Block 1

• MES-081
~Ignou
~ THE PEOPLE'S
Introduction to
UNIVERSITY Pre-School Education
Indira Gandhi
National Open University
School of Education
Block
1
THEORETICAL BASES OF PRE-SCHOOL
EDUCATION
UNIT!
Introduction to Education with Special Reference to
Preschool Education 5
UNIT 2
Education for National Development 20
UNIT 3
Perspectives of Preschool Education 29
UNIT 4
Aims of Education and Preschool Education 40
UNITS
Nature of Knowledge 50
/
EXPERT COMMITTEE
Prof. Y.N. Rajasekharan Pillai Mrs. Chandini Shaji
Vice Chancellor, IGNOU Principal.
MES Training College, Edathala
Prof. A. Sukumaran Nair
(Former Vice Chancellor Mrs. (Prof.) G. Saratchandra Raj
MG University) Rtd. Principal
NSS Training College
Prof. M.L. Koul Changanacherry
Former Director
School of Education Sr. Philomina Thomas
IGNOU, New Delhi Principal
, Mount Carmel College of
Prof. Vijayalakshmi Ramachandran Teacher Education, Kottayam
Principal
Cochin Public School Dr. K.S.D. Nair
Thrikkakara RD, IGNOU RC, Cochin
COURSE PREPARATION TEAM

Unit Writers
Unit 1,2,3- Swapna Sankar (Sahodaran Ayyappan Unit 9- Sreeni Vasan Syama (ARD Consultant, IGNOU
Memorial College of Education, Poothotta, Regional Centre, Cochin -17)
Ernakulam)
Unit 15- Soosamma P.A. (Jyothis villa, Vakathanam
Unit 4,5,10-14&16- Anish P. Chirackal (Lecturer, SN P.O. Kottayam 686538)
College of Education, Muvattupuzha, EKM DT,
Chirackal House, NR City, P.O. Rajakad, Idukki DT, Unit 17- Dr. Sr. Alice Mathew (Mt. Carmel College of
685566) Teacher Education for Women, Kottayam, Kerala)
Unit 6,7,8- Dr. K. Karunakaran (P.G. Dept. of

Education, SN College of Teacher Education,
Chelannur, Kozhikode - 673616)
Content Editing
Prof. C.L. Anand, (Ex PVC,IGNOU)
Transformation of Units
Dr.. Sutapa Bose, Asstt. Professor, SOE, IGNOU, New Delhi-68 ( Major transformation of units-5, 9 & 13)
Language Editing & Proof Reading

Dr. Sutapa Bose, Asstt. Professor, SOE, IGNOU, New Delhi-68
Unit Designing and Format Editing

Course Coordinator
Acknowledgement
Sketch on Cover Page by Archishman Ghosh
PRODUCTION
Prof. Vibha Joshi Sh. S.S. Venkatachalam Smt. M. Sumathy Nair
Director Asstt. Registrar (Pub.) Section Officer (Pub.)
School of Education School of Education School of Education
IGNOU, New Delhi IGNOU, New Delhi IGNOU, New Delhi
September, 2011
© Indira Gandhi National Open University, 2011
ISBN:978-81-266-5607-3 "1
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means,
without permission in writing from the Indira Gandhi National Open University.
Further information on the lndira Gandhi National Open University courses may be' obtained from the
University's Office at Maidan Garhi, New Delhi-Ll O 068
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi, by Director, School
of Education.
Lasc~ Typeset hy: Nath Graphics. 1111. Sarvapriya Vihar. New Delhi,
Printed at: Kalyan Enterprises, D-20, Sec. B-3, Tronica City (Indl. Area) Loni, Gzd. (U.P.)
I
BLOCK 1 THEORETICAL BASES OF
PRE-SCHOOL EDUCATION
Introduction
This block of the course, 'Introduction to Pre-School Education' aims to introduce you
to the concept of education and thereafter to the concept of preschool education. As
you read the units comprising this block, you will be acquainted with the definition,
nature, types, and purpose of education and particularly of preschool education. It will
also be clear to you that aims of education are contextual and hence the needs and
aspirations of individuals as well as the society are the basis for formulating educational
aims and objectives. Among the many aims of education, one is the dissemination of
knowledge. This requires an understanding of the nature of knowledge. Hence, one unit
of this block has been devoted to this aspect. Another area of focus in this block is the
strong linkage between education and preschool education and the need for preschool
education for individual and social development.
Unit 1: Introduction to Education with Special Reference to Preschool Education:
Education in the broadest sense is an experience that has a formative effect on the
mind, character or physical ability of an individual. It enables us to think rationally and
realize our innate abilities. In this unit we shall introduce you to the concept of education
and thereafter to the concept of Early Childhood Care and Education (ECCE).
Unit 2: Education for National Development: Education is essential for human
resource development, for socio-cultural and economic development. Hence, investments
in education lead to national development. In this unit the focus is on the importance of
education for national development and on the need for investing in preschool education
as it is the first step in developing human resource for the nation.
Unit 3: Perspectives of Preschool Education: Societal needs form the perspective
for education. Hence, from the preschool stage itself, it is necessary to impart education
in a way that prepares children as future citizens. We have included in this unit, discussions
on the various types of education and education required for developing learners as
citizens of a democratic society.
Unit 4: Aims of Education and Preschool Education: Aims of education direct
educational endeavours and help in assessing the learning outcomes. In other words,
aims steer the educational process towards desired ends. The emphasis of this unit is on
the aims of education and especially about the aims of pre-school education.
Unit 5: Nature of Knowledge: Among the many aims of education, one is the
dissemination ofknow1edge. This requires an understanding of the nature of knowledge ..
This unit deals with the nature of knowledge, modem views on knowledge construction
and its relation to preschool education
/
Course MES-081 INTRODUCTION TO
PRE-SCHOOL
tEDUCATION
Introduction
The United Nations Convention on the, Rights ofthe Child protects children's rights by
setting standards in health care, education, and legal, civil and social services and national
governments having committed themselves to it are obliged to develop and undertake all
actions and policies in the light of the best interests of the child. Hence, it is the duty of
the state to provide facilities for education as well as care at the early childhood stage.
As far as education at the early childhood stage is concerned, it is considered as the
foundation for not just elementary education but for all the successive stages of education
and even the much needed life long learning. Early childhood education is also crucial
.. for laying the foundation for future adaptation to the rapidly changing technology, for the
constantly evolving knowledge and skills, ever changing employment patterns and way
of life. Therefore, investments made in early childhood education leads to individual as
well as social attainments in the long run. One of the ways in which such investment can
be made is by developing a trained cadre of teachers and functionaries for institutions
providing preschool education. With this aspiration, the programme, Post Graduate
Diploma in Pre Primary Education has been designed. This course, being the first among
the four theoretical courses aims to provide a perspective for the theory and practical
based components of this programme.
The units comprising the four blocks of this course will introduce you to education in
general, its nature, types, its significance, the agencies that provide education, the relation
between education and social development, the views of renowned educationists on the
nature of education and the like. While introducing you to education in general, this
course will also develop your acquaintance with preschool education in particular. This
course will thus help you in acquiring an understanding about preschool education through
in-depth discussions on its various dimensions like its genesis, the nature and importance
of preschool education, preschool education system of some. countries, the views of
experts in the field of preschool education and the like. Following a study of this course
you will realize that the social return on early childhood education is indeed high and
hence the need for investments in this area.
/
UNITl INTRODUCTION TO EDUCATION WITH
SPECIAL REFERENCE TO PRESCHOOL
EDUCATION
Structure
1.1 Introduction
1.2 Objectives
1.3 Meaning of Education
1.3.1 Broader and Narrower Meaning of Education
1.3.2 Nature of Education
1.3.3 Scope of Education
1.4 Preschool Education

',1.5 Early Childhood Care and Education
1.5.1 Significance ofECCE
1.5.2 Objectives ofECCE
1.6 National goals and ECCE

1.6.1 Constitutional Provisions
1.6.2 ECCE and Education Commissions in India
1.6.3 ECCE under various Five Year Plans
1.7 Right to Education and Preschool Education

1.8 Summary
1.9 Unit End Activities
1.10 Clues to Check Your Progress
1.11 References and Suggested Reading
1.1 INTRODUCTION
The word education has a very wide connotation. It is hard to define education through
a single statement. There is no single definition through which its scope and meaning
can be entirely conveyed. Philosophers and educationists have defined education in
accordance with their philosophy of life. Hence, definition of education varies. Education
in the broadest sense is an experience that has a formative effect on the mind, character
and physical ability of an individual. Education plays an important role in moulding the
character and personality of an individual. In the social sense, education is the means
by which society deliberately transmits its accumulated knowledge, skills and values
from one generation to another. Education is an activity which encompasses the
various facets of human life. It is as old as human beings. It illuminates the mind,
enables us to think rationally and realize our innate abilities. In this unit we shall introduce
you to the general concept of education and thereafter to the concept of Early Childhood
Care and Education (ECCE).
1.2 OBJECTIVES
After studying this unit, you should be able to:
• discuss the meaning and nature of education;
• describe the scope of education; 5
/
Theoretical Bases of • explain the nature of early childhood education;
Pre-school Education
• describe the goals of early childhood care and education;
1.3 MEANING OF EDUCATION

Etymologically the term education emerged from two Latin words, educare and
educere. Educare meanstto nourish', 'to bring up'. Thus education can be considered
as a means of nourishing or bringing up a child according to certain predetermined
goals. Educere means 'to lead out' or 'to draw out'. Education is thus also the drawing
out of what is ingrained in the child or as some say, leading himlher out of darkness
into light. Let us examine some definitions of education given by eminent educationists
and thinkers.
Definitions of Education
After you read the various definitions of education, you will get an insight into the
nature of education. Some definitions are the following.
Education as defined by Indian Thinkers

• Swami Vivekananda- Education is the manifestation of the divine perfection
already existing in man.
• Sri Aurobindo- Education is that which will offer the tools whereby one can
lead a divine life, for the country. for oneself and for others. His approach to
'Integral education' is a unique concept, encompassing education of the body,
mind and spirit in an integrated manner. •I
.• Ravindranath Tagore- Education is that which makes one's life in harmony
with all existence and thus enables the mind to find the ultimate truth which
gives us the wealth of inn0r Iight and love and gives significance to life.
• Mahatma Gandhi- said "By education, I mean an all round drawing out of the
best in child and man, body, mind and spirit".
Education as defined by Western Thinkers

• Socrates- Education is the bringing out of the ideas of universal validity which
are latent in the mind of every man.
• Aristotle -Education is the creation of sound mind in a sound body. It develops
man's faculty, especially his mind so that he may be able to enjoy the contemplation
of supreme truth, goodness and beauty of which perfect happiness essentially
consists.
• Froebel- Education is the enfoldment of what is already enfolded in the germ. It
is the process through which the child makes the internal, external.
• Rousseau- Education means natural development of organs and powers of the
child from within.
• Albert Einstein- Education is what remains after one has forgotten what one
has learnt in school.
1.3.1 Broader and Narrower Meaning of Education

Education has a broader as well as a narrower meaning.
Broader meaning of education

In its broader sense, education is a lite lung process. It starts with the conception and
ends with death, i.e. continues from womb to tomb. An individual goes on increasing
his knowledge as s/he learns through experiences and his/her interactions with the
6
euvironment (Bhatia, 1983). The concept of education has changed over the years.
/
Initially education was thought to be the means to acquire information. But now, the Intreduction to Education
concept of education has undergone drastic transformation. It is no longer the means with Special Reference to
~hool Education
to acquire mereinformation, but is a way to understand self and others, develop healthy
habits, attitudes, interests and aptitudes and thus one's personality.
Broadly viewed, education and life are inseparable. It is preparation for life through
life experiences. It includes experiences gained through the various formal and informal
agencies of education. We learn from home, school, community, religious institutions,
media, travel, i.e. through our physical and social environments.
Narrower meaning of education

Education, in the narrower sense, means conscious, deliberate and well planned process
to modify the behaviour of the educand (learner) in desirable and socially approved
channels and to bring about in the educand specific knowledge and skills, This type of
education is imparted in schools, colleges and universities. The narrower meaning of
education includes the following:
• It is a deliberate, conscious and systematic influence exerted by the more
experienced person on the less experienced person.
• It is imparted in well structured institutions like schools and colleges.
• It is limited to well defined curriculum
• education is intentional
• education is planned
• education is synonymous with instruction
1.3.2 Nature of Education

Education is a multifaceted activity which influences all aspects of human existence.
The nature of education can be summarized as follows.
Education is a Process
Education may be considered as a lifelong process. It begins at birth and continues
throughout life. The child learns through his experience when s/he comes into contact
with different social institutions, persons, places and things. There is no end to this
experience. It goes on forever. Thus education is an active and dynamic process.
While considering education as a process, we may also distinguish between the bipolar
and tripolar nature of education.
Education as Bipolar Process

Relation between teacher and student may be considered as bipolar. Teacher is at one
pole while the learner is the other end. In the process of education, the teacher is
active while giving instructions and the student is active while receiving it. The teacher
seeks the modification of learners' behaviour while imparting knowledge and skills
and also through hislher direct influence on the child's personality. There is definite
though variable relation between the educator and the educand.
Education as Tripolar Process -,

Some authors hold a tripolar view of education. According to them, the educator,
educand ( learner) and the social forces are the three poles as the social forces form
the context of education. The educational institution and the society are interdependent.
Education is a Product
Education may also be considered as a product. A person is said to be educated, when
s/he acquires know ledge, skills, attitudes, etc. which are the products of inputs processed
7
/
Theoretical Bases of laboriously over time. Education becomes a product when it is an assimilation of
Pre-school Education attainments in cultural, scientific and other areas. Further education may be offered
as courseware delivered in face to face situations or through media. This concept of
education makes it appear like a product for dissemination.
From the discussions on education, we may draw the following inferences:
Education is modification of behaviour: A human being constantly interacts with
hislher environment. Such interactions result in the modification of human behaviour.
Education may thus be described as modification of human behaviour. The environment
has physical as well as social components. The latter includes parents and other family
members, peers, community, teachers and others. The interaction with the environment
leads to modification of our behaviour. For instance, after birth a child learns that her
mother feeds her and that a bottle of milk can satisfy her hunger.
Education is development: Education is the development of the native endowments
and inherent potentialities of the individual. The whole process of development
which is caused by learning from experience is called education.
Education is direction: A child is born with a natural tendencies. impulses, urges
, . and drives. These natural impulses, if left unchecked and uncontrolled, would lead to
a barbarian way of life. Life becomes systematic, purposeful and principled only when
these instincts are controlled and moderated. It is education, which leads to the
refinement of the primitive impulses of the child.
Education is guidance: Education is the art and science of guiding the educand to
attain maturity, to live harmoniously with the socio-cultural and physical surroundings
by experienced adults.
Education is adjustment: Education is a process of adjustment in which the learner
makes a continuous effort to modify hislher behaviour so as to cope up with the
challenges of the physical and social environment.
Education is a Social Science: Education is a social concept, socially based.
1.3.3 Scope of Education

Education is a holistic process and continues through our life. Our day to day experiences
educate us. It encompasses all the aspects of human life. An educated person has the
ability to face challenges and make right decisions. The scope of education is hard to
delimit and define. However, we may describe it in terms of the main functions, some
of which are the following:
I
Provides training in citizenship: Education makes us responsible citizens and
there is no denying the fact that an educated person is a better citizen. We get to know
our history and culture through education and also learn the values necessary for
citizenship. It enables us to understand our duties as a citizen and in a democratic
country like India, it helps in developing values essential for a democracy.
Facilitates social development: Education assures social, cultural, scientific and
economic development. It makes people healthier and enhances productivity as people
acquire new skills and abilities through education.
Opens new avenues of knowledge: Education opens new avenues of knowledge.
It broadens our outlook and expands our knowledge horizon;
I
• j
Spreads Awareness: Education spreads awareness. It enables us to differentiate

between right and wrong. For example, awareness of duties, rights, etc. emerges
through education.
Helps in decision-making: Decision making is an integral part of our life. We have
to take decisions throughout our lives and sometimes, decision making can be a
8
/
challenging process. Education enables us to explore and compare alternatives and .Introduction to Education
make informed choices. with Special Reference to
Preschool Education
Enhances Confidence: Education improves our confidence to face the world. It
fosters a positive outlook and allows us to believe in ourselves. Self-belief is one of the
most desirable traits in human beings and education enables us to be self reliant.
You may add to this list many more benefits of education.
t
1.4 PRESCHOOL EDUCATION

We have discussed the concept of education in the previous section. Education is
imparted at various levels-preprimary, primary, secondary and tertiary (higher
education). We shall discuss only pre-primary education. In this section, we shall first
present the historical perspective of preschool education by presenting first the views/
contributions of some western educationists.
• More than 2000 years ago, Plato stressed the benefits of education for the young
child.
• Comenius, .the 17th century Czech educator and writer, put forward the idea of
parent education in his "School at the Mother's Knee", which means that education
of an infant should take place at home with the support of his/her mother.
• Robert Owen, a Scottish philanthropist, founded 'Infant Schools" in Scotland
during the early part of 18th century which was an early example of community
schooling.
• Rousseau emphasized that a child's education should take place in the lap of
nature.
• In the latter part of 19th century, Froebel, the renowned German educationist put
forward the idea of "Kindergarten" which aimed at development of children
through play activities. Kindergarten may be considered as the forerunners of
the modem pre-schools.
• The first nursery school was established in London in 1909, by two sisters, Margaret
Macrnillan and Rachel Macrnillan for taking care of neglected children of poor .
parents.
• In the early part of 20t" century Maria Montessori, an Italian physician, started a
pre-school in Italy named "Casa dei Bambini" which means House of Children.
In such schools children were encouraged to use various materials for developing
their motor and mental skills.
Early childhood education in India

