A study of early childhood education programmes in Delhi, India

Does the early childhood education and care in India contribute to children's skill development?

“…On one hand, the public provisions have received several criticisms for its reach and the quality of service provided for the preschool education component. Many of the Anganwadi centres still suffer from insufficient essential infrastructure availability, little pedagogic engagement, irregular staffing and student attendance (Alcott et al, 2018; Chopra, 2012; FOCUS, 2006; Kapoor, 2006; Pratichi, 2009). The focus is more on feeding rather than promoting behavioural change in childcare practices in the community (UNESCO, 2006).…”

“…On the other hand, studies by Singh and Mukherjee (2018) and Vikram and Chindarkar (2020) used regional‐level longitudinal data and tracked children over the years. Whereas some non‐experimental studies relied on simple descriptive analysis (Chopra, 2012; Pandey, 1991), some others depicted multivariate analysis using controls for child and household characteristics (Jain, 2018; Singh & Mukherjee, 2018). In addition to ordinary least square estimation, Vikram and Chindarkar (2020) also used propensity score matching.…”

Editorial

“…The article is timely in offering evidence of the potential impact on provision if governmental economic austerity measures begin to reduce funding for early education provision. Chopra (2012) also draws on the ECERS methodology but uses an adapted version the Tamil Nadu Early Childhood Environment Rating Scale (TECERS) (Swaminathan Research Foundation 2000) to offer an overview of the different types of provision available to preschool children in Delhi. The findings reveal the wide variation in facilities, languages, curricula and approaches to learning and play between some of the different early years programmes in Delhi.…”

Cultural metaphors as means to contextualised understanding of child and childhood

“…Further, a persistent tension prevails between the discourses in childhood studies and arenas of practice and policy. A study of early child education programmes in India revealed that the planners and implementers lacked an understanding of the curricular goals, the experiences to be provided to the child, and the implementation plan (Chopra, 2012). Kaul and Sankar (2009) argue for contextually commensurate plans for Early Childhood Care and Education (ECCE) and sensitivity to the issues of childhood and child development.…”