Test: Education & Leadership Early Childhood Care and Education (ECCE) - Software Development MCQ

The National Education Policy 2020 proposed various reforms in school education as well as higher education including technical education that has to be adopted by all educational institutions.

Key Points The ECCE program needs to be determined by children’s developmental and contextual needs, providing for more need-based inputs and an enabling environment.

• Ensuring quality ECCE - early childhood care and education for all children between 3-6 years.
• It was believed that a common ‘curriculum’ would not be appropriate for all.
• It comprises details of the goals for different domains of development, i.e. physical, language, cognitive, socio-emotional, creative, and aesthetic appreciation, to be fostered to ensure holistic development of children under six years.​

Hence we can say that the full form of ECCE is Early Childhood Care and Education.

Additional Information Other reforms of NEP 2020 include -

• Equitable and inclusive education - Special emphasis is given to Socially and Economically Disadvantaged  Groups (SDGs).
• Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade 12.
• New Curricular and Pedagogical Structure (5+3+3+4).
• Setting up of State School Standards Authority (SSSA).

This Framework is firmly focussed on the needs of the child and should lead to improved child care and a developmentally appropriate environment for children, leading to a positive impact on the quality of learning and increased attainment of learning outcomes for children participating in ECCE programs. 

Important Points

The National ECCE Curriculum Framework comprises broadly three sections.

• Section I consists of an introduction, vision for an Indian child, rationale, and theoretical foundation for ECCE. The objectives of early childhood education; pedagogical bases and principles of early learning are laid out.
• Section II comprises details of the goals for different domains of development, i.e. physical, language, cognitive, socio-emotional, and creative and aesthetic appreciation, to be fostered to ensure holistic development of children under six years. It comprises suggested developmentally appropriate practices for different age groups.
• Section III focuses on implementation details such as principles of program planning, stages of program planning, the role of parents and caregivers/ECCE teachers, essential play materials and assessment procedure, etc. 

Hence, we can conclude that the National ECCE Curriculum Framework comprises broadly three sections.

The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long-term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. 

Important Points

• The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful, and contextualized opportunities for laying the foundation and attaining full potential.
• The vision for an Indian child reflects our beliefs about children and childhood and what is possible and desirable for human life at the individual and societal levels. While putting forward a shared image of a child, full of potential, it is accepted that children differ in their strengths and capabilities, there is diversity in views about childhood and children, and that not all children have the same opportunities to develop their potential. 
• It views children as happy, healthy, and confident; each child with a unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Thus, it is concluded that the ‘National Early Childhood Care and Education (ECCE) Policy aims to promote optimal development and active learning capacity of children below six years of age.

National education policy 2020:

• The Union Cabinet has approved the new National Education Policy (NEP), 2020 with an aim to introduce several changes in the Indian education system.
• The main goal of the school education regulatory system is to improve educational outcomes so that children can learn to implement the acquired knowledge and skills in their practical life.
• As a part of NEP, Early Childhood care and education aim to develop a child's emotional, social, and physical needs for a firm, wide-ranging foundation and attaining full potential for lifelong well-being.

Key Points

Important features of Early Childhood Care and Education (ECCE):​

• ECCE (Early Childhood Care and Education) ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, painting and other visual art, craft, drama and puppetrt.
• The overall aim of ECCE will be to attain optimal outcomes in the domains of physical and motor development, cognitive development, and the development of communication and early language, literacy, and numeracy.
• It also includes a focus on developing social capacities, sensitivity, good behavior, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation and comprises alphabets languages, numbers, counting, etc.
• ECCE has the potential to give all young children such access, enabling them to participate and flourish in the educational system throughout their lives.

Hint

• Presently, quality ECCE is not available to crores of young children, particularly children from socio-economically disadvantaged backgrounds.
• Universal provisioning of quality early childhood development, care, and education must thus be achieved as soon as possible, and no later than 2030, to ensure that all students entering Grade 1 are school ready.

Hence, it could be concluded that the overall aim of ECCE will be to attain optimal outcomes in the domains of physical development is not an important feature of ECCE (Early Childhood Care and Education).

The programmes of early childhood care and education should be holistic in nature rather than providing nutrition, health and education services as piece-meal services. There are a number of these programmes being run in our country as well as in other developing countries. It is important to learn not only from one's own experience but also from that of others.

