Sandeep Sharma

World’s largest democracy 29 states and 7 union territories Wide diversity of population co-existence of 2000 ethnic groups 29 official languages (and many dialects) all religions of the world represented Population of 1.2 billion with estimated 70 million children between 3 to 6 years (Census, 2011) Context

Right of Children to Free and Compulsory Education Act (RTE) also addressed ECCE under Section 11 states, “with a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate Government may make necessary arrangement for providing free pre -school education for such children”. National Early Childhood Care Education Policy Concerns Gross enrollment rate in primary grades is whereas the Net enrollment rate is Drop out rate in primary grades in 4.67 with highest in grade one 4.83 (DISE, 2013) Learning levels very low 47% 1 st graders can not recognize letters and more than 77% 2 nd grade children can not read grade 1 text (ASER, 2013) 42% 1 st grades can not recognize one digit numbers and 56% 2 nd grade children can not recognize two digit numbers (ASER, 2013) An Overview Is it because children are not ready for school ?

Research Questions of the study 1 To what extent are the 3 to 5 year olds ‘school ready” in reflected in their cognitive, language & personal social development? 2 To what extent are the school readiness levels associated with quality of children’s ECE experience? Which elements of the ECE content and processes have greater impact on school readiness?

Emerging questions from the 2 research questions What are the quality variations in ECE programmes attended by the children? What are the trends in school readiness levels of children in terms of specific competencies related to cognitive, language and pyscho-social skills? To what extent are these gains made by children in one year, influenced by factors like gender, age, participation in ECE programmes? How are these gains related to quality variations keeping household factors and age controlled?

Conceptual Framework Participation 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 Controlling for HH factors, Learning Environment & Age

Sampling procedure STATES: 3 (Assam, Andhra Pradesh & Rajasthan) DISTRICTS: 6 ; 2 districts per state (purposive) SITES: 10 villages with population per district, to ensure variance in provisions. (75 sites) CHILDREN: All 3 ½ - 4 ½ year olds selected from ICDS list ECE CENTRES: Children ‘followed’ to ECE centers where they ‘participate’, community preferred centres selected to ensure variance

Methodology Baseline of 3 ½ - 4 ½ year olds on school readiness skills & psycho-socio behaviour Pre test Tracking of attendance & observation of quality of ECE programme to estimate dosage of ECE Quarterly Tracking Impact assessment through Post Test of Cohort on school readiness skills & psycho-socio behaviour, after a year of ECE intervention Post Test Quarterly tracking to record Attendance & observe quality of classroom teaching learning in 6,7 and 8 years 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

What are the quality variations in ECE programmes attended by the children?

Emerging models in ECE programmes Government run Anganwadi Limited infrastructure and learning aids in classrooms More children in the younger age group &lesser number of 4-6 year olds Low participation, leading to a good teacher-pupil ratio No schedule is followed Formal teaching with some free play, songs-rhymes and better social interaction Under qualified community worker provided with on the job training Private Preschool Better infrastructure, but very few learning aids Homogenous age group High teacher pupil ratio Fixed weekly schedule with supervision Formal teaching with rote memorisation and no age appropriate activities Under-qualified and untrained teachers Innovative ECE Limited infrastructure, but appropriate learning materials Heterogeneous age group Preferable teacher- pupil ratio Flexible weekly and monthly curriculum plans Age and developmentally appropriate activities Under qualified teacher provided continuous training and supportive supervision

Different types of ECCE centres

Time on task analysis across models ActivityANGANWADIPRIVATEINNOVATIVE Planned activities for all round development Low Medium Rhymes and songsHighMediumHigh ConversationMediumLowMedium Formal TeachingHigh Routine ActivityHigh Unplanned PlayLow No ActivityHighMedium OpportunitiesANGANWADIPRIVATEINNOVATIVE Learn to shareLow Think and answerMedium Express curiosity & ask questions.Low Learn to wait for turnMediumHighMedium Play/work with other childrenLow Medium Rote MemoryHigh Medium

What are the trends in school readiness levels of children in terms of specific competencies related to cognitive, language and personal- social behaviour?

What is assessed as school readiness? Cognitive concepts Pre-mathematic concepts Number concepts Sequential thinking Classification Language skills and concepts Phonemic awareness Sentence formation Following instruction Psycho-social skills Socialisation skills Self-regulation skills Self-help skills Communication skills

How ready are 5 year olds for school? Psycho-social skills relatively at acceptable levels Cognitive & language skills & concepts required for school are deficient The latter are more curriculum based pointing to need for curriculum strengthening No significant state differences observed

How ready are children on cognitive and language concepts and skills? Pre-maths concepts and following instructions demonstrate reasonable levels Emerging areas of difficulty Sequential thinking Classification Number concepts Sentence formation Phonemic awareness IndicatorsMax Score: 10 Mean Score

How ready are children on psycho- social adaptive skills? Children demonstrate acceptable levels in self -help and socialization skills Self regulation (emotional control, task perseverance, separation anxiety, identification of emotions) and communication skills are areas needing attention across states Mean Score Max Score: 10

To what extent are these gains from pre to post after 1 year of ECE/no ECE influenced by factors like gender, age, participation levels?

Impact of ECE participation Multi nominal logistic regression analysis confirms Mother’s education Poverty Participation in ECE programme After controlling for mother’s education participation in ECE programme emerging as a significant factor for school readiness Age emerges significant as older children (4 ½ - 5 ½ year ) benefit more from ECE experience in comparison to the younger children (3 ½ - 4 ½ year)

ECE programme quality indicators having significant impact on school readiness Appropriate space and seating facility Availability of indoor learning and outdoor play material Infrastructure and material Age wise composition of the class and Age appropriateness of activities ensured by teacher Classroom Management Activities for language development Activities conducted for free and guided play Activities conducted for fine and gross motor development Activities for development of creativity Curricular Transaction Liberal classroom Ensuring teacher-child interaction No bias against gender and children with special needs Teacher Disposition Regression analysis

Conclusion 1. School readiness levels across states and across models are low particularly in cognitive and language concepts and skills. This may result in low learning levels in grade 1 and Participation in ECE programme leads to higher levels of school readiness 3. Two major programmmes attended by the sample children (anganwadi centres and private preschools) do not developmentally appropriate practice. Innovative programmes emerging as good practice confirming a potential for a low budget programmes if adequately supported with resources, training and mentoring. 4. Age at which children are exposed to ECE programmes is an important factor in having an impact on school readiness indicating need for age appropriate curriculum with more structured activities for 4 to 5 year olds. 5. An interactive and child friendly teacher is a significant factor especially for developing cognitive and language competencies 6. Curricular areas requiring strengthening are phonemic awareness sequential thinking, pattern making, classification and self- regulation capabilities.

For further information please contact: Centre for Early Childhood Education and Development (CECED) Ambedkar University Delhi Lothian Road, Kashmere Gate Campus, Delhi Tel: , , Fax: CECED Website: AUD Website: Early Scope: