Venita Kaul PPT Venita Kaul Venita Kaul
- 1. Implementing ECCE & Foundational Learning Recommendations of NEP ( 2020) Opportunities & implications Venita Kaul
- 2. 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
- 3. Why are early years Significant?
- 5. How do Children learn? Interest/mean- ing directs experience Experience wires brain Repeat experience strengthen s wiring Teacher/p eer interaction enhances Learning Design Learning Opportunities as above
- 6. 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
- 7. 2. Advocacy for School Readiness: the Concept & Dev Appropriate pedagogy. A ‘’readiness” triangle for promoting learning Ready School /AW Ready Child Ready family/ parents DAP Preschool curriculum Informed & engaged parents Child friendly school with DAP curriculum
- 8. 3. Develop Developmentally Appropriate Curriculum and Pedagogy with Upward continuity & seamlessness • Develop a Framework for Care and Early Stimulation of children below 3 years. Focus on interaction, sensory and physical development and language development. • Develop an integrated curriculum for Foundation stage ( 3 to 8 years) focus on holistic development of the child with focus on emergent and early literacy and numeracy. 3 to 6 years 6 to 8 years Birth to 3 years 8 to 11 years Pedagogy play, interaction & activity based; Informal Assessment
- 9. What is Developmentally Appropriate Content & Pedagogy? Language & Literacy Cognitive & Early Maths Creativity & Aesthetic Appreciati on Personal & Socioemoti onal Developme nt Physical & Motor Developme nt Balance of group & individual activities Story telling , Rhymes , Art & Craft Free & Guided activities Activities with objects & materials Music & movement Pedagogy Content
- 10. 3 (A) Develop Framework for Birth to 3 years : Music, Free play & interaction & Care • First 1000 days most critical for development. Focus on Sensory Motor development : infant toys & games. Language development : Adult and child interaction; stories , songs; lullabyes Socio emotional dev: Hug, play, laugh & enjoy Breast feeding & Nutrition supplementation Growth monitoring Immunization Parenting support Services: parents orientations; Day cares; Family support policies. Reviving traditional stories /songs/rhymes/ lullabyes toys etc. all with developmental significance. Responsive care Health Early learning opportunitie s Safety & Security Nutrition
- 11. 3(B)Develop curriculum framework : for 3 to 8 years • 6-8 years • 5-6 years • 3- 5 years Personal & Socio emotional dev & executive functions Language & Early Literacy Physical & Motor dev Creative & Aesthetic dev Cognitive Dev & early mathematics Opportunities for Play Activity Experience Interaction From Emergent to Early learning Competencies
- 12. 4. Teacher Development & Institutional capacity strengthening for professionalization Preservice training In service Recurrent training On site Mentoring & supervision Professional dev opportunities & Career mobility ECCE Resource teams state/district ICDS/Education personnel BRC/CRC/School Trained Informed Parents & Community Quality standards & Monitoring
- 13. 5. Instituting a Regulatory Framework & Accreditation Process : Enforcement cum Enablement Model Quality Configuration • Develop Quality standards • Vertical calibration of standards dev. with grades assigned to share a common quality vision • Accreditation model based on self assessment • Quality enhancement provisions & open respources eg training opportunities /resource materials etc accessible to all. • Whole sector approach not just private pre schools. Quality Assessment & Monitoring Quality Promotion
- 14. 6. Coordination & Convergence : Challenges Four Models AW model AW in School model Preschool stand alone model Preschool attached to primary school Challenges Dual management-DWCD/DOE Hierarchy in primary school : Teachers vs AWW Lack of ECCE orientation in primary schools Preschool-Primary linkage & continuity in Foundational stage with physical distance and dual management Unregulated & heterogeneous private preschool sector and lack of equity Lack of holistic provisions eg health & nutrition services in schools/private schools Infrastructure issues and inequitable access & quality across models.
- 15. 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” .
- 16. Thank you