Guidelines For Preschool

Guidelines for Preschool Education
13204
ISBN 978-93-5292-308-3
Learning Indicators and
Learning Outcome
pp.182
Code — 13115
ISBN — 978-93-5007-303-2
India – Unity in Cultural Diversity Veergaatha

` 195.00/pp.204 ` 100.00/pp.140
Code — 18150 Code — 18139
ISBN — 978-93-5292-059-7 ISBN —978-93-5007-765-8
For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of
the regional centres given on the copyright page.
Cover 2 and 3.indd All Pages 08-11-2019 09:26:25

Guidelines for
Preschool Education
0_Prelims.indd 1 28-Aug-20 3:57:27 PM

ISBN 978-93-5292-308-3
ALL RIGHTS RESERVED
First Edition
 No part of this publication may be reproduced, stored in a
January 2020 Pausha 1941 retrieval system or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the publisher.
 This book is sold subject to the condition that it shall not, by
PD 2T BS way of trade, be lent, re-sold, hired out or otherwise disposed
of without the publisher’s consent, in any form of binding or
cover other than that in which it is published.
© National Council of  The correct price of this publication is the price printed on
this page, Any revised price indicated by a rubber stamp or
Educational Research and by a sticker or by any other means is incorrect and should
Training, 2020 be unacceptable.
OFFICES OF THE PUBLICATION

Division, NCERT
NCERT Campus
Sri Aurobindo Marg
New Delhi 110 016 Phone : 011-26562708
108, 100 Feet Road
Hosdakere Halli Extension
Banashankari III Stage
Bengaluru 560 085 Phone : 080-26725740
Navjivan Trust Building
P.O.Navjivan
Ahmedabad 380 014 Phone : 079-27541446
` 70.00
CWC Campus
Opp. Dhankal Bus Stop
Panihati
Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
Publication Team
Head, Publication : Anup Kumar Rajput
Division
Chief Editor : Shveta Uppal
Chief Production : Arun Chitkara
Printed on 80 GSM paper Officer
Published at the Publication Division Chief Business : Vipin Dewan
by the Secretary, National Council Manager (Incharge)
of Educational Research and
Bijnan Sutar
Editor :
Training, Sri Aurobindo Marg,
New Delhi 110 016 and printed at Production Assistant : Rajesh Pippal
Gita Offset Printers (P.) Ltd., C-90
Cover and Layout
& C-86, Okhla Industrial Area,
Phase-I, New Delhi - 110 020 DTP Cell, DEE

Foreword
Quality early year experiences are crucial for the growth and development
of children. Research shows positive impact of quality early learning
experiences on school adjustments and learning levels of children in later
schooling. During the early years, the child’s brain develops at its fastest
pace, social and personal habits are formed quickly, and the foundation is
laid for the child’s subsequent all round development in life.
For enhancing the learning levels of students at the elementary education
stage, it is essential that all children are provided preschool experiences
of good quality. Providing quality preschool education is one of the goals
covered under the 2030 Agenda for Sustainable Development. It is vital
to invest in these early years by ensuring an emotionally supportive and
stimulating play-based environment for every child, which is not only the
right of each child but also a way to provide sound foundation for their life.
It is in this context that NCERT has come out with two documents —
Guidelines for Preschool Education and The Preschool Curriculum to help
the teachers, administrators, policy planners and other stakeholders
in providing quality preschool education. The guidelines provide the
parameters for infrastructure, qualifications and salary of preschool staff,
admission process, records and registers to be maintained, monitoring
and supervision, and importance of coordination and convergence with
community and parents.
The curriculum has been designed for three years of preschool before
Class I, which highlights goals, key concepts or skills, pedagogical
processes and early learning outcomes for Preschool I, II and III. It also
suggests ways of planning a preschool programme, classroom organisation
and management, assessment, and building partnership with parents
and community.
The documents are result of collective efforts of subject experts, teachers
and teacher educators. It is suggestive and can be adopted and adapted
by the States, UTs and other stakeholders as per need. The Department
of Elementary Education shouldered the responsibility of developing both
the documents. The efforts put in by the department are appreciated.
The documents were shared with the SCERTs, State Education
Departments and other stakeholders. Their views and suggestions on
both the documents were invited. We are thankful to all those who gave
their suggestions. We welcome comments and suggestions to bring further
improvement in the quality and usability of this document.
Hrushikesh Senapaty
Director
New Delhi National Council of Educational
October, 2019 Research and Training

About the Guidelines
The present document is designed for three years of preschool education
before Class I for children between the ages of 3–6 years in a progressive
manner. The document highlights the parameters for infrastructure, staff
and different procedures which need to be followed in delivering quality
preschool programme.
The document is divided into eight chapters

Chapter 1: Discusses the definition, vision, aim and objectives of
preschool education and also highlights the importance of
linkages with primary classes.
Chapter 2: Highlights the essential as well as desirable infrastructure
required for running a quality preschool programme like
location, play and activity areas, indoor space, facilities
for Information and Communication Technology, facilities
for staff, drinking water and washing hands, toilet facility,
sleeping or rest facility, transport facility, storage space and
barrier-free environment.
Chapter 3: Discusses the required preschool staff, their qualifications
and salary structure, availability of pre-service training,
in-service training and professional development, leadership
development for preschool teacher and helper and the roles
and responsibilities of preschool staff.
Chapter 4: Highlights the admission process in preschool i.e., the age of
admission and the admission procedure.
Chapter 5: Discusses the preschool curriculum — its guiding principles,
the duration of preschool programme, the key concepts,
pedagogical processes and early learning outcomes, the
medium of instruction, assessment, parent involvement and
use of technology in preschools.
Chapter 6: Discusses the safety, health, hygiene and nutrition. It
discusses the safety precautions to be taken for indoor and
outdoor area, identification cards, pick-up and drop-off
facility, handling emergencies, child abuse and rights.
Chapter 7: Focuses on records and registers which need to be maintained
in preschools like admission record, progress record,
visitor’s record, teacher’s diary, feedback record, attendance
register of students and teachers, accounts register, stock
register, etc.
Chapter 8: Elaborates the need for coordination and convergence
between different departments and agencies for training and
capacity building and monitoring and supervision of the
programme and its functionaries.

This document provides a comprehensive picture of quality preschool
programme. We hope the present Preschool Guidelines will help the
teachers to create an enabling environment in the classroom where they
can help children play, learn and be happy. It is hoped that the guidelines
will guide the teachers and support them in planning and executing the
developmentally appropriate preschool programme.
Suniti Sanwal
Member Coordinator
viii

Development Team
Advisor
Hrushikesh Senapaty, Director, NCERT, New Delhi
Members
Amita Tandon, Advisor and Consultant, ECCE
Asha Singh, Retd. Professor, Lady Irwin College, New Delhi
G.C. Upadhyaya, Retd. Associate Professor, NCERT, New Delhi
Padma Yadav, Professor, DEE, NCERT, New Delhi
Reetu Chandra, Assistant Professor, DEE, NCERT, New Delhi
Rekha Sharma Sen, Professor, IGNOU, New Delhi
Romila Soni, Assistant Professor, DEE, NCERT, New Delhi
Venita Kaul, Professor Emeritus, Ambedkar University, New Delhi
Member Coordinator
Suniti Sanwal, Professor and Head, DEE, NCERT, New Delhi

Acknowledgements
The Council gratefully acknowledges the hardwork of Aqsa Choudhary,
Vandita Choudhary and Vasudha Sharma, Junior Project Fellow,
Department of Elementary Education, NCERT, New Delhi. We also deeply
express our gratitude to Chanchal Rani, Himanshu Malik and Sapna
Vishwas, Typists, DEE, NCERT, New Delhi. Thanks are also due to Arun
Verma, Kishore Singhal, Nitin Tanwar, and Jitendra Prasad, DTP Operators
(contractual) of the Department for cover design and copy editing.
The NCERT acknowledges the efforts of Surender Kumar (DTP Operator,
NCERT), Ilma Nasir, Editorial Assistant (contractual) for copy editing
and Chanchal Chauhan, Proofreader (contractual) for proofreading and
Mohammad Atir, DTP Operator (contractual), and Inderjeet Jairath,
Sr. Proofreader, Retired, Publication Division, NCERT, New Delhi.