The earliest documentary evidence of pre-schools in India dates back only to 19th
century. Dr. Maria Montessori came to India in 1940 and started a number of Montessori
schools in big cities in India. She also trained a number of teachers in the Montessori
system of teaching. The pioneers of pre-school movement in India were Gijubhai
Badheka and Tarabai Modak who under- the inf cence of Dr. Montessori established
pre-school centres in Gujarat. Mahatma Gandhi also met Dr. Montessori and requested
her to Indianize pre-school education, That was the beginning of 'pre-basic education'
in rural parts ofIndia largely tko:~g;l. voluntary efforts.
The objectives of pre-school education as per the Indian Education Commission, J 964-
1966) are:
• To develop in the child good health habits and to develop sLlls necessary in day
to day life, such as those needed tc r dressing, toilet habits, eating, washing,
cleaning, etc.
9
/
Theoretical Bases of • To develop desirable social attitudes and manners, and to encourage healthy
Pre-school Education group participation, making the child sensitive to the rights and privileges of others.
• To develop emotional maturity by guiding the child to express, understand, accept
and control his/her feelings and emotions.
• To encourage aesthetic appreciation.
• To stimulate the beginnings of intellectual curiosity concerning the environment
and to help him/her understand the world in which s/he lives.
• To foster new interest through opportunities to explore, investigate and experiment.
• To encourage independence and creativity by providing the child with sufficient
opportunities for self-expression.
• To develop the child's ability to express his/her thoughts and feelings in fluent
and clear speech.
• To develop in the child a good physique, adequate muscular coordination and
basic motor skills.
The areas of development with which preschool education concerns, are mainly the
following:
Physical, social and emotional development: Children at nurseries, playgroups,
pre-schools, and other forms of early learning environments get opportunity to play,
which facilitates physical development, teaches them how to get on socially with others
and also makes them emotionally balanced.
Communication, Language and Literacy: With regard to the language and literacy
goals, the emphasis will be on helping children to communicate orally and learn to read
and write alphabets and simple words, This is done through dialogues, stories, songs,
poems, reading and writing exercises.
Mathematical Development: Stories, games, imaginative play and songs are to be
used to help children develop an understanding of basics like awareness of numbers,
counting, etc.
Creative Development: Creative development is also an important learning goal
and it is done through songs, telling stories, music, and various arts and crafts activities,
so that children can explore shapes, sizes, forms and colours.
Understanding of the World: Children are to be encouraged to explore the physical
and social world around them, be curious and ask questions.
1.5 EARLY CHILDHOOD CARE AND EDUCATION

Till India became independent in 1947, the preschool education centres were run by
voluntary and private organizations. It-was later realized that rather than centers that
provide only education, the need is to establish centers that provide for holistic
development of children and also provide custodial care for children of working mothers.
Hence, the world over there was a shift from preschools towards Early Childhood
Care and Education (ECCE). In India the first government initiative in this area was
setting up of a Central Social Welfare Board in 1953 'which started a grant-in-aid
scheme for voluntary agencies. Since then efforts for integrating services related to
health, nutrition and education gained momentum. India has launched several initiatives
..,
in this area. The prominent among them are the Reproductive Child Health (RCH)
Scheme under the Department of Health and Family Welfare and the Integrated Child
Development Services (ICDS) under the Department of Women and Child
Development (now the Ministry of Women and Child Development). But in many
countries including India preschools are growing in number as many children require
the educational component since their families provide them with nutritious food and
10 health related provisions. Hence, preschools provide the ideal environment for cognitive,
/
physical and social development through opportunities and facilities for playing and Introduction to Education
socializing. Many parents, especially those who are well to do, desire that their children with Special Reference to
Preschool Education
develop readiness for school followed by admission in good schools and good
performance in school. Hence they seek mainly the educational component rather
than holistic ECCE provisions for their preschool age children. With the growing middle
class, there is a rapid growth rather mushrooming of preschools in urban and even in
other areas.
ECCE basically aims to provide care and education to children from birth till six years
of age. It aims to build the foundation of healthy individuals and society. The educational
system of a country therefore, rests on it. Sociologists, educationists, doctors,
psychologists, and even religious leaders of the early twentieth century emphasized
the importance of the child's first few years and its impact on the evolution of his/her
personality. They advocated that during these formative years, the child's mind should
be suitably developed and priority should be given to hislher physical well being. It is in
this context that India has implemented a fairly large number of international
commitments, by making constitutional provisions, taking legislative measures, making
policy framework and some major public and voluntary initiatives for children below 8
years age and which over a period of time have yielded some really gainful results.
Among such initiatives taken by the state, a significant one is the ECCE.
Care is needed even before the child's birth. Hence, ECCE includes parental education,
pre-natal and post-natal care. The nature of ECCE is mainly informal as children are
provided with care and education in an informal manner and parents of child to be
born and those newly born are provided with education for caring for the child. In a
broader sense ECCE can be divided into 4 stages.
1. Pre - Natal Education - From conception to birth.
2. Post - Natal Education - From birth to 2-2 112years.
3. Pre - Nursery Education - From 2 112 to 4 years.
4. Pre - Primary Education - From 4 to 5-6 years.
ECCE at first two stages

The first two stages are very crucial for healthy growth and development of a child.
The foundation of healthy life is laid in these two stages. This is the period when
education is needed more for the mother than the child. In view of the importance of
health of both the mother and the child, nutritious and balanced diet is important for
them.
Early Childhood Care and Education at the Last Two Stages

At these stages the child starts experiencing his/her environment and takes the first
steps towards independence from earlier total dependence. For the first time, s/he
moves out of the protected environment of the home and attends an ECCE center or
pre-primary school. The task of functionaries of ECCE and "teachers of preschool is
to promote regular habits of personal hygiene, provide nutritious food, education, look
after health, etc. At these stages efforts are made to develop habits of self-discipline.
The child is also given elementary training in readiness for 3 Rs (Reading, Writing and
Arithmetic). Unlike in ECCE centers in pre-primary schools, mainly education is •
provided.
We thus see that along with health and nutrition, education for young children is also
equally important. However, learning at early stage must be directed by the child's
interests and priorities. It should be contextualized and should not be structured formally.
An enabling environment for children would be one that is rich, allows children to
explore, experiment and freely express themselves. It should be embedded in social
relations that give asense of warmth, security and trust. Playing, music, art and 'Other
activities using local materials along with opportunities for speaking, listening and 11
/
Theoretical Bases of expressing themselves, and informal interaction, are essential. components of Early
Pre-school Education Childhood Education (ECE). On the whole education at this stage is to be wholly
informal.
1.5.1 Significance of ECCE

The progress and prosperity of a nation depend on the wholesome growth and
development of its chilrlren. Healthy children are the assets of a society and their care
and education should be considered as an investment for a progressive nation. Hence,
for proper growth and development of children, care and education are essential
between 0-6 years. Though, under ECCE programme we include children in the age
group of 0-6 years, it is a fact that care begins even before the birth of a child. Gandhiji
had said that "the real education begins from conception as the mother begins to take
the responsibilities of the child. If a mother is correctly instructed, prepared for the
coming responsibility, then that will lead to care for the child aswell".
ECCE of good quality helps children in their total development. It provides care and
the educational component. It helps in all round development. It facilitates physical
and psychomotor development with better eye-hand coordination, nurtures cognitive
abilities and social skills that are needed for adjusting with other children, sharing.eo-
operation, taking turns etc. and developing language skills needed for listening and
speaking. With such a head start a child with ECCE develops school readiness and
adjusts better with the demands of the primary school. Research suggests that children
..
,~- with preschool experience have better school readiness than children who enter school
directly iri class I.
ECCE is thus of immense significance for universalisation of elementary education.
•
ECCE is linked both directly and indirectly to universalisation of elementary education.
Directly, it helps to prepare the young child for school. It enhances enrolment and
assures better retention in primary schools. Indirectly, yet powerfully ECCE, particularly
for infants in the age-group of 0-3 years, provide custodial care to children and thus
»:
can enable girls, engaged in taking care of younger siblings at home, to attend school
and mothers to be at the place of their work. Since older girls' involvement in child
care is one of the major reasons for their non-attendance in schools, child care services,
in close proximity to and in co-ordination with school, offer an effective strategy for
the enrolment and retention of girls in primary schools. ECCE is thus important for
equality of opportunity for women.
The Education for All (EFA) Global Monitoring Report 2007 organized by UNESCO
emphasizes the need and significance of ECCE. The first of the six EFAgoals addresses
solely the issue of ECCE. The EFA Report defines ECCE as follows:
"Early childhood care and education supports children's survival growth, development
and learning - including health, nutrition and hygiene, and cognitive: social, physical
and emotional development- from birth to entry into primary school in formal, informal
and non-formal settings. Often provided by a mix of government institutions, non-
governmental organizations, private providers, communities and families, ECCE
represents a continuum of interconnected arrangements involving diverse actors: family,
friends, neighbours; family day care for a group of children in a provider's home;
centre-based programmes; classes/programmes in' schools; and programmes for
parents."
-.
Education for All Goals
As per the Universal Declaration of Human Rights and the Convention on the Rights of the
Child, the international community adopted the World Declaration on Education for All
(EFA) at Jomtien, Thailand, in 1990. At its heart is the recognition that universal education
is the key to sustainable development, social justice and a brighter future.
, ~c';'·
,12
/
Introduction to·Education
The 2000 Dakar Framework for Action expresses the international community's commitment
with Special Reference to
to a broad-based strategy for ensuring that the basic learning needs of every child, youth
Preschool Education
and adult are met within a generation and sustained thereafter. It sets the six EFA goals:
1. Expanding and improving comprehensive ECCE, especially for the most vulnerable
and disadvantaged children.
~
2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances
and those belonging to ethnic minorities, have access to and complete free and
compulsory primary education of good quality.
3. Ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life-skills programmes.
4. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all adults.
5. Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls' full and
equal access to and achievement in basic education of good quality.
6. . Improving all aspects of the quality of education and ensuring excellence so that
.. recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills.
Source: EFA Global Monitoring Report 2007 - UNESCO.
1.5.2 Objectives of ECCE

The ECCE programme is basically a need based programme. Hence the focus is on
the individual child's needs, growth and development. The broad objectives of this
programme are (Bhatia, Biswas & Siddiqi, 2002):
• To develop in the child healthy physique, muscular co-ordination and basic motor
skills.
• To develop in the child good health habits and to build basic skills necessary for
personal adjustment, such as dressing, eating, washing, cleaning, etc.
• To develop desirable social attitudes and manners, to encourage healthy group
participation and to make the child sensitive to the rights and privileges of others.
• To develop emotional maturity by guiding the child to express, understand, accept
and control his feelings and emotions.
• To encourage aesthetic appreciation.
• To stimulate intellectual curiosity and to help hirnlher understand the world in
which s/he lives and to foster new interest by giving opportunities to explore,
investigate and experiment.
• To encourage independence and creativity by providing the child with sufficient
opportunities for self expression.
• To develop the child's ability to express his/her thoughts and feelings.
ECCE activities at Anganwadias

• Provision of Supplementary nutrition to children
• Health check up by health functionaries and immunization
• Providing nutrition and health education to mothers
• Developing in children readiness for primary schools
• Learning activities like story telling, poem recitals, singing, color and shape
recognition, group games, forming good habits like washing hands, sharing things,
etc.
13
/
Theoretical Bases of
Pre-school Education Check Your Progress 1
Answer the following questions:
1. Explain the nature of education.
2. Compare the bipolar and tripolar nature of education.
~
3. Explain the significance of ECCE.
1.6 NATIONAL GOALS AND ECCE

The National Goals as in the Constitution of India are stated as:
"We, the people of India, having solemnly resolved to constitute india into a sovereign
socialist secular democratic republic and to secure to all its citizens:
Justice, social, economic and political;
Liberty of thought, expression, belief, faith and worship;
.. Equality of status and of opportunity; and to promote among them all
Fraternity assuring the dignity of the individual and the unity and integrity of the
nation;
The national goal, of securing equal opportunity for all citizens implies right of children
as young as those in their early childhood for receiving care and education and the
Government of India tries to fulfill it through the constitutional provision for ECCE.
1.6.1 Constitutional Provisions

Initially, the Indian Constitution was committed to provision of free and compulsory
education for children up to fourteen years of age. However, the subsequent eighty
sixth Amendment to the Constitution in 2001 divided the span of 0-14 years into two
clear categories to cover their interests under separate articles in the constitution.
Article 21A has been introduced, which makes elementary education for 6-14 years
old children as Fundamental Right. This is being implemented from 2010. ECCE has
been included as a constitutional provision but not as a fundamental right of every
child through Article 45, which reads as "The State shall endeavour to provide ECCE
for all children until they complete the age of six years". The Right to Education Bill,
2009 has been passed in the parliament to enforce education as a fundamental right
for the age group 6-14 years. Even though the bill does not mention ECCE, it is hoped
that the government and other organizations will realize the importance of a strong
foundation in the form of ECCE before a child enters primary school. We shall discuss -
it in details in a subsequent section.
1.6.2 ECCE and Education Commissions in India

Even though initially the constitution did not clearly state the lower age limit for providing
free and compulsory education, the importance of ECE has been actively discussed
by educationists and policy makers. The various education commissions and committees
set up by the government of India have advocated the need of ECCE. The
recommendations of the Commissions are given below.
Secondary Education Commission (1952 -53)

The Secondary Education Commission recommended nursery schools for the age
group 3-6 years. The Commission observed: "At the pre-primary stage, nursery schools
of various types exist in some states but on a very small scale. At this stage, the child
is introduced to the joy of learning through companionship and recreational activities
14 and s/he is slowly guided in proper habits of life, cleanliness and healthy modes of
I
living as well as in the cultivation of social habits necessary later for a community life. Introduction to Education
In several states there are a few nursery schools run by private organizations or by with Special Reference to
Preschool Education
missions" .
Indian Education Commission (1964-66)

The Indian Education Commission also emphasized the need of pre-primary education.
Its recommendations include:
• Establishment of state level centres for the development of pre-primary education
in the State Institute of Education.
• The role of the State should be to maintain such centres at the State and district
levels, train pre-primary teachers, conduct research, assist in the preparation of
materials and literature needed for pre-primary education and provide supervision
and guidance to pre-primary schools and training institutions.
• Experimentation should be done to develop less costly methods for expanding
pre-primary education.
.. National Policy on Education (1986)

The National Policy on Education (1986) realising the importance of ECCE in the
education of a child, had urged the government to include ECCE too under the purview
of Article 45. The major recommendations are:
• The scope of the Constitutional directive (Article 45) of providing, within a
specified time-frame, free and compulsory education for all children until they
complete the age of fourteen years, should be enlarged to include ECCE.
• Since ECCE is a cross-sector programme, addressing the intersecting needs of
children, women and girls, it should receive due attention in all dimensions and
stages of education, such as women's education, education of Scheduled Castes
and Tribes, elementary education, vocational education, content and process,
teacher training, higher education, etc. \
1.6.3 ECCE under various Five Year Plans

The well being of young children has been an integral part of India's developmental
planning since 1951, when India became a republic. Under the first Five Year Plan
(FYP), the Central Social Welfare Board started grants in aid scheme for voluntary
organizations, which were running centres for pre- primary education. In the second
and third FYP, pre schools continued to be within the purview of the voluntary and
private sector. It was only in 1968, when the Ganga Saran Sinha committee highlighted
the need to provide pre-school education that it was included within the purview of the
public sector. However, the fourth FYP, brought the scheme of Family and Child
Welfare to rural areas with the objectives to foster all round development of preschool
child not only by providing comprehensive welfare services in all aspects of child
development but also by strengthening the role of the family to contribute to the growth,
and development of the child. The fifth FYP saw a major breakthrough in the concept
of child development with a shift in the approach from welfare to development and the
declaration of National Policy for children in 1974, in pursuance of which, Integrated
Child Development Services (ICDS) programme came into existence initially in 33
pilot projects with non formal preschool education as a major component of service
delivery. Sixth FYP reiterated. the approach and strategies outlined in fifth FYP by
promoting consolidation and extension of the programmes started earlier. The sixth
plan period not only witnessed the expansion of ICDS projects but provisions were
also made for preschool education in educationally backward states through grants in
aid to voluntary organisations. The seventh FYP continued the strategy of promoting
early childhood survival and development through programmes in different sectors
including ICDS and Pre School Education. In the eight FYP, it was proposed to phase 15
/
Theoretical Bases of out other similar government-sponsored initiatives by merging them with ICDS. The
Pre-school Education ninth FYP addressed the issues concerning Early Childhood Education (ECE) more
exhaustively than previous plans. While acknowledging the first six years of life to be
critical, it recommended the institution of National Charter for Children to ensure care
for all developmental aspects of the child by the end of the Ninth Plan. This plan also
emphasised the invoivement of Women's groups in the management of ECE
programmes, particularly fmder the decentralized Panchayati Raj System. The major
initiatives suggested under the tenth FYP include strengthening the Non-formal Pre-
School Education (PSE) component of ICDS by need based training of Anganwadi
Workers, provision of learning material at Anganwadi Centres, setting up of PSE
centres in uncovered areas, and training of community leaders.
As per the Working Group on Development of Children for the Eleventh Five Year
Plan (2007-2012) A Report, taking cognizance of the importance of ECE as an important
factor in promoting retention of children ,in primary schooling, this component was
included, in the design of the District Primary Education Programme (DPEP). The
approach under, DPEP was one of convergence. It provided for strengthening of
existing, provisions for ECE through the ICDS by strengthening their linkage with
.
, primary schools. Programmatic linkages were also attempted between preschool and
primary school under DPEP, by introducing the component of school readiness as an
initial part of the primary curriculum and by continuing the play based methodology in
grades one and two.
Under Sarva ShikshaAbhiyan (SSA), which is one amongst the eight identified flagship
programmes of the Government ofIndia (Gal) for universalizing elementary education
and which has succeeded the DPEP, provisions have been made not only for greater
convergence of pre school education initiatives, specially ofICDS, with that of primary
schooling but also of setting up Balwadis as Pre School Education (PSE) centres in
uncovered areas, training inputs for stakeholders, organizing awareness and advocacy
campaigns in favour of importance of PSE and the like. In some cases, preschools are
attached to the primary section of the school.
The past few decades have witnessed an unprecedented expansion of early childhood
initiatives in the country. Together with major public initiatives like ICDS, a remarkable
expansion has taken place primarily in private sector, which has played an important
role in the growth of ECE in the country
The ECE services, being provided by voluntary or non-governmental organizations
with financial assistance of national and international aid agencies, trusts, denominational
and other groups, also play a role especially in socially and economic backward areas,
special communities in difficult circumstances like tribal people, migrant laborers and
for children affected by natural calamities like flood, earthquake etc. The various
integrated services under these NGOs run initiatives are either being provided in the
name of creches or in the name ofECE centres. Some NGO's also run mobile creches,
which move along with the construction labour from one site to another. In atldition to
these, some universities also have Laboratory Nursery Schools attached to them,
particularly to Departments of Child Development like M.S.UniversitY, Vadodara.
Various corporate groups like ICICI have also come forward by running pre schools,
which, over a period of time, have established themselves as fairly competitive with
preschools being operated under private initiatives.
As per the currently running eleventh FYP (2007-2012), as per estimate of technical
group on population projections, pre school education services will have to be provided
for 70 million children by the end of 2011 (the near end period of XI Five Year Plan)
.and 73 million of children by 2016 (or the near end period of XII Five Year Plan).
Though, in a country as diverse and large as India, with approximately 60 million
children in the age group of 3-6 years (as per census, 2001), achieving universal
access is not an easy task. However, the current and futuristic magnitude of uncovered
16 EeE children is a major challenge in the XI Five Year Plan.
/
The Report also says that the uncovered and unreached children of ECE are found in . Introduction to Education
both rural and urban areas. In urban areas, they may be broadly identified as those with Special Reference to
Preschool Education .
living on pavements, unauthorized settlements, slums, construction sites, etc. In order
to extend the benefits of ECE to such a large number of presently uncovered, unreached
population of 3-6 years age children for the next one decade, it is urgently needed to
come out with contextually suited, locally relevant innovative strategies and approaches
and also strengthening of resources required to fill this huge gap. In order to do so,
setting of one ECE centre for a group of about 25 children within accessible distance
from the home of the child needs to be considered.
1.7 RIGHT TO EDUCATION AND PRESCHOOL

