{"id":147,"date":"2019-06-03T06:12:20","date_gmt":"2019-06-03T06:12:20","guid":{"rendered":"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/?post_type=chapter&#038;p=147"},"modified":"2019-06-03T06:33:32","modified_gmt":"2019-06-03T06:33:32","slug":"ecce-in-india-ecce-ece-ecd","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/chapter\/ecce-in-india-ecce-ece-ecd\/","title":{"rendered":"ECCE in India \u2013 ECCE \/ ECE \/ ECD"},"content":{"raw":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/3vZGOVaCkjw\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a>\r\n<\/span><\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<div>\r\n\r\n<strong>16.1 Introduction<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Early Childhood Care and Education (ECCE) movement in India goes back to later half of the 19th century. ECCE is a traditional practice in India, by the grandparents and elder sisters. India has the largest child (0-6 years) population (170 million) i.e.15% of total population of the country. In 2013, it is estimated that 72 million children will be in need of preschool education services. ECCE is significant in the developmental need of the child, which is the right of equality. ECCE is a part of Education for All and first step in the educational ladder.<\/p>\r\n&nbsp;\r\n\r\n<strong>Learning Objectives<\/strong>\r\n\r\n&nbsp;\r\n\r\nThis lesson helps the students to\r\n<ul>\r\n \t<li>Understand the status of ECCE in India<\/li>\r\n \t<li>Realise the significance of ECCE \/ ECE \/ ECD to the future citizens of our country<\/li>\r\n \t<li>Understand the efforts taken by the Government \/ Private \/ NGO for the welfare of the children<\/li>\r\n<\/ul>\r\n<strong>16.2.1 <\/strong><strong>Importance of early Childhood Years<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The first six years in a child\u2019s life is the most significant period in life, because this is the stage, when the foundation is laid for the overall development of an individual, in terms of his\/her motor, sensory, cognitive, language, social and emotional development. This is the period when the brain is developing at its fastest pace and researches has proved that if a child does not get a stimulating environment at this age, the child is likely to lose out on developing to his \/ her full potential.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>Stimulation<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Brain development is very fast and 80% of it is over by 8 years. Neural connections in brain development take place even when the child is in mother\u2019s womb. Aim of stimulation is towards the overall development of children.<\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Benefits of investing in early stimulation<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Many researchers have proved that providing good nutrition and health care during early years is the investment for child\u2019s later development which has long term effect on the part of child\u2019s overall development, family status and national growth. It is practically found that children who participated in the well-designed stimulation schemes such as ECCE centres \/ anganwadies are:<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">i.helping children to be academically good in primary school<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">ii.socially and emotionally more competent<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">iii. higher in verbal and cognitive skills<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">iv. welfare scheme for the child, which in turn leads to economic success in later life<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">v.inculcation of habits and values to last a lifetime<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">vi.aims at future development, the individual would step into successful career thereby contributes for the economic growth of the country.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">vii.increase the child\u2019s survival level, health and development. In order to protect the child from diseases there by reduces the IMR, and increases the school enrolment.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">viii.stimulation programme which helps the downtrodden people, thereby reduce the poverty level of the country. Having this view in mind, since it is useful for child\u2019s growth and intern for national development, UNESCO supported ECCE in its policy. Early stimulation enables the ability in adults to bring out the capacity for total development.<\/p>\r\n&nbsp;\r\n\r\n<strong>Why is ECCE important for the development of the nation<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">India\u2019s children are the future of the country. If their development is taken care of interms of survival, protection, development and participation, they grow well. These children contribute a lot to the nation\u2019s development and women empowerment. In olden days, joint family system contributed a lot to rear the children, in the ways of being role model, disciplining and recreating the children. At present due to breakup of joint family into nuclear family systems children are left over in the hands of ayas. Due to inequality in society the socio-economic status of the large number of families live in poverty situation because of which children\u2019s development is at risk. However, the stimulation and care that can be offered by parents are limited. It therefore becomes imperative to\u00a0<span style=\"text-align: initial;font-size: 1em\">provide such stimulation and care in a structured and organized manner through established centers of intervention (ECCE Centres).<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">ECCE centres provide health care, nutrition, play opportunities and learning materials for cognitive development. The infant mortality rate of India is still very high. Secondly malnutrition is a major cause of ill health of Indian children. The third aspect of ECCE is the opportunities for learning. Though highest priority is given in the education sector for Universalisation of education of children, the present statistics in Indian education indicates that most of the drop outs are female children, SC\/ST background and from poor homes. This allows the Governments in due course to devote attention to improve quality. Demand for ECCE services is at the increased scenario.