Early Childhood Care and Education

Senior Secondary Level

Rationale
Early Childhood Care and Education (ECCE) is acknowledged the world over as a significant intervention which
aims to help children develop a sound foundation for lifelong learning and development. It is also recognised as the
first step in the education ladder which, if done well, prepares children better for primary schooling and promotes
school retention and learning. The National Policy on ECCE 2013 has highlighted the significance of ECCE. The
policy has slowly emerged from growing awareness and attention on the significance of the early years. Quality
ECCE is the issue of ensuring adequate quality in the programme, particularly from the perspective of making it
developmentally and age appropriate and child-friendly. This course has been designed to orient learners to the
sensitivity required to understand the early learning and developmental needs of young children and how they may
vary in different contexts.It also addresses the essential role of nutrition, health and safety of children for holistic
development. Learners will learn about appropriate ways necessary to provide a responsive environment to meet
the situation-specific as well as stage related needs of children. This programme also aims to prepare learners to
value diversity and recognize the significance of inclusive education.

Course Objectives
The course aims at enabling the learners to develop an understanding of:
• early childhood care and education and its significance;
• the rights and developmental needs of children;
• children’s need for nutrition, good health, protection, education and development;
• appropriate methods of care during early years;
• play and stimulation in early childhood;
• interdependence of child development and learning;
• the issues inECCE and directions to address the issues;
• concept and importance of school readiness and smooth transition;
• language and cultural diversity comprising the Indian social fabric and many co-existing social realities;
• the requirements of an inclusive classroom;
• appropriate interventions to meet the requirements of an inclusive classroom; and
• building meaningful relationships with parents, community and other stakeholders for an effective ECCE
programme.

Course Structure
The curriculum of ECCE at senior secondary level consists of both theory and practical components.Tutor Marked
Assignment (TMA) is also a part of the curriculum.

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Theory Component
Theory component consists of five modules and 22 lessons. The self-learning material has been divided into two
parts: Part I consists of two modules and nine lessons. Part II consists of three modules and 13 lessons.

The number of modules, suggested study hours and marks allotted to each module are:

No. of Name of the Module Study Hours Marks

Module
1 Early Childhood Care and Education 50 20
2 Fundamentals of Child Development 50 15
3 Curriculum, Practices and Progress 65 25
4 Organisation and Management of ECCE Centre 45 10
5 Diversity and Inclusion 30 10
Total 240 80
Practical Component
There is a compulsory component of Practicals in this ECCE Course. It carries a weightage of 20 marks in the term
end examination. A list of suggested activities to be performed by the learners is given at the end of the theory
syllabus.
Tutor Marked Assignment (TMA)
TMA comprises of 20% weightage of theory marks in term end examination.
Course Description

Module1 Early Childhood Care and Education

Marks:20 Hours: 50

Approach
This module aims at providing fundamental knowledge about the ECCE, significance of ECCE, essential components
of ECCE focussing on how the relevance and awareness have evolved in both the Indian and global context. The
learners will also learn about factors influencing childhood in India, necessity for attention on nutrition and health
and the needs and rights of young children. Brief discussions on important government initiatives/schemes and
policies for ECCE will appraise learners about the role of the state and civil society. Issues and concerns related to
ECCE are addressed to build awareness and interest of the learners.
Lesson 1: Early Childhood Care and Education: Meaning and Significance
ECCE: Meaning, nature and significance
Objectives of ECCE
Components of ECCE
ECCE in Indian context
ECCE in global context
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Lesson 2: Early Childhood in India
Status and profile of young children in India
• Demographic
• Health and nutrition status
• Education
• Ecology
• Gender
• Diverse social, cultural and economic contexts
The diversity of early childhood in India
Impact of early childhood on subsequent life
Factors influencing early childhood
Importance of children’s health
Indian constitution and provisions
Lesson 3: Needs and Rights of Children
Needs of children: Psychological, social, health and educational
Impact of unmet needs on children’s development
Rights of children
Lesson 4: ECCE Policies, Schemes and Programmes in India
Policies and plans for ECCE
Schemes and programmes for ECCE
Curriculum Frameworks
Service providers of ECCE
Lesson 5: Issues and Directions in ECCE
Issues in ECCE
Directions for addressing the issues of ECCE

Module 2 Fundamentals of Child Development

Marks: 15 Hours: 50

Approach
The module discusses different aspects of child development to provide a comprehensive understanding of
development during the early years. Domains of development and developmental milestones have been elaborated
to inform learners about nature of growth and development. Stages of development are organised into two lessons—
prenatal to three years, and three to eight years, to highlight appropriate areas of emphasis during different stages.
The module provides learners an understanding of the developmental characteristics of young children.