EDUCATION
The Right of children to Free and Compulsory Education Act has come into force
from April 1, 2010. The right to education will be accorded the same legal status as the
right to life and liberty as provided
by Article 21 of the Indian Constitution. Every child in the age group of 6-14 years will
be provided 8 years of elementary education in an age appropriate classroom in the
vicinity of his/her neighbourhood by the. state. Cost for education will be borne by the
State. No child shall be denied admission for want of documents; no child shall be
turned away if the admission cycle in the school is over and no child shall be asked to
take an admission test. Children with disabilities will also be educated in the mainstream
schools.
The 86th amendment to the constitution making education for children in the 6 - 14
age group a fundamental right, does not include such provisions for children who are
below six years of age. Article 45 which retains ECE as directive principle reads -
"The State shall endeavour to provide early childhood care and education for all children
until they complete the age of six years".
However, Article 21 together with Unnikrishnan judgment (that every child has the
right to education up to age of 14 years) provides an opening that can be used to
rekindle the debate and reverse the policies in place (Position Paper on ECE, National
Focus Group Report 2005). ECE has been kept outside the purview of the Right to
Education Act 2009. However it suggests to appropriate governments for providing
preschool education, in Chapter Ill, Section 11, as follows.
"With a view to prepare children above the age of three years for elementary education
and to provide early childhood care and education for all children until they completes
the age of six years, the appropriate governments may make necessary arrangements
for providing free pre-school education for such children"
Access to ECCE and ECE is a challenge. The total coverage of ECCE under ICDS
in 0-6 age group is still near half way mark and that of pre-school education is less
than that. There is, therefore, a big gap in the demand and availability of ECCE and
ECE services. There is also the need for creches and Day-care facilities. There is a
need to strengthen ECE for making universal elementary education programme a
'success. This would need strengthening not only of ECE provided by ICDS as a part
of ECCE but also that offered by voluntary groups and NGOs and the private sector.
There is also the need to regulate preschool education provided by the private sector.
Besides, training of ICDS functionaries and preschool teachers is important. Children
with special needs are to be included in the ECCE programmes and low children-
functionary ratio is required.
There is a.need to develop infrastructure facilities and resource for the ECCE, which
has always been a responsibility of many authorities asit includes various services to
be provided by different sectors. States need to pay attention to ECE as it is an
important area for child's overall wellbeing and human resource development in general. 17
/
1) Explain the areas of development that are covered in Preschools.
2) Explain the constitutional provisions of ECCE in India.
1.8 SUMMARY
Education is a multifaceted activity which influences all aspects of human existence.
We have discussed various definitions of education and we may say that it seeks
holistic development of personality and continues through out life. Preschool education
started although a few centuries ago but only in the 20th century it gained popularity in
India. Till India became independent in 1947, preschool education centres were run by
voluntary and private organizations. It was later realized that rather than centers that
provide only education, the need is to provide for holistic development of children.
Hence, the world over there was a shift from preschools towards ECCE. ECCE
basically aims to provide care and education to children from birth till six years of age.
.
,
It aims to build the foundation of healthy individuals and society. In India the first
government initiative in this area was setting up of a Central Social Welfare Board in
1953 which started a grant - in-aid scheme for voluntary agencies, Since then
integrating services for health, nutrition and education gained momentum. .
In. view of the importance of ECCE, every FYP has been concerned about ECCE
provisions and the current (XI) plan places special emphasis on it. Initially, the Indian
Constitution was committed to provision of free and compulsory education for children ..
up to fourteen years of age. However, the Eighty sixth Amendment to the Constitution
in 2001 divided the span of 0-14 years into two clear categories to cover their interests
under separate articles in the constitution. Article 21A has been introduced, which
makes elementary education for 6-14 years old children as Fundamental Right. This is
being implemented from 2010. ECCE has been included as a constitutional provision
but not as a fundamental right of every child through article 45, which reads as "The
State shall endeavour to provide ECCE for all children until they complete the age of
six years".
1.9 UNIT END ACTIVITIES

1. Read the definitions of education. List ten characteristics of an educated person.
2. Collect information on the implementation of ECCE in some of the developing
nations.
1.10 CLUES TO CHECK YOUR PROGRESS
Clues to check your progress 1

1) The nature of education can be summarized as follows.
1. Education is a process
2. Education is a product
3. Education is guidance
4. Education is adjustment
5. Education is a social science.
2) Bipolar nature of education means. that there is definite though variable relation
between the educator and the educand. On the other hand, tripolar nature means
18
I
that there is a direct relation between the educand and his/her environment and Introduction to Education
the educator. with Special Reference to
Preschool Education
3) Early Childhood Care and Education (ECCE) basically aims to provide care and
education to children from birth till six years of age. It aims to build the foundation
of healthy individuals and society.

1) Holistic development-physical, motor skills such as eye-hand coordination,
cognitive, social, language skills, etc.
2) The Eighty - Sixth Amendment to the Constitution in 2001 divided the span of 0-
14 years into two clear categories to cover their interests under separate articles
in the constitution. Article 21A has been introduced, which makes elementary
education for 6-14 years old children as Fundamental Right. ECCE has been
included as a constitutional provision but not as a justiciable right of every child
through article 45, which reads as "The State shall endeavour to provide ECCE
for all children until they complete the age of six years".
1.11 REFERENCES ANS SUGGESTED READING

Aggarwal, J.c. (2001). Teacher and Education in a Developing Society. New
Delhi: Vikas Publishing House Pvt Ltd.
Bhatia, K.K. (1983). Principles and Practice of Educaton. New Delhi: Kalyani
Publishers.
Bhatia,S., Biswas.S, & Siddiqi, N.(2002). Early Childhood Care and Education.
Book 1. New Delhi: DOABA House.
Early Childhood 'Education in the Eleventh Five Year Plan (2007-2012). Retrieved
from http://wcd.nic.inlwgearlychild.pdf on 1.3.2010.
Education Commission 1964-1966 Report. Retrieved from www.education.nic.in
on 15.3.2010.
Education For All Global Monitoring Report2007. Retrieved from. www.unesco.org
on 20.5.2010.
Kochchar, S.K. (1981). Pivotal Issues in Indian Education. New Delhi: Sterling
Publishers Pvt Ltd.
Select Issues Concerning ECCE in India. Background Paper Prepared for EFA
Global Monitoring Report. Retrieved from www.unesco.org on 25.5.2010.
Education Commission 1964-1966 Report. Retrieved from www.education.nic.in
on 15.3.2010.
19
I
/
I
UNIT 2 EDUCATION FOR NATIONAL
DEVELOPMENT
Structure
2.1 Introduction ~
2.2 Objectives
2.3 Education for National Development
2.3.1 Need to invest in Education for National Development
2.3.2 National Development and Preschool Education
2.4 Education as an Agency for Social Change and Progress

2.4.1 Education for Empowerment
2.4.2 Empowerment and Early Childhood Education
'/ 2.5 Summary

2.1 INTRODUCTION
In the previous unit you have been introduced to the term 'education'. In this unit we
shall focus on the importance of education for national development. Education is one
of the key factors which contribute to the development of a nation. It creates a society,
.which is inclusive and progressive. Education is essential for human resource
development, for socio-cultural and economic development. Investments in education
lead to national development and national empowerment. Preschool education provides
a foundation for the successive educational endeavours of the society. Hence,
strengthening preschool education strengthens the entire educational system. The earlier
unit introduced you to the concept of education in general and also to early childhood
care and education. This unit focuses on the role of education in national development
and national empowerment.
2.2 OBJECTIVES
• identify the dimensions of national development;
• describe the relationship between education and national development with special
reference to preschool education;
• explain the role of education in national empowerment; and
• describe the importance of preschool education in national empowerment.
2.3 EDUCATION FOR NATIONAL DEVELOPMENT'

Education leads to development brought about by overall prosperity, welfare and security
of the people. The development and reconstruction of any society depends upon the
ability of its citizens to carry them out. Such abilities are developed through education.
Education is the key to human resqurce development, essential for the growth of a .
20 nation. Societies in which there is equity in access to quality education, development is
I
more inclusive. Therefore, If education has to improve the standard of living of the Education for National
people and perform an active role in the national development we would have to Development
strengthen the educational system.
Meaning of national development

The term national development has a wide scope. Economic, social, political, cultural,
educational and many other dimensions comprise it. If even one aspect is ignored,
development would remain incomplete. Development should also be inclusive so that
marginalized groups are included in the developmental process. Also, it is desirable
that all parts of the nation should develop uniformly instead of a situation with a few
pockets of development surrounded by vast undeveloped areas. The pace of
development should not only be rapid but also be continuous and sustainable. This
requires expansion and reconstruction along various dimensions.
Broad indicators of national development

National development is closely related to quality of life. Life expectancy, infant mortality,
etc. are some of the indicators of quality of life. National development is assessed in
.. terms of universally accepted indicators of human development. The Human
Development Index (HDI) is a comparative measure oflevels of human development
and indicates the quality of life of the people of a country. The three dimensions and
four indicators of HDI are the following:
• Standard of living -Gross National Income (GNI) per capita
• Health- Infant mortality and life expectancy at birth
• Education- Mean years of schooling and expected years of schooling
Besides, Government expenditure on health, population growth, literacy, percentage
of people below the poverty line are also some of the indicators of national development.
That India ranks 119 in HDI in 2010 indicates the state of affairs in our country.
Dimensions of national development and their relation to education

There are several dimensions of national development that have a direct bearing on
the HDI. Attainments along these dimensions depend on attainments in the field of
education: We shall discuss some of them.
Economic Dimension
A sound economy is a sign of national development. It has direct connection with all
the developmental programmes of a country. National Economy is based on national
production. National production and economic development can take place only with
the help of a sound educational system. Hence education is a major factor in economic
growth. The Indian Education Commission (1964-1966) states, "In a world based on
science and technology, it is education that determines the level of prosperity, welfare
and security of the people." Hence education influences economic development. It
alters the attitude towards work, adaptability, economic rationality, saving tendencies, .
etc. Economic growth is often associated with higher enrollments. This is because
education contributes to economic growth by reducing poverty which impedes education,
creating a workforce equipped with the necessary attitudes and skills. It also contributes
to economic growth by improving health and reducing fertility thereby making families
smaller (Adams, 2002).
Political Dimension
.India is a socialist, sovereign, democratic, secular republic. The people in a democracy
enjoy many rights and privileges. So education is essential for helping them to make
right choices as they exercise their right to franchise and make other decisions and
21
/
Theoretical Bases of are aware of the way the three pillars of governance, viz. executive, legislature and
Pre-school Education judiciary, function for their welfare.
Social Dimension
India is a secular country. It also strives for equality, justice and liberty. People of all
communities and castes, religions and faiths have the right to lead a respectful life in
the society. The government has assured certain privileges through constitutional
provisions and organizes welfare programmes for uplifting the backward classes of
the society. This also includes education with affirmative policies for those from the
weaker sections of the society.
Education leads to rational thinking, necessary for dispelling social biases related to
castes and communities and thus leads to inclusiveness. Education is also important
for a cohesive society and strong feelings of nationalism. Education is important for
individual as well as social development. Educated individuals enjoy better health and
life expectancy and are likely to have fewer children. It enhances individual income
and well being. Education enables anindividual to think about immediate problems and
develops abilities to solve these problems. It provides basis for productivity, material
.. prosperity, health and morality. Educated families have lower infant mortality rates .
Besides, education leads to skilled manpower and human resource development for
the society. Therefore, investing in education leads to national development.
Cultural Dimension
Preservation and transformation of culture are important social processes. We need
to realize the significance of culture in nation building as culture gives an identity to the
nation. Education is the means for preservation and transformation of culture. -
Apart from the dimensions we have discussed, today development has a wider meaning
and includes povertyreduction, social justice, environmental sustainability, human rights,
and, at times, empowerment. This extended conceptualization of development is being
translated into a larger range of policies and programs to address new human and
social dimensions (Adams,2002)
2.3.1 Need to invest in Education for National Development

Education is necessary because it is the only means that improves the capabilities of
individuals and the capacity of institutions. It is thus a catalyst for the closely interrelated
economic, social, cultural, and demographic changes necessary for national
development. There is substantial evidence to establish that education can make major
contributions to the complex processes of technology transfer, economic productivity,
individual earnings, reduction of poverty, development of healthy families, creation
and sharing of values, citizenship and enhancement of the quality of life (Adams,
2002). Education is thus the basis of national development. The countries, that invest
more in education, become strong economies. It is well known that countries like
U.S.A. Japan, UK, China, etc. made rapid progress by investing in education. Hence,
the report of Indian Education Commission (1964-1966) has been titled Education
and National Development. The Commission has observed- "If the pace of national
development is to be accelerated, there is need for a well-defmed, bold and imaginative
educational policy and for determined and vigorous action to vitalize, improve and
. expand education." The Commission further observed that education cannot be
considered in isolation or planned in vacuum. It has to be used as a powerful instrument
of social, economic and political change and will.
Education had occupied an important place in India in the ancient times. It has been
considered as a means of humanization, salvation and gaining spiritual knowledge.
Later during the British rule education was largely utilized for training people for
administrative work. Basic education system of Mahatma Gandhi was in the context
22
of national needs and the situation prevalent in India before independence.
/
/
After independence, government of India tried to link education with productivity and Education for National
industrialization. Changes in the structure of education were introduced to make it an Development
important means of national development. Education was treated as a capital investment
whose outcomes would benefit the nation in the long run. It was the first time that in
India the state was involved in pro actively providing education to the masses.
Apart from general education, for developing skilled manpower vocational education
is necessary. The Indian Education Commission (1964- t966) emphasized the need for
vocational education by accepting it as a form of capital investment. The commission
recommended work experience as a part of the school curriculum so that education is
linked with life and work. It was thus accepted that aim of education is to increase
productivity.
For National Development to become a reality, educational system has to be revamped.
For this the following steps may be taken:
• make efforts to achieve universal elementary education and adult literacy;
• develop public-private partnerships in education;
.' pay special attention to education of those from the marginalized groups like
women, backward communities, rural areas, etc ;
• decentralization of planning and implementation of educational endeavours;
• pre and in-service teacher education;
• Teachers should enjoy suitable remuneration and working conditions;
• provide adequate funds for education so that schools and other educational
institutions have proper infrastructure and low student teacher ratio;
• teaching method should be activity based and curriculum should be progressive.
Education should be related to life and work of students.
• Evaluation of learning should be continuous and comprehensive
2.3.2 National Development and Preschool Education

A substantial body of research suggests that early childhood education can have a
strong, positive influence on success in subsequent schooling. Preschool education
may be particularly effective in reducing subsequent primary school dropout rates,
especially among the poor (Adams,2002):"As stated earlier education is an integral
part of national development. The progress of a nation lies in the quality of education
provided to its citizens. Hence, good quality education should start from preschool
stage itself. As education without care has no meaning for infants, hence, the more
holistic early childhood care and education (ECCE) is needed for national development
• Infant mortality rate (IMR) is an indicator of national development. This means
the number of deaths of infants below 1 year of age in 1000 live births. It is
necessary for a nation to reduce the infant mortality rate. IMR in India is one of
the highest in the world. Child Mortality Rate (CMR) of children below 5 years
of age is also high in India. One of the United Nations Millennium Development
Goals (NoA) is to 'Reduce Child Mortality Rate' by two third between 1990 and
2015. Under-nutrition is one ofthe key factors for high infant and child mortality
rates. Integrated child development services (ICDS) caters to pregnant women
and infants, provide nutrition and care for the child and the mother both in the
pre-natal and post-natal stages. In India, Anganwadis provide nutritious food and
care to the mother and child which help in the proper development of the child.
Hence, ECCE is needed to bring down IMR and CMR.
.• Number of children completing primary school
The number of children completing primary school is related to the number of
children receiving preschool education. Preschool education serves as a foundation
23
/
•
for the primary or elementary education. The children who access pre-school
Pre-school Education education gain the pre-requisite skills for the next level of education. Thus those
children who receive preschool education have a greater chance to complete the
primary school successfully and start secondary education. Therefore, ECCE is
necessary for universalisation of elementary education.
Check Your Progress

. ...1
1. Why are preschool education and ECCE essential for national development?
2. Why is it necessary to invest in the welfare of children?
2.4 EDUCATION AS AN AGENCY FOR SOCIAL

CHANGE AND PROGRESS
Education aims at developing the personality of the child, which comprises physical,
mental, emotional and spiritual characteristics of a person. Education also aims at
preparing a child for membership of the society. The development of the child is in
relation to his/her society. The individual cannot grow up isolated from his/her social
groups. We know that society is dynamic in nature and hence changes occur in society.
These changes are commonly termed as social changes. Education and social changes
are mutually reinforcing and complementary in nature. A change in the educational
system leadsto a corresponding social change and a social change, requires educational
change. The significance of the role of education in social change has been very aptly
described by the Indian Education Commission (1964-1966): "The destiny ofIndia is
now being shaped in her classrooms. In a world based on science and technology it is
education that determines the level of prosperity, welfare and security of the people.
On the quality and number of persons coming out of our schools and colleges will
depend our success in the great enterprise of national reconstruction, the principle of
which is to raise the standard of living of our people".
Education has a three fold role to play in relation to social progress.
• To conserve as far as possible all the good aspects of cultural and social heritage.
• To adjust to changing situations.
• To create a new system of education for social progress.
Education is a constructive instrument for societal progress. The role of education is
not merely for transmission and enrichment of culture. Education must also provide
opportunities for all individuals in the society to develop their potential and utilize it for
social development. The child is to be led towards a better and happier future. The
needs of the society are ever changing. Education helps in reconstructing and
reorganizing the needs of the society. It also eliminates those features of the society
that have lost their relevance. Thus education helps in transformation of society by
acting as an agency for social reconstruction and reorganization. Social transformation
in the following areas is brought about through education.
• Education helps in realizing the ideals of democracy, secularism, national
integration;
• Education helps in better processes of agriculture, in industrialization, in becoming
an information based and thereafter in transiting towards a knowledge society;
• Education is expected to change the value system of the people and reconstruct
it in the context of the current needs of the society and thus create in:people an
urge for social change;
24
/
• Education provides necessary training in skills and thus produces the manpower Education for National
needed for specialized jobs in the industrial, business, agricultural, education and Development
research establishments;
• Education is considered to be an important means of assisting people in critical
thinking necessary for social reform. It makes us aware of our weaknesses and
overcome them. ~
The above discussion clearly points out the role played by education in bringing about
changes as well as progress in the society. Thus education helps in the empowerment
of a nation.
2.4.1 Education for Empowerment

