you are looking at the child say, ‘I see two big eyes’, look at the child’s eyes and move closer to them. Similarly say ‘I see a nose’, touch the child’s nose. Then ask, ‘where is your nose?’ Induce him/her to respond. Do the same with the eyes, hands, ears, chin, arms, legs, feet, mouth, chest etc. Play a game ‘touch your head’, now.", "_id": "c4e69102-32bb-449c-aee0-97dac5579c48", "_score": 0.7871467 }, { "metadata": "{\"page_label\": \"29\", \"file_name\": \"Course 02 Shifting Towards Competency Based Education.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/Course 02 Shifting Towards Competency Based Education.pdf\", \"file_type\": \"application/pdf\"}", "text": "29\nNISHTHA (FLN)washing techniques. They should also be taught to cover their mouths when \nthey cough and sneeze, appropriate toilet habits and about taking care of their \nbody, bathing, combing, cutting their nails, and about oral and dental hygiene. \nAlong with personal hygiene, environmental sanitation is also very important, \nchildren need to be told the importance of keeping their classrooms, homes and \nsurroundings clean.\nIt is important to create a warm, friendly, nurturing environment in early \nchildhood settings where children feel safe and relaxed. They need to learn to \nconnect with their peers and develop a healthy view of themselves and the world \naround them. It is also important to ensure by staff, parents and teachers to \neliminate risk conditions or threats that may cause accidents, bodily injury as \nwell as emotional and psychological distress. Children also need to be informed \nabout good touch and bad touch so that they can report any and raise alarm if \nthey are being abused by anyone.", "_id": "494036e2-4462-461a-b92c-fd19e05f503f", "_score": 0.7834325 }, { "metadata": "{\"page_label\": \"33\", \"file_name\": \"JP Manual.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/JP Manual.pdf\", \"file_type\": \"application/pdf\"}", "text": "3313. Feely Bag\nNumber -Five smooth solid shapes— sphere, cube, \npyramid, cylindrical and oval (2 identical sets)\nType of Activity -Can be done individually or in a group.\nObjectives -• To sharpen sense of touch\n• To develop the concept of shapes\n• To identify and match different shapes\n• To increase observation skill\n• To relate different shapes with immediate \nenvironment\nMethod of Use -• This material is meant to sharpen sense of \ntouch in young children.\n• Keep both sets of solid shapes in the feely \nbag.\n• Demonstrate the activity.\n• Show the children the feely bag and the \nobjects.\n• Put your hand into the feely bag and \nchoose one shape/object to feel.\n• Take out that object/shape. Feel it again.\n• Place the shape on the side of the table/\nfloor.\n• Put your hand again inside the feely bag, \nfind out the similar object by feeling and \nbring out to match.\n• Now ask the child to do the same and try \non their own. (Remind the child to feel the \nobject.)\n• Let each child do it one by one.", "_id": "318058a0-757a-47a4-925e-ae8067eb0d35", "_score": 0.7825711 }, { "metadata": "{\"page_label\": \"128\", \"file_name\": \"NCF FS.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NCF FS.pdf\", \"file_type\": \"application/pdf\"}", "text": "from across the room. \n The way Teachers use their body invites or rejects close relationships and familiarity. A child \n will find Teachers more approachable if they are seated low, with arms available, rather than \n standing, with arms folded. \n Making full use of the senses can soften the impact of words. A firm grip on the hand of a \n child who is hitting out, or a gentle touch on the shoulder, tells children the adult is there to \n protect them from themselves and others. Eye contact is essential. Teachers learn to", "_id": "267ee5f2-3278-4cef-9626-674f5291dade", "_score": 0.78173256 }, { "metadata": "{\"page_label\": \"29\", \"file_name\": \"Course 02 Shifting Towards Competency Based Education.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/Course 02 Shifting Towards Competency Based Education.pdf\", \"file_type\": \"application/pdf\"}", "text": "well as emotional and psychological distress. Children also need to be informed \nabout good touch and bad touch so that they can report any and raise alarm if \nthey are being abused by anyone.\nGoal 2: Children Become Effective Communicators 4.4\nBy the time the three-year olds come into a preschool in monolingual cultures, \nthey have typically already begun to communicate their needs, likes and dislikes \norally in their home language, which is also the school language. The experiences \nprovided during the foundational years are required to build on all these early \nexperiences and exposure and further children’s communication skills so that \nthey can orally share their thoughts and feelings or describe their experiences \nmore effectively. It also ensures that children are able to receive and share \ninformation and develop higher order skills—critical and creative thinking. \nThey gradually learn to read and write with comprehension in that language.", "_id": "a8675f43-9a3c-44d1-bdea-c248ede5b1b4", "_score": 0.7817204 }, { "metadata": "{\"page_label\": \"51\", \"file_name\": \"toy_based_pedagogy.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/toy_based_pedagogy.pdf\", \"file_type\": \"application/pdf\"}", "text": "•\t'touch your feet' and so on. At first touch your own hands and feet as you give the instruction and then gradually encourage the child to respond. \n•\tTalk to the child frequently and ask questions about his/her needs, his toys, his likes or on the story you have just narrated or while you are still narrating it.", "_id": "746f31b3-3fed-4c47-9135-82896f504004", "_score": 0.78006554 }, { "metadata": "{\"page_label\": \"205\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "Other competencies addressedAttention, concentration, differentiates sounds and sound patterns, recognises different emotions, interacts comfortably, creates simple songs, knows and uses words effectively, develops phonological awareness, develops a fit and flexible body, interacts with other children and adults.\nWhat can be observed?\n• Observe for children’s tactile sensory skills, observation skills, \nmemory skills, skill of reproducing sound and words orally.\n• See if the children are able to respond through body gestures.\nGoal 9 Final.indd 205Goal 9 Final.indd 205 10 May 2023 11:52:3310 May 2023 11:52:33", "_id": "8de05c44-276b-4a3d-acfd-4dd691087b36", "_score": 0.77609897 }, { "metadata": "{\"page_label\": \"100\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "C–2.5: Sense of Touch\nActivity:\nsense of touCh\nMaterial required Touch cards, different textured natural materials, stationery items like papers, pencils, cloth bags for touch activities\nAge group How to conduct the activity?\n3 – 4 years • Give children the opportunity to handle and freely manipulate different objects in the environment. Encourage them to compare objects by feeling their surfaces, and to use the words ‘hard’ and ‘soft’ or ‘rough’ and ‘smooth’ appropriately.\n• Give children an assortment of easily available objects, for example, leaves, twigs, cotton wool, tree bark, wood, mud, sand, pebbles, etc., and let them handle and sort out these in terms of hard and soft or rough and smooth.\nGoal 2.indd 100Goal 2.indd 100 24 Apr 2023 16:41:1424 Apr 2023 16:41:14", "_id": "f96b2c5f-76ff-4900-b302-c441febdbc96", "_score": 0.7709032 }, { "metadata": "{\"page_label\": \"233\", \"file_name\": \"NCF FS.