Download - Supported by UNICEF, UNESCO, The World Bank, SERP, MHRD, MWCD, CARE India State Research Partners
Supported by UNICEF, UNESCO, The World Bank, SERP, MHRD, MWCD, CARE India
State Research PartnersNIPCCD Guwahati & Andhra Mahila Sabha Hyderabad
Quality Variations in Early Childhood Education
Overview of presentation
•Background of the study
•Design of the Study
•Objective
Introduction
•Quality variations among ECE Programs
Preliminary findings
based on pre-test data
Background of the study
Part of a larger Longitudinal Study which is looking at: (a) Trends in participation in ECE across public, private & NGO
sectors.
(b) Quality variations in ECE across sector.
(c) Impact of quality variations on school readiness of children at age 5 years.
(d) Longer term impact of school readiness in terms of primary level outcomes –both cognitive and personal-social.
Conceptual FrameworkParticipation in good Quality of ECE: Play way method, interactive & age-appropriate learning opportunities
Better attendance & participation in ECE programs
Improved school readiness skills & concepts: cognitive, language, socio-emotional, physical
Better utilization of primary schooling opportunities through better attendance & participation
Better primary level outcomes in term of retention, attendance, achievement & social adjustment
•Baseline of 3 ½ - 4 ½ year olds on school readiness skills & socio-emotional behavior
Pre-test
•Tracking of Attendance & Observation of quality of ECE program, to estimate ‘dosage’ of ECE
Quarterly Tracking
•Impact assessment through Post-test of cohort on school readiness skills & socio-emotional behavior, after a year of ECE intervention.
Post-test
•Quarterly tracking to record Attendance & observe quality of classroom teaching learning in primary grades (1,2 & 3) to control for school factors
•Medium term Impact Assessment through annual age appropriate learning achievement & personal social behaviour assessment on completing ages 6 , 7 & 8
Follow up in primary
school
Design of the study
Sample
STATES: 3 (Assam, Andhra Pradesh & Rajasthan)
DISTRICTS: 6 ; 2 districts per state.
SITES: 9 villages & 1 urban site with 2000+ population per district, to ensure variance in provisions.
CHILDREN: 50 children (3 ½ - 4 ½ year olds) per village planned from household lists, but actual numbers changed in field.
ECE CENTRES: Children ‘followed’ to select ECE centers where they were actually ‘participating’, and were not just ‘enrolled’
Objective of phase 1 analysis
To study variations in quality in ECE in terms of
content and method used, as observed across
public, private and NGO programs.
Categories of ECE programmes studied Selected Anganwadi centre (AWC): ECE Centers run under Government's Integrated Child Development Services (ICDS). Only centres found functioning with children were included in sample, with at least 5 sampled children of required age participating.
Private preschool (PP): Preschool sections like nursery, LKG, UKG, run as part of private low cost primary schools.
Known practice centre (KPC): a low cost ECE program, other than AWC & Private school, which is ‘known’ as an innovative program and is available only on a small scale.
What are we assessing as quality of program through ECEQAS ?
