Readiness for SchoolImpact of Quality of ECE

Sandeep Sharma

World’s largest democracy

29 states and 7 union territories

Wide diversity of population• co-existence of 2000 ethnic groups• 29 official languages (and many

dialects) • all religions of the world represented

Population of 1.2 billion with estimated 70 million children between 3 to 6 years (Census, 2011)

Context

Right of Children to Free and Compulsory Education Act (RTE) also addressed ECCE under Section 11 states, “with a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate Government may make necessary arrangement for providing free pre -school education for such children”.

National Early Childhood Care Education PolicyConcerns Gross enrollment rate in primary grades is 101.36 whereas the Net enrollment rate is 88.08 Drop out rate in primary grades in 4.67 with highest in grade one 4.83 (DISE, 2013) Learning levels very low

47% 1st graders can not recognize letters and more than 77% 2nd grade children can not read grade 1 text (ASER, 2013)

42% 1st grades can not recognize one digit numbers and 56% 2nd grade children can not recognize two digit numbers (ASER, 2013)

An Overview

Is it because children are not ready for school ?

Research Questions of the study

1 To what extent are the 3 to 5 year olds ‘school ready” in reflected in their cognitive, language & personal social development?

2 To what extent are the school readiness levels associated with quality of children’s ECE experience? Which elements of the ECE content and processes have greater impact on school readiness?

Emerging questions from the 2 research questions

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

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

To what extent are these gains made by children in one year, influenced by factors like gender, age, participation in ECE programmes?

How are these gains related to quality variations keeping household factors and age controlled?

Conceptual Framework

Participation in good quality of ECE: Play way method, interactive & age-appropriate learning opportunities

Better attendance & participation in ECE programs

Improved school readiness skills & concepts: cognitive, language, socio-emotional, physical

Better utilization of primary schooling opportunities through better attendance & participation

Better primary level outcomes in term of retention, attendance, achievement & social adjustment

Cont

rolli

ng fo

r H

H fa

ctor

s, L

earn

ing

Envi

ronm

ent &

Age

Sampling procedure

STATES: 3 (Assam, Andhra Pradesh & Rajasthan)

DISTRICTS: 6 ; 2 districts per state (purposive)

SITES: 10 villages with 2000+ population per district, to ensure variance in provisions. (75 sites)

CHILDREN: All 3 ½ - 4 ½ year olds selected from ICDS list

ECE CENTRES: Children ‘followed’ to ECE centers where they ‘participate’, community preferred centres selected to ensure variance

Methodology

• Baseline of 3 ½ - 4 ½ year olds on school readiness skills & psycho-socio behaviour

Pre test

• Tracking of attendance & observation of quality of ECE programme to estimate dosage of ECE

Quarterly Tracking

• Impact assessment through Post Test of Cohort on school readiness skills & psycho-socio behaviour, after a year of ECE intervention

Post Test

• Quarterly tracking to record Attendance & observe quality of classroom teaching learning in 6,7 and 8 years

• Medium term Impact Assessment through annual age appropriate learning achievement & personal social behaviour assessment on completing ages 6,7 & 8

Follow up in primary school

What are the quality variations in ECE programmes attended by the

children?

Emerging models in ECE programmes G

over

nmen

t run

Ang

anw

adi

• Limited infrastructure and learning aids in classrooms

• More children in the younger age group &lesser number of 4-6 year olds

• Low participation, leading to a good teacher-pupil ratio

• No schedule is followed

• Formal teaching with some free play, songs-rhymes and better social interaction

• Under qualified community worker provided with on the job training

Priv

ate

Pres

choo

l

• Better infrastructure, but very few learning aids

• Homogenous age group

• High teacher pupil ratio

• Fixed weekly schedule with supervision

• Formal teaching with rote memorisation and no age appropriate activities

• Under-qualified and untrained teachers

Inno

vativ

e EC

E

• Limited infrastructure, but appropriate learning materials

• Heterogeneous age group

• Preferable teacher- pupil ratio

• Flexible weekly and monthly curriculum plans

• Age and developmentally appropriate activities

• Under qualified teacher provided continuous training and supportive supervision