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Thus in the context of the country\u2019s commitment to ensure basic Education for All, ECCE emerges as an area of priority. \u201cImproving children\u2019s well-being at the earliest age must be an integral and systematic component of education and poverty reduction policies\u201d.<\/p>\r\n&nbsp;\r\n\r\n<strong>16.2.2 <\/strong><strong>What is ECCE?<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Early childhood care and education (ECCE) is generally defined as the care and education of children from birth to eight years. ECCE aims at the promotion of motor, physical, social, emotional, language, cognitive and moral development.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The ECCE centre has different categories of children. They are<\/p>\r\n\r\n<ul>\r\n \t<li>Cr\u00e8ches \/ home stimulation for 0-3 years<\/li>\r\n \t<li>Preschool for 3-6 years and<\/li>\r\n \t<li>Primary education for 6-8years.<\/li>\r\n<\/ul>\r\n<strong>Importance of ECCE<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">ECCE is a child centered programme which focuses on the play way method of learning. Importance of ECCE are to:<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\">Provide experiences for the learning process<\/li>\r\n \t<li style=\"text-align: justify\">Fulfill the right of children<\/li>\r\n \t<li style=\"text-align: justify\">Smooth transition from ECCE to primary education<\/li>\r\n \t<li style=\"text-align: justify\">Support parents\/ mothers who are employed<\/li>\r\n \t<li style=\"text-align: justify\">Meet the needs of changing family structure<\/li>\r\n \t<li style=\"text-align: justify\">Promote girl\u2019s education<\/li>\r\n \t<li style=\"text-align: justify\">Cater to the increased rate of brain development<\/li>\r\n \t<li style=\"text-align: justify\">Remove the social inequality and<\/li>\r\n \t<li style=\"text-align: justify\">Investment in human resource development<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n\r\n<strong>16.2.3 <\/strong><strong>What is ECE (Early Childhood Education)?<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">It is an education provided to children below the age of eight years in a stimulating environment which leads to formal school readiness. The programme components relate to the developmental needs of children and the fundamental skills needed for their latter learning.<\/p>\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled.png\"><img class=\"aligncenter size-full wp-image-148\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled.png\" alt=\"\" width=\"389\" height=\"389\" \/><\/a>\r\n\r\n&nbsp;\r\n\r\n<strong>Strategies<\/strong>\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00a0Diverse strategies to provide simulative environment<\/li>\r\n \t<li style=\"text-align: justify\">All strategies to be highly integrated and supportive to each other<\/li>\r\n \t<li style=\"text-align: justify\">Scope for every child\u2019s participation<\/li>\r\n \t<li style=\"text-align: justify\">Not confined to duration<\/li>\r\n \t<li style=\"text-align: justify\">Centers to enthuse the participation level of different age group children<\/li>\r\n \t<li style=\"text-align: justify\">Informal\u00a0 and\u00a0 provides\u00a0 scope\u00a0 for\u00a0 a\u00a0 lot\u00a0 of\u00a0 flexibility\u00a0 and\u00a0 innovation\u00a0 (UNICEF REPORT)<\/li>\r\n \t<li style=\"text-align: justify\">Develops familiarity with persons<\/li>\r\n \t<li style=\"text-align: justify\">Provides learning environment<\/li>\r\n \t<li style=\"text-align: justify\">Gives secure feeling<\/li>\r\n \t<li style=\"text-align: justify\">Promotes socialization<\/li>\r\n \t<li style=\"text-align: justify\">Means for language development<\/li>\r\n \t<li style=\"text-align: justify\">Basis for habit formation<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>16.2.4 <\/strong><strong>ECD (Early Childhood Development)<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Various dimensions of child\u2019s development is at \u2018its\u2019 peak from birth to six years, which include development of self. Provisions in ECCE maximize the child\u2019s ability during the crucial time of infancy and early childhood foster social and cognitive growth of the child.<\/p>\r\n&nbsp;\r\n\r\n<strong>16.2.5 <\/strong><strong>ECCE in India<\/strong>\r\n\r\n&nbsp;\r\n\r\n<strong>Pre Independence period<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Organized preschool education did not exist in India till the end of 19th century. The information available from early 17th century onwards indicates that child rearing seems to have been according to socio-religious patriarchal norms and was highly influenced by factors such as caste, kinship, age and gender. The institutional services existed only for the rich upper classes (Khalakdina). British missionaries introduced the concept of infant school in the later part of the 18th century, situated in western and southern regions of India. Owing to a large school dropout, these infant schools were closed.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Mahatma Gandhi proposed the first indigenous scheme for education of very young children, which was termed as pre-basic education. These schools were formulated by various educational reformers, social workers and pioneers being Jugatrambhai Dave, Naanabai Bhatt, and Tarabai Modak. But the prominent influence of ECCE which can be felt even today, is of Madam Maria Montessori who came to India in1939. Influenced by her, Annie Basant and Rukmani Arundal helped Montessori to set up a teacher training centre at Adayar, near Madras. Many of the early childhood educators received training and spread the movement of early childhood education at various parts of the country.<\/p>\r\n\r\n<\/div>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Later the trained teachers attempted to develop an indigenous educational system that integrated the basic Gandhian philosophy with the educational principles and scientific pedagogy of Montessori, Gijubhai Badheka, and Tarabai Modak and established the Nutan Bal Shikshan Sangh. A training centre started at Bhavnagar, by Gijubhai, later Tarabai at Bombay. The movement took strong roots in the Saurashtra region of the province, Madhya Bharat and Vidharbe regions.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">In 1945, Tarabai Modak, took the preschool movement to village, started Bal Shikshan Kendra for the education of rural children and she named it as \u2018Balwadi\u2019, meaning children\u2019s garden, i.e. bal means children and \u2018wadi\u2019 means a garden.