Contents
Foreword v
About the Guidelines vii
Chapter 1: Introduction
1.1 Whom is this Document For? 2
1.2 Definition of Preschool Education 2
1.3 Vision of Preschool Education 2
1.4 Aims of Preschool Education 2
1.5 Objectives of Preschool Education 2
1.6 Existing Models of Preschools 3
1.7 Developing Linkages with Primary Grades 3
Chapter 2: Physical Infrastructure

2.1 Location 4
2.2 Play and Activity Areas (Outdoor and Indoor Space) 4
2.3 Facilities for Information and Communication Technology (ICT) 6
2.4 Facilities for the Staff 7
2.5 Facility for Drinking Water and Washing Hands 7
2.6 Toilet Facility 7
2.7 Sleeping or Rest Facility 7
2.8 Transport Facility 7
2.9 Storage Space 7
2.10 Barrier-free Environment 7
Chapter 3: The Preschool Staff

3.1 Suggested Staff, Qualification and Salary Structure 8
3.2 The Preschool Teacher 9
3.3 Roles and Responsibilities of Preschool Staff 11
Chapter 4: Admission Process

4.1 Age for Admission 15
4.2 Admission Procedure 15
Chapter 5: Preschool Curriculum

5.1 Duration of Preschool Programme 16
5.2 Curriculum: Key Concepts, Pedagogical Processes and Early 17
Learning Outcomes

5.3 Medium of Instruction in Preschools 18
5.4 Assessment 18
5.5 Parent Involvement 19
5.6 Technology in Preschools 19
Chapter 6: Safety, Health, Hygiene and Nutrition

6.1 Safety Precautions 20
6.2 Health, Hygiene and Nutrition 23
Chapter 7: Records, Registers and Preschool Calendar

7.1 Records 24
7.2 Registers 25
7.3 Preschool Calendar 26
Chapter 8: Coordination and Convergence

8.1 Administrative 27
8.2 Training and Capacity-building 28
8.3 Monitoring and Supervision 28
References 29
Annexure I — List of Suggestive Play Materials and Equipment 30
Annexure II — Sample for Maintaining Emergency Contact Details 32
xiv

Acronyms
AWTC Anganwadi Training Centres
BRC Block Resource Centre
CCTV Closed Circuit Television
CDPO Child Development Project Officer
CRC Cluster Resource Centre
CWD Children With Disability
DEO District Education Officer
D.El.Ed. Diploma in Elementary Education
DIET District Institute of Education and Training
DPSE Diploma in Preschool Education
ECD Early Childhood Development
ECE Early Childhood Education
ECCE Early Childhood Care and Education
GCERT Gujarat Council of Educational Research and Training
ICDS Integrated Child Development Services
ICT Information and Communication Technology
IGNOU Indira Gandhi National Open University
MHRD Ministry of Human Resource Development
MLTC Middle Level Training Centre
MWCD Ministry of Women and Child Development
NCERT National Council of Educational Research and Training
NCTE National Council for Teacher Education
NERIE North Eastern Regional Institute of Education
NIOS National Institute of Open Schooling
NIPCCD National Institute of Public Cooperation and Child Development
NGO Non Governmental Organisation
NSQF National Skills Qualification Framework
PTM Parent Teacher Meeting

POCSO Protection of Children from Sexual Offences
RPL Recognition of Prior Learning
RTE Right to Education
SCERT State Council of Educational Research and Training

SIE State Institute of Education
SMC School Management Committee
TLM Teaching-learning Material
UT Union Territories
xvi

Chapter
1 Introduction
The first eight years of a child’s life are express, learn and build their confidence in
formative years, which are recognised as such an atmosphere. Moreover, it promotes
critical time for brain growth and development. equity, improves school attendance, offers
Recent neuroscience researches confirm the a high pay-off in human capital, and also
importance of early years in a child’s life. benefits communities and societies at large.
It shows that within the span of the early Therefore, it is crucial to invest in these
childhood years, there are certain ‘critical early years through ensuring an enabling
periods’ for the development of significant environment for every child, which is not
cognitive, linguistic, social and psychomotor only their right but also a way to ensure a
competencies, which are known to sound foundation for life. This can be done
contribute to success in later life. This stage by ensuring better provisions for quality
is also important as a foundation for the preschool for young children.
inculcation of social values and personal The Government of India has made
habits. At this stage, children are curious and many efforts to ensure preschool education
enchanted about the people and the world provisions to improve its quality in terms
around them — its colours, shapes, sounds, of providing health and care facilities,
sizes and forms. This ability to connect with infrastructure, curriculum, teacher
others and to share feelings with them lays a training, and enhancing teaching-learning
special basis for learning. Children’s ability process (National Education Policy, 1986;
to experience the world gets richer and National Curriculum Framework, 2005;
more differentiated over the years. In the National ECCE Policy, 2013; National ECCE
exploration of their environment, children Curriculum Framework, 2013 and Quality
are involved in observation, questioning, Standards for ECCE, 2013). According
discussion, prediction, analysis, exploration, to the recent surveys, the accessibility
investigation and experimentation. In this to the provisions for 3 to 8 years old
process, they construct, modify and develop children, i.e., preschool and early primary
broad based concepts and ideas. Children education (Class I and II) has increased
need to be given ample opportunities to in the country. With the implementation
observe, explore and investigate so that of the Right to Education Act, 2009 all
they can develop an understanding of their children are now expected to come into
immediate and wider environment. school at the age of 6 years. The research
Young children learn best in an indicates that a very large number of
emotionally supportive and enabling children come into primary school with
environment where responsive teachers inadequate school preparedness, and they
help to develop safe and secure relationship tend to continue with low learning levels
with children. Children feel free to explore, and higher probability of dropping out in
1_Chapter 1-3.indd 1 03-Dec-19 4:58:22 PM

the early primary classes. There is also nursery schools, preschools, preparatory
a lack of national level standard pattern schools, kindergartens, montessori
of preschool programme that is flexible schools and pre-primary sections located
enough to be contextualised and adapted in government and private schools.
by the implementers.
There is a need for children to be 1.3 Vision of Preschool Education
provided with developmentally appropriate Preschool education envisions promoting
early learning opportunities at preschool access to universal, equitable, joyful,
which, in turn, helps to promote their inclusive and contextualised learning
opportunities for ensuring holistic
school readiness and ensure a smooth and
development of all children between 3–6
seamless transition into formal learning.
years of age. These can be ensured by
In this context, a need was felt to develop
involving parents and teachers in providing
guidelines for effective implementation of a
an emotionally supportive, culturally
quality preschool programme.
rooted, child-oriented, and stimulating
learning environment. It aims at maximising
1.1 Whom is this Document For?
individual potential by creating strong
This document is meant for teachers,
foundation for lifelong learning through play
teacher-educators, planners, researchers, and developmentally appropriate practices.
administrators and preschool owners It also intends to develop healthy attitude,
of both public and private sector. These good values, skills of critical thinking,
guidelines inform about required physical collaboration, communication, creativity,
infrastructure, teacher-pupil ratio, staff technology literacy, and socio-emotional
qualifications, salary and their roles development and ensures smooth transition
and responsibilities. It highlights the from preschool to primary school, thus,
admission process, safety, health, hygiene enabling children for a productive and
and nutrition, as well as maintains records satisfying life in future.
and registers. It gives an overview of the
curriculum and focuses on the need for 1.4 Aims of Preschool Education
coordination and convergence. The overarching aims of preschool
education are:
• This document envisages three years of ●● providing strong foundations for all
preschool education before Class I. round development and life-long
• The age of entry into the preschool is learning.
recommended on completion of three ●● preparing the child for school.
years. The states may fix the age as per
their prescribed age of entry to Class I. 1.5 Objectives of Preschool Education
• This guideline does not address children ●● To ensure a child-friendly environment
below three years.
where each child is valued, and
• It addresses the educational needs of respected, feels safe, and secure and
children between 3–6 years.
develops a positive self-concept.
●● To enable a sound foundation for good
1.2 Definition of Preschool Education health, well-being, nutrition, healthy
Preschool education is the education habits and hygiene.
imparted to children in 3–6 years age group. ●● To enable children become effective
It is the first stage of organised education. communicators and foster both
Preschool education is also known as receptive and expressive language.
pre-primary education. It is provided in ●● To help children become involved
any of the settings such as anganwadis, learners, think critically, be creative,
2 Guidelines for Preschool Education

collaborative, communicative and ●● Locating the preschools in the same
connect with their immediate campus or in close proximity to the
environment. primary schools.
●● To enable a smooth transition of children ●● The physical set-up of Class I and II
from preschool to primary school. should be planned in the same manner
●● To work as partners with parents as in preschools having activity corners,
and community to enable each child print-rich environment and display of
flourish. children’s work.
●● Seating arrangement should be such
1.6 Existing Models of Preschools which allows children to interact and
There are various kinds of programmes share experiences, develop problem-
available for children in the country. The solving skills, coping skills, follow rules
existing models include anganwadies, and gain a sense of social and emotional
private preschools (stand alone), well-being.
government and private schools having ●● Making use of similar pedagogical
preschool sections and anganwadies processes in teaching and learning
located in government primary schools. as well as maintaining familiarity
Existing Recommendations for Convergence
Stand alone anganwadies run under ICDS Programme

Stronger convergence
and linkage (curriculum,
Stand alone preschools run by private,
Non Governmental Organisations (NGOs), pedagogy, sharing of
catering to children between (3 to 6 years) physical resources,
conducting joint
Co-located anganwadies in primary schools
activities) between
preschool and primary
Government or private schools having
school for smooth
pre-primary sections attached with
primary schools transition.
Fig.1.1: Existing models of preschools
1.7 Developing Linkages with in the physical and socio-emotional

Primary Grades environment of the school (in terms
Preschools and early primary grades of infrastructure, resources, teacher-
child interaction, etc.).
constitute the foundational stage for
●● The teachers of preschool and primary
education, for school and for life. Children
school should have continuous
between 3–8 years age group show
interaction for sharing the activities
developmental continuities. Therefore, being conducted and level of children’s
there is a need to have upward linkages progress through their portfolio.
in curriculum, pedagogy and the learning ●● There is a need to share resources and
outcomes. Therefore, three areas of linkage to conduct joint activities like annual
have been identified — settings, systems day, sports day, celebration of ECCE
and individuals. Such linkage can be day, festivals, bal mela, tree plantation
ensured by: day with the primary grades, etc.
Introduction 3

