school readiness ppt
TRANSCRIPT
School
Readiness
S.K.Kantha
Why is early school success so important?
Early school years are a “critical period” for learning and development
Preschool and early experiences enhance school success
How quickly children adjust across settings increases their success – so supporting success across the transition is important
OBJECTIVES OF ECCE
Promotes holistic development of child Prepares child for formal schooling Contributes in Universal Elementary
Education Reduces wastage and stagnation at
primary school
ECCE IN NATIONAL POLICIES AND PROGRAMS
National Policy on Education 1986 ECCE as feeder and support programme to
primary schooling & as first step in the education ladder
Emphasized need for play based and joyful ECCE
Warned against formal teaching of the 3R’s (reading, writing and arithmetic )
Constitutional Commitments : Article 45:The State shall endeavour to provide ECCE for all Children until they complete the age of six years.
Right of Children to Free and Compulsory Education Act , 2009 : Age 6 to 14 years - Class 1 to 8
Section 11 : Pertains to ECCE ‘ ’With a view to prepare children above the age of three years for elementary education and to provide ECCE for all children until they complete the age of six years, the appropriate government may take necessary arrangement for providing free pre primary education for such children
PROVISIONS OF ECCE
In Public Domain Integrated Child Development
Services (ICDS) Sarva Shiksha Abhiyan ( SSA)
PROVISIONS OF ECCEIn Private Domain
Pre-primary class in private schools Private play-schools Voluntary organizations ECCE centres under Corporate Social
Responsibility of Corporate Houses
INTEGRATED CHILD DEVELOPMENT SERVICES
One of the world’s unique and largest outreach programme
One of the eight flagship programmes of GOI Functions through community based
Anganwadi Centers (AWCs) Largest public provider of ECCE in India : 76 million children - 0-6 years 16 million - pregnant & lactating women
ECCE IN THE CONTEXT OF SARVA SHIKSHA ABHIYAN(SSA)
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EMPHASIS ON ECCE UNDER SSA The SSA realizes the importance of ECCE and
its role in improving participation of children in schools.
Specific support to strengthen the PSE component of ICDS will be made available.
Support from SSA may be made available for opening new ECCE centers in habitations not covered by ICDS and where state governments want to start new centers.
In areas where a new ICDS center is coming up it will be necessary to work in conjunction with ICDS.
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SOME ILLUSTRATIVE INTERVENTIONS Strengthening PSE component of ICDS by
providing for additional worker, material for play and learning and personnel development.
Setting up of Balwadis as pre school centers in uncovered areas.
Generating awareness about the need and significance of ECCE through advocacy measures.
Organizing training programmes for community leaders.
Providing for intensive planning for ECCE. 4
Development of material for ECCE related activities.
Promoting convergence between the ECCE and the school system.
A provision of Rs.15 lakh per year per district for innovative interventions including for ECCE.
The district Elementary Education plan has to have a plan for ECCE in accordance with the facility already created under the ICDS.
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The supplementary support for ECCE in the form of honoraria for pre school teacher, training of Anganwadi workers, play and learning materials for children, etc.could be provided.
Recognizing the continuum of learning and development, SSA would make all efforts to develop a integrated approach to meet the needs of pre school children.
(School readiness programme for children entering class I without pre school experience at the beginning of class I would be an important aspect of SSA implementation)
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PRINCIPLES OF LEARNING Learning starts from birth. Learning is cumulative and has a continuum. Children construct knowledge. First six years are crucial for developing active
learning capacity among children and to a great extent decide the success and failure in school.
Children learn by doing/exploration. Experiencing success is important for child.
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RESEARCH EVIDENCE
Exposure to ECCE facilitates retention in primary grades. The range of increase being 8.04%-20.52%.
The retention is higher for girls, SC/ST children (Impact of ECCE on Retention in Primary Grades – a
study conducted in 8 states in a sample of 32000 children).
70% parents opined that they will try hard to reopen the AWC while responding to a question- “what will you do if AWC is closed”?
Their perception of AWC is of a school.
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The quality of PSE is defined by parents in terms of plenty of play material, teaching of three R’s and regularity and good behaviour of the worker.
(Study of PSE component of ICDS..conducted by NCERT in 1998 with a sample of 90000 children in 8 states)
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SCHOOL READINESS More than half of the children enter class I
without PSE. Children with PSE show higher scores on
readiness variables than children without PSE and the difference was significant at .05 level for M.P. sample.
Majority of children were found lacking in reading readiness especially in aspects of auditory discrimination and audio-visual association.
In number readiness the weak areas were seriation and sequential thinking.
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On the basis of above inference drawn is that school readiness programme of two month’s duration , for children entering class I without any PSE , in the beginning of class I would be essential for adjustment in school and benefiting from classroom transactions.
(Numeracy and Reading Readiness Levels of Entrants to Class I; A study under DPEP in four states: NCERT 1996).
Training of class I teachers in school readiness should become an important activity under SSA till all children get ECCE coverage.
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LINKAGE WITH PRIMARY Linkage between pre school and primary
education has resulted in increased participation of children especially girls.
Presence of overage and underage children poses challenge for planning curriculum and its transaction.
It also indicates the need for placement /mainstreaming of children in primary school.
Resource sharing has also posed certain initial problems.
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Making ECCE timings co-terminus with primary school demands enhanced care facilities for younger children.
Developing joint monitoring and supervision mechanism has remain superficial. It would require sustained efforts.
Extending play-way approach to early primary classes has also remained superficial. It would also require constant efforts.
Use of play material supplied under DPEP has been inappropriate and ineffective. Using material effectively should be focused in training programmes (DPEP evaluation studies).
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TRAINING IN ICDS/DPEP Quality of Training in ICDS. Quality of Training in DPEP. The Need for Field based /need based training
strategy. Capacity building at different levels and
Identifying resource/responsibility centers at national,state,sub-state,district and sub-district (i.e. at NCERT, SCERTs,DIETs,BRCs,CRCs) for pre service/ in-service training in child care/pre school education / linkage with primary education.
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CONVERGENCE BETWEEN ICDS AND EDUCATION SECTORS
Convergence in terms of nutritional and health care inputs.
Joint training programmes, linkage with Udisha.
Sustainability of centres opened under DPEP.
Joint monitoring mechanism. Common indicators for monitoring progress
of children. Coordination mechanism at various levels
(National to Sub-District). 31
ADVOCATING CHILD FRIENDLY CURRICULUM/METHODS
A balanced/development oriented programme.
Use of local /culturally relevant material. Discouraging teaching of three R’s. Adopting play-way method. Community ownership/resource mobilization. Relating pre school with primary education. Significance of early stimulation activities. Ensuring minimum essential facilities. 32
POLICY AND FUNDING RELATED ISSUES
Flexible policy guidelines. Adequacy of allocation earmarked. Whose responsibility is PSE ? Clarity in role and functions among
different sectors as ECCE is inter- sectoral programme.
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