UNICEF with CECED, Ambedkar University Delhi and ASER Centre launches India

Early Childhood Education Impact Study Report

Delhi: UNICEF, in partnership with Centre for Early Childhood Education and
Development (CECED), Ambedkar University Delhi and Annual Status of Education
Report (ASER) Centre today launched a report on the Indian Early Childhood
Education Impact study, a five-year longitudinal research study that followed a
cohort of 14,000 four year olds from age 4 to age 8 in rural areas of three states
of India: Assam, Rajasthan and Telangana.

Findings from the report reveal that a majority of 4-year-olds are attending
preschool, either through government-run Anganwadi Centres or private
preschools. However, they do not necessarily participate in preschool and primary
school at the ages and in the order that policies prescribe, and therefore there are
children below the age of 6 in primary school and children above age 6 in
preschool in some states.

The report highlights that even one year of participation in a quality early
childhood development programme leads to higher school readiness levels, which
in turn lead to better learning outcomes in the early primary grades.

However, a key concern emerging is that most children in the study entered
primary school at age 5 with school readiness levels which were far below
expectations. They were thus unequipped to meet the demands of the curriculum
and had low learning levels. The study concludes that these low school readiness
levels in children are clearly related to the quality of preschool education. The
large scale service providers do not use age and developmentally appropriate
curriculum, methods and materials to engage children. It identifies formal
teaching of the 3 Rs reading, writing, and arithmetic, as detrimental to
childrens development.
Given the impact of preschool education on childrens outcomes in primary
education, the study recommends the inclusion of pre-primary education as an
integral part of the Right to Education Act. Since the age is a significant factor
influencing children's school readiness and learning levels, the study further
recommends ensuring that children begin primary education only when they are
developmentally ready, adhering to the norms of school entry as per the RTE Act,
which requires that children begin grade 1 at age 6. It emphasizes the importance
of a flexible, play-based foundational curriculum for 3 to 8 year olds along a
continuum, for a seamless transition from pre-primary to primary education. To
ensure quality, the study recommends that activities conducted in preschool
programmes be age and developmentally appropriate, with well-trained frontline
workers and teachers practicing child-centered pedagogy. There must also be
adequate and appropriate learning materials available, and outreach to parents
and families to support their childrens learning. The study further recommends
that a regulatory system be instituted for early childhood education, to ensure
quality standards are adhered to across all providers, including in the private
sector.

About CECED, Ambedkar University Delhi

CECED was established as a constituent of Ambedkar University, Delhi in 2009 to
promote research, advocacy and quality in the field of early childhood education
and development. Its mission is to contribute towards the national goals of social
justice and equity by promoting developmentally and contextually appropriate
early childhood care and education (ECCE) as every childs right to a sound
foundation and raising ECCE in the forefront of policy formulation and effective
universal program implementation.