Chapter
2 Physical Infrastructure
Preschool is essentially a play and activity resources which can be used as

based programme for which adequate educative material.
infrastructure including indoor and
outdoor space is a prerequisite. Adequate 2.2 Play and Activity Areas (Outdoor
infrastructure would imply not only and Indoor Space)
sufficient space for free movement but also
appropriate in terms of safety, sanitation, Outdoor space
light, ventilation and transportation. Given Essential
below are the essential as well as desirable ●● Outdoor play area must be large enough,
physical infrastructure for running a i.e., minimum 300/450 (15×20/30)
quality preschool programme. square metres per 25 children in the
preschool to play and run around safely.
2.1 Location ●● The playground and materials should be
Essential adapted for Children With Disabilities
The building in which the preschool is (CWDs).
located should be at a site that is:
●● easily accessible to the children. Desirable
●● away from heavy traffic, ponds, wells, ●● A sand pit may be created under some
ditches, nallahs, heaps of garbage, shaded and fenced place like under
cattle shed or animal shelter, slush, a tree.
stagnant water and uncovered drains. ●● A water play area can be created or a
●● surrounded with a boundary wall or a water tub can be used in both indoor as
fence with a gate to mark the safe area. well as outdoor areas.
Desirable
●● The preschool may be located on the
ground floor.
●● There may be a direct approach to road for
easy transport and delivery of supplies.
●● The preschool may preferably be in the
same premises of the primary school or
it should be close to or adjacent to a
primary school.
●● The immediate surroundings of the
preschool may have plenty of natural

●● There must be a provision of electricity
for light fittings, fans and other
electrical equipment.
●● There should be regular provision and
supply of stationery, such as, crayons,
variety of papers, sketch pens, coloured
chalks, etc.
Activity areas should be created in the
classrooms. If there is constraint of space,
these can be designed on a rotational or
temporary basis as per the theme and
Indoor space needs of the children. Care should be
Essential taken to design activity areas so that they
●● The standard floor area of a preschool are visible from every part of the room,
classroom should be of minimum 35 this will enable a teacher to observe all the
(5×7) square metres to accommodate children. The following are the suggestive
a maximum of 25 children. It should activity areas which should be equipped
be well ventilated and well lit. It should with adequate material for children:
have proper roofing, windows, doors ●● Book area: This area should have a
and flooring with provision of mats variety of age appropriate children’s
wherever necessary. magazines, information books, picture
●● The size of chairs and tables should be books, story books, large books, local
suitable for preschool children. folk-tales, thematic books, comics,
●● Stackable child-friendly furniture that slates, chalks, etc.
can be easily moved according to the ●● Doll’s area and dramatic play area:
play activities should be used to ensure The materials to be kept here can
flexible classroom organisation. be various kinds of dolls, doll-sized
furniture and clothes, doll-sized
cooking utensils (pots, dishes, spoons,
etc.), pretend food (vegetables or fruits
made of clay), dress-up clothes (scarf,
cap, stole, jacket, small sari, long pieces
of cloth, etc.), combs, mirrors, walking
sticks, old spectacles, non-functional
telephones or cameras, a briefcase and
a lunch box, etc.
●● There should be provision for a

blackboard according to the height of
the children.
●● A durry or carpet should be provided for
circle time and large group activities.
●● Low open shelves or open big baskets
to store the play and learning material
must be provided. These may be labeled
with pictures and print to enhance
print awareness in young children.
Physical Infrastructure 5

●● Discovery area: It should be equipped
with materials like magnifying glasses,
shells, plants, seeds, magnets, iron
objects, weighing scales and weights,
measuring tapes or any other locally
available materials.
●● Block building area: This area should
have variety of blocks of different
colours, shapes and sizes, such as,
hollow blocks, interlocking blocks,
foam blocks, wooden blocks, etc.
●● Manipulative: This area should have
manipulative materials, such as,
puzzles, matching cards, lacing cards,
seeds, seriated shapes, inset boards,
●● Music and movement area: The music
shells, material for sorting, strings area may be equipped with daphli,
and beads, small toys, such as, cars, bells, bowls, flutes, tambourines,
trucks, animals, toy figures, take apart string instruments, rattles, utensils of
toys, number rods, abacus, and other different types or metals, local musical
objects from the environment, such instruments, music system and a
as, leaves, stones, pebbles, twigs, variety of DVDs of songs, poems and
flowers, etc. rhymes. This area may have material
such as ribbons or scarves for the
children to use as props to promote
creative movement.
Desirable
●● There should be a library in each
preschool having appropriate resource
material and educational audio-visual
aids for teachers and children.
Note: For details of safety measures in indoor and
outdoor areas, refer to Chapter 6.
2.3 Facilities for Information and

Communication Technology (ICT)
Desirable
●● Television, music system, LCD projector
●● Art area: The materials in this area with screen, computer, smart board or
should have different types of papers interactive white boards, digital camera,
(lined, unlined), crayons, pencils, DVDs or CDs, etc., can be used in the
preschool programme.
washable markers, slates, coloured
●● ICT can be used to provide combined
chalks, pieces of fabric, paints, brushes,
experiences to preschool and early
tape, play dough or clay, rolling pins, primary grade children, e.g., screening of
boards, stencils, old newspapers, story, music and dance experience, etc.
magazines, ice-cream sticks and other ●● Teachers may use available e-resources
locally available materials. like interactive websites, educational

apps, educational video sites, digital arrangements should be made for
storytelling and e-books. taking a nap or rest for all children.
●● Teachers may also join online ●● Provision for clean mattress with a
organisations where they can gather sheet should be made.
and organise the most commonly
used websites for the education of 2.8 Transport Facility
preschoolers on computer desktops The States and UTs must develop their
and mobile phones. own guidelines for providing safe transport
facilities to children as per their need.
2.4 Facilities for the Staff
●● A separate area or room must be 2.9 Storage Space
provided for the preschool staff to keep Essential
their personal belongings (teacher
Storage space (both for teacher and
diary, anecdotal records, etc.) to plan
children) should be provided for storing
and discuss activities, do administrative
materials like paper, crayons, sketch
work and hold meeting with parents.
pens, charts, teaching aids, folders and
●● Tables, chairs, benches and small
portfolios, etc.
almirahs should be available in
the room. Desirable
●● A toilet for the staff should also be Each child should be provided a low shelf,
provided separately. locker, or cubbyhole for personal use.
These may be at children’s height i.e.,
2.5 Facility for Drinking Water and within easy reach of the child.
Washing Hands
●● Facility for safe drinking water and
washing hands should be provided.
●● In case water purifiers are being used
in the preschool, it should be serviced
regularly and refilled.
●● Provision should be made for washing
glasses and tumblers after use.
2.6 Toilet Facility

●● There should be child-friendly toilets,
separate for boys and girls and for
children with disabilities.
●● Toilets should be safe, functional and
have regular water supply. 2.10 Barrier-free Environment
●● Soap for washing hands and a clean To include Children With Disabilities, the
towel should be made available. following facilities must be ensured:
●● Bathroom fixtures and sinks should be ●● The classroom layout should facilitate
according to the height of children. free movement for all children in
●● There should be an arrangement for the class.
regular cleaning of the toilets. ●● Ramp should be built with handrails.
●● Play equipment and materials,
2.7 Sleeping or Rest Facility furniture and other facilities in all the
●● If the duration of the preschool is more activity areas.
than four hours in order to coincide ●● Toilets with appropriate accessories
with the timings of the primary schools, and modifications.
Physical Infrastructure 7

Chapter
3 The Preschool Staff
A preschool should have dedicated staff, They should be carefully selected on the
who can collaborate to create a cohesive and basis of their experience, education, and
joyful learning environment for children dedication to the preschool education.
in preschool centres. The preschool staff, The qualification of each staff member,
especially teachers provide opportunity to their role in the learning of children and
children for holistic development inside proper functioning of preschool centres,
and outside the classroom. Apart from ideal teacher-children ratio, their salary
the teachers, administrators and helpers structure, recruitment and service
are equally important for the successful conditions, as well as their professional
functioning of preschool programme. development, is discussed below:
3.1 Suggested Staff, Qualification and Salary Structure

Qualification and Salary Essential Staff Desirable Staff
Administrator Supervisor or Incharge

• As per government norms
(Principal/Headmaster of where there are more than
• Salary as per norms the Primary School) four sections for preschool
programme. The senior
• Class XII pass with Teacher most teacher should be
two years Diploma in One for 20 children with a designated as incharge of
Preschool Education helper for 3–4 years old. the preschool programme
recognised by NCTE
One teacher for 25 children
• Salary as per norms for with a helper for 4–6
primary school teacher years old. Assistant Teacher
Where there are more
Helper than 25 children in a
• Class X pass, minimum One for 20–25 children class, an assistant teacher
18 years of age, must is recommended
up to 3–6 years old.
have induction training
in preschool education
Security Guard
Parent Volunteers
Local craftsmen, artisans
• Salary as per State Support Staff
willing to work with children;
norms for semi-skilled Cook, accounts person,
persons art and craft instructors,
peon and gardener
music instructors
Note: Police verification should be done for all the preschool staff.