It has been a globally accepted fact that education results in national empowerment.
The word 'empowerment' refers to increasing the spiritual, political, social, or economic
strength of individuals and communities. It helps in developing in individuals and
communities confidence in their capacities. It is the process which enables individuals/
groups to develop personal/collective power, authority and influence; and to employ
that strength when engaging with other people, institutions or society.
Empowerment includes the following capabilities:-
• The ability to make decisions about personal/collective circumstances.
• The ability to access information and resources for decision-making.
• Ability to consider a range of options from which to choose.
• Ability to exercise assertiveness in collective decision making.
• Having positive-thinking about the ability to make change.
• Ability for improving personal/collective circumstances.
• Ability to influence others' perceptions though communication, education and
other engagements.
• Involving in the growth process and changes that is never ending and self-initiated.
• Increasing one's positive self-image.
• Increasing one's ability for critical thinking to sort out right and wrong.
National empowerment becomes a reality through attainments like:
• Economic development
• Development of science and technology
• Development of human resources
• Progress of women and weaker sections of society
• Eradication of corruption and other immoral acts
• Strengthening of educational system.
All the above aspects of national empowerment will occur only if the nation has a
sound educational system. Our country is an excellent example of how education
helps in national empowerment. Under the British rule till 1947, India remained
underdeveloped and backward. After obtaining freedom, in our country education
was accorded priority. Education helped us to improve socio-economic conditions.
There are constitutional provisions and special programmes in the country for
empowering women as well as those from the weaker sections of the society. All this
has contributed towards national empowerment and today India is enjoying rapid
economic growth. Our Information Technology sector is a force, recognized by the
world. Our media is free. India as a successful democracy is acknowledged globally.
25
/
Theoretical Bases of 2.4.2 Empowerment and Early Childhood Education
A child while attending pre-schools or other centers providing ECCE/preschool
education, learns social skills, while interacting with teacher and peers. S/he also gets
the much needed playground and play equipments necessary for physical and
psychomotor development. There is also.a lot of cognitive and social stimuli leading to
cognitive development.At~ ECCE centers, nutritious food and health facilities are also
provided. Thus a strong foundation for education and future development into a healthy
and educated citizen is gained by a preschool child.
Pre-school education and ECCE lead to the empowerment of all children and especially
of those marginalized. The girl child is specially empowered by ECCE and gender
parity in subsequent educational efforts can be attained by providing preschool
education/ECCE to girls. Mothers (pregnant and lactating) also stand to benefit as
they can access health and nutritional facilities, and learn child rearing practices at
ECCE centers. There are many instances where the girl child is the one who looks
after the young children when the mothers go for work. Hence they have to drop out
of the schools to rear the young ones at home. But if adequate pre-schoollECCE
facilities are available in the neighbourhood, which provide custodial care for young
children besides food and education, the girl child can also pursue her schooling.
National empowerment is directly related to national development, Attainments on the
indicators of national development leading to low IMR and CMR lead to national
empowerment. The nation should therefore be committed towards the development •
of children and invest in ECCE and preschools. These facilities should be accessible
to all, especially to those from the deprived sections of the society. The United Nations
Children's Education Fund (UNICEF) ~ormulates numerous programmes to help
developing and under-developed nations for the successful implementation of preschool
programmes. One such success story can be witnessed in Bangladesh where milestones
have been reached.
Pre-School Education - A Bangladesh Success Story /
When the Early Childhood Development (ECD) project was launched In Bangladesh in
2001, there were few existing mechanisms or organizations that provided early childhood
development assistance or early learning opportunities. UNICEF has succeeded in
significantly raising awareness among key stakeholders about the importance of early
childhood development, early learning and school readiness.
Putting early learning on the agenda
Following UNICEF advocacy, many Government strategies, such as the Poverty Reduction
Strategy Programme and National Plan of Action for Children, include a separate section on
early childhood development. The Government has initiated the process of having one pre-
primary school attached to each government primary. school and is now aiming to achieve
universal pre-primary education during the third phase (July 201 l-June 2016) of Primary
Education Development Programme. Preparatory activities are underway such as preschool
mapping, curriculum development, material design and production, and. the establishment
of a Pre- Primary Education Unit within the Directorate of Primary Education. Moreover, the
Ministry of Women and Children Affairs is currently formulating a Policy Framework on
comprehensive Early Childhood Care and Development, including the Early Learning and
Development Standards for children up to eight years old. These have been developed
following UNICEF advocacy and technical and financial assistance.
Improved access to early learning centres
Due to UNICEF's efforts, children have improved access to early learning opportunities in
safe child-friendly learning environments. Between 2006 and 2009, an estimated 391,656
children aged four to six years received age-appropriate early learning and school readiness
in 7,858 playgroups and pre-primary schools supported by UNICEF.
26
/
Education for National
At the beginning of the project most early learning centres were in the interior regions of
Development
Chittagong Hill Tract (CHT) and as a result, attendance of children at early- childhood
education is much greater in the tribal communities (25.2 per cent) compared to the national
average (14.7 per cent). Moreover, 94 per cent of students in the CHT, who complete the pre-
school course.ienroll in primary schoolS. More than half of their primary school teachers
noted the pre-school students were doing well compared to other students ..The success of
the CHT early learning centres is based on community involvement, local recruitment of
teachers and regular supervision.
Source: Early Learning for Development in Bangladesh. www.unicef.orglbangladesh.
Check Your Progress 2

Answer the following questions.
1. What is meant by national empowerment?
2. How does education bring about national empowerment?
3. Explain the role played by education in social progress .
..
2.5 SUMMARY
In this unit, we have discussed the concept of national development and its various
dimensions. We have also explained the role of education in national development. It
has been explained how education strengthens national development. We have also
discussed the significance of preschool education for the success of universalisation
of elementary education and therefore for national development. Thereafter we have
discussed national empowerment and education including preschool education as the
key to empowerment of people, A sound educational system will lead to national
empowerment and this begins with the endeavours to provide sound preschool
education.

1. Collect data on the activities carried out at EECE centers in your locality and on
people's access to ECCE .
2. Interview teachers of preschools to determine their view on the importance of
preschools for national development.

1. Preschool education helps in laying a strong foundation of education and equips
the child with the necessary pre-requisites for the subsequent stages of education.
Early Childhood Care received by preschool children helps in reducing Child
Mortality Rate which is-an indicator of national development.
-
2. The nation asa whole can progress only if its children gets the right kind of
education, as only educated people can take their own decisions, fight for their
rights and work for the progress of the nation.
Check Your Progress 2 ,

1. National empowerment is the increase in capacities of a nation in spiritual, political,
social, economic, intellectual, etc. National empowerment becomes a reality
through:
27
/
theoretical Bases of
Vre-school Education
•
•
Economic development. -,
Development of science and technology.
I
·1
• Development of human resources. 1
• Upliftment of women and weaker sections of society.

• Eradication of corruption.
~
• Strengthening of educational system.
2. Education helps in empowering a nation by uplifting women and weaker sections
of society, improving the field of science and technology and also shaping future
leaders.
3. Education has a three fold role to play in relation to social progress.
• To conserve as far as possible all the good aspects of cultural and social
heritage.
• To adjust to changing situations.
• To create a new system of education for social progress
2.8 REFERENCES AND SUGGESTED READING

Adams ,D.(2oo2). Education and National Development: Priorities, Policies, and
Planning. In M.Bray(Ed.) Education in Developing Asia, Volume 1 Manila: Asian
Development Bank. hUp:llwww.adb.org/Documents/Books/Education_
NatlDev_AsiaIPriorities_Policies_Planning/voll.pdf Retrived on 5/5/11
Aggarwal, J.C. (2001). Teacher and Education in a Developing Society. Vikas
Publishing House Pvt Ltd.: New Delhi.
Dash, B.N. (2004). Teacher and Education in the Emerging Indian Society.
Neelkamal Publications Pvt. Ltd.: New Delhi.
Early learning for Development in Bangladesh. Retrieved from www.unicef.org/
bangladesh on 20.07.2010
Mohanty, J. (1994). Indian Education in. the Emerging Society. Sterling Publishers
Private Limited: New Delhi.
Yadav,H.S.& Yadav,S. (1995). Education in the Emerging Indian Society. Tandon
Publications: Ludhiana.
28
/
UNIT 3 PERSPECTIVES OF PRESCHOOL
EDUCATION
,
Structure
3.1 Introduction
3.2 Objectives
3.3 Types of Education
3.4 Education for Democratic Societies
3.4.1 Role of Preschool Education in a Democratic Society
3.4.2 Significance of Preschool Education
3.5 Education for Inclusion
3.5.1 Inclusive Educatiori at the Preschool Stage
3.6 Education for Knowledge Society
3.7 Summary
3.1· INTRODUCTION
In the previous unit you have read that education in general and preschool education in
particular are indispensable for national development. This unit is about the context of
education, which comprises the major needs of our society. We have emphasized in
this unit that as societal needs form the perspective for education, from the preschool
stage itself, it is necessary to impart education in a way that prepares children as
future citizens. We have included in this unit, discussions on the various types of
education and education required for developing learners as citizens of a democratic
society.
3.2 OBJECTIVES
• distinguish between the types of education;

• explain the significance of education for democratic societies;
• describe the importance of education for inclusion;
• describe education for human development; and
'. discuss the significance of education for knowledge society.
3.3 TYPESOFEDUCATION
Education, generally speaking, is of three types.
1. Formal Education
2. Informal Education
3. Non-formal Education
/
Theoretical Bases of Formal Education
Formal system of education developed when education begin to be systematically
organized and institutionalized. The need to institutionalize education emerged with
the need to preserve, promote and define knowledge which could not be managed by
other channels of education. Formal education evolved when division of labour in the
society became prominent. The characteristics of formal education are:
•
• Formal education is planned with a particular end in view. It is provided by
organizations like schools, colleges and similar other institutions which are
established by the society with some goals.
• Formal education is limited to a specific period or stage. It is provided according
to certain set rules and regulations. It involves systematic, planned and guided
instruction.
• Formal education has a well defined and systematically organized curriculum.
The curriculum is based on the predetermined aims and objectives of the education
provided. These aims conform to the needs of the society and the state.
• Formal education is imparted by qualified teachers. They are supposed to be
knowledgeable in the concerned subject and in the art of imparting instruction.
• Includes activities inside and outside the classroom. While many activities take
place within classrooms and similar settings like labs, many of the activities in
formal education take place outside the four walls of the classroom. Field •
trips, educational exhibitions, educational fairs, etc. are some of the examples of
such activities.
• Observes stringent rules: Formal education institution impose stringent rules for
academic and non academic activities. Age of admission, mode of admission,
time arid place of instructions, evaluation and the like are governed by rules.
In short, fonnal education is that process of education which involves close supervision,
instructions as per set plan, definite aims and principles.
Informal Education
Informal education takes into its orbit all indirect influences of the home and the society.
Such kind of education takes place automatically without planned and organized efforts.
For example a child from an early age learns hislher mother tongue, and the language
used in hislher locality. Informal education is a life long process. It helps in enriching
life and continues even when formal education ceases. The characteristics of informal
education are:
• Informal education is incidental and spontaneous. There is no conscious effort
involved in providing it.
• Informal education is neither pre-planned nor deliberate. The child learns many
things like manners, habits, social etiquettes etc., while interacting with others at
home or..in the community.
• Unlike formal education, informal education is not imparted by any specialized
agency like school or college.
• Informal education is not imparted according to any fixed time table or curriculum.
It consists of informal experiences gained from family or community at any time.
• Informal education may not always result in right kind of education. One might
.~ get wrong information and messages and learn undesirable things like stealing,
while in the company of peers and others who influence himlher.
Thus we can summarize informal education as the process by which a person imbibes
attitudes, develops skills, cultivates values and acquires knowledge without the
interventions of any organization or formal system. Examples of this kind of education
are observational learning at home, school, and community.
I
Non-formal Education Perspectives of
~hoolEducatlon
Non-formal education is of recent origin. It can be defined as an organized, systematic
educational activity carried outside the established framework of the formal system,
whether operating separately or as an important feature of some broader activity that
isintended to serve identifiable learning clienteles and learning objectives. In a country
like India where facilitating formal education for all the citizens is a dream yet to be
realized, non-formal education fulfils the aspirations of those who remain outside the
realm of formal education. Indian involvement in non-formal education has increased
as a result of our interest in making education a life long affair rather than a matter of
formal schooling. The characteristics of non-formal education are:
• Unlike informal education which is unstructured, spontaneous and without
formality, non-formal education is structured and planned, but outside the realm
of formal education.
• Non-formal education is consciously and deliberately organized and systematically
implemented.
j • Non-formal education is organized for a heterogeneous group but with
homogeneous learning needs.
Non-formal educational programmes are often tailor made to serve the needs of the
identified group. This necessitates flexibility in its design, curriculum and the scheme
of evaluation.
Thus formal, informal as well as non-formal educations are important in their own
way. Table 1 represents examples of agencies providing the three types of education.
Table 1: Agencies providing formal, infonnal and non-formal education
Fonnal Infonnal Non-formal
School , HomelFamily Adult and social education

College Community centres.
University Peer group Seminar and workshops
Polytechnic institutes Library organized by professional
Industrial Training Centers. Museum organizations.
Radio Open universities, open
Television schools, in-service training
programmes, etc.
Nature of Preschool Education

In case of preschool education, informal education is important. Even in early Childhood
Education (ECCE) Centers and in preschools, nature of education is to be more
informal than formal. A child's learning begins in the family. There are also interactions
outside the home with peers and other members of the community. These experiences
lead to the informal education of the child.
Pre-school education is today imparted through institutions like kindergartens, Montessori
schools, etc. with certain aims. They also have a curriculum to·achieve those aims.
However, the curriculum is flexible and instructions are supposed to be informal in
nature. These centcrs have trained teachers and also infrastructural facilities required
for the attaining the aims. However, many argue that education in preschool should be
provided through play way methods rather than in a formal way in formal settings.
Anganwadis, Balwadis, and creches also impart institutionalized services that include
education but not that in a strictly formal sense. Informal education is thus the most
common type of education at the preschool stage imparted by the family, community
and even ECCE centers /preschools. '
31
.->.
I
1. Distinguish between formal and informal education.
2. Give examples of informal education provided by the family.
3.4 EDUCATION FOR DEMOCRATIC SOCIETIES

Formal and non-formai education have a definite role in preparing citizens for a
democratic society. Democracy is considered as a way of life, meaning thereby that
the individual should have the freedom to think independently and exercise his/her
judgment freely with regard to economic, educational, political and ethical issues but
at the same time be rational in thinking and tolerant towards divergent views. Education
helps in developing awareness of one's rights and duties. It also develops the attitudes
required in a democratic society. For this education is essential. Therefore, education
is a right in a democracy. In India it has now (since April, 201 OJ become a fundamental
right.
Education helps in imbibing the following democratic values:

• Intellectual integrity to sift truth from falsehood and facts from propaganda
• Reject fanaticism
• Scientific attitude of mind to think objectively and be free of unhealthy biases
• Open mind to accept new ideas
The essence of a democratic society is in its tolerance, and in its ability for welcoming
the differences which enrich social life. Such a mindset can be achieved only through
education. John Dewey, the eminent educationist, emphasized the relationship between
education and democracy. He writes, "The devotion of democracy to education is a
familiar fact. A society, which is mobile, which is full of channels for the distribution of
a change occurring anywhere, must see to it that its members are educated to take
personal initiative and have adaptability. Otherwise, they will be overwhelmed by the
changes in which they are caught and whose significance or connections they do not
perceive. The result will be a confusion in which a few will appropriate to themselves
the results of the blind and externally directed activities of others".
As per the Secondary Education Commission (1952-53) development of a democratic
citizenship requires:
• Clear thinking
• Being receptive to ideas
• Clarity in communication- speech and writing.
• Training in the art of living in a community
• Passion for social justice
• Development of tolerance
• Development of patriotism
Functions of education in a democracy are thus many. Some of them are:
• Education helps citizens in making judicious use of their franchise, while selecting
their representatives during elections;
• It leads to individual and social progress, necessary for a vibrant democracy;
• It is essential for participating intelligently in the activities in the society;
• It helps to comprehend the laws, customs and conventions of the society.
32
/
Functions of the school in a democracy Perspectives of
Preschool Education
The functions of schools in the process of educating students in democratic values are
the following:
• To impart to students knowledge of functioning of a democracy and its major
institutions;
• To enable students to incorporate values, ideals and principles needed for a
democratic outlook in their daily conduct, in alid out of the school.
• Education helps the citizens in making judicious use of their franchise, while
selecting their representatives during elections.
• It leads to individual and social progress, necessary for a vibrant democracy
• It is essential for participating intelligently in the activities in the society
• It is essential for a citizen to comprehend the laws, customs and conventions of
the society.
Method of educating students in a democratic way of life

The educational institutions should design methods and strategies to inculcate democratic
way of life among students. The measures that can be adopted for this purpose are:
• Respect of individual personality: Regard for the individuality of the members of
the staff and students is needed;
• Introduction of self government in schools: Self governance by students and
shared governance in which teachers, student's representatives and administration
are involved in the management of the school.
• Provision for manual work: Manual work imparts dignity oflabour among students.
• Equal opportunities for admission: No distinction should be made on the basis of
caste, creed, economic status while admitting students and recruiting teachers
and other staff.
• Democratic methods/of teaching: Interactions, dialogues, active participation of
students in teaching learning process, training students to think critically and
originally, /
• Encouragement of group J'.orl(:'Group activities like projects, should be included
in the curriculum to promote attitudes for cooperation and sharing.
• Promotion of self-expression: Students should be given freedom to express
themselves and present their own ideas.
• Opportunity for social service: Social work will bring the students in direct contact
with the community and enable them to.understand its problems.
"",
3.4.1 Role of Preschool Education in "il~emocratic Society