Infrastructure & Materials:
• Physical infrastructure• Learning and play materials• Class composition
Program Quality:
•Meal time & Self help skills • Language & Reasoning Experiences• Creative activities• Fine &Gross motor skills • Social development• Teacher disposition
Scores converted out of 10 for every domain
Quality variations among ECE programs
Preliminary findings based on pre-test data
Govt ECE Centres
Private Preschools
Known ECE practice Centre
Govt primary school
Total
Andhra Pradesh
54 (42.5%) 54 (42.5%) 13 (10.2%) 6 (4.8) 127
Assam 107 (91.5%) 10 (8.5%) 0 0 117
Rajasthan 10 (18.6%) 33 (61%) 9 (16.7) 2 (3.7%) 54
Total 171 (57.4%) 97 (32.6%) 22 (7.4%) 14 (4.6%) 298
•Steady Expansion of private preschools•‘Underage’ children attending government primary school; may not be registered
Distribution of Centers, by types
Infrastructure, materials & classroom composition
Physical Infrastructure
Anganwadi Private preschool
Known Practice
0
1
2
3
4
5
6
7
8
9
10 Toilets & clean drinking water– No toilets in 83% AWC & 77% KPC whereas in 78% PP toilets are in use – Clean covered drinking water available in 59% AWC & KPC whereas it is in 83% PP
Classroom space & cleanliness – Enough space for conducting activities in 51% AWC, 59% KPC & in only 37% PP– 46% AWC were littered or had unclean seating arrangement; whereas 72% PP & 77% KPC had clean classrooms
Private Preschools give priority to clean and good building & infrastructure
Availability of outdoor equipment–Overall 50% centres have space but limited or no equipment for outdoor play
Availability of indoor material & its use–Some indoor material present in 24% PP, 64% AWC & 77% KPC–Material used in classroom by all children in only 4% PP, 24% AWC & 55% KPC
Anganwadi Private preschool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Availability of play & learning aids
Known ECE practices were better equipped with learning & play materials, specifically indoor manipulative material
Categories comparable on domain of class composition Availability of teacher• >90% times teacher found present
in class across categories
Age wise composition of class • In 6% AWC, 32% KPC & 43% PP
Student teacher ratio• More than 40:1 in 33% PP
classrooms whereas 68% KPC & 20% AWC had 25:1 ratio Anga
nwadi
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Class composition
Content of programme
Known practice centres provide most opportunities & private school least. AWC score better due to focus on song & rhymes
Listening opportunities for children• No opportunity except instructions in 32% AWC &
PP • Specific listening activities planned in 96% KPCsOpportunities to speak & social interaction • Children encouraged to talk & interact in 59% KPC &
43% AWC; children not allowed to speak, except when asked a question in 80 percent PPs!
Activities for development of speaking skills• No planned activity in more than 45% AWC & PP; in
86% KPC activities are planned
11% across categories of ECE centres had children who did not understand teacher’s language
Language development experiences
Anganwadi Private Preschool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Private preschools & AWC focus on formal education & rote memorization!
Concept formation• No opportunity/activity in 87% PP &
66% AWC; whereas 72% KPC provide materials & conduct activities
Development of Cognitive skills• No activities for dev of high order skills
in 93% PP & 77% AWC; observed in 59% KPC
• Formal education & rote memorization common in 88% PP, 73% AWC & 32% KPC
Opportunities for cognitive development
Anganwadi Private Preschool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Known practices provide most opportunities for motor development; but focus is on fine motor skills
Outdoor activities • Conducted in 15% AWC, 18% PP &
23% KPC
Activities for fine motor development• No opportunities in 95% PP & 77%
AWC but in 45% KPC given priority
Fine & gross skills
Anganwad
i
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Known practice provide better opportunities for creative activities
Art/craft activities • No art/craft activities in 68% AWC &
80% PP; activities conducted in 68% KPC
• In PP 80% of time children told exactly what to draw!
Creative activities
Anganwad
i
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
‘Known practice’ provide a better environment for social development in children
Opportunity to learn to share & help• No activity in ½ of AWC & PP but in
32% KPC specific activity conducted
Free play• No free play in 64% AWC & 75%
PP; whereas in 68% KPC free play a major component
Social Development
Anganwad
i
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Categories of ECE comparable on this domain with private preschools leading
Sanitation • Children in 76% PP, 68% KPC &
51% AWC habitual to washing hands
Personal grooming• 75% teachers at PP give priority;
but 45% AWW & KPC teachers do not pay attention
Meal time & self help skills
Anganwad
i
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Proportionate time on Task in ECE Activity AWS
( Widespread) PRIVATE (Widespread)
INNOVATIVE (Scarce)
Developmentally appropriate activities like language, cognitive, social, creative activities.
Low Low Medium
Rhymes and songs High Medium High Conversation Medium Low MediumFormal Teaching High High High Routine Activity High High High Unplanned Play Low Low LowNo Activity High Medium Medium
Opportunities AWS ( Widespread)
PRIVATE (Widespread)
INNOVATIVE (Scarce)
Learn to share Low Low Low Think and answer Medium Medium MediumExpress curiosity and ask questions.