3.2 The Preschool Teacher professionally trained teachers for this
Preschool years are very crucial for the stage of education.
holistic development of children between Pre-service training
the age of 3–6 years and for laying the The National Council for Teacher Education
foundation for lifelong learning. A child (NCTE), which is a statutory body for
at this stage particularly needs a teacher regulation of quality of Pre-service Teacher
who is qualified and well trained, with Education, has prescribed minimum
a passion for teaching young children, qualifications for Preschool Teachers —
enjoys interacting and playing with them, Class XII pass with a two year Diploma
encourages questions and promotes in Preschool Education. States should
sharing. The preschool teacher is promote access to this Teacher Education
therefore, required to plan developmentally Programme by instituting it in SCERT or
appropriate high quality preschool District Institute of Education and Training
education programmes, by designing (DIET) and training faculty while also
and providing a suitable classroom encouraging private institutions, as and
environment, child-friendly materials, when required to expand the availability of
age-appropriate play activities and guide professionally trained teachers.
children’s learning through meaningful
In-service training and professional
interactions and scaffolding. She should development
demonstrate necessary sensitivity and In-service training and other professional
understanding towards young children’s development opportunities need to be
developmental needs as also diversity designed and provided for the preschool
of childhood experiences knowledge teachers as these provide space for
and skills. Accordingly, she should plan teachers to share, make networks, and
opportunities and experiences for them remain updated in the field. Professional
that are contextually relevant and would development should be an ongoing process,
contribute to their optimal development. which will prepare teachers to develop and
It is, therefore, imperative that the expand upon their skills and knowledge.
preschool teachers have suitable academic For untrained teachers and anganwadi
qualifications, are professionally trained, workers already in service, opportunities
periodically mentored and supported and may be provided for upgrading the
incentivised with a salary at par with that qualifications of existing staff by providing
of primary teachers and have a suitable vertical skill development programmes
career trajectory. under National Skills Qualifications
Since preschool education is an Framework (NSQF) with a provision
unregulated sector, with ICDS and private for Recognition of Prior Learning (RPL)
schools being the major providers, there is and credit accumulation and provision
likely to be a large number of untrained of flexibility with multi-entry and multi-
teachers or anganwadi workers transacting exit options leading up to the desired
preschool education in the system. With certification. These programmes could
preschool education being considered an be offered through face-to-face mode
integral part of school education now, it is or distance and blended modes. Salary
important for the States to create a cadre structure may be adapted to accommodate
of preschool teachers similar to primary this flexibility.
teachers and expand preservice and In-service (ongoing) education and
in-service teacher development facilities, training can be conducted ‘on the job’ or
across the states to ensure availability of can be provided by an external source, such
The Preschool Staff 9

as training institutes or colleges. It can be important role in supporting professional
provided through workshops, conferences, development. Staff quality is maintained by
subject training, field-based consultation leadership that motivates and encourages
training, supervised practices and most working as a team, information sharing
importantly through on-site mentoring. and professional staff development.
Institutions including universities, Therefore, it is very important to orient
SCERTs and DIETS, should be supported all the key functionaries involved in the
and encouraged to provide specialised programme about the importance of
training programmes in preschool early years, the importance of play and
education which may be in the mode of: activity based pedagogy and their role in
(i) contact programmes, (ii) through open ensuring quality.
and distance mode, or (iii) blended mode There are certain interim measures
(mix of contact and distance mode). It is taken by the various States or UTs and
suggested that the training programmes organisations for professional development
should have the component of supervised of the preschool staff. Some of these
internship in a preschool or anganwadi. measures are given as exemplars.
Exemplar Interim Measures

S. No. Name of the Organisation Programme Detail
1. NERIE, Shillong, NCERT Three months Certificate Course in ECE
2. Government of Sikkim Include three months component of ECCE in D.El.Ed.
Course
3. SCERT, Nagaland Conduct two years Diploma in Preschool Education
(DPSE) approved by the NCTE
4. GCERT, Gujarat Two months Online Certificate Course for Preschool
Education
5. SIE, Puducherry Conduct ECCE Courses as per NIOS. After the course,
the students get LDC scale and become permanent
teacher.
6. IGNOU One year Diploma in Early Childhood Care and
Education (ECCE) through distance mode
7. NIOS One year vocational course in ECCE
8. Azim Premji Foundation In-service Capacity Development of Anganwadi Teachers:
It includes in-service teacher training of Anganwadi
workers and engagement with them to enable them to
transform Anganwadi centres into learning centres for
holistic development of children.
9. Mobile Creches Comprehensive teacher training programme for ECD
including all components of child care, i.e., health,
nutrition, safety and education.
Leadership development and orientation Helper

programme for key functionaries The preschool teacher needs a helper to
Leadership of managerial staff like District transact the programme effectively. Since,
Education Officers (DEOs), Headmaster the helper is regularly interacting with
or Headmistress of Primary Schools, young children, she also requires skills
Child Development Project Officers and knowledge about the basics of child
(CDPOs), Supervisors and others play an development, engage with young children,

maintain hygiene and cleanliness of preschool curriculum, she should also be
children as well as the classroom, help in able to conduct some of the activities with
serving food and help teacher in different children, as and when the need arises.
activities. It is important that she is well Provision for career upgradation should
trained for her roles and responsibilities. also be provided for the helpers after
The helper should assist the teacher in taking into account their qualification and
the day-to-day implementation of the experience in the field.
3.3 Roles and Responsibilities of Preschool Staff
Administrative
Head of the Supervisor or Teacher Assistant Teacher Helper
Preschool Incharge
• Manage day-to- • Conduct routine • Assist the • Supervising the
day operations inspection of Headmasters work of a helper.
of the preschool centre’s facilities Headmistress • Supporting
education for health, or Supervisor in teacher in
programme. nutrition, purchasing of planning and
• Coordinate safety, fire and materials. implementing
with co-located occupancy • Training the age-appropriate
anganwadi compliance and Assistant activities.
workers, take necessary Teacher to
supervisors corrective transact the
and other action. curriculum in
functionaries for • Supervise her absence.
convergence. the preschool • Training helper
• Supervise the programme to support in the
implementation along with implementation
of ECCE regular teaching of preschool
preschool or without programme.
programme. regular teaching
responsibilities.
• Organise • Conduct • Supporting

meetings with periodic supervisor and
the staff and observations head of the
maintain record to evaluate job preschool.
of the meetings performance • Supervising the
whenever of assigned work of a helper.
required. staff, maintain
• Supervise appropriate
and guide all documentation,
teachers and and meet
other staff timelines.
members. • Conduct regular
staff meetings
for group.
Programme and Curriculum Implementation
• Coordinate • Provide • Become familiar • Prepare teaching- • Escort the
and support guidance, with the early learning children
for effective hand-holding learning materials. from the time
curriculum and technical outcomes and of arrival,
transaction. assistance to developmental departure,

• Supervise and other staff goals and • Conduct between
participate in (i.e., assistant accordingly plan and assist in activities (for
the conduct of teachers). activities. organising example to
training and • Plan, organise • Prepare monthly small group outdoor areas
orientation and oversee or weekly lesson activities as and toilet).
programmes, implementation plans and daily guided by • Preparation of
workshops of a curriculum schedules to the preschool food under the
and other that is age and ensure holistic teacher. supervision
professional developmentally development • Assist the of the teacher
development appropriate. of all children preschool teacher and assistant
activities for keeping in mind during structured teacher.
• Ensure
teachers. diversity and large group
completion • Assist the
of growth special needs activities such teacher during
monitoring, of children. as circle time, field trips and
health screening • Maintaining whole group nature walk.
of all children student portfolio. storytelling, etc.
and proper • Identify • Become familiar
maintenance developmental with the early
of records. delays, plan learning
• Ensure that and implement outcomes and
balanced snacks specific activities developmental
and meals are with the support goals and
provided to of special accordingly plan
children. educator. activities.
• Ensure • Plan and arrange • Assist the teacher
children’s safety field trips or in developing
and well-being nature walks lesson plans.
at all times. according to the • Assist the
need. preschool teacher
• Plan balanced in planning
snacks and and developing
meals. activity areas,
display boards
• Ensure
and physical set-
children’s safety
up of the room.
and well-being at
all times. • Assist the teacher
during field trips
• Observe and
and nature walk.
assess children’s
behaviour and • Identify
performance and individual child’s
make notes. strengths and
needs, reporting
• Communicate
to the preschool
observations
teacher and
to children’s
helping the
parents at
teacher in
regular intervals.
assessment.
• Plan lessons that
allow for child
initiated

and teacher- • Maintaining
initiated student portfolio.
activities. • Engaging with
• Taking remedial children in the
measures absence of the
for children teacher.
absenteeism, if
required.
Support of Parents, Community and Other Stakeholders

• Coordinate • Act as a • Work with the • Assisting the • Interacting with
with teachers one point preschool team preschool teacher parents when
for supporting contact for the to strengthen the for maintaining they come to
children with preschool and programme and communication school.
special needs. a link between parental support with the
parents, activities. parents and
community, • Develop a community and
teachers and relationship making home
headmaster or with parents, visit whenever
headmistress. community and necessary.
• Coordinate for involve them as
administrative partners in their
queries such child’s education.
as attendance, • Communicate
admission, and share
transport, information of
parent teacher interest with
meetings, parents and
fees, etc. community
• Plan and regularly during
organise parent teacher
orientation for meetings.
the parents on • Deliver
the philosophy, informational
policies and sessions and
pedagogical workshops
processes of for parents.
the preschool
• Observe and
education and
assess children’s
ensure their
performance and
participation.
provide feedback
• Collect on children’s
suggestions and progress in
feedback from a sensitive
the parents. manner.