Early childhood is the crucial stage during which a child imbibes many values from his/
her environment. Values needed for democracy like openness-for different views,
dignity of labour, cooperation, tolerance for differences, respect for all, and the like
can be cultivated through preschool education. But this can be done orilyby organizing
activities suitable for nurturing democratic ideals.
Democracy has to be grounded in the way of life, right from childhood and this requires
education, which can be initiated right from the preschool level through participatory
practices. Dewey equated schools to communities and education to a social process.
Education and society are thus interlinked. To give a shape to this idea children should
be encouraged to work cooperatively in group situations. Also, instead of ordering
children, their opinion could be sought through dialogues on various issues. Participatory
governance wherein people do not remain voiceless but play an active role in the
33
/
Theoretical Bases of decision making process is important in a democracy. Hence there is a need to train
Pre-school Education children in such' a way that they are aware from a young age about their rights and
duties in group situations. Preschool age is the period when children start coming out
of their egocentrism and there is a transition towards reciprocity. To initiate them
towards reciprocity, group activities have to be given preference over those that tie
children to their desks and make them working solitarily. Working and playing in
groups can help in nurturing values like tolerance and respect for other members
and their views, open mindedness, acceptance of differences. Therefore, activities
have to be designed in such a way that children have shared goals, agree on a strategy
and work to achieve the goals cooperatively (Bose,2008).
Activities that involve working and playing in groups, interacting with the community,
narrating stories that impart lessons on democratic values, can be effectively utilized
for this purpose. Children should also be taught their rights and duties in the society.
Teachers need to listen to them, encourage their participation, allow them to speak,
teach them to listen to different view points and above all think. Teachers have to
create a congenial atmosphere that lead to the development of democratic values in
children .
.. 3.4.2 Significance of Preschool Education
The major aim of preschool education is to develop competencies in the child so as to
bring about development in all the dimensions of the child. The various dimensions are
however, interrelated. They are:
1. Physical and Motor Development: Early childhood care has an important role to
play in the physical and motor development of children. The height and weight
of the child should be monitored regularly. Regular health check up will help in .
early detection of problems.
2. Emotional Development: Emotional development of a child is as important as
intellectual development. Training should be given to children to exercise control
over negative emotions like anger, jealousy, etc.
3. Intellectual development: A preschool should provide the necessary environment
with multi-sensory experiences so as to foster intellectual development in children.
4. Language Development: Language development is important as it helps the child
to communicate. Hence, exercises that involve children to listen and speak and
hold dialogues are needed. Exercises that develop readiness to read and write
are also needed.
5. Social Development: A child should learn to become a member of the society.
Social values like sharing, co-operation and we feeling are formed around three
to four years of age. Children acquire these values through group activities and
group play.
6. Moral Development: All the societies have certain beliefs regarding good and
bad and right and wrong. Even at a tender age, children should be made aware
of good and evil through stories and other means.
7. Aesthetic Development: Children should learn to appreciate beauty and hence,
activities related to art,' music, etc. are needed.
Activities for Various Dimensions of Development

The following table (Table 2) represents a gist of activities suitable for the various
dimensions of development.
34,
I
Table 2: Act:.-rties for Various Dimensions of Development Perspectives of
Preschool Education
Developmeia Activities
Physical and Motor Development Running, jumping, sliding, swinging, singing action
songs, dancing, climbing ladder, paper folding,
pasting, tearing, drawing, colouring, stringing beads,
arranging blocks, etc.
Intellectual Development Concrete experiences regarding basic concepts,
classification of objects as per shape, size, colour,
serial ordering, comparing objects, making
observation and narrating, solving puzzles, simple
problems, etc.
Language Development Conversation, dialogues songs, storytelling, action

songs, rymes and poems, role play, dramatization,
etc.
Emotional Development Waiting in a queue, group activities, playing games

with rules and regulations, etc.
Social Development Group activities and play, house visits.
Moral Development Stories depicting moral values,
Aesthetic development Gardening, music, drawing, painting, making shapes

with clay, decorating classroom, etc.
3.5 EDUCATION FOR INCLUSION

The tenn 'Inclusion' implies much more than just providing education to the disabled
or exceptional children in regular schools, in other words acceptance of children with
disabilities/exceptionalities in the mainstream. Inclusive education programmes do not
just focus on accommodation of these children into a general education setting, but are
focused on the restructuring of schools to accept and provide for the needs of all
students. In inclusive programmes specialized instruction and support are provided to
.any student who is in need of support without labeling himlher as disabled or exceptional.
In other words, no discrimination is made among the exceptional or non-exceptional
children. All the children with varying degrees of disability/exceptionality are welcomed
by making necessary accommodations for their education in the same school and
classes along with their non disables peers. It is based on the philosophy of an inclusive
society that does not discriminate among people.
Inclusion is the need of the hour. India, with its vast population of exceptional/disabled
children scattered throughout its land cannot achieve its target of free and compulsory
education for all the children up to 14 years of age by neglecting the policy of inclusion.
If planned and executed properly, inclusion can prove as a potential instrument for
serving the interests of all types of students, whether exceptional or non-exceptional.
This practice of providing inclusive education needs to be started from preschool
stage itself. Preschool children will thereby learn to respect differences in individuals
and accept those with special needs as peers. This will lay the foundation of an inclusive
society.
Inclusive Education has the following major characteristics:
• It works on the principle of inclusion, i.e. including all, including those who are
differently -abled.
• The school in the neighbourhood is regarded as the first option for admitting any
exceptional or disabled child so that theses children are mainstreamed with those
who are not exceptional/disabled.
35
/
Theoretical Bases of • In the inclusive settings children with all the shades of exceptionalities/disabilities
Pre-school Education get opportunities for shared educational experiences while pursuing individually
appropriate learning objectives with necessary teaching-learning strategies,
supports and accommodations needed for making inclusion a success.
• It helps in putting the disabled children (redefmed as children with special needs)
into the mainstream of the educational system instead of separating or segregating
them as it happens ~hile educating them in special schools.
• It aims to make the disabled children learn the art of living and get adjusted to the
real life situations as independently as possible by erasing their feeling of
insufficiency or limitedness and also makes other children consider them as peers.
Many exceptional children may be talented in certain areas and society can tap
the talents of these individuals as they become productive members of the society.
3.5.1 Inclusive Education at the Preschool Stage

The importance of early childhood development for all children, including those with
special educational needs, was endorsed in the World Declaration on Education for
All (Jomtien, Thailand, 1990) and the Convention on the Rights of the Child (1989).
Specifically, the Convention on the Rights of the Child proclaims that 'Children have
the right to life and the best possible chance to develop fully' (Article 6), and 'disabled
children must be helped to be as independent as possible and be able to take full and
active part in everyday life' (Article 23). Furthermore, the World Conference on Special
Needs Education (Salamanca, Spain, 1994) highlights early education as a priority
area.
Inclusion at the early childhood stage will be successful only if the children with special
needs are identified at an early stage itself. Such programmes have to be developed
so as to enhance intellectual, social, emotional and physical development of children
with special needs and also to promote their school readiness. These programmes
have major economic and social values for the family, community and the nation since
they prevent the further aggravation of disabilities of such children and help the society
in tapping their potential. Programmes at this stage should recognize the principle of
inclusion and include preschool activities and early childhood health care. In this context
UNICEF and other world educational agencies recognize the importance of Early
Childhood Intervention, Early Stimulation and Community based Rehabilitation
programmes.
Early Childhood Intervention (ECI)

Early Childhood Intervention includes a number of activities meant for infants and
young children to encourage their development in different domains through a variety
of methods: physical, language and occupational therapies; special education and
inclusive services; medical, nursing and nutritional services; and parent education and
support services, including referrals and protective services, if required. They also
seek to identify high-risk, developmentally delayed, and disabled children at or soon
after birth or at the onset of special needs. They also identify delays that appear in
development of children in various domains later due to situations such as poverty,
lack of early nurturing and stimulation, malnutrition, chronic ill health, war, loss of
parents, neglect, abuse, child labour, and so forth. By focusing on children's
environments, ECI services help remove barriers to development in terms of social
and educational conditions as well as environmental adaptation and the provision of
technical aids.
..
,.'~
ECI services usually begin at or shortly after birth, and depending upon need, should
continue until developmental goals are achieved and consolidated, the child enters
preschool or school, and! or reaches six to eight years of age. The duration of ECI
services provided varies in different countries. It may be provided from birth to three
36
/
years of age, or from birth to school entry or five to eight years of age. In countries Perspectives of
with strong inclusive preschool education programmes, ECI services often focus mainly Preschool Education
on the critically important period of birth to three years of age. ECI services are
usually provided to both parents/families and to children. For this reason, ECI services
are universally family-focused and feature parent empowerment, education and support.
Early Stimulation •.
Early Stimulation is a part ofECI. Early childhood stimulation and development activities
should begin at birth, to optimize infants' and children's perceptual, physical, mental,
language, and social and affective development. It also includes nurturing relationships,
strong mother/child bonding, and the promotion of positive socio-emotional development.
Community Based Rehabilitation Programmes (CBR)

In Community Based Rehabilitation Programmes, the responsibility of supporting
disabled children and their family lies with the community. For special children to lead
.f productive lives and to be a part of the mainstream society, support and assistance of
the community are needed. Some of the important CBR activities include:
• Devising strategies to integrate disabled children with the mainstream.

• Producing toys and other materials suitable for the development of disabled
children.
• Organizing preschool activities with an objective to achieve inclusion.
• Encouraging parents to bring children to health clinics.
• Providing assistance to parents to look after the children.
In India, many agencies organize CBR programmes. One such agency is Bangalore
based Seva In Action (SIA). You can read more about SEVA in the box provided.
Seva InAction
Seva in Action (SIA) is a community-based rehabilitation programme, set up as an

organisation, which has made an attempt to prepare the community to meet needs of people
with disabilities using existing infrastructure. SIA was started in 1985 in Bangalore district.
It has initiated village-level community-based rehabilitation (CBR) committees which are
responsible for the planning and management of the programme. These committee members
include people with disabilities, families, school teachers, priests and doctors, representing
a cross-section of the village communities in which they are based. SIA is supported by the
Norwegian Agency for Development (NORAD), and the Government. However all field
services are sustained by the village committees, except the integrated education support
services. The CBR committees raise funds from the local people and they support the early
intervention programme. The CBR committees also fund the CBR worker's salary, medical
rehabilitation and activities such as conducting awareness at local level.
Services of SIA
• Preparation of children for integration into mainstream schools using both home-based
and self-help group services.
• Integrated education in mainstream schools.
• Pre-vocational training and vocational training.
,
• Economic rehabilitation by using self-employed people and business - promotion of
family trades.
• Community organization.
• Appropriate aids and appliances for disabled people living in rural areas.
• Training of families and siblings.
37
/
Pre-school Education 3.6 EDUCATION FOR THE KNOWLEDGE SOCIETY
Knowledge is expanding rapidly. In the knowledge society, knowledge is the main
asset. Citizens need to access, use and share knowledge in their daily life. Knowledge
creation cannot happen by people learning through rote and storing knowledge in mind
for ever. The knowledge that we gain today might become obsolete tomorrow. The
educational system should be structured to cater to the demands of the knowledge
society. It is baseless to continue with the traditional practices which transmit knowledge
through verbalizations by teachers and passive reception by learners. The following
measures can be adopted by the educational systems :
• Knowledge management: Since knowledge is cumulative and endless, it is
advantageous for the students as well as the community, if an efficient knowledge
management exists. This way, it will be easy to locate the knowledge necessary.
• Access to new knowledge: Access to knowledge is highly important in a
knowledge society. All members of the society should have access to it.
•j • Innovative methods to impart new knowledge: Innovative methods integrating
modern technologies have to be used in transacting new knowledge. For example,
television and computers are used in preschools nowadays.
• Search of new knowledge: students should learn how to search and find out the
desired knowledge from libraries, internet or other sources.
• Updating the knowledge: It is essential to update the existing knowledge on a
continuous basis since knowledge evolves continuously.
• Methods of acquiring knowledge: Rather than learning by rote and other passive
methods, learning should be active so that knowledge may be constructed by
learners while solving problems, and pursuing other relevant activities for learning.
Preschool activities should nurture curiosity in the child to explore and find answers.
Rich experiences comprising activities are needed instead of continuous desk bound
tasks like copying from black board, listening to lectures, and the like. The teachers
can also use technology to expose the children to a variety of experiences which give
them information about the world they live in.

1. What are the functions of education in democratic society?
2. What measures can be adopted for providing education required by the future
citizens of a knowledge society?
3.7 SUMMARY
In this unit we discussed in detail the types of education - formal, informal and non-
formal. Formal education takes place in well structured settings whereas informal
education is gained from life experiences in home and society. Non-formal education
also is well structures but there is more scope for flexibility compared to formal
education. We have also discussed the role played by education in a democratic society
and about inclusive education and the significance of education in a knowledge
society.

1. Collect information on ICDS (Integrated Child Development Services) and
prepare a note on ECCE.
2. Interview five teachers of preprimary schools to find out the activities carried
38 out for developing democratic values in children.
/
Perspectives of
3.9 CLUES TO CHECK YOUR PROGRESS Preschool Education
Clues to check your progress!

1. Formal education is imparted through institutions that follow an organized
curriculum transacted by trained teachers for attaining certain goals. These
institutions operate within the framework of rigid rules for admission, timing, etc.
Informal education is lifelong but without the intervention of an organization
2. Education for dressing, cleaning oneself, etc.

1. The functions of education in a democratic society are:
• Education helps the citizens in making judicious use of their franchise.
• It is necessary to enable the citizens to prepare themselves for securing a
livelihood.
• It is essential for participating intelligently in all the activities in the society
.. • It is essential for a citizen to comprehend the laws, customs and conventions
of the society.
2.
• Access to new knowledge: The access of knowledge is highly important in
a knowledge society. Students should learn to access information using
ICT.
• Innovative methods incorporating modern technologies have to be used in
transacting curriculum.

Bose, S. (2008). Addressing Agenda 21 through Early Childhood Care and Education:
Catching them Young. Teacher Education. Indian Association of Teacher
Educators.42.(.I& 2) 48-61.
Dash, B.N. (2004).Teacher and Education in the Emerging Indian Society (Vol
l/). New Delhi: Neelkamal Publications Private Ltd.
First Steps - Stories on Inclusion in Early Childhood Education(l997). Retrieved
from http://unesdoc.unesco.org/images/00l11oo1102/110238eo.pdf
Jain, K.c., Jain, S., Yadav, H.S. & Yadav, S. (1995). Education in the Emerging
Indian Society. Ludhiana: Tandom Publications.
Janson,U., Mufel, N. & Vargas - Baron, E. (2009). Early Childhood Intervention,
Special Education and Inclusion - Focus on Belarus. Retrieved from http://
www.unicef.org/ceecis/Belarus_English.pdf
Mangal,S.K. (2007) Educating Exceptional Children - An Introductionto Special
Education. New Delhi: Prentice Hall India Private Ltd.
Sivarajan, K. & Vijayan, N.K. (2002). Saisavakala Paricharanavum
Vidyabhayasavum(Malayalam). Calicut University: Calicut University Co-operative
Stores.
39
/
UNIT 4 AIMS OF EDUCATION AND
PRESCHOOL EDUCATION
The object of a democratic education is. the full, all-round development of
every individual's personality'
•. -(Secondary Education Commission, 1952)
Structure
4.1 Introduction
4.2 Objectives
4.3 Aims of Education
4.4 Early Childhood Education and its Aims
4.5 Summary
.
,
4.7 Clues to Check your Progress
;
4.1 INTRODUCTION
In the previous units you have read the definition, nature, significance and types of
education. In this unit we shall discuss the general aims of education. We know that
education is a powerful instrument for developing individuals and the society. However,
to make this happen we need to design educational processes suitably. We should be
clear about the purpose of providing education. Aims of education direct educational
endeavours and help in assessing the learning outcomes. In other words aims steer
the educational process towards desired ends. But how are aims of education
formulated? The emphasis of this unit is first on the sources of aims of education and
thereafter on the aims of education in general and the aims of preschool education in
particular.
4.2 OBJECTIVES
After studying this unit, you will be able to:
• discuss the importance of education;
• explain the aims of education; and
• describe the aims of childhood education.
4.3 AIMS OF EDUCATION

