Implementing ECCE & Foundational Learning Recommendations of

NEP ( 2020)
Opportunities & implications
Venita Kaul
 Focal Areas for Implementation of NEP

 Curriculum & Pedagogy & Readiness package for Balvatika

 Teacher training
 Parent Community education
 Strengthening Institutional Capacity
 Coordination and convergence
 Regulatory framework
 Research , Documentation and Evaluation
Why are early years
Significant?
Evidence from Neuro-Science-Foundational
competencies
 How do Children learn?

Teacher/p
Repeat
Interest/mean- eer
Experience experience
ing directs interaction
wires brain strengthen
experience enhances
s wiring
Learning

Design Learning Opportunities as

above
 1. Inclusion of ECCE in Right to Education Act

Advantages:
 All states in Sync with 5+ 3+3+4 structure;
 Standardizing 6 as age of entry to grade 1:
 Reducing underage and over age participation in Aws & schools.
 Ensuring age appropriate curriculum & pedagogy
 Promoting quality standards and related institutional capacity arrangements
 Dedicated budget provision for ECCE
2. Advocacy for School Readiness: the Concept & Dev Appropriate
pedagogy.

A ‘’readiness” triangle for promoting learning

Ready
School
/AW
Informed & engaged Child friendly school
parents with DAP curriculum

Ready family/ Ready Child

parents DAP Preschool
curriculum
 3. Develop Developmentally Appropriate Curriculum and Pedagogy
with Upward continuity & seamlessness

• Develop a Framework for Care and Early Stimulation of children below 3 years. Focus on interaction, sensory
and physical development and language development.
• Develop an integrated curriculum for Foundation stage ( 3 to 8 years) focus on holistic development of the
child with focus on emergent and early literacy and numeracy.

Pedagogy play, 8 to 11 years

interaction &
activity based; 6 to 8 years

3 to 6
years

Birth to 3 Informal
years Assessment
What is Developmentally Appropriate Content & Pedagogy?

Balance of
Language group &
& Literacy individual
activities

Physical & Cognitive Story

Motor Music & telling ,
Developme
& Early movement Rhymes ,
nt Maths Art & Craft
Content Pedagogy

Personal & Creativity

& Activities
Socioemoti Free &
with
onal Aesthetic objects &
Guided
Developme Appreciati activities
nt materials
on
3 (A) Develop Framework for Birth to 3 years : Music, Free play &
interaction & Care

• First 1000 days most critical for development.

Focus on
Responsive
care
 Sensory Motor development : infant toys & games.
 Language development : Adult and child interaction;
stories , songs; lullabyes
 Socio emotional dev: Hug, play, laugh & enjoy
 Breast feeding & Nutrition supplementation
Nutrition Health
 Growth monitoring
 Immunization
 Parenting support

Services: parents orientations; Day cares; Family Early

support policies. Safety & learning
Reviving traditional stories /songs/rhymes/ lullabyes Security opportunitie
toys etc. all with developmental significance.
s
 3(B)Develop curriculum framework : for 3 to 8 years

Personal &
Socio emotional
dev &
executive
functions
• 6-8 years
Cognitive Dev Language &
& early Early Literacy
Opportunities
mathematics
• 5-6 years for Play
Activity
Experience
Interaction
• 3- 5 years
Creative & Physical
From Emergent to Early
Aesthetic & Motor
dev dev
learning Competencies
4. Teacher Development & Institutional capacity
strengthening for professionalization

ECCE ICDS/Education
In service personnel
Preservice Resource
Recurrent BRC/CRC/School
training teams
training state/district Trained

Professional
On site dev Informed Quality
Mentoring & opportunities Parents & standards &
supervision & Career Community Monitoring
mobility
5. Instituting a Regulatory Framework & Accreditation Process :
Enforcement cum Enablement Model

Quality Configuration Quality Promotion

• Develop Quality standards
• Vertical calibration of standards dev.
with grades assigned to share a common
quality vision
• Accreditation model based on self
assessment
• Quality enhancement provisions & open
respources eg training opportunities
/resource materials etc accessible to all.
• Whole sector approach not just private
pre schools.

Quality Assessment & Monitoring

 6. Coordination & Convergence : Challenges

Challenges
Dual management-DWCD/DOE
Four Models Hierarchy in primary school : Teachers vs
AWW
AW model Lack of ECCE orientation in primary
AW in School model schools
Preschool stand alone model Preschool-Primary linkage & continuity in
Foundational stage with physical distance
Preschool attached to primary and dual management
school Unregulated & heterogeneous private
preschool sector and lack of equity
Lack of holistic provisions eg health &
nutrition services in schools/private
schools
Infrastructure issues and inequitable
access & quality across models.
 7. Research, Documentation & Evaluation
Research
Longitudinal research to generate
understanding/evidence of impact on learning
process and outcomes.
Action research to compare and identify cost
effective and high quality strategies and
processes for ensuring optimal learning
outcomes.
Sample surveys of ‘school readiness’ to assess all
three components-family/parental awareness
and engagement; schools ready for children;
children ready for school.
Multidisciplinary research to understand
challenges of multiple contexts and multiple
childhoods and uniform expected learning
outcomes.
Evaluation
Impact evaluations of investments,
interventions/provisions.
Rapid assessments to address the Feedback
loop and make mid course corrections.
Multisectoral studies to assess efficiency and
effectiveness of interventions across sectors
Documentation
Process based documentation studies to
facilitate replication and scaling up of
innovations.
Qualitative case studies of good practices to
identify learnings of “what works” .
Thank you