Issues and Directions in ECCE

Notes
5

ISSUES AND DIRECTIONS

IN ECCE

Early childhood is a significant period which sets the base for later learning
and development. During this time, the experiences and opportunities provided
to children influence their development, especially that of the brain. So,
ensuring access to quality and equitable early care and education becomes
imperative.
The Incheon Declaration for Education 2030 also encourages the provision of
at least one year of free and compulsory quality preschool education for all
children. With this view, access to equitable and early investment in quality
Early Childhood Care and Education (ECCE) services and programmes became
vital in India. The initiatives taken by the Government of India clearly reflect
the influence of and adherence to this global ECCE commitment. Recently, an
all India educational survey conducted by the NCERT and NUEPA indicate the
constant increase in the accessibility of ECCE services to all children. However,
the surveys reveal that the quality of ECCE is at risk especially the education
component for the age group of three to six years. The reasons behind them
are the lack of age and developmentally appropriate curriculum, facilities,
infrastructure, teaching learning material, resources, funds, qualified and
trained teachers, standard assessment system, and convergence. Apart from this,
predominance of formal teaching and rote memorization, inadequate attention
to classroom arrangement and display, ignorance of age and developmental
needs and capabilities of children, lack of community ownership, lack of
hygienic and healthy habits etc. are critical issues. These need to be attended
to and rectified at individual, institutional and government levels.

LEARNING OUTCOMES
After studying this lesson, you will be able to:
• explain the issues in ECCE; and
• discuss the directions to address the issues in ECCE.

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5.1 ISSUES IN EARLY CHILDHOOD CARE AND EDUCATION

There are some critical issues which are not appropriately addressed, may be
because we have compromised with the quality standards for ECCE both at Notes
the individual or the government level. These are not being addressed during
planning, implementation and monitoring of the ECCE programmes. Let us
study some of these issues in detail:

5.1.1 Process of Admission

There is not much clarity and transparency on the process of admission of
children in ECCE centres in terms of date of admission, age for admission and
correct admission procedure. It is observed that children are also being enrolled
in preschools through formal tests especially in metropolitan and other big
cities. This is being practiced perhaps due to the large number of applicants
seeking admission in preschools. Such practices lead to rejection of children
which may destroy their self-confidence and self-esteem at this tender age.

5.1.2 Infrastructure, Material and Classroom Environment

ECCE centres are lacking in age and developmentally appropriate equipment
and play materials. Mostly, these are inadequate for the number of children
enrolled in ECCE centres. The play material provided does not meet the criteria
prescribed and are also not well maintained. In some cases, these materials are
not safe and are not even appropriately used by the teachers. Apart from this,
the classroom environment does not provide opportunities to the children to
manipulate and explore the material for learning.

5.1.3 Teachers
Qualified and well - trained teachers are vital for the successful implementation
of an ECCE programme. Issues with the teachers pertain to their qualification,
appointment, salary and training/ capacity building. There are variations in the
qualification of ECCE teachers appointed. They may be possessing Nursery
Teachers Training (NTT) or Bachelors in Education (B.Ed.). Pre-service
training courses such as NTT, diploma/ certificate courses are being run by the
unregulated institutions mushrooming everywhere. Similarly, some regulated
institutes are running various types of ECCE/NTT courses of varied duration
not recognized by the appropriate authority. In-service training of teachers is
one of the vital but neglected and underdeveloped area in the whole country.
There are no provisions for capacity building of in-service ECCE teachers to
help keep them abreast with the latest developments mainly with regard to the
use of technology and teaching learning process.
Also, there are variations in pay norms for ECCE teachers and most are under-

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 Issues and Directions in ECCE

paid. Most of the ECCE centres are overcrowded and have only one teacher
in each class.
Notes
5.1.4 Teaching Learning Process
Teaching learning process in ECCE centres must be play and activity based.
However, most centres adopt formal teaching methods, especially in the private
sectors. Such methods provide very less scope for children to ask questions,
experiment, explore and participate. Thus, making children only a passive
recipient of information being provided by the teacher curbs their imagination
and creative thinking skills.
Children learn best in their mother tongue. Despite knowing this, most ECCE
centres use English to teach and interact with children. Due to this, children
hardly find the opportunity to interact and express themselves freely.
Huge, boring and age- inappropriate homework provided by the preschools that
burdens children is another significant issue. Children become pressurised and
this practice robs the freedom of a child at home. Sometimes, this pressure is
transferred to the parents as well.
Most ECCE centres do not follow appropriate assessment procedures for
assessing children and their progress is invariably recorded through standardized
tests and interviews.