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The term Balwadi is now commonly used in all Indian languages for a pre-primary class conducted in villages or backward localities in cities. Later these balwadis were started in a tribal habitation. Thus during the pre-independence period, the efforts to promote early childhood education were largely confined to the voluntary sector from the government.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Post Independence period<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">It was for the first time in 1944, Sargent Committee (1944) appointed by Education Department of central Advisory Board of Education (CABE) identified the importance of Preprimary education and linked it with the child\u2019s educational performance in primary school. In 1946, Kasturba Gandhi trust was set up with the aim of training women workers for Balwadis.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">In the post Independence period too, preschool education drew support largely from the private and voluntary sectors. Through many official committees, plans and commissions made valuable suggestions on the value and content of preschool education, no substantial allocations or systematic efforts for implementation of these suggestions were made.<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00a0Panandhikan Committee (1949) recommended 33.5 percent of sanctioned budget to be given as grant-in aid for preschool education. It also stressed on the appointment of experts in early childhood education to inspect preschool.<\/li>\r\n \t<li style=\"text-align: justify\">Central Social Welfare Board \u2013 was established in 1953 during 1st Five year plan (1950 \u2013 56)<\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1.png\"><img class=\"aligncenter size-full wp-image-151\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1.png\" alt=\"\" width=\"476\" height=\"623\" \/><\/a>\r\n\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2.png\"><img class=\"aligncenter size-full wp-image-152\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2.png\" alt=\"\" width=\"473\" height=\"596\" \/><\/a>\r\n<ul>\r\n \t<li>2000\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Policy on Population<\/li>\r\n \t<li>2001\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Policy on Empowerment of Women<\/li>\r\n \t<li>2002\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Health Policy<\/li>\r\n<\/ul>\r\n<div>\r\n\r\n<strong>Inter Ministerial Co-ordination<\/strong>\r\n<ul>\r\n \t<li>Ministry of Women and Child Development (MWCD)<\/li>\r\n \t<li>Ministry of Health and Family Welfare (MHFW)<\/li>\r\n \t<li>Ministry of Human Resource Development (MHRD)<\/li>\r\n \t<li>Department of Education and Literacy<\/li>\r\n<\/ul>\r\n<strong>ECCE services in India<\/strong>\r\n<ul>\r\n \t<li>Government<\/li>\r\n \t<li>Private<\/li>\r\n \t<li>Non-Government<\/li>\r\n<\/ul>\r\n<strong>Government<\/strong>\r\n<ul>\r\n \t<li>Integrated Child Development Scheme (ICDS) (1975)<\/li>\r\n \t<li>Early Childhood Education Scheme (1982)<\/li>\r\n \t<li>Scheme of assistance to voluntary organization<\/li>\r\n \t<li>National Cr\u00e8che fund<\/li>\r\n \t<li>ECCE under Primary \/ Elementary Education programme<\/li>\r\n \t<li>District Primary Education programme (DPEP)<\/li>\r\n \t<li>Sarva Shiksha Abhiyan (SSA)<\/li>\r\n \t<li>Mahila Samakhya<\/li>\r\n \t<li>Janshala<\/li>\r\n \t<li>Convergence model of ECCE \u2013 preschools attached to preprimary sections<\/li>\r\n<\/ul>\r\n<strong>Voluntary \/ NGO initiatives<\/strong>\r\n<ul>\r\n \t<li style=\"text-align: justify\">Primarily work with special communities on difficult circumstances like tribal people, migrant laborers and rural children<\/li>\r\n \t<li style=\"text-align: justify\">Laboratory nursery schools attached to Universities<\/li>\r\n \t<li style=\"text-align: justify\">Various religious groups run preschools<\/li>\r\n \t<li style=\"text-align: justify\">Commercial (Fee charging \/ Profit making) pre schools<\/li>\r\n \t<li style=\"text-align: justify\">Nurseries, kindergarten, Montessori type and pre-primary classes in private schools<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n\r\n<strong>Evaluation of the child in ECE Why? When? How?<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">i.\u00a0 ECE is totally development \/ welfare oriented and not curriculum oriented, hence there is no necessary for formal test, but informal evaluation is required for developmental attainment.<\/p>\r\n<p style=\"text-align: justify\">ii.\u00a0 All aspects of development to be assessed for each child and group evaluation is not advised<\/p>\r\n<p style=\"text-align: justify\">iii.\u00a0 Children have to be assessed in the natural set up when they are in the play yard, do the creative activities, and answer to the questions and during free play.<\/p>\r\n<p style=\"text-align: justify\">iv.\u00a0 \u00a0Formulated worksheet may be used to observe and make quick assessment<\/p>\r\n<p style=\"text-align: justify\">v.\u00a0 \u00a0If some specific problems are there, to be discussed with parents immediately and help the parents to take remedial measures.<\/p>\r\n&nbsp;\r\n\r\n<strong>16.2.8 <\/strong><strong>ECCE-The challenge<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The researches showing that early education programmes on children\u2019s education have very strong and rich benefits and the learning method have captured the attention of many. There are instances where children missed out early childhood service, which leads to under development. Increasing early childhood participation including evidence of some preschool growth is encouraging so that the \u2018under-served\u2019 children who didn\u2019t get enough attention can be benefitted from this. There are lot of challenges that exist in running the ECCE programmes. And they are:<\/p>\r\n&nbsp;\r\n\r\n<strong>i)\u00a0\u00a0\u00a0 Exploring the potential of ECCE<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Basically ICDS is a worldwide famous, integrated approach for total development of children, which unite the sectoral services, with the aim to promote child\u2019s survival, growth and participation which go hand in hand. Unfortunately, in spite of the advantages of ICDS, it is far below the described level. To conserve the spirit of holistic and integrated approach, it requires assimilation of bureaucratic organization and various sectors of development and specialized compartmentalization in its process of implementation.