Pre-School education in Delhi, India: Interventions and challenges

Savita Kaushal

Savita Kaushal	savitakaushal@gmail.com	Jamia Millia Islamia, India

Summary:

While India is undergoing a swift expansion in secondary education, there has also been a drift of demand towards preschool education as a large number of parents are opting for it for their little ones. In India, the provision of preschool education is being made by the government, non-government organizations as well as the private sector through diverse models. Due to a variety of reasons such as working mothers, nuclear families, there is increasing enrolment in stand-alone playschools as well as kindergarten sections to facilitate education due to early stimulation, promote development activities and support to parents and families (Rao, 2005; World Bank, 2006; Paltasingh, 2010; Kaushal, 2016). However, in terms of the numbers, the prime coverage of 3- to 6-year-old children is being provided through Anganwadi Centres (AWCs) set up by the Integrated Child Development Services (ICDS) programme. The ICDS is offered under the Ministry of Women and Child Development (MWCD), India. This research paper is based upon a study, objectives of which were to uncover the infrastructure, curriculum, support materials, existing practices in early childhood education (ECE) available in the diverse type of ECE centres situated in Delhi, India. It was found that the nutritional component being there in AWC makes them attractive as there are free meals and snacks. On the other hand, in the preschools, the educational infrastructure is better as the teaching and learning materials are replenished and added on, and also the teachers are better qualified. The absence of these components often inhibits the attainment of the desired objectives. So, the aspects in terms of human and physical infrastructure also need to be given due weightage along with nutrition. It is recommended that preschools and AWCs should be linked to the primary schools, physically and programmatically.

View file

Keywords:

Anganwadi Centre (AWC)

Anganwadi Worker (AWW)

Early Childhood Care and Education (ECCE)

Preschool

Refers:

[1] Government of India. (2019). Key indicators of household social consumption on education in India: NSS 75th round (July 2017- June 2018). National Statistics Office, New Delhi, India.

[2] International Institute for Population Sciences. (2006). NFHS-3 Factsheets. National Family Health Survey 2005-06 (NFHS-3). IIPS. Mumbai, India

[3] Kaul, V. and Sankar, D. (2009). Education for all middecade assessment, Early childhood care and education in India. National University of Educational Planning and Administration (NUEPA). Delhi, India.

[4] Kaushal, S. (2012). Early childhood care and education initiatives in India: Provision and Challenges. The Primary Teacher, XXXVII (3&4), 5-17.

[5] Kaushal, S. (2016). Study of the parents’ perspective regarding pre-schooling. Peoples Dialogue in Education, 8(2), July, 25-31.

[6] Kaushal, S. (2019). A study of private franchises providing pre-school education in Delhi. NIEPA Funded Research Project, NIEPA, India.

[7] Mehta, A.C. (2010). Elementary education in India, Analytical report 2007-08. National University of Educational Planning and Administration (NUEPA) and Department of School Education and Literacy, Ministry of Human Resource Development, Government of India.

[8] MHRD. (2010). Framework for Sarva Shiksha Abhiyan. Government of India, New Delhi, India.

[9] Mustard, J.F. (2007). Experience based brain development: Scientific underpinnings of the importance of early childhood development in a global world. In M. E. Young (Ed.). Early childhood development from measurement to action: A priority for growth and equity, 35-64. Washington DC: World Bank

[10] National Council of Educational Research and Training. (1998). Process Based Intervention for Primary Level Mathematics. A Longitudinal Study. New Delhi, India.

[11] National Council of Educational Research and Training. (2006). Position Paper. National Focus Group on Early Childhood Education. New Delhi, India.

[12] National Institute of Public Cooperation and Child Development. (1993). National evaluation of the scheme of early childhood care and education. New Delhi, India.

[13] National Institute of Public Cooperation and Child Development. (1995). Creche services in India - An evaluation. New Delhi, India.

[14] National Institute of Public Cooperation and Child Development. (2003). An evaluation study of Creches run under National Creche Fund. New Delhi. India.

[15] Paltasingh, T. (2010). Impact assessment of early childhood care and education (ECCE) intervention under SSA. Report-SPIESR. Gujarat, India.

[16] Ramachandran, V., Jandhyala, K., & Saihjee, A. (2003). Through the life cycle of children: Factors that facilitate/impede successful primary school completion. Economic and Political Weekly, 4994- 5002.

[17] Rao, N. (2005). Children’s Rights to survival, development and early learning in India: The critical Role of the Integrated Child Development Services program. International Journal of Early Childhood, 37(3),15

[18] Rao, N. and Sharma, A. (2002). Early Childhood Services in India: Challenges and prospects for their development. In L. K. S. Chan and E. Mellor (Eds.) International Developments in Early Childhood Services, 97-117. New York.

[19] Singh, G. (2011). Elementary education for Girls in India. Journal of Educational Planning and Administration, XXV (3), 223-234.

[20] Sultana, S. A. (2009). Quality in Early Childhood Care and Education. Manak Publications, New Delhi.

[21] UNESCO. (2007). Strong foundations for gender equality in Early Childhood Care and Education advocacy brief. UNESCO, Bangkok.

[22] UNESCO. (2019). Early Childhood Care and Education. Retrieved from https://unesco.org/

[23] World Bank (2006), Why Invest in ECD. World Bank, Washington, DC.

Journal:

Volume. 17 - issue 1 / 2021

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Pre-School education in Delhi, India: Interventions and challenges