5.1.5 The Curriculum

The curriculum consists of all kinds of experiences planned to be organised
for young children keeping in mind their characteristics, needs and development.
Presently, there is no set curriculum for ECCE. However, Ministry of Women
and Child Development (MWCD) has developed a curriculum framework for
ECCE which places children at the centre of teaching learning process and has
suggested the play way approach for organising learning experiences of young
children. Despite the availability of such guidelines, most ECCE centres are
still struggling to align their pedagogy with this curriculum framework.

5.1.6 Inclusion and Gender Equality

Inclusion and gender equality are issues which need to be addressed at an early
stage of life. An inclusive preschool environment consists of an equitable and
respectable environment for all children despite the existing differences among
them. This kind of environment is essential for children to develop positive self-
identities and a sense of belongingness. Also, formation of gender identity
develops during the early childhood period. The teachers are generally not
aware or trained to handle gender and inclusion issues during this period.

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Concerted efforts at the government level and at the level of the ECCE centre
are required to build an accessible and respectful environment for all children.
Notes
5.1.7 Administrative/ Management Issues
Administrative/ management issues are critical to the development and
sustainability of an ECCE centre. These issues encompass the following:
• Monitoring and Supervision: Monitoring and supervision system is most
important aspect of the management/administration of an ECCE centre.
However, it is also one of the weakest dimensions of ECCE programmes.
There is no clear monitoring and supervision mechanism for ensuring the
quality of ECCE centres at macro and micro level. The stakeholders such
as teachers, parents, policy makers, educational planners and administrators
are not aware of these mechanisms and their role at different levels. Hence,
they are not able to contribute to the provision of quality ECCE centres.
• Regulatory Framework: In order to ensure the quality of existing ECCE
centres and to prevent mushrooming of unregulated ECCE centres, which
do not meet the minimum standards of quality ECCE, a robust regulatory
framework is imperative. However, there is no well-defined regulatory
framework available both at the national and the state level. Some states
have developed their state specific regulatory framework which may not
be applicable in the context of other states. However, it is encouraging to
know that the MWCD has constituted National ECCE Council though not
functional but it is a step in the right direction.
• Convergence/Coordination: There is a lack of a strong and consistent
convergence/ coordination between governments leading to uncertainty
about their roles and responsibilities. Similarly, different ministries and
institutions address different needs of the children related to their education,
care, health and safety. Thus, there is a strong need to build a strong and
consistent convergence and coordination between institutions, concerned
ministries and governments for different programmes and services for
children.

INTEXT QUESTIONS 5.1

Match column A with column B
Column A Column B
(i) Convergence/coordination a) Qualified and trained
(ii) Play materials b) Play and activity based

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 Issues and Directions in ECCE

(iii) Teaching learning process c) Quality ECCE programmes

(iv) Regulatory framework d) Adequate
Notes
(v) ECCE teachers e) Ministries and Governments

ACTIVITY 5.1

Discuss with parents in your neighborhood the issues and challenges being
faced by them with respect to the education of their young children.

5.2 DIRECTIONS TO RESOLVE ISSUES

Till now, we have discussed some of the issues pertaining to various aspects
of ECCE. Though these issues exist, it is possibile to address them through
combined efforts of all the stakeholders. These efforts will ensure accessibility
of quality ECCE programmes to all children. In this context, some guidelines
are given below as workable solutions to address the above mentioned issues.

5.2.1 Process of Admission

The date of admission, age of admission and process of enrolling children in
a preschool differ from state to state. However, children are ready to enter a
preschool programme on completion of three years of age by 31 March of an
academic year. That is when children can handle anxiety of separation from
family, develop some verbal competence, communicate basic needs and are
toilet trained.
Further, there should be no use of evaluation/ interview/ interaction of children
and parents at the time of admission as assessment tool for entry in a preschool.
In order to save young children from the anxiety created though such tests, it
is imperative to abolish the admission test. Some alternative methods such as
first come first served basis or a randomized lottery system may be used for
enrolling children.
Admission to children should not be denied on the grounds of religion, region,
caste, race, sex, disability and socio-economic status of the family. Preference
should be given to children living in the neighborhood.

5.2.2 Infrastructure, Material and Classroom Environment

The preschool centres must ensure safe and adequate indoor and outdoor space.
A minimum of 300/450 sq. meters of outdoor space and 35 sq meters indoor
space should be provided for a group of 25 children. The space must be

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equipped with adequate number of age and developmentally appropriate

teaching learning material. It should have adequate light, ventilation, safe
drinking water, clean and child- friendly toilets. Provision of activity areas such Notes
as dolls, science, dance/ music, art etc. should be made. All these facilities
should also accommodate children with disabilities.