Classroom Duties
• Guidance on • Plan and help • Maintain a safe, • Maintain a safe • Maintain
21st century in designing comfortable comfortable cleanliness
skills and the classroom and emotionally and emotionally of the class
techniques and learning supportive supportive intermittently.
to be used environment of environment by environment by • Maintain
in improving the preschool. using positive using positive hygiene of
preschool • Monitor average and encouraging and encouraging the children —
programme daily attendance words. words. toileting, hand
such as critical for each child on • Prepare • Escort and play washing, etc.
thinking, a weekly basis. teaching-learning with children • Help the teacher
collaboration, materials for all during outdoor
• Ensure variety in preparing
working in children. play and ensure
of materials class for
teams, self- their safety.
and resources • Observe and activities such
regulation, etc.
for children to interact with • Interact with as setting up
observe, explore children in children in materials for the
and manipulate activity areas. activity areas. activities.
in activity areas. • Ensure • Take • Preparation of
transaction of responsibility for room for rest
daily schedule as daily routines time, music and
per plan (not to of children movement.
be rigid). like arrival, • Handling
• Maintain each departure, snack emergencies and
child’s portfolio. time, checking giving first aid.
hygiene, etc.
• Handling • Provide love
emergencies and • Handling and nurturance.
giving first-aid. emergencies and
• Serving of
giving first-aid.
• Interact with food under the
children with • Interact with supervision
love, nurturance children with of teacher
and empathy. love, nurturance or assistant
and empathy. teacher.
• Support the
teacher in
organising
events.
• Repair and
remove any play
material that
poses a threat to
children.

Chapter
4 Admission Process
A child is ready to enter in an organised evaluation of children and parents in

preschool programme if he/she has any form — written or oral.
completed three years of age in the ●● No child below the age of 3 years should
beginning of an academic year and when be admitted to a preschool programme.
the child: ●● Admission should not be denied to
●● is able to tackle separation anxiety children on the grounds of religion,
from family. caste, belief system, race, region,
●● has developed some verbal competence gender, disability and socio-economic
and can communicate basic needs. status of the family of the child.
●● has become toilet trained. ●● Total transparency should be
maintained in the admission procedure.
4.1 Age for Admission ●● Preference should be given to children
Dates of admission may differ from state- residing in the neighbourhood.
to-state according to their respective Follow suggestive strategies for admission
academic calendar. There is variation in of children if number of applicants are
the age of admission to Class I in different more than the seats available:
●● First come first serve basis.
States and UTs.
Three years of preschool education ●● Randomised lottery — Can be manual
has been suggested before Class I, i.e., or computerised. It is important that
transparency must be ensured while
Preschool I, Preschool II and Preschool III.
drawing the lots.
●● Quota-based randomised selection
Preschool I: This is the entry point for should be done based on the state
admission to the preschool programme. norms of reservation. Depending on
Preschool II: This class is the progression the requirement and priorities of the
of Preschool I. preschool where it is located, e.g.,
Preschool III: Children will move to Class I university laboratory, training centre
after completing Preschool III. etc., some quota for admission may
be fixed in various categories like;
(i) employee’s ward, (ii) children with
4.2 Admission Procedure disabilities, (iii) single parent, (iv) girl
●● The admission procedure in preschool child, etc. Randomised selection in
programme should not involve any each category may be done.
1_Chapter 4-6.indd 15 22-Nov-19 9:52:12 AM

Chapter
5 Preschool Curriculum
The curriculum is the sum of everything help in the transition to a different stage
that happens in the classroom, and its of education. This will not only prepare
contents can be drawn from the child’s them for the next level of learning but also
natural and social world. The pedagogy support them throughout their life.
and practices to be followed by the teacher
must be drawn from the basic early learning 5.1 Duration of Preschool Programme
principles and should be adapted to the
Essential
age and learning levels of the child and
●● The duration of the preschool education
early learning needs. Children need help in programme should be four hours
being gradually accustomed to the formal per day.
routines of the primary school as well as in
●● The programme should provide for
learning the basics of literacy (reading and some rest period during the day. A
writing) and numeracy (understanding programme which is of longer duration
and applying mathematical concepts), should provide facilities for nap
and also gaining systematic knowledge time also.
of the social and natural environment. ●● The teacher should come earlier than
Therefore, it is suggested that the early children and leave after them so that
learning principles should be the basis they can make preparations for the
of a preschool curriculum. This would next day.
Learning is continuous and cumulative.
Evidence from neuroscience proves that early learning matters for later outcomes.
Each child is different and grows, learns and develops at one’s own pace.
Guiding Principles for
Preschool Curriculum
Play and activity are the primary context of learning and development.
Responsive and supportive interactions with adults are essential to children’s learning.
Children learn by being provided the environment for experiential learning.
Interactive teaching enhances learning experiences.
Development and the use of indigenous material enhances learning opportunities.
Responsiveness to the context and appreciation of diversity supports learning.
Mother tongue or home language should be the medium of instruction.
Family involvement contributes to the learning.

Desirable of positive self-concept, self-control,
●● Children may attend preschool social skills, eye-hand coordination, and
programme for five days in a week, i.e., refinement of gross-motor and fine motor
Monday to Friday; Saturdays may be skills through play, creative activities and
utilised by the teachers for preschool experiences planned for children. It also
programme evaluation, planning of the provides orientation to health, nutrition,
next week’s programme, preparation of hygiene and safety of the children.
teaching-learning materials, parental
contact, maintaining records, registers Goal 2: This goal focuses on the development
and portfolios, etc. of language and literacy skills which is
an integral part of learning in all areas.
5.2
Curriculum: Key Concepts, Children need to be given opportunities
Pedagogical Processes and Early to interact with adults and other children,
Learning Outcomes to express themselves creatively and to
The curriculum is holistic in nature and communicate confidently. When children
also allows flexibility for contextualisation. engage in meaningful literacy activities
It has three broad goals to be addressed, with purposeful instruction, they develop
key skills and concepts to be transacted, listening, speaking, reading and writing
the pedagogical processes to be followed skills that enable them to be effective
by the teachers and the early learning communicators.
outcomes to be achieved by the children at Goal 3: This goal highlights the cognitive
the end of the year. development in children which includes
Learning and development in children environmental awareness and scientific
is holistic, it advances in the areas of temper, mathematical thinking and
health, cognition, linguistic, personal problem-solving. It focuses on how different
and social development and well-being concepts are formed and skills are acquired
simultaneously. Children learn in different by children when they interact with the
ways and at different pace. The curriculum environment. Opportunities to be curious,
integrates all the domains of development
expressive, persistent, disciplined, creative,
through the following three broad goals:
and a good observer are the essence of this
Goal 1: This goal highlights the different goal. In addition, a variety of experiences
aspects of the socio-emotional and and activities for developing skills related
physical-motor development of the children. to problem-solving, critical thinking, and
These aspects include the development reasoning are also suggested.
Children maintain good health and well-being.

Goal 1
Children become effective communicators.

Goal 2
Children are involved learners and connect with

Goal 3 their immediate environment.
Preschool Curriculum 17

Key concepts and skills: Under each preschool with a home language which may
goal, the key concepts or the skills to be be different from the preschool and state
transacted are given for the teachers, language. Research also demonstrates that
aiming at holistic development of the children who attend preschool programme
children. Teachers are expected to ensure conducted in their mother tongue face fewer
that each concept or skill is addressed in problems of comprehension. Teaching
a variety of ways during transaction of through children’s mother tongue and
the curriculum. home language, is also internationally
Pedagogical processes: These are the recognised as the most appropriate way
strategies to be used by the teachers to of working with children in the early years
transact the curriculum in such a way of concept formation. In case, there are
that children construct their learning by more than one language as mother tongue,
exploration, investigation, problem-solving teachers may allow as many languages as
and critical thinking thus, achieving the are students in the classroom to be used
specified early learning outcomes. for expression while gradually exposing
the child to school language.
Early learning outcomes: These are
the expectations for the learning and 5.4 Assessment
development of young children. In other Assessment in preschool should be
words, what children should know and be continuous and comprehensive and should
able to do at the end of each year. Teachers be based on the experiences planned
need to align activities, experiences, in the curriculum. Assessment should
content and pedagogy and opportunities involve observing and documenting the
for play, exploration, discovery, and development of the child, i.e., their health
problem-solving in order to achieve the and nutritional status, participation and
learning outcomes. involvement in day-to-day experiences,
Note: Refer to ‘Curriculum for Preschool Education’ art work and other products and their
document for the details. behaviour. Assessment is done with the
purpose of recognising and encouraging
5.3
Medium of Instruction in strengths, identifying areas which needs
Preschools additional support and addressing learning
Language is closely linked to children’s and developmental gaps. Various tools
identity and emotional security that helps and techniques like anecdotal records,
them to freely express their thoughts checklist, portfolio and interactions with
and feelings. India is a multilingual other children can be used for assessment.
country where children may come into the Assessment should be non-competitive.