The aims of education serve as guidelines to align educational processes to the chosen
ideals and accepted goals of education. The aims of education reflect the current
needs and aspirations of a society as well as its values, culture, traditions, ideals and
the immediate concerns of a community. At any given time andplace they can be
called the contemporary and contextual articulations of broad and lasting human
aspirations and values (NCF,2005). Educational aims make the different activities
undertaken in schools and other educational institutions into a creative pattern and
give them the distinctive character of being 'educational'. An educational aim helps
the teacher connect her present class room activity to a cherished future outcome
without making it instrumental, and therefore gives it direction without divorcing it
from current concerns. Thus, an aim is a foreseen end. It influences the steps taken to
40 reach the end. An aim thus provides foresight. It can do this in three ways. First, it
I
involves careful observation of the given conditions to see what means are available Aims of Education and
for reaching, the end, and to discover the hindrances in the way. This may require a Preschool Education
careful study or cnuuren, and an understanding of what they are capable of learning at
different ages. Thus the context of education is determined. Second, this foresight
suggests the proper order or sequence (of experiences to be provided) that would be
effective. Third, it makes the choice of alternatives (means for attaining the end, i.e.
the aim) possible. Therefore, acting with an aim allows us to act intelligently. The
school, the classroom and related learning sites are spaces where the core of educational
activity takes place. These must become spaces where learners have experiences
that help them achieve the desired curricular objectives. The specific curricular
objectives are derived from the broader aims. An understanding oflearners, educational
aims, the nature of knowledge and the nature of the school as a social space can help
us arrive at principles to guide classroom practices. Aims are there for every level of
education. For instance, this teacher education programme meant for the preprimary
level is also based on certain aims as given in the prospectus and basing on these aims
the curriculum has been designed. Every unit has certain specific objectives, fulfilling
which, will help in attaining the broader aims.
From where do we get aims? There are many sources of educational aims. For instance,
society has certain requirements for its social, cultural and economic development
that are to be fulfilled through education. Needs of the individual are also important.
Therefore aims of education are drawn from both social needs as well as the needs of
the learners.
Social values are a source of educational aims. Values like commitment to democracy,
equality, justice, freedom, altruism, social well-being, secularism, respect for human
dignity, human rights, etc. are cherished in a democracy. Therefore, education should
aim to build a commitment to these values, so that children are prepared for a democratic
set up. There is also the need to develop reason and thinking abilities, needed by the
citizens of a democracy. The curriculum therefore should provide adequate experience
and space for dialogue and discourse, debates, discussions, team work and collaborations
in the school to build such a commitment in children. In pre-primary schools, respect
for children's opinions, valuing every child, caring for his! her needs, nurturing in them
sensitivity to others' well-being and feelings are to be carried out through group activities.
Independence of thought and action points to the capacity of carefully considered,
value based decision making, both independently and collectively. Reason and thinking
abilities need to be developed by highlighting cause and-effect relationships. Learning
to learn and the willingness to unlearn and relearn are important as means of responding
to new situations in a flexible and creative manner. The curriculum also needs to
emphasize the process of constructing knowledge as this is the demand of a knowledge
society. Therefore, these are also aims of education.
Choices in life and the ability to participate in democratic processes depend on the
ability to contribute to society in various ways. This is why education must develop in
children the ability to work and participate in economic process and social change.
This necessitates the integration of work with education. We must ensure that work -
related experiences are sufficient and broad based in terms of skills and attitudes, that
they foster an understanding of socio-economic processes, and help inculcate a mental
frame that encourages working with others in a spirit of cooperation. Work alone can
create a social temper. Hence, in preschools too, simple manual work that children
can do like keeping the classroom tidy, keeping away things after use, watering plants,
feeding pets, etc. are necessary.
Appreciation of beauty and art forms is an integral part of human life. Creativity in
arts, literature and other domains of knowledge is closely linked. Education must provide
the means and opportunities to enhance the child's creative expression and the capacity
for aesthetic appreciation. The effort should be to enable the learner to appreciate
beauty in its 'several forms (NCF - 2005). 41
/
Theoretical Bases of Thus having an aim means having foresight of the end to be attained through the
Pre-school Education means, which happen to be curriculum, method of teaching and the like. Education
aims not merely to impart knowledge but as you have just read to de.velop the whole
personality of the child. Teachers are entrusted with the task of modifying the behavior
of the child in terms of the knowledge they acquire, the skills they develop and most
important, the attitudes they develop. The content the teacher teaches, the method
she employs, the devices ~e employs for teaching, the kind of teaching and learning
experience, depend largely on the aim or aims the teacher seeks to achieve. Without
the knowledge of aims an educator is like a sailor who is not aware of the destination.
Aims may be classified into different types. The various types of aims are:
Education for development of individuals: According to some, individuals in a
community are important. Community exists for the individual and not the individual
for the community. The progress of mankind is due to great individuals. As every child
has potential, hence individual's needs, interests, aspirations and above all well being
need to be ensured through education.
Education for social development: The supporters of this view believe that an
individual cannot live and develop in isolation from the society. Man is a social animal,
s/he will develop through social contacts and s/he should be moulded to the needs of
the society. Hence it is the society, whose needs are important and education should
be provided with the aim to fulfill the needs of the society. .
Apart from these major types of aims, there are also other aims of education such as:
Education for imparting knowledge: To impart knowledge is the oldest and still
one of the most important aims of education. Knowledge lays the foundation of
education. If the aim of education is adjustment to environment, knowledge of the
environment and mechanisms for adjustment are necessary. If the aim is to provide
vocational education, knowledge of that vocation is essential. Subsequently, requisite
skills may be developed. Hence education is designed for imparting knowledge in a
particular area .
.Education for earning livelihood: The vocational/occupational aim is also called
the bread and butter aim. The exponents of this school of thought view that education
prepares the child for a vocation or a profession. The primary needs of man are food,
shelter and clothing. So every individual should be enabled through education to earn
livelihood. Gandhiji had emphasized the need for developing vocational skills through
education and education thereby be a guarantee against unemployment.
Education for harmonious development: Educators like Gandhiji stress harmonious
development of an individual as the main aim of education. Accordingly education
should aim at the complete development of personality involving the development of
physical, moral, cognitive (intellectual), emotional, social, cultural and aesthetic
development.
Education for life skills development: As per this view education should acquaint
the child with the ways and means of leading a well adjusted life. Today life skills
education is considered to be important because it helps in leading a satisfying life in
harmony with self and with others. We have discussed this in the 13th unit of the fourth
course.
Education for moral development: According to some, moral development is the
main aim of education. It is felt that education should elevate man from the animal
level to human level. Education should hence lead to the suppression of the primitive
impulses. Education should nurture noble traits like courage, perseverance, honesty,
patriotism and compassion and the likein order to make children moral beings.
Education for Spiritual development: For an idealist the aim of education is to
develop the spiritual side of an individual. The prime task of education according to the
42 supporters of this view is to awaken the spiritual needs in the children in order to
/
enable them to make spiritual attainments. Being spiritual is not the same as being Aims of Education and
religious. Even one who is secular can be a spiritual person. Preschool Education
Education for Cultural development: Education has a three-fold function-

preservation, transmission and transformation of culture. A cultured person is expected
to i) appreciate established social ideas and act ii) have broad human interest iii) have
social efficiency and socially acceptable behaviour and iv) understand the best thought
of the community. These expectations are fulfilled by education. Thereby s/he preserves
culture and also transmits it. While examining cultural practices and reforming them
or while establishing new practices, slbe transforms culture.
Among the several views on aims of education, which view is to be considered? We
often adopt an eclectic approach and hence all the views get represented in the aims
formulated for education.
We have already discussed the individual and social aims of education. Both have
their own importance. A synthesis between individual and social aims of education is
needed in a society like India. Social aims are not fixed. Aims of education in British
. India changed after Independence. After independence the Indian society has undergone
.
, revolutionary changes. During the British rule in India for about two hundred years all
the policies including those for education by and large, were guided by British interests.
Now the aims and objectives of education in India are in the context of Indian needs
and are based on the provisions of the Constitution of India. Educational aims are thus
set in the context of social and individual needs.
We thus see that the society and its needs determine the formulation of aims of
education. This does not undermine the needs of individuals. This is because the
needs and activities of individuals, are closely related to that of the community. A child
is not to be educated in vacuum. Slbe is a member of the community in which s/he
lives and education must help himlher to become a useful member of that society. But
as stated earlier, aims are not static. As social, cultural and economic needs differ .
from place to place and from time to time, the aims and the means of attaining the
aims, i.e. the educational system, with its curriculum, syllabus, methods and techniques
adopted must also be changed to fulfill the changing needs. A society that believes in
the welfare of its citizens as the means for its development , will surely invest in
education.
Preschool age is a period when the foundation of life is laid. Preschool education has
been found to strengthen the efforts made for providing education later at school and
reduce drop out and strengthen the chances of effective learning. It thereby supports
future educational endeavors. Hence, modern societies aim to provide preschool .
education and the more holistic early childhood care and education (ECCE). The
society's aim of providing ECCE is thus to secure its well being by providing inputs
necessary for good health and education of its citizens, at the stage when the foundation
of human life is laid.

I) State the aims of education.
2) What are the three fold functions of education in relation to culture?
4.4 EARLY CHILDHOOD EDUCATION AND ITS AIMS

There are different programmes for early childhood development. Early Childhood
Education (ECE) programmes aim to provide for health, education and general well
being of young children. Such preschool education centered programmes aim mainly
at education of 3-6 year olds. These centers are at times part of a primary school. 43
/
Theoretical Bases of Early Childhood Care and Education (ECCE) has the educational thrust but enlarges
Pre-school Education its scope to include the care component. Care is meant for children 0-6 years old and
education is for 3-6 years old. Care and early stimulation for 0-3 year olds, are also
provided by creches, day care centers, and the like. Early Childhood Development
(ECD) and Early Childhood Care and Development (ECCD) constitute a more holistic
and integrated concept which align the synergistic and interdependent relationship
between health, nutrition and psychosocial development and education and address
the all-round development of the child. Programmes of ECCD or ECD normally take
a holistic approach, as in the Integrated Child Development Services (ICDS) in India
target in addition to the child, pregnant and lactating mothers and even adolescent girls
(Aggarwal, 2005).
Rather than preschool education, ECCE is more prevalent in almost all countries. In
India also ECCE provided by ICDS is prevalent. These services are provided at
AnganwadislBalvadis by AnganwadilBalvadi workers. But off late per-primary
school are mushrooming and they are manned by teachers and administrators. There
are different forms of preschool education services, both public and private services.
The public services are mostly run or supported by DWCD (Department of Women
and Child Development) through programme known as ICDS, which provides services
for children, 0-6 years of age. The emphasis of preschools as mentioned earlier is on
education of children aged 3-6. There are government run and private Creches and
day care centers to look after children of working women in urban and rural areas.
Preschool Education in the Indian context

The earliest official committee to consider the importance of preschool education for
children between three and six years was the Sargent Committee in 1944. The few
pre-primary education centres that existed during pre-independence period were due
to individual initiatives. Preprimary education started gaining attention when the National
Policy for Children (1974) recognized children as the nation's supreme asset and
emphasized the need for the nation's interventions for their nurture and development.
Still there was no policy on preprimary education until 1986 when National Policy on
Education (NPE) was formulated. The seventh plan (1985-90) was landmark in the
history of preprimary education. It was during this plan period that the NPE 1986 was
developed which laid a strong emphasis on Early Childhood Care and Education
(ECCE) and considered preprimary education as an important factor for primary
enrolment and retention of children in the primary grades.
There are several provisions in the constitution of India, either as Fundamental Rights
or as Directive Principles of State Policy that require ECCE or preprimary education
services in the country. Article 15(3) of the Constitution of India empowers the state
to practice positive discrimination favouring economically and educationally weaker
groups, which allows for special provisions for girls and children of disadvantaged
social groups, and in difficult situations. Directive Principle of state policy of constitution
of India that provide a supportive frame work for ECCE in the country are:
Article 39(f): Opportunities and facilities for children to develop in a healthy manner
and in conditions of freedom and dignity and that children and youth are protected
from exploitation.
-
Article 42: with direct relevance to working women, 'enjoins the state to secure just
and humane conditions of work and maternity relief' .
Article 45 (Directive Principle of state policy): the state shall endeavour to provide
early childhood care and education for all children until they complete th~ age of six
years.
The well being of children has thus been an integral part of India's plans for social
development.
44
/
Government, i.e. the public sector and the private sector both offer preschool education Aims of Education and
through institutions such as nursery schools, kindergarten etc. Various NGOs and Preschool Education
voluntary agencies are also offering pre-service education. The characteristics of
ECCE in the three sectors are given in the following table:
Characteristics ofECCE as provided by three sect~rs in India
Government ~ Voluntary Private

(Senn-governrnent
and aided
1. Goal Policy Social benefit Often profit

implementation,
Social benefit
2 Name Anganwadi; BalwadiJ Child-Care Institution with

Anganwadi worker Centre Balwadi teachcers: Nursery/
teacher/ worker pre-primary school,
kindergarten, etc.
J. 3. Objective and scope Comprehensive, Childcare and! Education;
.. holistic development education community preparation for
of children needs schooling
4. Components Health and Varying, mostly Education, some
educational education, services care and custodial
services
5. Approach to teaching - Activity based, Varying, informal to Often formal, school

learning non-formal formal like
6. Target group Defined by policy Low income and Following social

under privileged demand
groups
7. Cost to parents Free Free/nominal charges Varying payment
8. Worker preparation 3 months of job Varying, informal, Minimal, none or

training with some non- standardized. irrelevant training';
ECE component, only a small
occasional refresher proportion trained
programmes
9. Community involvement Low Varying, low to high Minimal! none

10. Flexibility in programme None, standardized Responsive to child Standardized and
and fixed by policy and community often arbitrarily
makers perceptions, decided by
culturally sensitive preschool
authorities
11. Ownership Govemment Variable, low to high Usually private
community
ownership
12. Management style

. Hierarchical, often
non- transparent
Attempt at
participation and
Hierarchical, often
non- transparent
transparency
Preschool is the period, before a child enrolls in the school system. It is usually
considered to extend from three to five/six years. Researchers have shown that 80
percent of brain's development takes place till six years of age. Moreover, it is believed
that during this period, learning happens naturally through a child's observations/
experiences and a child does not require teachers and formal teaching so much. The
first six years calls for maximum utility as this phase is crucial to developing the
potential for learning. 45
/
Theoretical Bases of Aims of early childhood education
Characteristics of the preschool child are important in defining the aims of preschool
education. Most young children:
• are interested in themselves and their environment. They are curious and like to
explore, investigate and be creative. They have a sense of wonder and
amazement;
• like to establish good relationships with adults and peers, and enjoy communicating
with them. They are in the stage of developing self-esteem and self control.
They like to play alone but prefer the company of peers. Later they like to play
and work in groups;
• are developing a range of skills and competences. They are learning to pay
attention, reason and solve problems and can, with the support and guidance of
adults, further their own learning;
• enjoy stories, rhymes and music;
• are becoming physically independent and enjoy physical play.
.. Needs of the preschool child on the basis of the characteristics discussed are:
• a safe, secure, healthy and stimulating environment where there is adequate
supervision;
• .opportunities to investigate, satisfy their curiosity, explore the indoor and outdoor
environment, scope to extend their sense of wonder, experience, success and
develop a positive attitude towards learning;
• appropriate periods of time for learning and play;
• interaction with sensitive and understanding adults. It is important that children
feel secure in their relationships with adults and that they know the adults are
there to support them; adults should also respect the child as an individual.
Given these needs it follows that young children require care and education which:
• meets their physical, social, emotional and cognitive needs at their particular
stage of development;
• motivates, challenges and stimulates them;
• is broad and balanced, allowing children to make choices and provide them with
opportunities, through play and other experiences, to develop abilities for:
- Personal, social and emotional development;
- Physical development;
- Creative/aesthetic development;
- Language development;
- Early mathematical experiences;
- Early experiences in science and technology;
- Knowledge and appreciation of the environment
In view of this ,the general objectives of childhood education can be described as
follows.
• Laying the foundation for a healthy, productive and satisfying life in the future by
enabling the child to develop his/her maximum potential.
• Preparing the child for entry into and success in primary school.
• Providing support services to women and girls to enable them to enter/continue
with education, training, and being part of the workforce instead of staying at
home to care for children/siblings.
46
/ I
Irrespective of their background, all children have similar basic needs. These needs Aims of Education and
pertain to health, education and a feeling of well being and security. For some children Preschool Education
some of these needs are fulfilled at home, while for many the family is unable to fulfil
these needs. Hence the Integrated Child Development Services (ICDS) Scheme was
launched in 1975 for children till 6 years of age with the following objectives:
1. to improve the nutritional and health status of children in the age-group 0-6 years;
n. to lay the foundation for proper psychological, physical and social development
of the child;
iii. to reduce the incidence of mortality, morbidity, malnutrition and school dropout;
iv. to achieve effective co-ordination of policy and implementation amongst the various
departments to promote child development; and
v. to enhance the capability of the mother to look after the normal health and
nutritional needs of the child through proper nutrition and health education.
The above objectives are sought to be achieved through a package of services
comprising:
.
, 1. supplementary nutrition,
n. immunization,
iii. health check-up,
IV. referral services,
v. pre-school non-formal education and
vi. nutrition & health education.
Source: http://wcd.nic.inlicds.htm
While ICDS is meant for fulfilling various needs of children, preschools are usually
more concerned with educational needs of children. It is true that along with education,
the other needs of children are equally important but preschools are rapidly growing in
number in India and they need to function in keeping with aims of education for children
of preschool age.
The abilities to be developed during preschool stage

Preschool age is a period when the child should be engaged in learning what is
preparatory to formal learning; The emphasis is thus on preparation for formal education
and the most important task of an instructor is to make sure the child gets this (NCF
2005). The aim of pre-schooling is not to start formal education early, but to prepare
the children to be confident and efficient in learning. We should enhance all the latent
capabilities of a child, such as social, physical, communicative, cognitive, intellectual,
aesthetic, and psychological skills, so that children will complete their preschool years
fully prepared for learning that happens for many more years thereafter.
Cognitive abilities develop rapidly at this stage. Children should be helped to nllrture
the abilities to recognize objects, people, and events and to relate recent knowledge
with that already attained, looking at new patterns, exploring and making connections,
using visual auditory, sensual and communicating skills.
Apart from educational development, social development is also important at this stage.
Social interaction with peers and teachers is required. Children need to develop for a
social life. They need to be provided with an environment so that as social organisms
they can build friendship and be part of a group, learn to give and take, share, wait
for one's turn, accept 'no' for an answer, become responsible towards self and
belongings and others and their belongings and so on.
Physical development is also needed. Developing motor and fine motor skills at this
stage will be facilitated if children are allowed to carry out suitable activities, like.
47
/
Theoretical Bases of playing, dance, etc. Outdoor games help develop the physique while activities like
Pre-school Education reading, weaving, working with puzzles enhance eye-hand co-ordination and fine motor
skills.
Aesthetic development is also important. Appreciating beauty - expressing emotions,
being creative, developing performing skills and being artistically oriented can be
nurtured at this stage through suitable activities.
Psychological needs of &ildren also need to be fulfilled. They need to feel secure,
confident and comfortable in their environment and be independent in thought and
action
Acquiring a sense of right and wrong, developing a sense of responsibility, orderliness,
accountability and punctuality may be initiated by suitable educational activities.
From the preschool stage itself life skill education needs to be provided. Life skills are
innumerable but the World Health organization and UNICEF (http://
www.asksource.info/pdf/3118Llifeskillsed_1994.pdf) have given a list of some core
set of life skills, which are as follows:
.
, • Decision making
• Problem solving
• Creative thinking
• Critical thinking
• Effective communication
• Interpersonal relationship skills
• Self-awareness
• Empathy
• Coping with emotions
• Coping with stress
Generally primary or elementary education is considered as the early stage of formal
education. But now researches show that early childhood is a very important stage
and strengthening pre-primary education is essential for a healthy and educated society.
The child acquires many personal and social habits before the age of six. It is during
these years that the bases of later development are laid. In this regard preschool
education has close relation to the primary, secondary and even higher education. In
other words we can say it is the foundation of the entire educational system. Care and
education provided in the early days of development determines an individual's future
as well as the future of the society.

Answer the following questions
1) What are the major needs of preschool children?
2) Is there any the provision in the Indian Constitution for ECCE?
4.5 SUMMARY
This unit explains the aims of education and especially that of early childhood education.
As a democratic country India has to secure the well being of her citizens and preserve
the democratic values. Preschool education is therefore of utmost importance as it is
the base of all subsequent educational endeavours. Hence, there is need for planning
and implementing pre-primary education with utmost care because it lays the foundation
for individual and social development. ECCE is provided mainly by the government.
48 But the public sector and the private sector both offer preschool education through
/
institutions such as nursery schools, kindergarten, etc. although the private sector Aims of Education and
plays the major role ;,: this. Various NGOs and voluntary agencies are also offering Preschool Education
preschool education.

1. List some activities through which preschools can bring about cultural and moral
development in children.
2. Design activities suitable for fulfilling the aim of social development of preschool
children.

