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  • Writer's pictureRocket Learning

India@100: Reimagining Early Childhood Education

- Joint letter from the Rocket Learning Team

We envision a transformative future for Early Childhood Care and Education (ECCE) in India, where literacy gaps are minimized, and ECCE is made accessible to every child by the time India celebrates its 100th anniversary. To achieve this, the upgradation of Anganwadi centers into learning centers becomes a crucial imperative.

To improve enrollment in ECCE, it is essential to ensure that Anganwadi centers are equipped with adequate infrastructure and decorated in a child-friendly manner, making children feel welcomed and excited to come and study. Moreover, sharing best practices among Anganwadi centers can be a catalyst in revolutionizing teaching and learning approaches.

Central to building foundational literacy and numeracy skills is the availability of Teaching Learning Material (TLM) at every Anganwadi center. Indigenous toys, which connect children with their culture and environment, play a vital role in contextualizing and personalizing learning. These toys are recognized as part of the ECCE curriculum, following the principles outlined in the National Education Policy (NEP) of 2020.

Read more: Here's How We are Solving the Five Most Pressing Issues in India's Preschool System

State-wide training and refresher courses for Anganwadi staff on toy creation and usage are crucial for developing children's sensory, cognitive, oral language, and emergent literacy skills, along with cultural value and physical development. The use of audio-visual material, tested with a significant number of parents and communities, offers a commendable foundation for greater monitoring and evaluation in ECCE.

Lack of data has hindered the recognition of the importance of ECE, but with global evidence, longitudinal studies, and advancements in neurological research, civil society funders are becoming more aware of its significance. This awareness has led to increased investments in measuring impact, developing tools, and capacity building in the ECCE sector.

India's impressive penetration of smartphones into low-income households facilitates digitization efforts in campaigns promoting behavior change and sensitization about ECCE. Bridging the resourcing gap becomes more feasible through such digitization initiatives.

To address the issue of 37 million children under the age of 6 lacking access to quality ECCE, empowering the immediate adult-caregivers and communities is crucial. Large-scale campaigns, banners, signage at Anganwadi centers, and community events defined by the government can raise awareness and make ECCE an omnipresent idea. By integrating ECCE days into Poshan Maah and Poshan Pakhwada, India can make learning a household habit and ensure equitable access to quality education for every child.

India, with its vast population, holds great potential. However, the current state of learning outcomes calls for a radical, evidence-based approach to ensure equality in learning. Universalizing ECCE will not only secure a life of dignity and equity for all children but also contribute to India's demographic dividend, economic development, and global leadership.

For this vision to become a reality, India needs to simplify access, employ targeted efforts to influence behavior through sensitization, capacity building, and rigorous monitoring and evaluation to inform policy decisions. Achieving equality in learning outcomes is the key to shaping a new India where every child’s access to quality education is guaranteed.

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