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>ii)\u00a0 ECCE needs recognition<\/strong><\/p>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div>\r\n<p style=\"text-align: justify\">\u00a0 \u00a0 Many preschool institutions are run by private sector. These efforts have played an important role in introducing the ECCE concept in the beginning of the century. The private initiatives are to be recognised as an essential part of the educational system of the country.<\/p>\r\n&nbsp;\r\n\r\n<strong>iii) Low status of ECCE<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The modern perception of ECCE is that it interferes in solving a wide range of problems occur due to the poverty such as malnutrition, disease and high rate of school dropout. It is commonly believed that not much skill based or technical knowledge is required for planning, implementing and monitoring such programmes. The general awareness of the professionals and technical aspects of ECCE is quite poor. The public doesn\u2019t have much awareness on the importance or need of ECCE services.<\/p>\r\n&nbsp;\r\n\r\n<strong>iv) Access<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Since NPE (1980) and POA (1992) were adopted, large attention has been given at the national level in the last two decades. Issues who are going for ECCE services, which communities do not have access to ECCE services, which is creating access are government, private sector or NGOs and what are the factors determining access are the major concerns.<\/p>\r\n&nbsp;\r\n\r\n<strong>v)\u00a0\u00a0 Capacity building<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">To build a quality workforce capacity building is needed. There are not well developed training systems for early childhood educators except the Government\u2019s involvement in ECCE. Qualification requirements exist only for teachers and not for the others. There is no laid down norms for appointment of ECCE staff, and there are no guidelines for the detection of ECCE staff as teachers. Training for the new comers\u2019, period of training in to theory and practice are some of the problems in ECCE.<\/p>\r\n&nbsp;\r\n\r\n<strong>vi) Advocacy<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Parents from all walks of life and at all levels, have little or no awareness about the importance of early years in the life of children or about how to promote their children\u2019s development. To sensitize the public, from parents to policymakers, a wide and sustained campaign is needed. Awareness to be created among the public about the significance of early years of children, and also purpose, content, and scope of the ECCE.<span style=\"text-align: initial;font-size: 1em\">Community participation is the key to the advocacy as it empowers people and leads to sustainability.<\/span><\/p>\r\n\r\n<\/div>\r\n<strong>16.2.9 <\/strong><strong>Conclusion<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">A brief review of pre and post independence initiatives in the area of preschool education clearly indicates the growing awareness and gradual rise in private and governmental efforts. Preschool education is now a part of the total Early Childhood Education (ECE). As per the latest policy documents ECE in India will ensure good:<\/p>\r\n\r\n<ul>\r\n \t<li>basic learning conditions for children<\/li>\r\n \t<li>professionally trained teachers<\/li>\r\n \t<li>basic infrastructure<\/li>\r\n \t<li>ECCE curriculum and<\/li>\r\n \t<li>all round development of children (net reference).<\/li>\r\n<\/ul>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>you can view video on ECCE in India \u2013 ECCE \/ ECE \/ ECD <\/strong><\/td>\r\n<td><a href=\"https:\/\/youtu.be\/3vZGOVaCkjw\" target=\"_blank\" rel=\"noopener\"><img class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Bibliography<\/strong>\r\n<ol>\r\n \t<li style=\"text-align: justify\">Venita Kaul (2009). Early Childhood Education Programme, NCERT; New Delhi.<\/li>\r\n \t<li style=\"text-align: justify\">Gupta,M. S. (2009). Early Childhood Care and Education, PHI Learning Pvt-Ltd, New Delhi.<\/li>\r\n \t<li style=\"text-align: justify\">Conference Dossier (2013). International Coference on Early Childhood Development: Small Steps to a Bright Future, Jania Millia Islamia, New Delhi.<\/li>\r\n \t<li style=\"text-align: justify\">Seminar Report (1999). Sub Regional Seminar on Innovations in Early Childhood Care and Development, UNICEF, Chennai &amp; Hyderabad.<\/li>\r\n<\/ol>\r\n<p style=\"text-align: justify\"><strong>Web link<\/strong><\/p>\r\n&nbsp;\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong><a href=\"http:\/\/www.educationforallinindia.com\/early-childhood-care-and-education-in-india.pdf\">http:\/\/www.educationforallinindia.com\/early-childhood-care-and-education-in-india.pdf<\/a><\/strong><\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.unesco.org\/education\/WCECCE\/presentations\/Sheeranjan-Awathi.pdf\"><strong>http:\/\/www.unesco.org\/education\/WCECCE\/presentations\/Sheeranjan-Awathi.pdf<\/strong><\/a><\/li>\r\n \t<li style=\"text-align: justify\"><strong><a href=\"http:\/\/wcd.nic.in\/schemes\/ECCE\/ecce_01102013_eng.pdf\">http:\/\/wcd.nic.in\/schemes\/ECCE\/ecce_01102013_eng.pdf<\/a><\/strong><\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.ncert.nic.in\/new_ncert\/ncert\/rightside\/links\/pdf\/focus_group\/early_childhood_education.pdf\"><strong>http:\/\/www.ncert.nic.in\/new_ncert\/ncert\/rightside\/links\/pdf\/focus_group\/early_childhood_education.pdf<\/strong><\/a><\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/3vZGOVaCkjw\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a><br \/>\n<\/span><\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div>\n<p><strong>16.1 Introduction<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Early Childhood Care and Education (ECCE) movement in India goes back to later half of the 19th century. ECCE is a traditional practice in India, by the grandparents and elder sisters. India has the largest child (0-6 years) population (170 million) i.e.15% of total population of the country. In 2013, it is estimated that 72 million children will be in need of preschool education services. ECCE is significant in the developmental need of the child, which is the right of equality. ECCE is a part of Education for All and first step in the educational ladder.