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Lesson 6: Growth and development
Concept of growth and development
Principles of development
Factors affecting growth and development
Lesson 7: Domains of Development
Physical and motor development
Personal, social and emotional development
Cognitive development
Language development
Delays and gaps in reaching developmental milestones
Lesson 8: Stages of Child Development: Prenatal and Birth to Three Years
Period of infancy
Growth and development from birth to three years
Lesson 9: Stages of Child Development: Three to Six Years and Six to Eight Years
Three to Six Years
Physical and motor development
Personal, social and emotional development
Cognitive development
Language development, communication and emergent literacy
Six to Eight Years
Physical and motor development
Personal, social and emotional development
Cognitive development
Language development, communication and emergent literacy
Importance of play in the development of children

Module 3 Curriculum, Practices and Progress

Marks:25 Hours: 65

Approach
This module focuses on dealing with children in orienting learners to interpersonal dealings to foster growth and
development. The module also learners with specific needs of babies when they are in group care. Creating a
responsive environment for children in group settings requires special features to address the individual child in a
collective. Such interactions are usually based on a curriculum, principles of pedagogy or practices to review
progress. These dimensions are critical for providing quality in childcare with emphasis on stimulation, warmth and
sensory inputs in the first two years. This evolves into play and learning essential for early childhood education. The
module elaborates on understanding methods that enhance learners’ understanding of how children learn using
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child-friendly techniques such as play, art, music and movement. Learners will also learn methods of child study to
note progress and developmental advances.
Lesson 10: Care of Children in Early Years
Principles of caregiving of children under three
Importance of meeting the physical needs
Sensory stimulation for development: Visual, Auditory, Touch, Kinesthetic
Early years as foundations for later learning
• Interest, curiosity and motivation
• Forming relationships
• Play and playful interactions
Types of care settings: Familial and non-familial
Parents, teachers and children

Lesson 11: Play and Early Learning

Defining play
Benefits of play
Types of play
How play develops
Setting up an environment for promoting play and early learning
Play based activities for all domains

Lesson 12: Planning Developmentally Appropriate ECCE Curriculum

Meaning and significance of age and developmentally appropriate ECCE curriculum
Need and importance of contextualisation of ECCEcurriculum
Principles of quality ECCE planning
Approaches in ECCE curriculum
Appreciating diversity and planning an inclusive ECCE centre

Lesson 13: How Children Learn

Indicators of development and progress
Domains of development and learning
Interdependence of domains
Activities for various domains
Identifying developmental variations and interventions

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Lesson 14: Methods of Child Study
• Observation
• Interview
• Questionnaire
• Case study
• Anecdotal records
• Art as form of communication
• Portfolio

Module 4 Organisation and Management of ECCE Centre

Marks:10 Hours: 45

Approach
This module provides basic information regarding the everyday needs in an ECCE centre keeping in mind that the
centre has to be inclusive and child-friendly. It also discusses principles of administration and management for
proper running of the centre. Qualities of a good ECCE teacher, significance and ways of involving the parents and
community members have also been elaborated in the module to build a comprehensive knowledge of the
requirements in an ECCE centre.
Lesson 15: Profile of an ECCE Centre
What is an ECCE Centre
Identification of location
Infrastructure and physical facilities
Equipment and learning materials
Space management
Readiness for disaster management
The ECCE personnel
Different stakeholders
Lesson 16:Administration and Management of an ECCE Centre
Meaning of administration and management
Management structure of an ECCE Centre
Supervision, mentoring and monitoring of an ECCE centre
Need and types of records
Documentation and management of records
Mobilisation and utilisation of financial resources
Accounting and social auditing
Lesson 17:Qualities and Role of an ECCE Teacher