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NCF FS.pdf\", \"file_type\": \"application/pdf\"}", "text": "233\nNational Curriculum Framework for Foundational Stage\nC-2.5: Learning Outcomes \nTable 11\nA B C D E\n| | | | |\nC-2.5: Develops discrimination in the sense of touch\n Ages 3 - 8 \n1\n|• Differentiates \nhard and soft, hot \nand cold, rough \nand smooth \nsurfaces• Compares two \nobjects based on \nhard and soft, hot \nand cold, rough and \nsmooth• Seriates 3-5 objects based \non hard and soft, hot and \ncold, rough and smooth with \nright vocabulary (smoothest, \nsmooth, hard, harder, \nhardest)• Extends the comparison \nof textures to finer \nvariations like fluffy, \nfurry, woven, prickly, \npitted, etc. \nC-2.6: Learning Outcomes\nTable 12\nA B C D E\n| | | | |\nC-2.6: Begins integrating sensorial perceptions to get a holistic awareness of experiences\n Ages 3 - 8 \n1\n|• Blows \nbreath with \nforce• Bows light \nobjects (e.g., \npaper)• Breathes in and \nout rhythmically• Breathes out slowly \nover a longer period of \ntime than breathing in• Does ‘anulom-\nvilom’ \nbreathing\n2\n|• Sits or lies still \nfor a short", "_id": "fc4f447a-b559-4b4a-82f9-0e6711c36565", "_score": 0.7681166 }, { "metadata": "{\"page_label\": \"64\", \"file_name\": \"vidyapravesh.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/vidyapravesh.pdf\", \"file_type\": \"application/pdf\"}", "text": "64\nVidya PraVesh — T hree-mon Th Play-based school PreParaTion...\nProcedure Take the children on a nature walk and ask them to observe \nand point out objects that have pleasant and unpleasant smell.\nActivity 8 Touch and Tell \nCompetencies Sense of touch, environmental awareness\nMaterial Required Various small objects (pencil, comb, toys), fruits and vegetables (apple, orange, potato, onion, cucumber, bitter karela, etc.), and paper bags.\nProcedure In a big bag, put some things that are familiar to the children, and are distinctly different in form and texture. You may use things like a pencil, an orange, an onion or a potato, a comb, toys (balls, blocks, stuffed toys), etc., and encourage children to guess the content by putting their hand into the bag and feeling the item. Make sure every child gets a chance. Later, make the children cover their hands using socks or gloves and repeat the activity. Discuss, if they were able to identify the objects correctly and how.\nActivity 9 Touch Board", "_id": "ca72594e-b06d-4980-973e-9373b8b02ae7", "_score": 0.76731944 }, { "metadata": "{\"page_label\": \"230\", \"file_name\": \"NCF FS.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NCF FS.pdf\", \"file_type\": \"application/pdf\"}", "text": "230\nNational Curriculum Framework for Foundational StageC-1.6: Learning Outcomes\nTable 6\nA B C D E\n| | | | |\nC-1.6: Understands unsafe situations and asks for help \n Ages 3 - 8 \n1\n|• Differentiates \nbetween \nfamiliar and \nstrange adults• Communicates \ndiscomfort with \ntrusted adults \nwhen asked\n• Does not accept \ntoys, chocolates, \nmoney, or other \nthings from \nstrangers • Understands the \ndifference between safe \nand unsafe touch\n• Maintains distance from \nstrangers\n• Communicates \ndiscomfort with trusted \nadults on their own• Uses some \nlanguage to \nseek adult \nand peer \nhelp• Reports any bad \ntouch/behaviour \nnoticed, \nmaintains \nappropriate \ndistance\n2\n|• Seeks help from adults \nwhen there is an injury \n(e.g., scraped knee, \nburns, electrical shock)\n• Identifies people in the \ncommunity who would \nbe of help in an \nemergency – doctor, \nfire-fighter, etc• Understands and uses basic safety \nprotocols (e.g., washing with cold \nwater after a burn)\nCG-2: Children develop sharpness in sensorial perceptions", "_id": "359a3fcb-d90e-41e7-85ae-8872e6031f1d", "_score": 0.7640219 }, { "metadata": "{\"page_label\": \"15\", \"file_name\": \"unmukh-teacher-handbook.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/unmukh-teacher-handbook.pdf\", \"file_type\": \"application/pdf\"}", "text": "Who is the Learner ?