In the early childhood phase, children across different age groups are in different stages of development and hence need to be taught different skill sets.
Less structured and informal programe with focus on broader set of skills
More structured programe with focus on school readines
A mixed-age classroom operating without a clear instructional framework can lead to ambiguity in teaching and adversely impact the learning of students. Hence, given the various policy and budgetary constraints, we have narrowed our focus to providing quality ECE for students transitioning to class 1 in the subsequent year.
We believe that the following elements are integral for a school readiness program to provide quality ECE:
- Developmentally Appropriate Curriculum:
The curriculum should cater to the cognitive development, emergent literacy skills and pre-numeracy skills of a child, and should be compliant with the National Early Childhood Care & Education (ECCE) framework as well asthe guidelines being developed by the National Council of Educational Research and Training (NCERT).
- Separate Cadre of Teachers:
A dedicated cadre of teachers would give due attention and importance to the child’s development, reducing the burden on primary teachers. It would also ensure that the qualification and mindset of the teachers is relevant to ECE.
- Sufficient Instructional Time:
Allowing for 3-4 hours of instructional time would ensure that the entire spectrum of activities integral to school readiness of a child are undertaken.
- Effective Monitoring Mechanism:
A strong monitoring mechanism would put in place accountability measures for teachers and ensure adherence to the curriculum, in turn improving time on task and quality of delivery.
- Dedicated Infrastructure:
Having dedicated infrastructure for pre-primary sections can help prevent the grouping of 5-year-olds with older and more developed kids in multi-grade classrooms.