Check your progress 1
1. i) holistic development of individual
ii) development of society
.
,
2. i)
ii)
Preservation of culture
Transmission of culture
iii) Transformation of culture

1. Social, physical, intellectual, aesthetic, psychological.
2. Yes, Art 45-the state shall endeavor to provide early childhood care and education
for all children until they complete the age of six years (Directive Principle of
state policy)

Aggarwal, J.c. (1988) Theory and Principles of Education: Philosophical and
Sociological Bases of Education, New Delhi: Vikas Publishing House.
Aggarwal, J.C.(2005).Recent Developments and Trends in Education. Delhi: Shipra
Publication.
Bhatia S. & Savin, A.(2004).Philosophical Foundations of Education in India.
Jaipur:ABD Publishers.
Gupta S. (2005). Education in Emerging India. New Delhi.
National Curriculum Framework for school education (2000&2005).NCERT.
Ramachandran, P. & Ramkumar,V. (2005). Education in India. India: National Book
Trust.
49
/
UNITS NATURE OF KNOWLEDGE
Structure
5.1 Introduction
\
~
5.2 Objectives
•
5.3 Nature of Knowledge
5.4 Modern Views on Knowledge Construction
5.5 Learning
5.6 Nature of Preschool Education Curriculum
5.7 Role of Teacher
5.9 Summary
'. -
5.10 Clues to Check your Progress
5.12 Reference and Suggested Reading
5.1 INTRODUCTION
In the previous unit you have studied the aims of education. Among the many aims of
education, an important one is the dissemination of knowledge. This requires an
understanding of the nature of knowledge. What is knowledge? Is it a fixed product
that can be poured into passive minds or is knowledge constructed by learners through
an active mind? In this unit we shall discuss the nature of knowledge. Different theories
.are there to interpret the nature of knowledge. Philosophers, psychologists and
educationists have their own views regarding the nature of knowledge and the means
to attain knowledge. This unit first deals with the nature of knowledge, modern views
on knowledge construction and its relation to preschool education. On the basis of this,
the preschool curriculum has been discussed at length.
5.2 OBJECTIVES
After studying this unit you will be able to:
• explain the nature of knowledge; .
• discuss modern views on knowledge construction;
• discuss appropriate strategies and methods for facilitating knowledge construction
in preschools; and
• describe the nature of preschool curriculum.
5.3 NATURE OF KNOWLEDGE

Knowledge is difficult to define. Knowledge may be considered as awareness,
expertise, skills and the like gained through education and experiences. It involves
understandings of theory as well as the practice of a particular aspect. It can also
mean familiarity, consciousness, learning and the like. Knowledge can also be conceived
as experience, organized thoughts on a matter, systematically arranged facts, discourses
on an issue, ideas, insights, contextual information and the like that are meaningfuL
Information collected when processed becomes knowledge. For example, when we
get the information that ice is cold, we have understanding about 'ice' and about
50
/ I
'coldness'. Information ~!us processed through understanding, i.e. attachment of Nature of Knowledge
meaning, analysis, juderoenr becomes knowledge. We may hear/read and know or we
may perceive Lat ice is cold by touching ice and get this knowledge. We may thus say
that perception may be required and information processing is essential for knowledge.
But even without perception we may acquire knowledge, for instance, even without
experiencing it we know that some poisons are deadly. Knowledge helps us in doing
things, creating things, evaluating things and ldds to further knowledge and
understanding. Human beings over time have evolved many bodies of knowledge,
which include repertoire of ways of thinking of feeling and of doing things and
constructing more knowledge.
Each category of knowledge has its own features. Mathematics has its own concepts,
science has its own. Social science and humanities disciplines also have unique natures.
Each of these knowledge areas involves a special vocabulary, concepts, theories,
descriptions and methodologies. Each provides a lens through which to view the world
to understand, to engage and to act in it (National Curriculum Framework, 2005).
,~ , Nature of knowledge
-. Epistemology considers questions such as: How do we know what we know? What
is the source of knowledge? How do we acquire knowledge? Is knowledge subjective
or based on empirical evidence and hence objective? Epistemology is concerned with
the most general and basic conceptions of knowing and is hence, closely related to the
methods of teaching and learning.
Different types of Knowledge

Knowledge can be classified depending on its source, its nature and so on. Knowledge
can be categorized into the two main following types depending on its nature:
• Explicit knowledge: This type of knowledge can be expressed through symbols
like words, figures, formulae, principles and so on and can be shared. For instance
the knowledge of the cause of eclipse, the functioning of a steam engine and so
on.
• Tacit knowledge: This kind of knowledge cannot be expressed adequately. It is
highly personal and hard to formalize. Hence, it is difficult to communicate or
share with others. This kind of knowledge is therefore subjective. Ideals, values,
insights, mental models, convictions, intuitions and the like are of this type.
Knowledge of teaching is said to be tacit as teachers experience field situations
and form their own understanding and attitudes.
Sources of knowledge may vary. It can be from authority like books, teachers, society,
etc. Or it can be perceived by processing the inputs received from our sense organs.
Thus knowledge may be experienced, i.e. it may be obtained empirically. Knowldege
may also be obtained through insights or it may be revealed like divine knowledge is.
Intuitions can also be a source of knowledge. For rationalists knowledge is obtained
by reasoning and for empiricists knowledge is obtained empirically.
There can also be other kinds of classification of knowledge, such as :
Factual knowledge: It is the knowledge of facts. The basic elements students must
know to be acquainted with a discipline or solve problems in it comprise this kind of
knowledge.
Conceptual knowledge: understanding of concepts, the inter relationships among the
basic elements within a larger structure that comprise the concept.
Procedural knowledge: It is the knowledge of procedures, i.e. how to do something,
method of inquiry or criteria for using skills, algorithms, techniques and methods.
51
/
Theoretical Bases of Metacognitive knowledge: It is an awareness and knowledge of one's own cognition.
Pre-school Education For instance, reflections on the way we learn, think and process information is
metacognition. We may thereby identify the facilitators and barriers to our learning,
managing our learning and so Oh.
5.4 MODERN VIEWS ON KNOWLEDGE

CONSTRUCTION
Knowledge construction has been viewed differently. Current conceptions of learning
and knowledge acquisition rest on cognitive views. Earlier behaviourism was in vogue
and it was viewed that learning is by trial and error (making attempts to solve a
problem and selecting the response that by chance leads to success), or just by
mechanically attaching response to stimulus. Today learning is not held to be such a
mechanical process and rote learning is also discouraged. It is felt that learning is
active, and cognitive and constructive processes are involved in meaningful learning.
Learners are assumed to be active agents responsible for their own learning; they
select the information which they will attend and construct their own meaning from
this selected information. Learners are not passive recipients, nor are they simple
recorders of information. This view is a shift from passive views of learning whereby
learning was considered to be by rote and by mechanical attachment of response to
stimuli. There is thus a shift towards cognitive and constructivist views.
Constructivists emphasize that learners know by constructing knowledge and this
involves cognition and that learners attach meaning to what they learn. For example,
as a child experiences a problem like a toy which is not working, s/he may study the
situation and recall her past similar experiences and find that she has to insert the key
and turn it on to make it work, s/he thereby gains an understanding. This idea of
meaningful learning is based on cognitivism which says that learning involves taking
cognizance of the entire field and all the variables involved and determining the
relationship among the variables to gain insight. Social constructivists feel that
knowledge is constructed in a social setting while interacting with peers, teacher and
so on. Hence, there is need for social learning environments. Hence, the need for
interactions, discussions and feedback during learning.
Constructivism
Constructivism is based on the view that leaning is a cognitive process. It says that
knowledge cannot be received passively but it is constructed by learners on the basis
of their experiences. Knowledge is constructed by individuals as they attach meaning
to their experiences on the basis of their past and similar experience and thus construct
knowledge. This was originally Piaget's (Jean Piaget, Swiss psychologist1896-1980)
idea that through assimilation and accommodation in existing schema (existing
framework of knowledge), knowledge is constructed. Knowledge of something similar,
which the learner already has, is assimilated into the existing schema like the knowledge
of a new animal to the existing schema of animals. While for accommodating new
knowledge separate schema are formed. Hence, learners need to be active as they
learn as learning needs to be experiential. While assimilating, we incorporate the new
experience into an already existing framework (schema) without changing that
framework. But accommodation happens when new experiences contradict their
internal representations, i.e. those already available. The learner may then change the
perceptions of the experiences to fit their internal representations. Thus there is
reframing of one's mental representation of the external world to fit new experiences.
The teacher has to facilitate these processes. Constructivism thus does not rule out
teacher's role.
52
/
Social constructivism Nature of Knowledge
This view takes constructivism further and says that knowledge is constructed in.a
social context, i.e. within a social setting. Interactions and collaboration are considered
to be necessary for knowledge construction as an individual learns through interaction
in a group. Many authors have worked in the area of social constructivism. Vygotsky
was one of them. Vygotsky's social constructivism paved the way for pedagogical
reforms like importance of interactive learning, group learning and so on. According to
Vygotsky, all fundamental cognitive activities tak~ shape in a matrix of social history
and form the products of socio historical development. In other words cognitive skills
and patterns of thinking are not primarily determined by innate factors, but are the
products of the activities practiced in the social institutions of the culture in which the
individual grows up. Consequently the history ofthe society in which a child is reared
and the child's personal histories are crucial determinants of the way in which that
individual will think. In the process of cognitive development, language is a crucial tool
for determining how the child will learn how to think because advanced modes of
thought are transmitted to the child by means of words.
Vygotsky said that thought and speech have different roots in human kind. Thought
being non verbal and language being non intellectual in an early stage. But their
development times are not parallel. They cross again and again. At a.certain moment
around the age of two, the curves of development of thought and speech unite then
separate, meet and join to initiate new form of behavior. That is when thought becomes
verbal and speech becomes rational, a child first seeks interaction, but at some point
the language goes underground to become the structure of the child's thinking (Vygotsky,
1986). Once the child realizes that everything has a name, each new object presents
the child with a problem situation, and s/he solves the problem by naming the object.
When s/he lacks the word for the new object, s/he demands it from adults. The early
meanings thus acquired will be the embryos of concept formation. Language is not
merely an expression of the knowledge the child has acquired. There is fundamental
correspondence between thought and speech in terms of one providing resources to
the other. Language becoming essential in forming thought and determining personality
features.
Zone of Proximal Development (ZPD)

Vygotsky's Zone of proximal development is the difference between the child's capacity
to solve a problem on his/her own and that with the assistance from others like teacher,
peers, etc. In other words, the actual developmental level refers to the functions and
activities that a child or a learner can perform with assistance. The person(s) assisting
or involved in this scaffolding process provides non intrusive intervention. S/he could
be an adult (parent, teacher, caretaker, language instructor) or peer(s) who has already
mastered that particular function.
Educational implication
Vygotsky's concepts have many implications in education, including preprimary stage.
According to Vygotsky, an esseIitial feature of learning is that it awakens a variety of
internal development processes that are able to operate only when the child is interacting
with people in his/her environment and is in co-operation with peers. In language
learning, the authenticity of the environment and affinity among its participants are
essential elements to make a leaner feel as a part of this environment. It has relevance
for preschool education when the foundations of language learning, social behaviour
etc. start. Hence, preschools should provide ample scope for interaction and create an
environment having support and care. A child left to him/herself alone will not learn to
communicate and other such social behaviours.
53
/
Theoretical Bases of Modern Instructional strategies
We have already discussed that cognitive theories of learning require learners to be
active. Constructivists and social constructivists view learners as active constructors
of knowledge in social situations and teachers as facilitators. Some of the instructional
strategies that may be adopted even in preschools are the following:
..
Co-operative I Collaborative Learning Strategy
Co-operative learning involves students working in small groups and the group work
rewards them in some way. Some authors consider co-operative learning and
collaborative learning as same. But some point out that in co-operative work, participants
work independently on different components of the work. The end results are then
assembled to get the [mal output. While in collaborative work, parts of it are not
assigned for individual completion. The inputs of participants are intertwined. For this
unit these two types have been considered as the same.
Cooperative learning techniques have following benefits (Kumar and Naushad, 2008)
1 Promote student learning
2 Increase student retention
3 Enhance student satisfaction with their learning experience
4 Help students develop skills in oral communication
5 Develop social skills
6 Promote student self esteem
7 Help to promote positive relations
During preprimary stage children start socializing. We have also discussed that learning
happens in social contexts. So teachers need to plan and implement experiences for
the preschoolers to promote cooperative and collaborative learning. Children may be
encouraged to play and work together.
Critical Pedagogy
Critical Pedagogy is the education for critical thinking. The term was coined by Brazilian
educator Paulo Freire, in his book Pedagogy of the Oppressed (1970). Students are
not just young people for whom adults should devise solutions (National Curriculum
Framework 2005). They are critical observers of their own conditions and needs, and
should be participants in discussions and problem solving related to their education and
future opportunities. Critical pedagogy provides an opportunity to reflect critically on
issues in terms of their political, social, economic and moral aspects. It entails the
acceptance of multiple views on social issues and a commitment to democratic forms
of interaction. This is important in view of the multiple contexts in which our schools
function (NCF 2005; Pedagogy of the oppressed 1970).
Even in preschools, children need to be encouraged to develop the skills to think and
reason independently. Teachers can arrange different activities which involve critical
thinking. Instead of telling them answers, they may be encouraged to think for answers.
We know the preschool students by nature are curious and ask many questions. This
can be the starting point for developing the abilities for critical thinking. Curiosity in
children may be encouraged and they may be motivated to find answers to the problems
they encounter, but under the guidance of teachers so that they do not arrive at
misconceptions.
-
,:)'
,:)
.-
:>
If
~
~
54
t
,
il
/ 1
Nature of Knowledge
1) Why is learning in a group preferred to learning alone?
2) Which kind of learning is preferable in preschools?
5.5 LEARNING
Learning is intimately related to the acquisition of knowledge. Learning is themeans
through which we acquire not only skills and knowledge, but values attitudes and
emotional reactions. Three factors are involved in learning process (Kumar and
Naushad, 2008).They are:
1. Psychological factors like interest, previous knowledge, interest, motivation, etc.
2. Physiological factors like good health, motor skills needed, maturity (appropriate
age)
3. Environmental factors like adequate infrastructure, peaceful ambience. The
environment also includes teachers/ teaching materials or experiences
The learning process

Different psychologists conceptualize and define learning differently. Two definitions
that reflect the two common, yet quite different conceptions of learning (Kumar &
Noushad, 2008) are:
1. Learning is a relatively permanent change in behavior due to experience.
2. Learning is a relatively permanent change in mental associations due to experience.
Both the definitions involve in learning a "relatively permanent change" unlike a change
brought about by drugs/medications that lead to temporary changes in behaviour.
Learning also requires the maturity to learn. Both definition attribute change to
"experience". In other words, learning takes place as a result of one or more events in
the learner's life.
The two definitions differ primarily in terms of what changes whenlearning occurs.
The first definition refers to a change in behaviour- and has a behaviouristic
perspective. It focuses on the learning which leads to tangible, observable changes in
overt behaviour, i.e. an ability for making a new-and overt responses to a stimulus. As
per this school of thought learning is a mechanical process in which the response
made gets attached to a stimulus. For example, after showing the alphabet 'A' (the
stimulus), the child says' A' (response). With the passage of time the bonding between
the stimulus and response grows strong and leads to learning.
The second definition focuses on a change in mental associations - an internal change
that we cannot observe. It holds learning as a cognitive process involving insight.
Cognitive theories focus not on behavioral outcomes but on the thought processes
involved in the human learning (Aooerson,1990). Not an individual stimulus but the
whole field is considered and thinking is involved in learning. This is the cognitive view
on learning and constructivism discussed earlier is based on it.
5.6 NATURE OF PRESCHOOL EDUCATION

CURRICULUM
Curriculum is the sum total of experiences imparted inside and outside the classroom
by an educational institution. The curriculum for preschools has to be relevant for
preschool children. We have read that knowledge construction is an active process.
We have also read that it occurs in a social context. The cognitive view of learning 55
/
Theoretical Bases of requires learners to apply their thought process for learning. We have mentioned that
Pre-school Education learning requires maturation.interest, motivation, proper environment and other factors.
Preprimary curriculum should be developed on the basis 'of these factors and it also
has to be as per the maturity level of preschool children. Preschoolers need to be
made ready for learning. Hence, they may not be forced to learn things that require
higher maturity level. Learning may be through various activities to keep learners
active while learning. The practice of confining children in classrooms and encouraging
recitation and rote for learning may be replaced by learning while playing and working
in groups.
The early childhood stage is the most critical period when the foundation for life-long
learning and development is laid. Research shows that it is a critical periods for cognitive
development. Attitudes and values as well as the desire to learn are also influenced at
this stage. Hence, the quest for knowledge is to be nurtured. Foundation for learning
in teams and through activities is also to be laid during this period and the curriculum
has to include such activities.
It is well known that children have a natural desire to learn and make sense of the
world around them. Learning in the early years must hence be directed by the child's
interests and priorities, and should be contextualized to herlhis experiences. Learning
should not be made a formal affair. An enabling environment for children would be
. one that is rich in stimulation and experiences that are embedded in social relations
that give them a sense of warmth, security and trust. Games, music, rhymes, art and
other activities along with opportunities for speaking, listening and expressing
themselves, and informal interaction are essential components of learning at this stage.
It is thus important that activities and experiences for them are developmentally
appropriate.
Early identification of disabilities and provision of appropriate stimulation would go a
long way in preventing the aggravation of disadvantage on this account. We need to
be cautious that we do not pressurize children into three R's (reading writing and
arithmetic) and do not go for early introduction of formal instruction. We need to be
cautious against making preschools into training centers for admission to primary schools.
Preschools should ensure the holistic perspective of education and emphasize on all
round and integrated development, activity based learning, listening and speaking a
language before learning to write it, continuality and continuity between home and
school, throughout the early childhood stage so as to lead to a smooth transition into
the elementary school stage.
The preschool programmes of India present a picture of plurality, with government,
non government (voluntary sector) and private agencies providing a variety of services.
However, the coverage of these programmes is extremely narrow, and thequality of
services provided is variable and largely poor. A vast majority of children, especially
those belonging to poor and marginal group, are not covered by these programmes.
Preschool programmes also range from those that subject children to a dull and
monotonous routine to those where children are exposed to structured formal learning,
often in English, made to do homework and appear at tests, and denied their right to
play. These are harmful practices that result from misguided parental aspirations and
the growing commercialization of pre schooling, and are detrimental to children's
development and motivation to learn. There is an urgent need to evolve appropriate
norms and guidelines and set in place a regulatory framework so that children's
development is not compromised
Play as the basis for learning

0-
o Most preschool education thinkers have communicated the centrality of play to children's
o
-
N
CD
o
learning, because play is natural, spontaneous, attractive, enjoyable and rewarding to
children, and it is self- initiated. However, many parents often view play as a waste of
time and insist that children start studying from a young age. Play leads to the
"I:t 56
t
/ I
development in each domsin of development (cognitive, social, emotional, moral, Nature of Knowledge
physical, psychomotor). It stimulates curiosity and exploration, leads to better body
control, encourages creativity and social skills, and develops emotional balance and
language skills. Hence, the tem 'activity -based curriculum' is sometimes referred to
as 'play - based curriculum' in preschools.
Preschool settings must cater to the requirements of supervised play with objects
meant for outdoor and indoor play. The play area should be appropriate for exploration
and be spacious as children cannot sit still in one place for a long time. Playing on a
jungle gym and spending time in walking and balancing areas will help children gain
confidence. Running, jumping, and balancing are necessary for 3-5 year olds. Free
play can be both indoors as well as outdoors. Outdoor play is more beneficial for the
development of gross motor skills while indoor free play such as beading, peg boards,
and puzzles is largely beneficial for the development of small muscles. Mechanical
toys are helpful in enhancing fine motor skills. Indoor free play also provides time for
play in small groups, for example solving puzzles and engaging in doll play or other
acts of imitative play. Play can also include drawing; colouring, so that colors and
crayons are the means of expression. Children may be encouraged to be creative as
they play with clay.
Arts as a Basis for Education