Low Low Low
Learn to wait for turn Medium High MediumPlay/work with other children
Low Low Medium
Rote Memory High High Medium
Physical infrastructure important, but not significant for quality of ECE program; availability of learning & play aids significantly associated
Relationships between quality, infrastructure & learning aids
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
40
f(x) = 0.628704094757524 x + 13.5417811830991R² = 0.024779522625396
Relationship between physical in-frastructure with quality conent of
ECE programme
physical infrastructure score
cont
ent q
ualit
y Sc
ore
0 1 2 3 4 5 6 7 8 90
5
10
15
20
25
30
35
40
f(x) = 1.7546331170046 x + 11.183209993629R² = 0.217705647116136
Relationship between availability of play and learning aids with quality content of
ECE programme
availability of play and learning aids scores
cont
ent q
ualit
y sc
ores
Teacher Factors
No significant variation observed across categories of ECE centres
Sensitivity & awareness towards gender • 96% of KPC, 74% AWC & 57% PP
teachers gender sensitive
Quality of teacher-child interaction• Teachers in 68% PP, 58% AWC &
32% instruct children & limited their participation
Teacher’s disposition
Anganwad
i
Private
presch
ool
Known Practice
0
1
2
3
4
5
6
7
8
9
10
Teacher’s perceptions on ECE
• Almost all teachers think ECE important for young children Reasons given– Get Habituated for primary school, Foundation for grade 1– Over all development – Learn good habits, become smart & confident. – Learn Songs, stories, rhymes – Development of social skills & mingle with others
Anganwadi
• Cared for at ECE centre• Identify animals, birds,
letter etc• Discipline • Sit for long time at a
place• Talk freely• Habitual to separation
from mother
Known Practice
• Learn by doing • Interested in school• Recognise alphabets• Holistic development• Respect for elder• Joyful learning • Free conversation
Private Preschool
• Learn to read & write • Write alphabet• Good teaching in
private school• Discipline • Follow rules
Parent’s Perceptions
• Parents send their children to ECE centres to prepare them for formal school & learn the required skills for class 1
Food
Preparation for primary school
Learns to sit & obey
any other
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0
Reason's for sending children to ECE centre
Parent’s Perceptions
• Scope of improvement in learning possible in every category
• Learning a concern for all parents
• AWC lack physical facilities & need improvement according to parents
• Quality & attendance of teacher a concern among AWC parents
• Food not provided for in KPC parents: advocate for provision for mid meals
AWC
Private Preschool
Known Practice
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
improvement required
learning facilities centre's functioning quality of food attendance & quality of teacher
Anganwadi
• Limited infrastructure & play & learning aids; • Mixed age group of children with appropriate
student teacher ratio;• Formal teaching with some opportunity for free
play, song & rhymes, creativity & social interaction.
Private Preschool
• Relatively better infrastructure but very less or no learning aids;
• Homogenous group of children with very high student teacher ratio;
• Fixed weekly schedule supervised; • Formal teaching with rote
memorization.
Innovative ECE practice
• Limited infrastructure; good contextually relevant play & learning aids;
• Flexible weekly & monthly curriculum plans;• Age appropriate planned activities for
development of concepts, language, social skills, fine & gross motor skills & creativity.
Emerging Models
of ECE provisions
Implications •Highs and Lows!!: Most children attending ECE programmes; but not getting developmentally appropriate curriculum. Focus on rote memorization.
•Private preschools expanding: considered as the place ‘where learning & teaching happens’ by community; but actually lack in terms of quality & content!! Need for community education to determine parental choice and influence quality of private preschools.
•‘Known practices’ emerge as better practices due to planning, supervision & on site support for teachers; tips for the system.
•Physical infrastructure, though important component for attracting parents, is not as significant as learning & play aids in determining quality.
Implications
•Known practices also lack in certain domains, e.g. mealtime & self help skills; outdoor play; need to emphasize holistic curriculum.
•Outdoor space available but no play equipment for gross motor skills.
•Teacher training does not emerge as significant factor. Possibly a reflection of the duration, quality and content of training .eg AW training.
•Need to plan more comprehensively for content and quality in terms of training, materials , space and teacher.
Further Analysis: The Way Ahead ……After post test:•Estimation of immediate impact of quality of ECE of one year duration (ECEQAS Scores) on School readiness scores of 5 year old children . •Identification of ‘quality elements’ that have proportionately more significant impact. • Understand the household determinants of school readiness.• Estimate contribution of teachers’ characteristics to the quality of ECE content and method.
After annual follow up at primary stage:•Assess the extent to which impact of school readiness levels is sustained on primary level outcomes.•What is the immediate impact at entry to formal school and how far is it sustained along the primary stage in terms of primary level outcomes?