Supported by UNICEF, UNESCO, The World Bank, SERP, MHRD, MWCD, CARE India

State Research PartnersNIPCCD Guwahati & Andhra Mahila Sabha Hyderabad

Quality Variations in Early Childhood Education

Overview of presentation

•Background of the study

•Design of the Study

•Objective

Introduction

•Quality variations among ECE Programs

Preliminary findings

based on pre-test data

Background of the study

Part of a larger Longitudinal Study which is looking at: (a) Trends in participation in ECE across public, private & NGO

sectors.

(b) Quality variations in ECE across sector.

(c) Impact of quality variations on school readiness of children at age 5 years.

(d) Longer term impact of school readiness in terms of primary level outcomes –both cognitive and personal-social.

Conceptual FrameworkParticipation 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

•Baseline of 3 ½ - 4 ½ year olds on school readiness skills & socio-emotional behavior

Pre-test

•Tracking of Attendance & Observation of quality of ECE program, to estimate ‘dosage’ of ECE

Quarterly Tracking

•Impact assessment through Post-test of cohort on school readiness skills & socio-emotional behavior, after a year of ECE intervention.

Post-test

•Quarterly tracking to record Attendance & observe quality of classroom teaching learning in primary grades (1,2 & 3) to control for school factors

•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

Design of the study

Sample

STATES: 3 (Assam, Andhra Pradesh & Rajasthan)

DISTRICTS: 6 ; 2 districts per state.

SITES: 9 villages & 1 urban site with 2000+ population per district, to ensure variance in provisions.

CHILDREN: 50 children (3 ½ - 4 ½ year olds) per village planned from household lists, but actual numbers changed in field.

ECE CENTRES: Children ‘followed’ to select ECE centers where they were actually ‘participating’, and were not just ‘enrolled’

Objective of phase 1 analysis

To study variations in quality in ECE in terms of

content and method used, as observed across

public, private and NGO programs.

Categories of ECE programmes studied Selected Anganwadi centre (AWC): ECE Centers run under Government's Integrated Child Development Services (ICDS). Only centres found functioning with children were included in sample, with at least 5 sampled children of required age participating.

Private preschool (PP): Preschool sections like nursery, LKG, UKG, run as part of private low cost primary schools.

Known practice centre (KPC): a low cost ECE program, other than AWC & Private school, which is ‘known’ as an innovative program and is available only on a small scale.

What are we assessing as quality of program through ECEQAS ?

Infrastructure & Materials:

• Physical infrastructure• Learning and play materials• Class composition

Program Quality:

•Meal time & Self help skills • Language & Reasoning Experiences• Creative activities• Fine &Gross motor skills • Social development• Teacher disposition

Scores converted out of 10 for every domain

Quality variations among ECE programs

Preliminary findings based on pre-test data

Govt ECE Centres

Private Preschools

Known ECE practice Centre

Govt primary school

Total

Andhra Pradesh

54 (42.5%) 54 (42.5%) 13 (10.2%) 6 (4.8) 127

Assam 107 (91.5%) 10 (8.5%) 0 0 117

Rajasthan 10 (18.6%) 33 (61%) 9 (16.7) 2 (3.7%) 54

Total 171 (57.4%) 97 (32.6%) 22 (7.4%) 14 (4.6%) 298

•Steady Expansion of private preschools•‘Underage’ children attending government primary school; may not be registered

Distribution of Centers, by types

Infrastructure, materials & classroom composition

Physical Infrastructure

Anganwadi Private preschool

Known Practice

0

1

2

3

4

5

6

7

8

9

10 Toilets & clean drinking water– No toilets in 83% AWC & 77% KPC whereas in 78% PP toilets are in use – Clean covered drinking water available in 59% AWC & KPC whereas it is in 83% PP

Classroom space & cleanliness – Enough space for conducting activities in 51% AWC, 59% KPC & in only 37% PP– 46% AWC were littered or had unclean seating arrangement; whereas 72% PP & 77% KPC had clean classrooms

Private Preschools give priority to clean and good building & infrastructure

Availability of outdoor equipment–Overall 50% centres have space but limited or no equipment for outdoor play