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Learning Objectives<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This lesson helps the students to<\/p>\n<ul>\n<li>Understand the status of ECCE in India<\/li>\n<li>Realise the significance of ECCE \/ ECE \/ ECD to the future citizens of our country<\/li>\n<li>Understand the efforts taken by the Government \/ Private \/ NGO for the welfare of the children<\/li>\n<\/ul>\n<p><strong>16.2.1 <\/strong><strong>Importance of early Childhood Years<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The first six years in a child\u2019s life is the most significant period in life, because this is the stage, when the foundation is laid for the overall development of an individual, in terms of his\/her motor, sensory, cognitive, language, social and emotional development. This is the period when the brain is developing at its fastest pace and researches has proved that if a child does not get a stimulating environment at this age, the child is likely to lose out on developing to his \/ her full potential.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>Stimulation<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Brain development is very fast and 80% of it is over by 8 years. Neural connections in brain development take place even when the child is in mother\u2019s womb. Aim of stimulation is towards the overall development of children.<\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Benefits of investing in early stimulation<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Many researchers have proved that providing good nutrition and health care during early years is the investment for child\u2019s later development which has long term effect on the part of child\u2019s overall development, family status and national growth. It is practically found that children who participated in the well-designed stimulation schemes such as ECCE centres \/ anganwadies are:<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">i.helping children to be academically good in primary school<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">ii.socially and emotionally more competent<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">iii. higher in verbal and cognitive skills<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">iv. welfare scheme for the child, which in turn leads to economic success in later life<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">v.inculcation of habits and values to last a lifetime<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">vi.aims at future development, the individual would step into successful career thereby contributes for the economic growth of the country.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">vii.increase the child\u2019s survival level, health and development. In order to protect the child from diseases there by reduces the IMR, and increases the school enrolment.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">viii.stimulation programme which helps the downtrodden people, thereby reduce the poverty level of the country. Having this view in mind, since it is useful for child\u2019s growth and intern for national development, UNESCO supported ECCE in its policy. Early stimulation enables the ability in adults to bring out the capacity for total development.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Why is ECCE important for the development of the nation<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">India\u2019s children are the future of the country. If their development is taken care of interms of survival, protection, development and participation, they grow well. These children contribute a lot to the nation\u2019s development and women empowerment. In olden days, joint family system contributed a lot to rear the children, in the ways of being role model, disciplining and recreating the children. At present due to breakup of joint family into nuclear family systems children are left over in the hands of ayas. Due to inequality in society the socio-economic status of the large number of families live in poverty situation because of which children\u2019s development is at risk. However, the stimulation and care that can be offered by parents are limited. It therefore becomes imperative to\u00a0<span style=\"text-align: initial;font-size: 1em\">provide such stimulation and care in a structured and organized manner through established centers of intervention (ECCE Centres).<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">ECCE centres provide health care, nutrition, play opportunities and learning materials for cognitive development. The infant mortality rate of India is still very high. Secondly malnutrition is a major cause of ill health of Indian children. The third aspect of ECCE is the opportunities for learning. Though highest priority is given in the education sector for Universalisation of education of children, the present statistics in Indian education indicates that most of the drop outs are female children, SC\/ST background and from poor homes. This allows the Governments in due course to devote attention to improve quality. Demand for ECCE services is at the increased scenario.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Thus in the context of the country\u2019s commitment to ensure basic Education for All, ECCE emerges as an area of priority. \u201cImproving children\u2019s well-being at the earliest age must be an integral and systematic component of education and poverty reduction policies\u201d.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>16.2.2 <\/strong><strong>What is ECCE?<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Early childhood care and education (ECCE) is generally defined as the care and education of children from birth to eight years. ECCE aims at the promotion of motor, physical, social, emotional, language, cognitive and moral development.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The ECCE centre has different categories of children. They are<\/p>\n<ul>\n<li>Cr\u00e8ches \/ home stimulation for 0-3 years<\/li>\n<li>Preschool for 3-6 years and<\/li>\n<li>Primary education for 6-8years.