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Implementing ECCE & Foundational Learning Recommendations of NEP ( 2020)
Opportunities & implicationsVenita Kaul
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Focal Areas for Implementation of NEP
Curriculum & Pedagogy & Readiness package for Balvatika
Teacher training
Parent Community education
Strengthening Institutional Capacity
Coordination and convergence
Regulatory framework
Research , Documentation and Evaluation
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Why are early yearsSignificant?
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Evidence from Neuro-Science-Foundational competencies
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How do Children learn?
Interest/mean-ing directs experience
Experiencewires brain
Repeat experience strengthen
s wiring
Teacher/peer
interaction enhances Learning
Design Learning Opportunities as above
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1. Inclusion of ECCE in Right to Education Act
Advantages:
All states in Sync with 5+ 3+3+4 structure;
Standardizing 6 as age of entry to grade 1:
Reducing underage and over age participation in Aws & schools.
Ensuring age appropriate curriculum & pedagogy
Promoting quality standards and related institutional capacity arrangements
Dedicated budget provision for ECCE
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2. Advocacy for School Readiness: the Concept & Dev Appropriate pedagogy.
A ‘’readiness” triangle for promoting learning
Ready
School
/AW
Ready Child Ready family/parents DAP Preschool
curriculum
Informed & engaged parents
Child friendly school with DAP curriculum
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3. Develop Developmentally Appropriate Curriculum and Pedagogy with Upward continuity & seamlessness
• Develop a Framework for Care and Early Stimulation of children below 3 years. Focus on interaction, sensory
and physical development and language development.
• Develop an integrated curriculum for Foundation stage ( 3 to 8 years) focus on holistic development of the child with focus on emergent and early literacy and numeracy.
3 to 6
years
6 to 8 years
Birth to 3 years
8 to 11 years Pedagogy play, interaction & activity based;
Informal Assessment
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What is Developmentally Appropriate Content & Pedagogy?
Language & Literacy
Cognitive & Early Maths
Creativity &
Aesthetic Appreciati
on
Personal & Socioemoti
onal Developme
nt
Physical & Motor
Development
Balance of group &
individual activities
Story telling ,
Rhymes , Art & Craft
Free & Guided
activities
Activities with
objects & materials
Music & movement
PedagogyContent
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3 (A) Develop Framework for Birth to 3 years : Music, Free play & interaction & Care
• First 1000 days most critical for development.
Focus on
Sensory Motor development : infant toys & games.
Language development : Adult and child interaction; stories , songs; lullabyes
Socio emotional dev: Hug, play, laugh & enjoy
Breast feeding & Nutrition supplementation
Growth monitoring
Immunization
Parenting support
Services: parents orientations; Day cares; Family support policies.
Reviving traditional stories /songs/rhymes/ lullabyestoys etc. all with developmental significance.
Responsive care
Health
Early learning
opportunities
Safety & Security
Nutrition
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3(B)Develop curriculum framework : for 3 to 8 years
• 6-8 years
• 5-6 years
• 3- 5 years
Personal & Socio emotional
dev & executive functions
Language & Early Literacy
Physical & Motor
dev
Creative & Aesthetic
dev
Cognitive Dev & early
mathematics Opportunities
for Play
Activity
Experience
Interaction
From Emergent to Early learning Competencies
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4. Teacher Development & Institutional capacity strengthening for professionalization
Preservice training
In service Recurrent training
On site Mentoring & supervision
Professional dev
opportunities & Careermobility
ECCE Resource
teams state/district
ICDS/Education personnel
BRC/CRC/School
Trained
Informed Parents &
Community
Quality standards & Monitoring
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5. Instituting a Regulatory Framework & Accreditation Process : Enforcement cum Enablement Model
Quality Configuration
• Develop Quality standards
• Vertical calibration of standards dev. with grades assigned to share a common quality vision
• Accreditation model based on self assessment
• Quality enhancement provisions & open respources eg training opportunities /resource materials etc accessible to all.
• Whole sector approach not just private pre schools.
Quality Assessment & Monitoring
Quality Promotion
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6. Coordination & Convergence : Challenges
Four Models
AW model
AW in School model
Preschool stand alone model
Preschool attached to primary school
ChallengesDual management-DWCD/DOE
Hierarchy in primary school : Teachers vs AWW
Lack of ECCE orientation in primary schools
Preschool-Primary linkage & continuity in Foundational stage with physical distance and dual management
Unregulated & heterogeneous private preschool sector and lack of equity
Lack of holistic provisions eg health & nutrition services in schools/private schools
Infrastructure issues and inequitable access & quality across models.
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7. Research, Documentation & Evaluation
ResearchLongitudinal research to generate
understanding/evidence of impact on learning process and outcomes.
Action research to compare and identify cost effective and high quality strategies and processes for ensuring optimal learning outcomes.
Sample surveys of ‘school readiness’ to assess all three components-family/parental awareness and engagement; schools ready for children; children ready for school.
Multidisciplinary research to understand challenges of multiple contexts and multiple childhoods and uniform expected learning outcomes.
Evaluation Impact evaluations of investments,
interventions/provisions.
Rapid assessments to address the Feedback loop and make mid course corrections.
Multisectoral studies to assess efficiency and effectiveness of interventions across sectors
Documentation
Process based documentation studies to facilitate replication and scaling up of innovations.
Qualitative case studies of good practices to identify learnings of “what works” .
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Thank you
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