1. Early Learning: Status and Way Forward Introduction to the Conference

2. The Context RTE (2009) commits to providing education of satisfactory quality to all children from 6 to 14 years. The Concern is while enrolments have gone up basic learning levels are sliding down. (ASER 2012). Global Learning Crisis : Children across the globe are not able to demonstrate basic skills of reading, writing and number work. (Brookings,2011). Possibly this is due to increasing diversity in the classrooms— there are first generation learners, there is socio- linguistic diversity, children with special needs, large classrooms and so on…. How do we meet this challenge of ensuring basic learning?

3. The Conceptual Frame Addressing early learning requires a multipronged approach and child centered approach with focus on the child and how the child learns. Brookings (2011) recommends : (1)Support young children to start learning early in life. (2)Ensure children have opportunities to acquire basic literacy and numeracy skills.

4. Support young children to start learning early in life. “Learning begins at birth” and it is a continuous and cumulative process. Learning and experiences in early childhood provide the critical foundation for later learning. Recent neuroscience research has further highlighted the importance of these early years when the brain development is at its most rapid pace and vulnerable to the environmental experiences. Globally ECCE is considered to be from pre natal to eight years, thus covering the first two grades of primary schooling too, in which children are expected to master basic literacy skills. Research in India has demonstrated impact of ECCE on learning in primary grades. Need to consider ECCE and early primary along the same continuum with a bottom up and not top down approach in terms of curriculum planning with ECCE ensuring school readiness and a smooth and seamless transition into primary school, leading to better adjustment and learning.

5. Ensure children have opportunities to acquire basic literacy and numeracy skills. Need to address child’s learning needs holistically. Need to focus on the child—the developmental characteristics and interests of the child, special needs of the child, the learning context of the child and ways to help child see meaning in the new learning and be motivated to learn. Need to Focus on the home-school divide, socially,linguistically, experientially and address ways of bridging this divide. Need to address classroom factors such as teacher pupil ratio, teachers attitudes and beliefs, teacher motivation.

6. Objectives of the Conference To highlight and discuss the status of early learning and its linkage with Early Childhood Education and School Readiness. To address and discuss the issues and challenges related to acquisition of early learning skills among young children in the region. To share current efforts to improve the quality of education in India in the early years To make evidence based recommendations to promote optimal early learning to ensure children have a sound foundation for life long learning and development. To examine the influence of nutrition and early stimulation on young children’s ability to learn.

7. Expected Outcomes of the Conference Have a shared understanding of the issues and challenges related to early learning. Learn from evidence based early learning initiatives and innovations within the region that promote early learning. Derive specific recommendations for policy and practice to promote and improve status of early learning in India.

8. Road map of the Conference. Key note addresses on: Early Learning –Issues and Challenges ; Nutrition and Early learning; Regulating Quality in ECE. Status Assessment Status of Early learning as assessed through various surveys. Status of school readiness levels on entry to grade 1. Challenges: Issues of multilingualism and Home School divide –early childhood to primary. Issues of curriculum, Pedagogy and Assessment. Addressing child’s holistic needs –care and early stimulation, parenting, nutrition and health; Making education inclusive Partnerships with private sector and community Early learning Standards and capacity building; Learning's from good practices

9. Participation and Format About 150 participants. More than 10 states represented. 60 eminent resource persons –researchers, from academic organizations, development agencies, government officials, researchers, practitioners. Plenary and Parallel sessions with time for discussion. A core team will work simultaneously on the recommendations