<\/li>\n<\/ul>\n<p><strong>Importance of ECCE<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">ECCE is a child centered programme which focuses on the play way method of learning. Importance of ECCE are to:<\/p>\n<ul>\n<li style=\"text-align: justify\">Provide experiences for the learning process<\/li>\n<li style=\"text-align: justify\">Fulfill the right of children<\/li>\n<li style=\"text-align: justify\">Smooth transition from ECCE to primary education<\/li>\n<li style=\"text-align: justify\">Support parents\/ mothers who are employed<\/li>\n<li style=\"text-align: justify\">Meet the needs of changing family structure<\/li>\n<li style=\"text-align: justify\">Promote girl\u2019s education<\/li>\n<li style=\"text-align: justify\">Cater to the increased rate of brain development<\/li>\n<li style=\"text-align: justify\">Remove the social inequality and<\/li>\n<li style=\"text-align: justify\">Investment in human resource development<\/li>\n<\/ul>\n<\/div>\n<div>\n<p><strong>16.2.3 <\/strong><strong>What is ECE (Early Childhood Education)?<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">It is an education provided to children below the age of eight years in a stimulating environment which leads to formal school readiness. The programme components relate to the developmental needs of children and the fundamental skills needed for their latter learning.<\/p>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-148\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled.png\" alt=\"\" width=\"389\" height=\"389\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled.png 389w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-150x150.png 150w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-300x300.png 300w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-65x65.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-225x225.png 225w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-350x350.png 350w\" sizes=\"auto, (max-width: 389px) 100vw, 389px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strategies<\/strong><\/p>\n<ul>\n<li style=\"text-align: justify\">\u00a0Diverse strategies to provide simulative environment<\/li>\n<li style=\"text-align: justify\">All strategies to be highly integrated and supportive to each other<\/li>\n<li style=\"text-align: justify\">Scope for every child\u2019s participation<\/li>\n<li style=\"text-align: justify\">Not confined to duration<\/li>\n<li style=\"text-align: justify\">Centers to enthuse the participation level of different age group children<\/li>\n<li style=\"text-align: justify\">Informal\u00a0 and\u00a0 provides\u00a0 scope\u00a0 for\u00a0 a\u00a0 lot\u00a0 of\u00a0 flexibility\u00a0 and\u00a0 innovation\u00a0 (UNICEF REPORT)<\/li>\n<li style=\"text-align: justify\">Develops familiarity with persons<\/li>\n<li style=\"text-align: justify\">Provides learning environment<\/li>\n<li style=\"text-align: justify\">Gives secure feeling<\/li>\n<li style=\"text-align: justify\">Promotes socialization<\/li>\n<li style=\"text-align: justify\">Means for language development<\/li>\n<li style=\"text-align: justify\">Basis for habit formation<\/li>\n<\/ul>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>16.2.4 <\/strong><strong>ECD (Early Childhood Development)<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Various dimensions of child\u2019s development is at \u2018its\u2019 peak from birth to six years, which include development of self. Provisions in ECCE maximize the child\u2019s ability during the crucial time of infancy and early childhood foster social and cognitive growth of the child.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>16.2.5 <\/strong><strong>ECCE in India<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Pre Independence period<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Organized preschool education did not exist in India till the end of 19th century. The information available from early 17th century onwards indicates that child rearing seems to have been according to socio-religious patriarchal norms and was highly influenced by factors such as caste, kinship, age and gender. The institutional services existed only for the rich upper classes (Khalakdina). British missionaries introduced the concept of infant school in the later part of the 18th century, situated in western and southern regions of India. Owing to a large school dropout, these infant schools were closed.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Mahatma Gandhi proposed the first indigenous scheme for education of very young children, which was termed as pre-basic education. These schools were formulated by various educational reformers, social workers and pioneers being Jugatrambhai Dave, Naanabai Bhatt, and Tarabai Modak. But the prominent influence of ECCE which can be felt even today, is of Madam Maria Montessori who came to India in1939. Influenced by her, Annie Basant and Rukmani Arundal helped Montessori to set up a teacher training centre at Adayar, near Madras. Many of the early childhood educators received training and spread the movement of early childhood education at various parts of the country.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Later the trained teachers attempted to develop an indigenous educational system that integrated the basic Gandhian philosophy with the educational principles and scientific pedagogy of Montessori, Gijubhai Badheka, and Tarabai Modak and established the Nutan Bal Shikshan Sangh. A training centre started at Bhavnagar, by Gijubhai, later Tarabai at Bombay. The movement took strong roots in the Saurashtra region of the province, Madhya Bharat and Vidharbe regions.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">In 1945, Tarabai Modak, took the preschool movement to village, started Bal Shikshan Kendra for the education of rural children and she named it as \u2018Balwadi\u2019, meaning children\u2019s garden, i.e. bal means children and \u2018wadi\u2019 means a garden.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The term Balwadi is now commonly used in all Indian languages for a pre-primary class conducted in villages or backward localities in cities. Later these balwadis were started in a tribal habitation. Thus during the pre-independence period, the efforts to promote early childhood education were largely confined to the voluntary sector from the government.<\/p>\n<ul>\n<li><strong>Post Independence period<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">It was for the first time in 1944, Sargent Committee (1944) appointed by Education Department of central Advisory Board of Education (CABE) identified the importance of Preprimary education and linked it with the child\u2019s educational performance in primary school. In 1946, Kasturba Gandhi trust was set up with the aim of training women workers for Balwadis.