Implementing ECCE & Foundational Learning Recommendations of NEP ( 2020)

Opportunities & implicationsVenita Kaul

Focal Areas for Implementation of NEP

Curriculum & Pedagogy & Readiness package for Balvatika

Teacher training

Parent Community education

Strengthening Institutional Capacity

Coordination and convergence

Regulatory framework

Research , Documentation and Evaluation

Why are early yearsSignificant?

Evidence from Neuro-Science-Foundational competencies

How do Children learn?

Interest/mean-ing directs experience

Experiencewires brain

Repeat experience strengthen

s wiring

Teacher/peer

interaction enhances Learning

Design Learning Opportunities as above

1. Inclusion of ECCE in Right to Education Act

Advantages:

All states in Sync with 5+ 3+3+4 structure;

Standardizing 6 as age of entry to grade 1:

Reducing underage and over age participation in Aws & schools.

Ensuring age appropriate curriculum & pedagogy

Promoting quality standards and related institutional capacity arrangements

Dedicated budget provision for ECCE

2. Advocacy for School Readiness: the Concept & Dev Appropriate pedagogy.

A ‘’readiness” triangle for promoting learning

Ready

School

/AW

Ready Child Ready family/parents DAP Preschool

curriculum

Informed & engaged parents

Child friendly school with DAP curriculum

3. Develop Developmentally Appropriate Curriculum and Pedagogy with Upward continuity & seamlessness

• Develop a Framework for Care and Early Stimulation of children below 3 years. Focus on interaction, sensory

and physical development and language development.

• Develop an integrated curriculum for Foundation stage ( 3 to 8 years) focus on holistic development of the child with focus on emergent and early literacy and numeracy.

3 to 6

years

6 to 8 years

Birth to 3 years

8 to 11 years Pedagogy play, interaction & activity based;

Informal Assessment

What is Developmentally Appropriate Content & Pedagogy?

Language & Literacy

Cognitive & Early Maths

Creativity &

Aesthetic Appreciati

on

Personal & Socioemoti

onal Developme

nt

Physical & Motor

Development

Balance of group &

individual activities

Story telling ,

Rhymes , Art & Craft

Free & Guided

activities

Activities with

objects & materials

Music & movement

PedagogyContent

3 (A) Develop Framework for Birth to 3 years : Music, Free play & interaction & Care

• First 1000 days most critical for development.

Focus on

Sensory Motor development : infant toys & games.

Language development : Adult and child interaction; stories , songs; lullabyes

Socio emotional dev: Hug, play, laugh & enjoy

Breast feeding & Nutrition supplementation

Growth monitoring

Immunization

Parenting support

Services: parents orientations; Day cares; Family support policies.

Reviving traditional stories /songs/rhymes/ lullabyestoys etc. all with developmental significance.

Responsive care

Health

Early learning

opportunities

Safety & Security

Nutrition

3(B)Develop curriculum framework : for 3 to 8 years

• 6-8 years

• 5-6 years

• 3- 5 years

Personal & Socio emotional

dev & executive functions

Language & Early Literacy

Physical & Motor

dev

Creative & Aesthetic

dev

Cognitive Dev & early

mathematics Opportunities

for Play

Activity

Experience

Interaction

From Emergent to Early learning Competencies

4. Teacher Development & Institutional capacity strengthening for professionalization

Preservice training

In service Recurrent training

On site Mentoring & supervision

Professional dev

opportunities & Careermobility

ECCE Resource

teams state/district

ICDS/Education personnel

BRC/CRC/School

Trained

Informed Parents &

Community

Quality standards & Monitoring

5. Instituting a Regulatory Framework & Accreditation Process : Enforcement cum Enablement Model

Quality Configuration

• Develop Quality standards

• Vertical calibration of standards dev. with grades assigned to share a common quality vision

• Accreditation model based on self assessment

• Quality enhancement provisions & open respources eg training opportunities /resource materials etc accessible to all.

• Whole sector approach not just private pre schools.

Quality Assessment & Monitoring

Quality Promotion

6. Coordination & Convergence : Challenges

Four Models

AW model

AW in School model

Preschool stand alone model

Preschool attached to primary school

ChallengesDual management-DWCD/DOE

Hierarchy in primary school : Teachers vs AWW

Lack of ECCE orientation in primary schools

Preschool-Primary linkage & continuity in Foundational stage with physical distance and dual management

Unregulated & heterogeneous private preschool sector and lack of equity

Lack of holistic provisions eg health & nutrition services in schools/private schools

Infrastructure issues and inequitable access & quality across models.

7. Research, Documentation & Evaluation

ResearchLongitudinal research to generate

understanding/evidence of impact on learning process and outcomes.

Action research to compare and identify cost effective and high quality strategies and processes for ensuring optimal learning outcomes.

Sample surveys of ‘school readiness’ to assess all three components-family/parental awareness and engagement; schools ready for children; children ready for school.

Multidisciplinary research to understand challenges of multiple contexts and multiple childhoods and uniform expected learning outcomes.

Evaluation Impact evaluations of investments,

interventions/provisions.

Rapid assessments to address the Feedback loop and make mid course corrections.

Multisectoral studies to assess efficiency and effectiveness of interventions across sectors

Documentation

Process based documentation studies to facilitate replication and scaling up of innovations.

Qualitative case studies of good practices to identify learnings of “what works” .

Thank you