Availability of indoor material & its use–Some indoor material present in 24% PP, 64% AWC & 77% KPC–Material used in classroom by all children in only 4% PP, 24% AWC & 55% KPC

Anganwadi Private preschool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Availability of play & learning aids

Known ECE practices were better equipped with learning & play materials, specifically indoor manipulative material

Categories comparable on domain of class composition Availability of teacher• >90% times teacher found present

in class across categories

Age wise composition of class • In 6% AWC, 32% KPC & 43% PP

Student teacher ratio• More than 40:1 in 33% PP

classrooms whereas 68% KPC & 20% AWC had 25:1 ratio Anga

nwadi

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Class composition

Content of programme

Known practice centres provide most opportunities & private school least. AWC score better due to focus on song & rhymes

Listening opportunities for children• No opportunity except instructions in 32% AWC &

PP • Specific listening activities planned in 96% KPCsOpportunities to speak & social interaction • Children encouraged to talk & interact in 59% KPC &

43% AWC; children not allowed to speak, except when asked a question in 80 percent PPs!

Activities for development of speaking skills• No planned activity in more than 45% AWC & PP; in

86% KPC activities are planned

11% across categories of ECE centres had children who did not understand teacher’s language

Language development experiences

Anganwadi Private Preschool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Private preschools & AWC focus on formal education & rote memorization!

Concept formation• No opportunity/activity in 87% PP &

66% AWC; whereas 72% KPC provide materials & conduct activities

Development of Cognitive skills• No activities for dev of high order skills

in 93% PP & 77% AWC; observed in 59% KPC

• Formal education & rote memorization common in 88% PP, 73% AWC & 32% KPC

Opportunities for cognitive development

Anganwadi Private Preschool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Known practices provide most opportunities for motor development; but focus is on fine motor skills

Outdoor activities • Conducted in 15% AWC, 18% PP &

23% KPC

Activities for fine motor development• No opportunities in 95% PP & 77%

AWC but in 45% KPC given priority

Fine & gross skills

Anganwad

i

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Known practice provide better opportunities for creative activities

Art/craft activities • No art/craft activities in 68% AWC &

80% PP; activities conducted in 68% KPC

• In PP 80% of time children told exactly what to draw!

Creative activities

Anganwad

i

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

‘Known practice’ provide a better environment for social development in children

Opportunity to learn to share & help• No activity in ½ of AWC & PP but in

32% KPC specific activity conducted

Free play• No free play in 64% AWC & 75%

PP; whereas in 68% KPC free play a major component

Social Development

Anganwad

i

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Categories of ECE comparable on this domain with private preschools leading

Sanitation • Children in 76% PP, 68% KPC &

51% AWC habitual to washing hands

Personal grooming• 75% teachers at PP give priority;

but 45% AWW & KPC teachers do not pay attention

Meal time & self help skills

Anganwad

i

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Proportionate time on Task in ECE Activity AWS

( Widespread) PRIVATE (Widespread)

INNOVATIVE (Scarce)

Developmentally appropriate activities like language, cognitive, social, creative activities.

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 AWS ( Widespread)

PRIVATE (Widespread)

INNOVATIVE (Scarce)

Learn to share Low Low Low Think and answer Medium Medium MediumExpress curiosity and ask questions.

Low Low Low

Learn to wait for turn Medium High MediumPlay/work with other children

Low Low Medium

Rote Memory High High Medium

Physical infrastructure important, but not significant for quality of ECE program; availability of learning & play aids significantly associated

Relationships between quality, infrastructure & learning aids

0 1 2 3 4 5 6 7 8 9 100

5

10

15

20

25

30

35

40

f(x) = 0.628704094757524 x + 13.5417811830991R² = 0.024779522625396

Relationship between physical in-frastructure with quality conent of

ECE programme

physical infrastructure score

cont

ent q

ualit

y Sc

ore

0 1 2 3 4 5 6 7 8 90

5

10

15

20

25

30

35

40

f(x) = 1.7546331170046 x + 11.183209993629R² = 0.217705647116136

Relationship between availability of play and learning aids with quality content of