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">In the post Independence period too, preschool education drew support largely from the private and voluntary sectors. Through many official committees, plans and commissions made valuable suggestions on the value and content of preschool education, no substantial allocations or systematic efforts for implementation of these suggestions were made.<\/p>\n<ul>\n<li style=\"text-align: justify\">\u00a0Panandhikan Committee (1949) recommended 33.5 percent of sanctioned budget to be given as grant-in aid for preschool education. It also stressed on the appointment of experts in early childhood education to inspect preschool.<\/li>\n<li style=\"text-align: justify\">Central Social Welfare Board \u2013 was established in 1953 during 1st Five year plan (1950 \u2013 56)<\/li>\n<\/ul>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-151\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1.png\" alt=\"\" width=\"476\" height=\"623\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1.png 476w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1-229x300.png 229w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1-65x85.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1-225x294.png 225w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-1-350x458.png 350w\" sizes=\"auto, (max-width: 476px) 100vw, 476px\" \/><\/a><\/p>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-152\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2.png\" alt=\"\" width=\"473\" height=\"596\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2.png 473w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2-238x300.png 238w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2-65x82.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2-225x284.png 225w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-2-350x441.png 350w\" sizes=\"auto, (max-width: 473px) 100vw, 473px\" \/><\/a><\/p>\n<ul>\n<li>2000\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Policy on Population<\/li>\n<li>2001\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Policy on Empowerment of Women<\/li>\n<li>2002\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 National Health Policy<\/li>\n<\/ul>\n<div>\n<p><strong>Inter Ministerial Co-ordination<\/strong><\/p>\n<ul>\n<li>Ministry of Women and Child Development (MWCD)<\/li>\n<li>Ministry of Health and Family Welfare (MHFW)<\/li>\n<li>Ministry of Human Resource Development (MHRD)<\/li>\n<li>Department of Education and Literacy<\/li>\n<\/ul>\n<p><strong>ECCE services in India<\/strong><\/p>\n<ul>\n<li>Government<\/li>\n<li>Private<\/li>\n<li>Non-Government<\/li>\n<\/ul>\n<p><strong>Government<\/strong><\/p>\n<ul>\n<li>Integrated Child Development Scheme (ICDS) (1975)<\/li>\n<li>Early Childhood Education Scheme (1982)<\/li>\n<li>Scheme of assistance to voluntary organization<\/li>\n<li>National Cr\u00e8che fund<\/li>\n<li>ECCE under Primary \/ Elementary Education programme<\/li>\n<li>District Primary Education programme (DPEP)<\/li>\n<li>Sarva Shiksha Abhiyan (SSA)<\/li>\n<li>Mahila Samakhya<\/li>\n<li>Janshala<\/li>\n<li>Convergence model of ECCE \u2013 preschools attached to preprimary sections<\/li>\n<\/ul>\n<p><strong>Voluntary \/ NGO initiatives<\/strong><\/p>\n<ul>\n<li style=\"text-align: justify\">Primarily work with special communities on difficult circumstances like tribal people, migrant laborers and rural children<\/li>\n<li style=\"text-align: justify\">Laboratory nursery schools attached to Universities<\/li>\n<li style=\"text-align: justify\">Various religious groups run preschools<\/li>\n<li style=\"text-align: justify\">Commercial (Fee charging \/ Profit making) pre schools<\/li>\n<li style=\"text-align: justify\">Nurseries, kindergarten, Montessori type and pre-primary classes in private schools<\/li>\n<\/ul>\n<\/div>\n<div>\n<p><strong>Evaluation of the child in ECE Why? When? How?<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">i.\u00a0 ECE is totally development \/ welfare oriented and not curriculum oriented, hence there is no necessary for formal test, but informal evaluation is required for developmental attainment.<\/p>\n<p style=\"text-align: justify\">ii.\u00a0 All aspects of development to be assessed for each child and group evaluation is not advised<\/p>\n<p style=\"text-align: justify\">iii.\u00a0 Children have to be assessed in the natural set up when they are in the play yard, do the creative activities, and answer to the questions and during free play.<\/p>\n<p style=\"text-align: justify\">iv.\u00a0 \u00a0Formulated worksheet may be used to observe and make quick assessment<\/p>\n<p style=\"text-align: justify\">v.\u00a0 \u00a0If some specific problems are there, to be discussed with parents immediately and help the parents to take remedial measures.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>16.2.8 <\/strong><strong>ECCE-The challenge<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The researches showing that early education programmes on children\u2019s education have very strong and rich benefits and the learning method have captured the attention of many. There are instances where children missed out early childhood service, which leads to under development. Increasing early childhood participation including evidence of some preschool growth is encouraging so that the \u2018under-served\u2019 children who didn\u2019t get enough attention can be benefitted from this. There are lot of challenges that exist in running the ECCE programmes. And they are:<\/p>\n<p>&nbsp;<\/p>\n<p><strong>i)\u00a0\u00a0\u00a0 Exploring the potential of ECCE<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Basically ICDS is a worldwide famous, integrated approach for total development of children, which unite the sectoral services, with the aim to promote child\u2019s survival, growth and participation which go hand in hand. Unfortunately, in spite of the advantages of ICDS, it is far below the described level. To conserve the spirit of holistic and integrated approach, it requires assimilation of bureaucratic organization and various sectors of development and specialized compartmentalization in its process of implementation.