5.5 Parent Involvement control, conceptual understanding, casual
When there is collaboration between relationships, etc.
teachers, parents and communities, children It is expected that the strengthening
do better academically, behaviourally and of key cognitive skills included in Goal
socially. Teachers should connect with the 3 would also contribute in providing the
family to know each child’s interest, provide child a sound foundation for meeting
the challenges of negotiating with new
suggestions for activities to be conducted
technology in the years ahead.
at home by the parents. Sample or photos
However, the caution is that technology
of child’s work at home can be shared by
is only beneficial provided, it is mediated by
parents with the teacher. Programmes for adults and offered in a socially interactive
parent education should also be taken up environment. Passive technology, which
by the schools. Parents can also be involved may replace children’s play and exploration,
in the preschool programme to support as physical activity and social interaction
a volunteer in the conduct of activities and should be discouraged at all levels since it
field trips. can be counterproductive for children. It
can adversely impact their social skills of
5.6 Technology in Preschools communication and relationship building,
Technology has penetrated today into the which are of critical importance in the
remotest contexts in India through mobile early years.
phones and interactive media and also Internationally, the guidance given
reached in the hands of the young child. to parents is — to follow public health
This situation offers both opportunities advice on screen time and prohibit the
and challenges for children’s learning and use of non-interactive and passive use
development, as children are attracted of media for children below two years of
age and discourage it for children from 2
to technology easily. Although, there is
to 5 years. The key consideration for use
no policy statement in this area in India,
of technology for young children should
research evidence suggests that the use be that it should contribute in extending
of technology for young child may be children’s learning and development
useful if it is assistive and serves to extend but not at the cost of opportunities for
children’s learning and development, such development of social and communication
as exposing children to new vocabulary skills, relationship building, problem-
and modes of communication, motor solving and outdoor play.
Appropriate use of Technology
Do’s Don’ts
• Provide ICT as one of the many learning or • Screen time should not replace personal
activity areas within the classroom. interaction.
• Set guidelines for the usage and upkeep of • Do not use play time on computers and
the devices. phone as a reward for positive behaviour.
• Find apps and games for children that are • Do not sacrifice the basic art material, play
interactive, age-appropriate and encourage dough, books and real objects and hands-on
participation from parents or caregivers. experiences for ICT.
• Use technology to enrich the curriculum
content and other play activities.
• Make ground rules in relation to appropriate
behaviour.
• Safeguard children from using inappropriate
software.
Preschool Curriculum 19

Chapter
Safety, Health,
6
Hygiene and Nutrition
Safety, health, hygiene and nutrition are ●● Play materials should not have any
essential for preschool education. The loose and small parts, which children
physical environment of the preschool may swallow by mistake.
should be designed in a manner where ●● Non-toxic paint and material should be
children feel safe, secure, comfortable, at used for play material or equipment.
ease and where they enjoy exploring and ●● Surface of outdoor play area should
learning. It must be seen that children’s be free of sharp objects, harmful
needs are met. The helpers and other plants, animals (stray dogs, cows, etc.),
support staff should be trained to supervise discarded materials and equipment.
and look after the children. There must ●● The preschool should have a boundary
be adequate staff to maintain hygiene, wall with the provision of a gate which
sanitation, ensure safety, and security of can be locked to prevent strangers,
children in the preschool. stray dogs and other animals.
●● During cleaning, daily inspection of
6.1 Safety Precautions indoor and outdoor area must be
Safety of indoor and outdoor area done to look for sharp objects (needle,
●● The classroom should have adequate pins, branches), poisonous plants and
space for movement. It must be free mushrooms, bee or wasp nests and
from clutter, obstacles, free of slippery depth of area under swings, etc.
floors and rumpled durries. The flooring ●● Outdoor and indoor equipment and
should be even. The play space should play area should be regularly cleaned
ensure the safety of children, i.e., and maintained.
prevent children from running out and ●● Safety check of electrical fittings,
getting hurt from grievous injury. fixtures, outdoor and indoor equipment
●● The furniture should be child-friendly should be done regularly and
and free from any sharp edges. Nails, periodically. Electrical sockets should
screws, and edges must be checked not be left open and must be installed
periodically. beyond the reach of children to avoid
●● Doors should not have self-locking any accident.
systems or latches. ●● There should be no open drain, high
●● Latches on the door should be beyond tension electricity wires, water bodies in
the reach of the children. the preschool or close to the preschool.
●● There should be a mesh in all the ●● Items of potential danger or cleaners
windows. Windows should be secure like flammable liquids, toxic material,
and there should be no broken glass soaps and detergent, etc., must be
or fittings. kept in original containers with original

labels. These should be stored in an ●● There should be specified speed
area not in use by children and should breakers and road signs on either side
be away from the kitchen. of the main gate where children will be
●● Any arrangement made by the preschool dropped and picked up from.
for transporting children should be
Closed circuit television (CCTV)
safe and comfortable. Maintenance of
●● CCTV cameras should be installed at
vehicles should be ensured. Number
the entry and exit gates, at the reception
of children allowed in a vehicle should
area, waiting area, playground, outside
be regulated.
the toilets, and in the corridors.
Identity cards ●● CCTV cameras may be installed in
●● Every preschool must provide photo all the classrooms, according to need
identity cards to children and their and situation.
parents and guardians. ●● At least one security guard should
●● Whosoever is coming to pick and drop be assigned the duty to continuously
children must carry their identity cards observe the activities on the TV screen.
issued by the preschool administration. ●● The concerned officers should check
Security guards must check their the CCTV footage regularly.
identity cards every time they enter and
●● Rules and regulations for sharing and
leave the preschool premises.
period for deletion of CCTV footage
●● Police verification should also be done should be made.
for all the support staff, drivers and
●● It must be ensured that all CCTV
attendants before they are recruited.
cameras are in the working condition.
●● Steps should be taken to make children
●● Privacy concerns of children should be
aware about their safety.
kept in mind while installing CCTV.
Pick-up and drop-off facility
Child abuse and rights
●● There should be a designated place to
●● Children must not be subjected to
drop and pick-up the children by the
physical or emotional abuse and
parents. Teachers of respective classes
corporal punishment, this must not
must be present at one side of that
be neglected.
area and should themselves, receive
or handover children from and to their ●● Children must be sensitised about Good
parents or guardians. Touch and Bad Touch in an appropriate
●● The place must be restricted with a
manner. The resources available on the
door or screen or rope. Any outsider web (e-content, videos/illustrations),
and parent should not be allowed to puppet show, etc., can be used for
cross the restricted area. this purpose.
●● All teachers and parents must be trained
●● Parents should provide the
photographs, names and identification to identify, understand and respond
documents of the persons who should appropriately in case they observe any
collect or pick the child and nobody else sign of child abuse or neglect.
shall be allowed to pick the child from ●● All the teachers and other staff must
the preschool. The parent or guardian be made aware of the POCSO Act (The
should inform the preschool in case Protection of Children from Sexual
of changes. Offences Act, 2012) and child rights.
●● Preferably an attendant (female) should ●● Establish a reporting mechanism for
accompany children in the bus or cab reporting and redressal of any abuse.
from first pick-up point to the last ●● Respecting differences and abstaining
drop-off point. from discrimination must be ensured.
Safety, Health, Hygiene and Nutrition 21

Handling emergencies Note:
Emergency protocol (1)
Teachers should be trained in handling
emergencies.
●● Every preschool should have a list of
(2) Refer Annexure II for a sample of maintaining
emergency contacts readily available to
the emergency contact details.
the staff. It should include telephone
numbers of parents and guardians, fire Pest control
service department, clinic or hospital, There has to be a periodic pest control to
ambulance and police department. prevent dengue, chikungunia, malaria and
●● All preschools must have clear other insect borne diseases and allergies.
written procedures in the event of an
emergency. The staff must follow the Disaster management
following procedure in case of any ●● A diagrammatic building evacuation
emergency: plan should be displayed at
▪▪One staff member should stay with prominent points and near the exits
the injured child. in each preschool. Also, mock fire and
earthquake drills or building evacuation
▪▪One staff member should telephone may be practised regularly.
for an ambulance and child’s parents.
●● Normal and emergency exits must be
▪▪If possible, transport the child well marked with approved ‘EXIT’ signs.
directly to the hospital. Exit points and routes should also be
▪▪At least two to three staff members kept free from obstacles.
must stay back to take care of
other children. Fire safety
●● All accidents or incidents should be
There must be fire safety equipment
recorded in an accident or incident installed, such as, fire extinguishers and
register with time and nature of the adequate supply of water and sand at
accident or incident and the action taken. appropriate places.
●● Accidents that do not require any Telephone
medical treatment must be reported Telephones must be available at the nearest
to the parents or guardians on the day location to the class to avoid chaos in case
that it occurred. mobile phone signals are not working.
●● The following emergency numbers
must be made available on a display Availability of first-aid kit
board and pasted in each classroom — First-aid kit(s) must be updated regularly
and kept in one designated place that
Emergency Phone Numbers should be readily accessible to the staff,
▪▪Principal .......................... but kept out of reach of the children. Given
▪▪Doctor .......................... below are some of the important items of
▪▪Hospital or Nearest the kit, useful in an emergency:
Emergency Centre .......................... ●● bandages
▪▪Ambulance .......................... ●● sticking plaster
▪▪Fire Services .......................... ●● sterilised surgical cotton
▪▪Gas Agency .......................... ●● gauze
▪▪Electrician .......................... ●● thermometer
▪▪Police Station .......................... ●● scissors
▪▪Child Helpline .......................... ●● pincers
▪▪Other .......................... ●● antiseptic ointment

●● potassium permanganate Appropriate hand washing techniques
●● gentian violet may be used by the adults and
demonstrated to the children regularly.
6.2 Health, Hygiene and Nutrition ●● Both indoor and outdoor environments
must be clean. Big dustbins with lids
Health and immunisation in each class and in the outdoor area
●● Medical check-up of children should should be provided.
be done atleast twice in a year and
●● The helper should accompany 3–4 years
follow-up and referral services should old to the washroom.
be provided whenever and wherever
necessary. Supplementary nutrition
●● The immunisation record of all children Essential
must be maintained. ●● There should be daily provision of
●● Growth monitoring should be done balanced supplementary nutrition
quarterly and record of height, and for children.
weight of children should be maintained. ●● The eating area must be clean
and hygienic.
Hygiene practices
●● Children should be cleaned immediately Desirable
after they spoil their clothes or urinate ●● There has to be a separate kitchen
in the classroom. In case, they vomit in for cooking nutritionally balanced
the classroom; their clothes need to be meals (if nutrition is provided by the
changed immediately. Since, running preschool centre).
nose is very common in children of ●● A mid-morning snack time (fruit time)
this age, use of handkerchief must should be planned for children.
be encouraged. Note: Teachers must regularly interact with parents
●● A soap or liquid handwash and towel to make them aware about the safety, health,
for drying hands should be provided. hygiene and nutrition of their children.
Safety, Health, Hygiene and Nutrition 23