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 Roles and responsibilities of an ECCE teacher
Qualities of an effective ECCE teacher
Lesson 18: Involvement of Parents and Community
Define parent involvement
Need for parent and community awareness
Role of parents and community in functioning of an ECCE centre
Parents, school and children: Benefits for parents, school and children
Ways of communicating with parents
Lesson 19: Smooth Transition
Understanding readiness and transition
Readiness and transition from home to preschool
Transition from preschool to primary school
Benefits of facilitating transition
Meaning, significance and components of school readiness
Role of parents, school, teachers and other caregivers
Planning and designing activities for different components of school readiness

Module 5 Diversity and Inclusion

Marks:10 Hours: 30

Approach
Diversity is embedded in the fabric of our society with multiple languages, religions and the geographical variation
shaping everyday lives according to the ecology. The wide range of economic situations of families impacts access
to resources. This module provides awareness regarding the presence of features of social differences as well as
differences in ability, with a focus on issues and strategies to address diversity in the classroom. The module also
describes the concept of inclusion and inclusive classroom practices for promoting inclusion.
Lesson 20: Understanding Diversity
Defining diversity
Factors leading to diversity and their implications
Differences in home and school languages
Influence of gender and caste stereotype on children’s development
Promoting equitable participation of all in learning and play
Lesson 21: Inclusion: Concept and Practice
Inclusion: Meaning
Significance of inclusive education
Role of Government
Role of teachers, parents and community

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Lesson 22: Early Identification and Intervention
Early identification: Meaning
Early identification: Significance and strategies
Early intervention: Concept, significance, strategies
Assistive technologies

Practicum Work Marks : 20

The purpose of the ECCE course is not only to acquaint learners with theoretical knowledge but also to provide
them an opportunity to link it to the actual environment of ECCE. The activities included in the practicum will help
the learner to perform some activities to appreciate the linkages between theory learnt and the actual environment
of ECCE. The activities included will help learners to develop an understanding of young children through practical
hands-on exercises. All the practicum activities are compulsory and are to be carried out by the learners. The
activities are divided into five categories. The learner will be assigned one activity each from the five categories
through chits for the final practical examination.
The activities are listed below.

A. OBSERVATION
1) Design a format to record the observations of children. Observe a child/children in your neighborhood/
family for 20 minutes in the settings listed below. Prepare a report of each your observations in 150
words.
¾ Infant of five months: Observe the milestones achieved.
¾ Toddlers at outdoor play: Comment on the interaction ofthe toddler with other children and the
type of play indulged in.
¾ Five year old child at indoor play: Comment on the interaction and type of play indulged in.
(3 Marks)

B. FAMILY PRACTICES
1) Design a questionnaire to be used to interview parents of a toddler regarding development in any one
domain.
2) Prepare a list of eight to 10 questions to gather information of family practices with regard to:
(a) Feeding practices of infants and toddlers
(b) Childcare routines and practices of children in the age group of four to five years
(3) List of innovative play activities and materials used by children in your neighbourhood/family.
(3 Marks)

C. SCHOOL RECORDS
(1) Visit the neighbourhood ECCE centre and study the children’s and teacher’s records maintained by
them. Write a report of 150 words on your observation.
(2) Design the following records based on your observation during the above visit:
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 ¾ Child’s cumulative record/Child’s profile record
¾ Child’s admission record
¾ Child’s portfolio (3 Marks)

D. INFRASTRUCTURE AND FACILITIES IN AN ECCE CENTRE

(1) Design an assessment sheet for easy and quick assessment of requisite infrastructure of an ECCE
Centre.Using this format, visit the neighbourhood ECCE centre and assess the following:
¾ Space Management
¾ Outdoor play equipment
¾ Indoor play equipment
¾ Water and toilet facilities
¾ Air, light and ventilation (3 Marks)

E. ECCE STAFF AND PROGRAMME

(1) Draw up a set of questions to be asked during the selection interview of the following staff:
¾ Teacher
¾ Centre In-charge
¾ Centre Helper
(2) Design a three hour ECCE programme to be followed in a preschool after visiting and studying the
same in the neighbourhood preschool. (3 Marks)

Practicum Examination Marks

1. Observation 03
2. Family Practices 03
3. School Records 03
4. Infrastructure and Facilities in an ECCE Centre 03
5. ECCE Staff and Programme 03
6. Portfolio and viva-voce 05 (3+2)
Total 20

Scheme of Evaluation
Examination Marks Duration Paper
Public Examination 80 3 hours 1
Practicum 20 3 hours 1
TMA 16 (20% of theory) Self-paced 1

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