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>ii)\u00a0 ECCE needs recognition<\/strong><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<p style=\"text-align: justify\">\u00a0 \u00a0 Many preschool institutions are run by private sector. These efforts have played an important role in introducing the ECCE concept in the beginning of the century. The private initiatives are to be recognised as an essential part of the educational system of the country.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>iii) Low status of ECCE<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The modern perception of ECCE is that it interferes in solving a wide range of problems occur due to the poverty such as malnutrition, disease and high rate of school dropout. It is commonly believed that not much skill based or technical knowledge is required for planning, implementing and monitoring such programmes. The general awareness of the professionals and technical aspects of ECCE is quite poor. The public doesn\u2019t have much awareness on the importance or need of ECCE services.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>iv) Access<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Since NPE (1980) and POA (1992) were adopted, large attention has been given at the national level in the last two decades. Issues who are going for ECCE services, which communities do not have access to ECCE services, which is creating access are government, private sector or NGOs and what are the factors determining access are the major concerns.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>v)\u00a0\u00a0 Capacity building<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">To build a quality workforce capacity building is needed. There are not well developed training systems for early childhood educators except the Government\u2019s involvement in ECCE. Qualification requirements exist only for teachers and not for the others. There is no laid down norms for appointment of ECCE staff, and there are no guidelines for the detection of ECCE staff as teachers. Training for the new comers\u2019, period of training in to theory and practice are some of the problems in ECCE.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>vi) Advocacy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Parents from all walks of life and at all levels, have little or no awareness about the importance of early years in the life of children or about how to promote their children\u2019s development. To sensitize the public, from parents to policymakers, a wide and sustained campaign is needed. Awareness to be created among the public about the significance of early years of children, and also purpose, content, and scope of the ECCE.<span style=\"text-align: initial;font-size: 1em\">Community participation is the key to the advocacy as it empowers people and leads to sustainability.<\/span><\/p>\n<\/div>\n<p><strong>16.2.9 <\/strong><strong>Conclusion<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">A brief review of pre and post independence initiatives in the area of preschool education clearly indicates the growing awareness and gradual rise in private and governmental efforts. Preschool education is now a part of the total Early Childhood Education (ECE). As per the latest policy documents ECE in India will ensure good:<\/p>\n<ul>\n<li>basic learning conditions for children<\/li>\n<li>professionally trained teachers<\/li>\n<li>basic infrastructure<\/li>\n<li>ECCE curriculum and<\/li>\n<li>all round development of children (net reference).<\/li>\n<\/ul>\n<table>\n<tbody>\n<tr>\n<td><strong>you can view video on ECCE in India \u2013 ECCE \/ ECE \/ ECD <\/strong><\/td>\n<td><a href=\"https:\/\/youtu.be\/3vZGOVaCkjw\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Bibliography<\/strong><\/p>\n<ol>\n<li style=\"text-align: justify\">Venita Kaul (2009). Early Childhood Education Programme, NCERT; New Delhi.<\/li>\n<li style=\"text-align: justify\">Gupta,M. S. (2009). Early Childhood Care and Education, PHI Learning Pvt-Ltd, New Delhi.<\/li>\n<li style=\"text-align: justify\">Conference Dossier (2013). International Coference on Early Childhood Development: Small Steps to a Bright Future, Jania Millia Islamia, New Delhi.<\/li>\n<li style=\"text-align: justify\">Seminar Report (1999). Sub Regional Seminar on Innovations in Early Childhood Care and Development, UNICEF, Chennai &amp; Hyderabad.<\/li>\n<\/ol>\n<p style=\"text-align: justify\"><strong>Web link<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"text-align: justify\"><strong><a href=\"http:\/\/www.educationforallinindia.com\/early-childhood-care-and-education-in-india.pdf\">http:\/\/www.educationforallinindia.com\/early-childhood-care-and-education-in-india.pdf<\/a><\/strong><\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.unesco.org\/education\/WCECCE\/presentations\/Sheeranjan-Awathi.pdf\"><strong>http:\/\/www.unesco.org\/education\/WCECCE\/presentations\/Sheeranjan-Awathi.pdf<\/strong><\/a><\/li>\n<li style=\"text-align: justify\"><strong><a href=\"http:\/\/wcd.nic.in\/schemes\/ECCE\/ecce_01102013_eng.pdf\">http:\/\/wcd.nic.in\/schemes\/ECCE\/ecce_01102013_eng.pdf<\/a><\/strong><\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.ncert.nic.in\/new_ncert\/ncert\/rightside\/links\/pdf\/focus_group\/early_childhood_education.pdf\"><strong>http:\/\/www.ncert.nic.in\/new_ncert\/ncert\/rightside\/links\/pdf\/focus_group\/early_childhood_education.pdf<\/strong><\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":8,"menu_order":16,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["dr-g-baradha"],"pb_section_license":""},"chapter-type":[],"contributor":[59],"license":[],"class_list":["post-147","chapter","type-chapter","status-publish","hentry","contributor-dr-g-baradha"],"part":3,"_links":{"self":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/147","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/users\/8"}],"version-history":[{"count":8,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/147\/revisions"}],"predecessor-version":[{"id":159,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/147\/revisions\/159"}],"part":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/147\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/media?parent=147"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapter-type?post=147"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/contributor?post=147"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/license?post=147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}