5.2.3 Teachers, Qualification, Capacity Building and Salary

A teacher who has passed class XII and has a two year diploma in preschool
education recognized by the National Council for Teacher Education (NCTE)
must be appointed as a preschool
teacher. All State Council of The Council for Teacher Education
Educational Research and Training (NCTE) is a statutory body established
(SCERTs) and District Institute of by the Government of India on 17 August,
Education and Training (DIETs) 1995. Its mandate is to develop and
must start pre-service and in-service maintain the quality of teacher education
teacher training programmes in all system in the country, mainly through,
the states/ UTs. During their capacity regulation and maintenance of norms
building, teachers must be oriented and standards. It has developed the
about new developments and curriculum for two years Diploma in
initiatives in ECCE. Preschool Education (DPSE) and related
norms and standards to regulate them.
The pay norms of ECCE teachers
may be reviewed. The teachers must
be paid well to attract committed and talented teachers. The salary of preschool
teachers may be made at par with the salary of primary school teachers.
Maintaining teacher-child ratio is very important at preschool level because
young children need more attention from adults. A fair teacher-child ratio
contributes to better interaction between teacher and children. Thus, an
appropriate teacher- child ratio i.e at least one teacher with a helper for 20-25
children of ages three to six years must be maintained.

5.2.4 Teaching Learning Process

a. Creating learning environment

A conducive classroom environment catering to the needs and interest of young
children is an important factor leading to their engagement in the ECCE
programmes and activities. Therefore, it is vital to pay attention to classroom
environment and setting. Different activity areas must be designed in a way so
as to provide ample opportunities to the children to explore the areas of their
interest on a regular basis. Arrange the spaces to allow children to work
individually, in small groups, or in large groups. Make sure that all equipment

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 Issues and Directions in ECCE

and materials in classroom are functional, easily accessible and safe. The
classroom setting must promote interaction and encourage children to share,
Notes cooperate and help each other.

b. Method of teaching and instruction

All the teaching learning process should be child -centred. The preschools must
avoid formal system of teaching learning and thus should discourage rote
memorisation. The learning experiences must be built around play, activities,
experimentation and exploration. Children should be actively engaged in the
process of learning. Children should be given ample opportunities to satisfy
their curiosity and nurture their creativity, while teachers need to plan age and
developmentally appropriate activities and material to facilitate learning.

c. Language of instruction
Language of instruction in an ECCE centre must be the mother tongue. If there
are children who speak mother tongue or the local dialect, the teacher must
allow the use of as many languages as possible. This would help children
express themselves, participate and learn from each other.
While promoting the mother tongue, teachers should provide exposure to school
language to prepare children for later schooling. Hence, children should be
encouraged to be proficient in their home language or mother tongue first, and
then the school language may be introduced.

d. Homework
Any kind of homework, especially written work, must be discouraged at the
preschool level and at the early primary stage (classes I and II). However,
children may be given some of the activities to do at home in consonance with
the activities already done in the preschool to reinforce learning. Parents who
demand homework must be made aware of the adverse effects of homework
on children.

e. Assessment
Children’s progress should be assessed in a non-threatening manner on a regular
and comprehensive basis through daily observation, play activities, interactions
and anecdotes. These must be recorded or documented regularly. The assessment
should be formative with a view to reinforce and enable the child to develop
optimally. No child should be subjected to any formal tests or examinations,
either written or oral. Assessment shall also be used for early identification and
diagnosis of disabilities or developmental challenges in children.

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5.2.5 Curriculum
The curriculum must provide age- and- developmentally appropriate learning
experiences and opportunities to children so that they can understand themselves Notes
and the environment, think critically and solve their day-to-day problems. The
curriculum must be play- based, ensure continuous learning, provide opportunities
for interaction, ensure involvement of children and promote use of indigenous
material; and offer pedagogy covering all domains of development. It should
also respect the uniqueness, diversity of experiences and local-specific contexts
of children. In the curriculum, the emphasis must be given on concrete
experiences through interaction with and exploration of the environment, both
physical and socio-cultural.

5.2.6 Inclusion and Gender Equality

Diversity in the classroom must be respected to promote equality. Efforts should
be made to facilitate education of children with special needs. The preschool
environment should be made accessible in terms of infrastructure and provision
of required teaching learning material. Early diagnosis of any developmental
delay in children is essential. Hence, the preschool administration may carry
out the early developmental screening of all children so that timely intervention
may be provided.
Preschool can also be a better place to break the gender stereotypes by providing
inclusive and gender sensitive curriculum. Teachers should demonstrate equal
and appropriate expectations from boys and girls. They should give equal
attention and respect to them, and also promote equal opportunities. Play and
other activities should be free of gender bias.

5.2.7 Administrative/ Management

a. Monitoring and supervision

Monitoring and supervision must focus on finding out the issues concerning
ECCE and devising solutions to the identified problems. With the help of a
strong monitoring mechanism, the aim of early childhood education can be
realized to an extent. Here, the role of the head of the centre, supervisors and
the School Management Committee (SMC) is crucial especially, where the
ECCE centre is attached to the formal school. Thus, a robust system of
monitoring and supervision must be developed and implemented at the national
and state level to bring changes at the grassroot level.

b. Regulation
Regulation is one of the important ways to ensure the quality of ECCE centres.