\nLearning begins in the mother’s womb, well before birth itself. \nThe child is known to be rich in potential and capable of \nconstructing one’s own learning. By the time children are three \nyears old, they start developing control over bodily movements; \nthey can walk, talk, eat on their own, and can also pick small \nthings. They start exploring their immediate environment. They \nstart socialising with other children and adults, imitate and make use of language and actions to communicate their needs, \nlikes and dislikes. They begin to demonstrate greater autonomy \nand capacity to bear separation anxiety.\nBy the age of four, children begin to demonstrate higher level \nof maturity and readiness for play-based learning experiences and opportunities for all-round development, within a protective \nand secure environment. They are extremely curious and eager \nto learn, and can even learn more than one language easily in oral form, if immersed in a language environment.", "_id": "be76f54b-c767-47ba-b15a-87910d2dba4c", "_score": 0.7633525 }, { "metadata": "{\"page_label\": \"198\", \"file_name\": \"NCF FS.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NCF FS.pdf\", \"file_type\": \"application/pdf\"}", "text": "day.\nSelf-Help Brush his teeth on his own\nEat food on his own \nIndicate toilet needs using \nwords and gesturesBreak down each activity into simple steps and \ntake him through each step. \nUse a mirror to show him how he is doing it. \nUse pictures to help him point to what he is \ndoing. \nUse beginning sounds for each activity, e.g., ‘su’ \nfor toilet needs, ‘eee’ for brushing, ‘um’ for \neating.", "_id": "d58477fe-923b-4c36-b06f-b70d5ab313e0", "_score": 0.7631461 }, { "metadata": "{\"page_label\": \"33\", \"file_name\": \"JP Manual.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/JP Manual.pdf\", \"file_type\": \"application/pdf\"}", "text": "find out the similar object by feeling and \nbring out to match.\n• Now ask the child to do the same and try \non their own. (Remind the child to feel the \nobject.)\n• Let each child do it one by one.\n• After doing it with solid shapes, the teacher \nmay also use different objects. Let each \nchild take turn by touching, feeling and \nguessing objects in the feely bag.\nVariations -(i) Keep adding and changing the objects in \nthe feely bag to maintain the children’s \ninterest.\nJaadui Pitara A User’s Manual.indd 33 7/1/2023 12:44:40 PM", "_id": "a966a8b7-ecd2-4cee-bdc2-c4bd5f2dbc4d", "_score": 0.7631378 }, { "metadata": "{\"page_label\": \"29\", \"file_name\": \"NISHTHA_ECCE_ENG_Course06_Booklet.pdf\", \"file_path\": \"/home/jayaprakash/D/BOT/DJP/teacher-activity-pdfs/NISHTHA_ECCE_ENG_Course06_Booklet.pdf\", \"file_type\": \"application/pdf\"}", "text": "NISHTHA (ECCE)\n35Activity 4: Try Yourself 3.3\nList the activities that are often conducted in a preschool/ anganwadi centre. \nDiscuss with your colleagues the strategies to make these activities accessible for \n‘All’, based on the principles of Universal Design of Learning.\nCommunicating Concerns to Parents and Families 3.4\nAll parents dream and wish for a happy and healthy child. It is a shock for parents \nto know that something is not right with their child.\nSuggestions for ECCE Functionaries for Seeking Parental Support\n ᨻEffective communication builds on mutual understanding and trust, so \nestablish trust and confidence with the parents.\n ᨻListen to the parents’ concerns.\n ᨻBe gentle and positive, but clear in your communications.\n ᨻShare the positives about child’s development, learning and behaviour before \ninforming about the ‘red flags’.\n ᨻShow hope and not despair.\n ᨻKeep in mind the family’s cultural and social backgrounds.", "_id": "3ad0c410-47f4-4bc1-87a7-c076ff78287e", "_score": 0.7630595 } ], "query": "How can I make my child aware of good touch and bad touch?", "limit": 20, "offset": 0, "processingTimeMs": 523 }

[Lekhanrao]

@KaranrajM, As discussed now, please could you work on this.

[Lekhanrao]

@KaranrajM to work on this. Or Arun/Karan to work internally and check if new joiners can take this up.

[Lekhanrao]

@KaranrajM and @DevvStrange , any update on this please?

[Lekhanrao]

@KaranrajM and @DevvStrange , any update on this please?