ECE programme

availability of play and learning aids scores

cont

ent q

ualit

y sc

ores

Teacher Factors

No significant variation observed across categories of ECE centres

Sensitivity & awareness towards gender • 96% of KPC, 74% AWC & 57% PP

teachers gender sensitive

Quality of teacher-child interaction• Teachers in 68% PP, 58% AWC &

32% instruct children & limited their participation

Teacher’s disposition

Anganwad

i

Private

presch

ool

Known Practice

0

1

2

3

4

5

6

7

8

9

10

Teacher’s perceptions on ECE

• Almost all teachers think ECE important for young children Reasons given– Get Habituated for primary school, Foundation for grade 1– Over all development – Learn good habits, become smart & confident. – Learn Songs, stories, rhymes – Development of social skills & mingle with others

Anganwadi

• Cared for at ECE centre• Identify animals, birds,

letter etc• Discipline • Sit for long time at a

place• Talk freely• Habitual to separation

from mother

Known Practice

• Learn by doing • Interested in school• Recognise alphabets• Holistic development• Respect for elder• Joyful learning • Free conversation

Private Preschool

• Learn to read & write • Write alphabet• Good teaching in

private school• Discipline • Follow rules

Parent’s Perceptions

• Parents send their children to ECE centres to prepare them for formal school & learn the required skills for class 1

Food

Preparation for primary school

Learns to sit & obey

any other

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0

Reason's for sending children to ECE centre

Parent’s Perceptions

• Scope of improvement in learning possible in every category

• Learning a concern for all parents

• AWC lack physical facilities & need improvement according to parents

• Quality & attendance of teacher a concern among AWC parents

• Food not provided for in KPC parents: advocate for provision for mid meals

AWC

Private Preschool

Known Practice

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

improvement required

learning facilities centre's functioning quality of food attendance & quality of teacher

Anganwadi

• Limited infrastructure & play & learning aids; • Mixed age group of children with appropriate

student teacher ratio;• Formal teaching with some opportunity for free

play, song & rhymes, creativity & social interaction.

Private Preschool

• Relatively better infrastructure but very less or no learning aids;

• Homogenous group of children with very high student teacher ratio;

• Fixed weekly schedule supervised; • Formal teaching with rote

memorization.

Innovative ECE practice

• Limited infrastructure; good contextually relevant play & learning aids;

• Flexible weekly & monthly curriculum plans;• Age appropriate planned activities for

development of concepts, language, social skills, fine & gross motor skills & creativity.

Emerging Models

of ECE provisions

Implications •Highs and Lows!!: Most children attending ECE programmes; but not getting developmentally appropriate curriculum. Focus on rote memorization.

•Private preschools expanding: considered as the place ‘where learning & teaching happens’ by community; but actually lack in terms of quality & content!! Need for community education to determine parental choice and influence quality of private preschools.

•‘Known practices’ emerge as better practices due to planning, supervision & on site support for teachers; tips for the system.

•Physical infrastructure, though important component for attracting parents, is not as significant as learning & play aids in determining quality.

Implications

•Known practices also lack in certain domains, e.g. mealtime & self help skills; outdoor play; need to emphasize holistic curriculum.

•Outdoor space available but no play equipment for gross motor skills.

•Teacher training does not emerge as significant factor. Possibly a reflection of the duration, quality and content of training .eg AW training.

•Need to plan more comprehensively for content and quality in terms of training, materials , space and teacher.

Further Analysis: The Way Ahead ……After post test:•Estimation of immediate impact of quality of ECE of one year duration (ECEQAS Scores) on School readiness scores of 5 year old children . •Identification of ‘quality elements’ that have proportionately more significant impact. • Understand the household determinants of school readiness.• Estimate contribution of teachers’ characteristics to the quality of ECE content and method.

After annual follow up at primary stage:•Assess the extent to which impact of school readiness levels is sustained on primary level outcomes.•What is the immediate impact at entry to formal school and how far is it sustained along the primary stage in terms of primary level outcomes?