Different types of ECCE centres

Time on task analysis across models

Activity ANGANWADI PRIVATE INNOVATIVE

Planned activities for all round development Low Low Medium

Rhymes and songs High Medium High Conversation Medium Low MediumFormal Teaching High High High Routine Activity High High High Unplanned Play Low Low LowNo Activity High Medium Medium

Opportunities ANGANWADI PRIVATE INNOVATIVE Learn to share Low Low Low Think and answer Medium Medium MediumExpress curiosity & ask questions. Low Low LowLearn to wait for turn Medium High MediumPlay/work with other children Low Low MediumRote Memory High High Medium

What are the trends in school readiness levels of children in terms of

specific competencies related to cognitive, language and personal-

social behaviour?

What is assessed as school readiness?

Cognitive concepts Pre-mathematic conceptsNumber concepts Sequential thinking Classification

Language skills and concepts Phonemic awarenessSentence formationFollowing instruction

Psycho-social skillsSocialisation skillsSelf-regulation skillsSelf-help skills Communication skills

How ready are 5 year olds for school?

psycho-social skills

cognitive and language concepts

30.2

16.4

Indi

cato

rs

Mean Score Max Score: 40

• Psycho-social skills relatively at acceptable levels

• Cognitive & language skills & concepts required for school are deficient

• The latter are more curriculum based pointing to need for curriculum strengthening

• No significant state differences observed

How ready are children on cognitive and language concepts and skills?

•Pre-maths concepts and following instructions demonstrate reasonable levels

• Emerging areas of difficulty • Sequential thinking • Classification • Number concepts • Sentence formation• Phonemic awareness

4.6

8

3.13.8

8.9

4.2

2

Indicators Max Score: 10

Mea

n Sc

ore

How ready are children on psycho-social adaptive skills?

•Children demonstrate acceptable levels in self -help and socialization skills

•Self regulation (emotional control, task perseverance, separation anxiety, identification of emotions) and communication skills are areas needing attention across states

Socialisation skills

Self-regulation skills

Communication skills

Self-help skills

7.9

6.4

7.1

8.3

Indi

cato

rs

Mean Score Max Score: 10

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

Impact of ECE participation

Multi nominal logistic regression analysis confirms

• Mother’s education

• Poverty

• Participation in ECE programme

After controlling for mother’s education participation in ECE

programme emerging as a significant factor for school readiness

Age emerges significant as older children (4 ½ - 5 ½ year ) benefit

more from ECE experience in comparison to the younger children (3

½ - 4 ½ year)

ECE programme quality indicators having significant impact on school readiness

• Appropriate space and seating facility • Availability of indoor learning and outdoor play material

Infrastructure and material

• Age wise composition of the class and Age appropriateness of activities ensured by teacher

Classroom Management

• Activities for language development• Activities conducted for free and guided play• Activities conducted for fine and gross motor development• Activities for development of creativity

Curricular Transaction

• Liberal classroom• Ensuring teacher-child interaction• No bias against gender and children with special needs

Teacher Disposition

Regression analysis

Conclusion

1. School readiness levels across states and across models are low particularly in cognitive and language concepts and skills. This may result in low learning levels in grade 1 and 2.

2. Participation in ECE programme leads to higher levels of school readiness

3. Two major programmmes attended by the sample children (anganwadi centres and private preschools) do not developmentally appropriate practice. Innovative programmes emerging as good practice confirming a potential for a low budget programmes if adequately supported with resources, training and mentoring.

4. Age at which children are exposed to ECE programmes is an important factor in having an impact on school readiness indicating need for age appropriate curriculum with more structured activities for 4 to 5 year olds.

5. An interactive and child friendly teacher is a significant factor especially for developing cognitive and language competencies

6. Curricular areas requiring strengthening are phonemic awareness sequential thinking, pattern making, classification and self- regulation capabilities.

For further information please contact:

Centre for Early Childhood Education and Development (CECED)Ambedkar University Delhi

Lothian Road, Kashmere Gate Campus, Delhi-110006email: ceced.aud@gmail.com

Tel: 91-11-23863740, 23863743, Fax: 23863742

CECED Website: http://ceced.netAUD Website: www.aud.ac.in

Early Scope: http://ecceportal.in