Chapter
Records, Registers and
7
Preschool Calendar
For efficient management of preschool allergies (if any), ongoing medicines, etc.
programme, there is a need for maintaining A copy of medical history of the child
systematic records and registers. suffering from any disease must be kept
These should be simple in format to for record and reference.
facilitate their maintenance. The filling Progress records
of records and registers should not be so Progress report is a record of the progress
cumbersome as to be done at the cost of of child in various developmental activities
actual implementation of the programme. of preschool at a given period, based on
Given below are some essential records children’s work in preschool or portfolio
and registers, which each preschool centre and teacher’s observations. It should be
must keep and maintain regularly. shared with parents regularly.
7.1 Records Portfolio

It is a collection of children’s work that
Admission records
demonstrates the achievements of children.
Admission records help teachers to know It contains name, personal details, noting of
about each child’s family background, interesting discussions held with the child,
home environment, health status, needs photographs, artwork, drawing and writing
and abilities, etc., in order to stimulate samples; photographs of models made by
the child to achieve one’s growth and the child, child at play, participation of the
development. It includes the following: child in role-play, etc.
Admission and Registration forms The progress records can be analysed

An admission form is given to the parents to see whether the child is developing as
when they make their first contact with per the age. Accordingly, the teacher can
the preschool for registration of the child. modify techniques while working with
It needs to be bilingual (local or regional a particular child and if required, can
language and English) for parents to read provide special help and support.
comfortably and provide information. The
Teacher’s diary
preschool office or the teacher should record
Teachers need to maintain a diary having a
the date of registration, admission number
detailed daily plan of activities. She should
and roll number, and contact details of
plan how she intends to integrate play and
each child at the time of registration.
activities, what are the materials required,
Health record of the child what kind of interactions are to be planned
The health record of each child must for curriculum transactions. At the end
include the child’s immunisation details, of each day, they should reflect on their
1_Chapter 7-9.indd 24 21-Dec-19 10:27:25 AM

teaching-learning processes like, ‘Was to sign daily in the attendance register
the child able to achieve the objectives or and record the time of coming in and
not? Were children able to participate as leaving the preschool. This is important for
planned? Was the time sufficient? Were maintaining discipline (both punctuality
any difficulties faced?’, etc., and modify and regularity), keeping accounts (salary),
the future activities or plans accordingly. etc. Entries must be made in ink and
Visitor’s record blanks should not be left. If possible, the
Record of each visitor should be online biometric teacher’s attendance
maintained in a visitor’s register placed at system should be maintained in all the
the entry gate of the preschool. Fields to States and UTs.
be recorded in the register should include;
Children’s attendance register
(i) name of the visitor, (ii) time of entry
It is very important to keep the attendance
and exit, (iii) address, (iv) phone number,
(v) purpose and (vi) name of the person to record of children. A bound record or
be visited. register is better for keeping the record
intact. The reasons for absenteeism should
Feedback record be mentioned in the register.
A register should be maintained to
record the feedback, observations or Staff profile register or service book
recommendations of the visiting officials, This register having staff profile called
guests, researchers and parents. Their as ‘service book’, needs to be maintained
feedback or experience about preschool in the preschools. It contains the details
should be recorded in the register as this of teachers such as name, educational
may be very helpful for improving the qualifications, experience, residential
working of the preschool. address, telephone numbers, e-mail ID,
Miscellaneous record brief account of family members and their
Preschools may have miscellaneous records telephone numbers. The record needs to
to record the day-to-day information or be updated with information, such as,
details such as PTM record, telephone responsibilities handled by the teacher,
numbers of people whom they are dealing deputation for the courses (if any),
with temporarily, any information they seminars, workshops attended by them,
want to keep regarding temporary staff, achievements during service, medical
things to do list, etc. problems faced (if any), applied for special
Records of the preschool programme leave any time during the service, loan
should be open to inspection, by any officer received from the office (if any), etc.
authorised by the Government at any time.
Accounts register
7.2 Registers It includes the details of fee collection,
There are different types of registers expenditure on purchase of some item
maintained in a preschool, such as, for the preschool, amount spent on
stock register, accounts register, teacher supplementary food provided to children,
attendance register, children’s attendance amount spent on washing of clothes
register, etc. Teachers need to have like hand towels, curtains, table cloth,
familiarity about maintaining these. bedsheets, rent of costumes used for
Teachers’ attendance register some function, etc. It should be regularly
It is important to keep a record of teacher’s checked by the headmistress or principal
attendance in school. The teacher needs and the administrator.
Records, Registers and Preschool Calendar 25

Stock register of the year must be mentioned. It should be
For every preschool, a general stock register developed at the beginning of the academic
is necessary. It must contain a detailed session. Following are the suggestive
list of all the articles and other items, content:
such as accessories, toys, equipment, ●● Information about general, local and
furniture, etc. gazetted holidays.
●● Dates for Parent Teacher Meetings
7.3 Preschool Calendar (PTMs).
The preschool may plan and develop a ●● Dates for field trips, excursions, sports,
preschool calendar where probable dates cultural events, etc.
of various upcoming events and activities ●● Dates for ECCE day, annual day, etc.

Chapter
Coordination and
8
Convergence
Young children have multiple needs learning material at national, state and
like health, nutrition, protection, and district level should be ensured.
education which need to be fulfilled ●● Regular inter-departmental meetings
for optimal growth and development. should be held at the state, district, and
An effective delivery of early childhood block level between school education
service requires convergence of goals and officials and the ICDS functionaries
a shared understanding of holistic child for coming out with action points to
development by different sectors like bring about improvement at the grass
root level.
health, education, and social protection.
There should be vertical convergence ●● A group of resource agencies like
NCTE, NCERT, NIPCCD, SCERT,
between all stakeholders, such as, policy
DIET, Universities, NGOs and Private
planners, administrators, implementers,
Sector, Technical Partners, etc., having
providers, parents and community and technical expertise and experience
also horizontal convergence between in early education should be created
different ministries, departments and for providing support, developing
sections within departments, dealing with curriculum for children as well as
different components of medical, health, for teacher training programmes,
care and early education. For insuring conducting research and preparing
quality preschool programme, developing resource material.
coordination and convergence is important ●● ECCE Council at National and State
for different functions. level as outlined in National Policy on
ECCE should be formulated.
8.1 Administrative ●● Preschools and primary schools
●● It includes setting up an appropriate should be located in same premises
coordination and convergence system or in close proximity. There should
for planning, management and review of be synchronisation of the timings of
quality and progress of implementation the preschool with that of the primary
of the preschool programme at National schools.
and State level. All concerned ministries ●● Principal or headmaster of primary
like MHRD, MWCD, Health, Water, school should be made responsible for
Urban Development and Panchayati preschool education component.
Raj should be a part of it. ●● One of the existing primary school
●● Appropriate planning and timely teachers should be designated as
allocation of financial resources for Incharge of preschool education for
the programme implementation like developing strong linkages, ensuring
manpower, infrastructure and teaching- quality and smooth transitions.

●● There should be sharing of resources, ●● The headmistress or headmaster
joint conduct of activities like annual should provide on the spot guidance to
day, sports day, assembly, etc., between the teachers.
preschools and primary schools. ●● The headmistress or headmaster
should observe the safety and quality
8.2 Training and Capacity-building of education.
●● Orientation and capacity-building ●● No child should be left unsupervised
programmes for all officials, and within the preschool premises.
the members of elected bodies and ●● The teachers and helpers should
various civil society bodies should supervise the children’s play in their
be conducted on the importance of interest areas.
preschool education. ●● Parents of preschool children should
●● Joint efforts should be made for training also be the members of School
of preschool teachers, anganwadi Management Committee (SMC). The
workers, primary teachers and health SMC members of the school should look
workers for understanding links after and provide support in the smooth
between learning and development of functioning of preschool programme.
children at preschool and primary stage. ●● Preschool inspectors, zonal or mandal
●● Responsibilities should be shared by level education officers, district
ministry and different resource agencies education officers and state education
with the MWCD, MHRD, NCERT, officers need to visit the preschool
SCERT, DIET, MLTC, AWTC, NIPCCD for premises regularly and observe the
capacity-building and implementation quality of preschool activities. The
of preschool programme. officers should understand the objective
●● Onsite academic support should be of the preschool education programme.
provided by the CRC, BRC, CDPOs, ●● The preschool inspector should visit the
Supervisors, etc. preschool centres more frequently and
●● Infrastructure of SCERTs, DIETs, report to the zonal education officer.
BRCs, MLTCs, AWTCs and CRCs should ●● The zonal education officer should
be used for the training of preschool visit the preschools at least once in
teachers, anganwadi workers and three months and report to the district
other related functionaries. education officer. Visits should be
meaningful and they should spend
8.3 Monitoring and Supervision adequate time in each preschool.
●● There should be joint monitoring and During visits, the teachers should be
supervision of preschool classroom oriented or made aware of the recent
processes and practices. developments in preschool education.