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 Issues and Directions in ECCE

A standard regulatory mechanism for institutions offering ECCE programmes

and teacher training is vital. This can be done by the constitution of a dedicated
Notes agency to monitor implementation of standards and by developing assessment
tool for measuring standards. This can also be fostered by making the National
ECCE Council formulated by the MWCD, fully functional. It is important to
note that, the responsibility of developing and implementing learning standards
and a regulatory framework lies with the government.

c. Convergence/ coordination
The Government must work to build a strong and consistent convergence with
different programmes, institutions and concerned Ministries to address multiple
needs of children such as education, health, nutrition, safety and protection. For
this purpose, different organisations and Ministries as per their nature of work
must coordinate in terms of administrative, health, capacity building and
monitoring/ supervision related functions.

INTEXT QUESTIONS 5.2

1. Fill in the blanks:
(a) Children are ready to enter a preschool programme when they are able
to _____________________.
(b) A minimum of ____sq meters indoor space should be provided for a
group of ___ children.
(c) Diploma in Preschool Education must be recognized by the
_____________________________________________________________________.
(d) Children learn best in their ____________ tongue.
(e) The early childhood curriculum must provide _____ and _____________
appropriate learning experiences.
2. State whether the following statements are true or false:
(a) Teachers should demonstrate equal and appropriate expectations from
boys and girls.
(b) Government must discourage convergence with different programmes,
institutions and concerned Ministries.
(c) Young children should be subjected to written or oral tests and
examinations.
(d) Teachers should pay less attention to the classroom environment.

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ACTIVITY 5.2
Notes
Explore the Internet and find out the names of different Ministries working
for the care and education of young children.

WHAT YOU HAVE LEARNT

In this lesson, you have learnt:
• Issues related to:
- admission process
- infrastructure and classroom environment
- teachers
- teaching learning process
- curriculum
- inclusion and gender
- administration
• Directions to resolve above-mentioned issues at the individual and institutional
level.

TERMINAL EXERCISE
1. Discuss briefly the prevalent issues in ECCE.
2. Suggest ways to resolve the prevalent issues in ECCE.
3. Describe the administrative issues in ECCE and the strategies to address
them.
4. Discuss the issues related to the teaching learning process in ECCE.

ANSWERS TO INTEXT QUESTIONS

5.1

(i) e)
(ii) d)
(iii) b)
(iv) c)
(v) a)
5.2
1. (a) tackle separation anxiety from family/ developed some verbal
competence/ communicates basic needs/ toilet trained
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 Issues and Directions in ECCE

(b) 35, 25
(c) NCTE
(d) mother
Notes
(e) age, developmentally
2. (a) True
(b) False
(c) False
(d) False
REFERENCES
• Chandra, R., Gulati, R. & Sharma, S. (2017). Quality early childhood care
and education in India: Initiatives, practice, challenges and enablers. Asia-
Pacific Journal of Research in Early Childhood Education, 11 (1), 41-67.
• Ministry of Women and Child Development. (2013) National Early
Childhood Care and Education (ECCE) Policy. New Delhi: Government
of India.
• Ministry of Women and Child Development .Quality Standards for Early
Childhood Care and Education. New Delhi: Government of India.
• Ministry of Women and Child Development. (2014). National Early
Childhood Care and Education (ECCE) Curriculum Framework. New
Delhi: Government of India.
• National Council of Educational Research and Training. (2016). Eighth All
India School Education Survey (8th AISES): As on 30th September, 2009-
A Concise Report. Educational Survey Division (ESD), New Delhi: NCERT.
• National Council of Educational Research and Training. (2006). Position
Paper of the National Focus Group on Early Childhood Education. New
Delhi: NCERT.
• National Council of Educational Research and Training. (2005). National
Curriculum Framework, 2005. New Delhi: NCERT.
• National University of Educational Planning and Administration. (2010).
Elementary Education in India: Analytical Report- Progress Towards UEE.
New Delhi.
• National Council of Teacher Education (NCTE). http://ncte.gov.in/
• Seth, K. (1996). Minimum Specifications for Pre–Schools. New Delhi:
NCERT.
• Sharma, S., Sen, R. S. & Gulati, R. (2008). Early childhood development
policy and programming in India: Critical issues and directions for paradigm
change. International Journal of Early Childhood, 40 (2).
• United Nation Educational, Scientific and Cultural Organization (UNESCO).
(2015b) Incheon Declaration, Education 2030: Towards inclusive and
equitable quality education and lifelong learning for all. World Education
Forum-2015. Incheon, Republic of Korea, 19-22 May, 2015.
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