During preschool education interests in various areas like art, music, etc. can be
developed in children. It is also the time for forming positive attitudes towards learning
various art forms besides the three R's. Experiences in music and art need to be a
part of the daily routine. For example, preschools may begin the day with songs,
rhythmic activities, and physical exercise. Children may also be given the time and
facilities for art in various forms like Rangoli, kolam and alpana (floor arts prevalent in
different regions of India). Each day needs a time slot, when children can sing songs,
dance, dramatize and recite rhymes. Children can gain a great deal by being exposed
to local arts and crafts, stories and folk tales, songs and language variations. The
inclusion of these experiences enhances children's awareness about socio-cultural
backgrounds of different people.
Children being in the preoperational stage (one of the stages of cognitive development
given by Piaget) are capable of representational thinking and symbolic play. They can
enact situations familiar to them. Hence, opportunity to dramatise may be given in
different ways, such as having a doll's house, a doctor's kit, policeman's dress and so
on so that children can fantasize and enact. Children can also have access to props
such as, spectacles, purses and bags, scarves, walking sticks, and other safe objects
to play with and impersonate adults they encounter. This also offers insights into the
social and emotional aspects of the children.
Preschool education curriculum has a major impact on children's interests and
performance in the later years of schooling. Children have a natural desire and capacity
to learn and to make sense of the world around them. They develop concepts about
themselves and others, and the world around them, through interacting with people
and real objects and by seeking solutions to concrete problems. They learn through
concrete things and actions. Hence, math and science may be taught through activities
like pouring water into bottles, filling cups with sand, counting beads, and the like.
They may be led to learn about their physical and natural environment by observation
of soil, water, plants and animals. The preschool teacher needs to draw children's
attention to such things through conversations and suitable experiences like nature
walk.
Children learn to communicate, express themselves, and comprehend the world around
them in an atmosphere of trust. Taking about their personal likes and dislikes, and
describing their emotions and feelings and holding dialogues with peers and teachers
help children's meaning making processes. 57
/ I
Theoretical Bases of Basic literacy and numerical development
One of the complaints voiced most often about a play based curriculum is the absence
of emphasis on the teaching of the three R's- reading, writing, and arithmetic. It would
be difficult for young minds to grapple with abstractions. Hence, learning concepts
like that of quantity - heavy - light, more- less, few - many and understanding their
difference need to be activity based. Children can grasp these notions through games,
worksheets, and other sensorial sources such as play with objects, dramatic acts, etc.
Activities involving play with shapes and sizes will help in learning to master fine
motor skills. Art activities may also be made to converge with pre-literacy tasks. For
example children may draw one circle and then two circles and so on. Children need
to participate in activities that will promote familiarity with literary symbols and help
them identify sounds and words. Listening to stories and poems, accessing books
meant for children, looking at charts and posters are some of the activities that are
basic to initiating an interest in reading and writing.
Routine
Routine in a nursery school should not be rigid. It should be flexible, open to suggestions
from children, able to accommodate unexpected events such as a visitor or a celebration,
and be able to adapt to children's changing attention spans and shifting moods. Variety
is basic to any routine.
Mix of Formal and Informal Interaction

Play interspersed with sedentary activities can help channel the restlessness, energy,
and active disposition of young children. Children must feel safe and should be able to
express themselves. Such security is possible only if the child experiences familiarity.
Personalising the pedagogical spaces' (or making children feel at home in the classroom)
is crucial for young children. Hence, informal environment is more important in pre-
schools. Classrooms need to organized so that they have both small group areas as
well as 'big circle time' for the whole group to meet and interact. A child who wishes
to work alone for some time should also have the space for it.
Timetable
for all
round
development
Outdoor activities: Indoor individual!

group activities:
Free Play Structured play;
Teacher led Teacher led
activities activities for
leaming&
creativity; Time for
meals, rest and
recreation
Figure 1: Balanced Time table
58
/
Rhythmic activities Nature of Knowledge
Children enjoy rf"~••qt;:.g not only songs and stories but also certain activities. During-
the early years, repetition is an essential form of learning. Therefore, the daily timetable
should include certain basic activities every day.
Primacy of experience, not expertise

The classroom must be lively and offer wide- ranging activities for children. Often the
inputs tend to be guided by an anxiety about what the children may not be able to
accomplish. It is true that we cannot advise embroidery as a task, yet children can feel
and understand that fabrics have many textures and colors and with colourful threads
designs may be created. Children need to experience a diverse range of activities
such as songs and music, and learn about different kinds of costumes, food habits,
celebration of festivals, etc. Awareness about social diversity is of special significance
for teaching tolerance and inculcating attitudes of peace in a multicultural country like
India.
Developmentally Appropriate Practices

.
,
The practices in preschools need to bring about development in all areas -physical,
social, emotional, and cognitive, Communication skills are especially to be fostered.
This requires practices that are developmentally appropriate (as per the stage of
development of children), as well as contextually meaningful. Learning activities must
be concrete, real, and relevant to the lives of children as children at this stage cannot
understand abstractions (ideas that are not concrete and tangible like sorrow, death,
summer, etc.). The experience provided should have multicultural context and be
sensitive to gender, caste/ ethnic concerns. A flexible approach wi1llead to plural and
context-specific curricular models reflecting the enormous social, cultural, ecological,
economic, and linguistic diversity of our country.
Health and well- being

Preprimary education is the starting point for developing healthy habits and for general
well being. Children in the 3 to 8 age group are in the process of forming habits.
Children need to develop healthy habits, the need for hygiene and practices like brushing
teeth, paring nails, washing hands, bathing regularly, wearing clean clothes, and shoes,
keeping the surrounding areas clean and tidy, etc.. We have discussed this aspect in
details in the fourth course of this programme.
Time for meal is not only meant for providing nutritious meal but, more importantly, for
sitting together, sharing food, and eating in a pleasant atmosphere. Whether the food is
provided by the preschool/early childhood care and education (ECCE) center or
whether the children bring their own food from home, this is a unique opportunity for
social development. Children may discuss what they are eating- vegetables/fruits,
cereals, and other ingredients, different kinds of tastes, and personal preferences,
etc .. The habits of caring and sharing, and of overcoming social barriers by eating
together can be formed.
Parents and the community

Parents must be familiar with the routine of preprimary programme. Reports' on
children's progress can be shared through parent- teacher meetings, or home visits by
teachers. Teachers also need to maintain close relations with the community. This is
important both from the perspective of child development as well as for securing
community support for the centre. Parents may be made to understand the following
for adult -child Interactions:
• Be alert and responsive, offer warmth and guidance, rather than being instructive
and stern.
59
/
I
Theoretical Bases of • Allow children to express themselves through conversation; encourage them to
Pre-school Education voice their thoughts.
• Facilitate successful completion of tasks.
• Build self-esteem among children by encouraging them in their social interactions
and manner of communication.
• Accept, respect, and comfort children because this is crucial to their self- concept.
Language
The language of interaction and communication in the ECCE setting should preferably
be the child's mother tongue. In most cases, this may also be the regional language
and the medium of instruction. However, if there are children in the group who come
from different linguistic backgrounds, or who can speak one language but only
understand another, then these years are the best time to help children learn to
understand (or use) more than one language, and at the same time to adjust themselves
gradually to the language that will be the medium of instruction later. This can be done
by providing a rich linguistic environment, encouraging children to speak in their own
language while also learning the languages of each other, and playing together in small
groups where they can easily pick up words from each other. This also fosters respect
and tolerance for diversities.
If the teacher knows more than one language, it would be helpful. If not, she should
make a genuine effort to pick up at least a few words from the children with different
mother tongue, which will give them a sense of acceptance and emotional security,
especially in the first few weeks. Since language at this stage is largely oral and
language activities appear in the natural sequence of listening and speaking, to be
followed later by pre-reading and pre-witting activities, this should not be difficult. As
the year goes by, the teacher should make efforts to speak more consistently in the
regional/ school language and encourage the children to do the same, so that they will
be fully prepared for entry to Class 1. Belonging to different language groups, and
knowing multiple languages, should be a matter of pride and joy.
An informal multilingual classroom would help children to comfortably adj ust to the
early introduction of a second language (English) and English as the medium of instruction
during schooling. If there is a social demand for it, and if the teacher is well prepared
and confident of her ability for spoken English, then it can be introduced even at this
stage. However, much depends on the teacher's knowledge, her training and orientation.
Forcing children to repeat by rote something that they do not understand will not help
the development of linguistic skills.
Inclusive Education
An inclusive education will ensure that all children, including those with special needs
have unimpeded and supportive opportunities to participate in the educational
mainstream, belong to peer groups, and still receive the individualized attention that
they need in order to acquire developmental skills. From the child- rights perspective,
the State must ensure that no child is rejected because of disability and that the child
with disability gets an opportunity to attend programmes in the school of the community.
To attain this goal, the Government of India has passed the Persons with- Disability
Act, 1995. But there is still no clear understanding of what kind of education will work
in the Indian context - special education in special schools, or education in normal
schools with resource centers, or complete inclusion with only occasional special
classes. Some educationalists feel that children with severe and profound impairment
will require special education, at least till a certain level.
60
/ I
Quality ensuring elements Nature of Knowledge
Quality is the most important factor that determines the outcomes of any programme
for children. Studies show that well-designed early childhood programmes are early
interventions that can make a positive difference to the live of children. Broadly, quality
early childhood programme must promote healthy and normal physical and psychosocial
development for which children's daily experiences and important. Evolving quality
programmes requires concerted efforts on many fr nts (NCF2005)
Indicators or standards will have to be defined in relation to the objectives laid down
for preprimary education programmes and also in relation to each objective. While
some variations may be expected, Indian and world wide experience have identified
the following basic or essential elements of quality.
Curriculum: Activity based, child centered age appropriate, aiming at all-round
development, adapted to context and flexible.
Teachers: Motivated and appropriately trained to work with young children through
experimental hands - on training, recognized with status of teacher, rewarded with
appropriate pay.
Ratio and group size - Help adult child interaction, varying with the age of children.
--
Infrastructure: Supportive of children's needs, low cost and culture specific.
Supervision and monitoring are needed for improving quality.
5.7 ROLE OF TEACHER

Teachers should be involved actively in planning the programmes for preschools. This
should be based on an understanding of the patterns of learning that define the essential
nature of childhood. The preprimary teacher must be equipped with an understanding
of the following basic principles (NCF 2005):
• Play as the basis for learning

• Art as the basis for education
• Recognition of the special features of children's cognitive development;
• Blend of the textual (basic literacy and numeracy) and the cultural dimensions
like songs, rhymes, drama, etc.
• Mix of formal and informal interaction
• Scope for experience of both familiarity and challenge in everyday routines.
• Primacy of experience rather than expertise.
• Developmentally appropriate practice and flexibility.
• Use of local materials for arts and imparting knowledge
• Integration of health and well being based on healthy habits. .
Before implementing a curriculum based on these principles, the teacher should consider
the following:
a) The various domains of development
b) Developmental characteristics of children at different stages
c) The nature of children's learning
Teacher should also keep in mind the Multiple Intelligence Theory. Howard
Gardner approached the concept of intelligence through the theory of Multiple
Intelligence (MI). Gardener's MI theory proposed a definition of intelligence based on
a radically different view of the mind. He proposes a pluralistic view, recognizing
61
/
..
Theoretical Bases of many different and discrete facets of cognition and acknowledging that people have
Pre-seheol Education different cognitive strengths (Gardner, 1993). This view of intelligence is against the
commonly held notion that children doing well in academic areas are only intelligent.
Eight Intelligences
Gardner identified eight intelligences (Gardner, 1993). He thus stressed the importance
of plurality of intelligences. The eight categories are;
• Bodily - kinesthetic intelligence
• Intrapersonal intelligence
• Inter personal Intelligence
• Linguistic Intelligence
• Logical Mathematical Intelligence
• Musical Intelligence
• Spatial Intelligence
• Naturalist Intelligence
.. Implication of MI Theory
The MI Theory has a number of implications, which is relevant from the preschool
stage itself. Armstrong (1994) has synthesized the ideas into four key points:
1. Each person posses all eight intelligences (in varying degrees).
2. Intelligences can be developed.
3. Intelligences work together in complex ways
4. There are many different ways to be intelligent.
There is no standard set of attributes that are must have in order to be considered
intelligent. A teacher can avoid unnecessary comparison between children by following
this notion. Children in preschools can be studied by teachers to determine their
intellectual strength and nurture them.
Teachers should also keep in mind the significance of emotional intelligence. It is a
fairly new concept. When psychologists began to write and think about intelligence,
they initially focused on cognitive aspects such as memory and problem solving.
However, there have been researchers who recognized that the non cognitive aspects
like emotions were also important. Emotional Intelligence is the capacity for recognizing
our own feelings and those of others, for motivating ourselves and for managing our
own emotions and for managing our relationships with others. Methods like co-
operative learning and play will help to acquire the emotional intelligent skills.
Evaluation
Careful monitoring of children's progress needs to be done through continuous and
consistent observation and record keeping. This is far more important than summative
(term end) and quantitative assessment through standardized or teacher made tests.
In fact they should be avoided. Children should not be tested or subjected to oral
interviews for promoting them to higher settings of learning in the early years. Teachers
can prepare anecdotal records by writing about children's participation in various
activities and their skills in getting along with others, and about other things they observe
in different domains of development. A checklist for the observation of behavior and
skills can be created to keep track of the progress of the child in the major domains of
growth.
62
/
Nature of Knowledge
Answer the following questions briefly:
1) List the elements, the quality of which needs to be maintained in preschools.
2) List any five aspects that preschool teachers need to ensure.
5.8 SUMMARY
In this unit we discussed the nature of knowledge in relation to preschool education.
We have discussed the types of knowledge and the sources of knowledge and the
modem views on knowledge construction. Thereafter we have discussed learning as
the means for knowledge acquisition. We have included the main view point of two
major schools of thought to explain the process of 1earning-behaviorism and cognitivism.
We have also explained that learning is contextual and a social process. On the basis
of this we have proceeded to discussions on nature of preschool education curriculum
and then about the role of teacher.

1. Organise a discussion with preschool teachers as participants on roles of the
teacher in preschools.
2. Suggest activities to promote cooperative learning in preschools.

1) There will be interactions and shared understanding
2) Activity based meaningful learning.

1) i) Curriculum
ii) Teacher recruitment
iii) Teacher- student ratio
iv) Infrastructure
2) • Recognise play as basis of learning
• Recognition of individual differences
• Mix of formal and informal interaction

• Importance of experiential1eaming
• Ensuring health, general well being and healthy habits in children

Anderson,J.(1990).Cognitive Psychology and Implication. New York: Freeman.
Armstrong, (1994). Multiple Intelligences, Seven ways and approach in Curriculum,
Educational Leadership.
Biber, B.(1984).Early education and psychological development. Newhaven,
CT:Yale University Press.
63
/
Theoretical Bases of Carter, D.B.(1987).Early childhood education:A historical perspective. In J.
L.Roopnarine and J.E.Johnson (Eds), Approaches to early childhood education
.Columbus,OH;Merrill.
Gardner,H.1993).Creating Minds, An anatomy of creativity seen through the lives

of Freud,Einteen,Picasso,Strainsky,Elliot, Graham and Gandhi,N.Y:Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York:
BasicBooks. t
H~l, C. & Lindzey, G (1978). Theories of Personality. New York Wiley.

Johnson,D. and Johnson,R.(1994).Learning Together and Alone. Cooperation,
Competition,and Individualizationia" ed),Needham Heights,MA:Ally and Bacon.
Kozulin,Alex.(2003). Vygotsky's Educational Theory in Cultural Context.
Cambridge: Cambridge University Press.
Kumar S. P.K. & Naushad P.P.(2008). Psychology in the class room. Theories
into practice.
Kerala: Scopio Publishers.
'.
National Curriculum Framework 2005, Position Paper, National Focus group on Early
Childhood Education, NCERT
Vygotsky, L. (1986) Thought and Language, Cambridge: MIT Press
64
/
y

Block 1

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

Block 1

Uploaded by

Copyright:

Available Formats

• MES-081

COURSE PREPARATION TEAM

Unit 6,7,8- Dr. K. Karunakaran (P.G. Dept. of

Language Editing & Proof Reading

Unit Designing and Format Editing

1.4 Preschool Education

1.6 National goals and ECCE

1.7 Right to Education and Preschool Education

1.3 MEANING OF EDUCATION

Education as defined by Indian Thinkers

Education as defined by Western Thinkers

1.3.1 Broader and Narrower Meaning of Education

Broader meaning of education

Narrower meaning of education

1.3.2 Nature of Education

Education as Bipolar Process

Education as Tripolar Process -,

1.3.3 Scope of Education

Spreads Awareness: Education spreads awareness. It enables us to differentiate

1.4 PRESCHOOL EDUCATION

Early childhood education in India

1.5 EARLY CHILDHOOD CARE AND EDUCATION

ECCE at first two stages

Early Childhood Care and Education at the Last Two Stages

1.5.1 Significance of ECCE

1.5.2 Objectives of ECCE

ECCE activities at Anganwadias

1.6 NATIONAL GOALS AND ECCE

1.6.1 Constitutional Provisions

1.6.2 ECCE and Education Commissions in India

Secondary Education Commission (1952 -53)

Indian Education Commission (1964-66)

.. National Policy on Education (1986)

1.6.3 ECCE under various Five Year Plans

1.7 RIGHT TO EDUCATION AND PRESCHOOL

1.9 UNIT END ACTIVITIES

1.10 CLUES TO CHECK YOUR PROGRESS

Clues to check your progress 1

Clues to check your progress 2

1.11 REFERENCES ANS SUGGESTED READING

2.4 Education as an Agency for Social Change and Progress

'/ 2.5 Summary

2.3 EDUCATION FOR NATIONAL DEVELOPMENT'

strengthen the educational system.

Meaning of national development

Broad indicators of national development

Dimensions of national development and their relation to education

2.3.1 Need to invest in Education for National Development

2.3.2 National Development and Preschool Education

Check Your Progress

2.4 EDUCATION AS AN AGENCY FOR SOCIAL

2.4.1 Education for Empowerment

Pre-School Education - A Bangladesh Success Story /

Putting early learning on the agenda

Improved access to early learning centres

Source: Early Learning for Development in Bangladesh. www.unicef.orglbangladesh.

Check Your Progress 2

2.6 UNIT END ACTIVITIES

2.7 CLUES TO CHECK YOUR PROGRESS

Check Your Progress 1

Check Your Progress 2 ,

• Upliftment of women and weaker sections of society.

2.8 REFERENCES AND SUGGESTED READING