References
MHRD. 1986. National Policy on Education. GoI. New Delhi.
——— . 1992. Programme of Action. GoI. Department of Education. New Delhi.
——— . 2010. ‘The Right of Children to Free and Compulsory Education (RTE)
Act, 2009’. Gazette of India, GoI. New Delhi.
——— . 2013. Status Report: CABE committee on ‘Extension of the Right of
Children to Free and Compulsory Education Act, 2009 to Preschool Education and
Secondary Education.’ Central Advisory Board of Education. GoI. New Delhi.
——— . 2013. National Early Childhood Care and Education (ECCE ) Policy.
GoI. New Delhi.
——— . 2013. National ECCE Curriculum Framework. New Delhi.
——— . 2013. Quality Standards for ECCE, GoI. New Delhi.
NCERT. 1996. Minimum Specifications for Preschool. New Delhi.
——— . 2005. National Curriculum Framework. New Delhi.
——— . 2006. National Focus Group Report Position Paper on ECE (3.6). New
Delhi.
NCPCR. 2016. Regulatory Guidelines for Private Play Schools. Education Division,
National Commission for Protection of Child Rights. New Delhi.
NCTE. 2009. National Curriculum Framework for Teacher Education: Towards
Preparing Professional and Humane Teachers. New Delhi.

Annexure I
List of Suggestive Play Materials and Equipment
Domains Materials and Equipment

Physical and Gross Motor Skill
Motor Development Large size blocks, wheel toys, climbers, tyres, balls of different sizes,
balance beams, ladders, jungle gyms, tyre structures, tunnels, slides,
swings, sea-saws, hanging bars, pushing and pulling toys, tri-cycles, toy
cars, trucks, airplanes, bean bags, hula hoops, ropes, balance planks.
Fine Motor Skill
Button frames, shoes for lacing, beads for stringing, building blocks,
puzzles, fastening frames, locking devices, interlocking blocks, lego
blocks, zipping frames, sewing cards, geoboard, foam blocks, sieves,
blunt scissors, weaving cards, hammering toys, sand tools, hollow blocks,
sewing cards, spools to string, eye-dropper and funnel.
Social and Activity prop boxes, including materials related to the child’s experience
Emotional such as doctor’s kit, house-keeping materials, toy telephones, grocery
Development items, puppets and puppet stage, toy money, pictures of helpers,
dolls, doll house, name puzzles, name cards, dress-me dolls, musical
instruments, discarded telephones, old cameras, etc.
Cognitive Sensory material (feely bag, touch cards, texture books, etc.) magnifying
Development glass, dominoes, different shapes, colour cards, matching games, building
block props (stop sign, toy trucks, etc.), manipulative materials (puzzles,
material for one-to-one correspondence, bingo-type games, colour lotto,
seriated shapes, pink tower (Montessori), peg boards, nuts and screws,
inset boards, geoboard, colour dominoes, shape dominoes, number
dominoes, stacking and nesting toys, counting books, set of objects for
ordering (shortest to tallest, biggest to smallest, number rods, abacus,
take apart toys), pan-balance, texture numerals, leaves, stones, pebbles,
twigs, flowers, picture cards, water-play toys, and mirrors.
• Collections of real objects for sorting and counting: buttons, shells,
keys, pebbles, seeds and nuts.
• Play money, balance scales, counting books, pre-number concept
books, sound jars, smelling jars, magnets, funnels, locks and keys,
seeds, small containers and potting soil.
• Sequential thinking cards, reasoning cards and other such material
that allow a child to reflect on, act on and learn from.
Creative Varied kind of paints, varied sizes and textures of paper, sketch pens,
Development markers, clay (plasticine, potter’s clay and home-made dough), mixing
bowls, glue, cloth or fabric pieces, weaving frames, blunt scissors, thick
crayons, brushes with long handles, yarn or wool, rolling pins and cooking
cutters, coloured chalks, sponges, paper plates, water colours, nuts and
bolts, plastic squeeze bottles, egg cartons, easels, open shelves, rhythmic
instruments (cymbals, rhythm sticks, bells, xylophone) for music and
movement activities, materials for making print (fork, rolling pin, spools,
vegetables, blocks), dress up clothes, straws, wood scraps, and any such
other materials that children can use to represent their world.

Language Reading-readiness Material
and Literacy Concept books, picture books, chalk board, wordless picture books
Development on familiar subjects, story books, information books, puppets, finger
puppets, dress-up clothes, CDs and DVDs of stories and rhymes, language
games, picture charts for language experience, textured letters, picture
dominoes, letter-picture domino, letter-picture puzzles, puzzles of story
characters, story cards, finger plays, reading-readiness material — picture
lotto games that have pictures labeled with words, picture dictionary,
name puzzles, road and traffic signs, manipulative alphabet material, old
typewriter, computer, conversation charts on different topics, pictures of
all kinds of objects, plants, animals and people, rhyming sound cards,
alphabet board, flannel board with cutouts of characters, alphabet books,
and teacher and childmade books.
Writing-readiness Material
Magic slates, running blackboards or chalkboards, chalks, sand trays,
writing templates, name cards, alphabet chart pasted on the wall in
literacy area, bulletin board to display samples of children’s writing,
variety of white and coloured paper, thick crayons, thick pencils, erasers,
alphabet letter print set and stamp pad, rug, storage and display rack for
books, and discarded rubber stamps.
Note: Teachers should be encouraged to use locally available, low cost and no cost, teacher made,
contextualised material and toys which are easily available.
31

Annexure II
1_Chapter 7-9.indd 32
Sample for Maintaining Emergency Contact Details
S. Name of Mother’s Date of Father’s Contact Emergency Emergency Allergy/ Doctor’s Doctor’s
No. the Child Name Birth Name Number Contact Contact Medication Name Contact
Name Number Number
21-Dec-19 10:27:26 AM
Learning Indicators and
Learning Outcome
pp.182
Code — 13115
ISBN — 978-93-5007-303-2
India – Unity in Cultural Diversity Veergaatha

` 195.00/pp.204 ` 100.00/pp.140
Code — 18150 Code — 18139
ISBN — 978-93-5292-059-7 ISBN —978-93-5007-765-8
For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of
the regional centres given on the copyright page.
Cover 2 and 3.indd All Pages 08-11-2019 09:26:25

Guidelines for Preschool Education
13204
ISBN 978-93-5292-308-3

Guidelines For Preschool

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guidelines For Preschool

Uploaded by

Copyright:

Available Formats

Guidelines for Preschool Education

India – Unity in Cultural Diversity Veergaatha

Cover 2 and 3.indd All Pages 08-11-2019 09:26:25

0_Prelims.indd 1 28-Aug-20 3:57:27 PM

OFFICES OF THE PUBLICATION

0_Prelims.indd 2 28-Aug-20 3:57:27 PM

0_Prelims.indd 5 28-Aug-20 3:57:30 PM

The document is divided into eight chapters

0_Prelims.indd 7 28-Aug-20 3:57:30 PM

0_Prelims.indd 8 28-Aug-20 3:57:30 PM

0_Prelims.indd 9 28-Aug-20 3:57:30 PM

0_Prelims.indd 11 28-Aug-20 3:57:30 PM

Chapter 2: Physical Infrastructure

Chapter 3: The Preschool Staff

Chapter 4: Admission Process

Chapter 5: Preschool Curriculum

0_Prelims.indd 13 28-Aug-20 3:57:30 PM

Chapter 6: Safety, Health, Hygiene and Nutrition

Chapter 7: Records, Registers and Preschool Calendar

Chapter 8: Coordination and Convergence

0_Prelims.indd 14 28-Aug-20 3:57:30 PM

AWTC Anganwadi Training Centres

BRC Block Resource Centre

CCTV Closed Circuit Television

CDPO Child Development Project Officer

CRC Cluster Resource Centre

CWD Children With Disability

DEO District Education Officer

D.El.Ed. Diploma in Elementary Education

DIET District Institute of Education and Training

DPSE Diploma in Preschool Education

ECD Early Childhood Development

ECE Early Childhood Education

ECCE Early Childhood Care and Education

GCERT Gujarat Council of Educational Research and Training

ICDS Integrated Child Development Services

ICT Information and Communication Technology

IGNOU Indira Gandhi National Open University

MHRD Ministry of Human Resource Development

MLTC Middle Level Training Centre

MWCD Ministry of Women and Child Development

NCERT National Council of Educational Research and Training

NCTE National Council for Teacher Education

NERIE North Eastern Regional Institute of Education

NIOS National Institute of Open Schooling

NIPCCD National Institute of Public Cooperation and Child Development

NGO Non Governmental Organisation

NSQF National Skills Qualification Framework

PTM Parent Teacher Meeting

0_Prelims.indd 15 28-Aug-20 3:57:30 PM

RPL Recognition of Prior Learning

RTE Right to Education

SCERT State Council of Educational Research and Training

SMC School Management Committee

TLM Teaching-learning Material

0_Prelims.indd 16 28-Aug-20 3:57:30 PM

1_Chapter 1-3.indd 1 03-Dec-19 4:58:22 PM

2 Guidelines for Preschool Education

1_Chapter 1-3.indd 2 03-Dec-19 4:58:22 PM

Existing Recommendations for Convergence

Stand alone anganwadies run under ICDS Programme

Fig.1.1: Existing models of preschools

1.7 Developing Linkages with in the physical and socio-emotional