Key Points

• Recognising the holistic nature of child development, viz., nutrition, health and social, mental, physical, moral and emotional development, Early childhood Education will receive high priority.
• An ECCE programme must be holistic in nature. Further, to increase its practical viability and success, logical, implementable combinations can be tried. For instance, child care can be attached as a service to existing income-generating programmes for women.
• In most of the ECCE programmes in our country, the education component is either very low or is formal and focusses on the 3 R's (reading, writing and arithmetic). More effort is required to emphasise to families and early childhood workers, the value of play and the use of informal methods of education for young children.
• Early childhood education must essentially be through the play-way method and activity-based approach. Gradually the same should be integrated into primary schools as well, at least for the first couple of years, for better quality education and improved retention rates.

Hence, we can conclude that Early childhood Care &Education is a programme that is focused on the holistic development of the child.

Objectives of Early Childhood Education: The aim of Early Childhood Care and Education (ECCE) is to facilitate the optimum development of the child’s full potential and lay the foundation for all-round development and lifelong learning.

Key Points 
This aim is to be achieved by enabling the child to:

• Develop a positive self-concept.
• Establish a sound foundation for a good physique, adequate muscular coordination, and basic motor skills.
• Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment.
• Enhance verbal and non-verbal communication skills which would facilitate the expression of thoughts and feelings in fluent, correct, clear speech.
• Develop the five senses and cognitive skills and concepts which are the foundation for higher-order thinking and reasoning.
• Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions.
• Develop independence, aesthetic appreciation, and creativity by providing a child with sufficient opportunities for self-expression and active exploration, investigation, and experimentation.
• Make a smooth transition from preschool to primary through the development of emergent literacy and school readiness. 

Hence, we conclude that early childhood education involves all sorts of development.

The term ECCE comprises of three key terms:- ‘Early Childhood’, ‘Care’, and ‘Education’. Early childhood is the period from birth to six years. The importance of ECCE has been recognized globally as well. It started in 1989 with the 'United Nations Convention on the Rights of the Child' (UNCRC) which is an international agreement for child rights. It intended to protect and promote the wellbeing of children in terms of their survival, health, education and protection.

Key Points The 'World Conference on Education for All' held in Jomtien, Thailand in 1990 emphasized that ‘learning begins at birth’ and promoted early care and education as a must that needs to be provided through the involvement of families and communities. 

• In addition, the 'World Education Forum' held in Dakar, Senegal in April 2000 also reiterated the importance of ECCE. It reaffirmed that education is a fundamental human right, and set objectives for achieving 'Education For All' (EFA) goals to ensure basic education for all children.
• 'World Education Forum' held in 2015 at Incheon, Republic of Korea, set up the goal for sustainable development recognizing the important role of education as a main driver of development by 2030. The Sustainable Development Goal 4 targets that, “by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education, so that they are ready for primary education”.

Hence, we conclude that for the first time, in the global context, the ECCE got recognition with ​United Nations Convention on the Rights of the Child.

National Education Policy 2020 (ECCE)

The overarching goal will be to ensure universal access to high-quality ECCE across the country in a phased manner. Special attention and priority will be given to districts and locations that are particularly socio-economically disadvantaged.

Key Points

ECCE shall be delivered through a significantly expanded and strengthened system of early-childhood education institutions consisting of

• Standalone Anganwadis;
• Anganwadis co-located with primary schools;
• Pre-primary schools/sections covering at least age 3 to 6 years co-located with existing primary schools; and
• Stand-alone pre-schools - all of which would recruit workers/teachers specially trained in the curriculum and pedagogy of ECCE.

Hence, we can conclude that both statements are true.

This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG 4, while building upon India’s traditions and value systems.

Key Points

•  In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education (ECCE) from age 3 is also included, which is aimed at promoting better overall learning, development, and well-being.
• The special features of NEP 2020 includes:
  • ​​Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade 12.
  • Establishing the National Mission on Foundational Literacy and Numeracy.
  • Emphasis on promoting multilingualism and Indian languages.
  • Setting up of State School Standards Authority (SSSA).
  • A separate Gender Inclusion fund and Special Education Zones for disadvantaged regions and groups.
  • Holistic Multidisciplinary Education with multiple entry/exit options.
  • Setting up of National Research Foundation (NRF).
  • Internationalization of Education.

The correct answer is a, b and c.

Additional Information

• Previous Education policies :
  • National Education Policy, 1968
  • National Education Policy, 1986

Important Points

• Education :
  • Concurrent subject
  • Article 21 (A) -  The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.
  • Right of Children to Free and Compulsory Education Act, 2009 (RTE Act)

Key Points 
National Education Policy 2020

1. Early Childhood Care and Education: The Foundation of Learning

• ECCE shall be delivered through a significantly expanded and strengthened system of early-childhood education institutions consisting of
  • Stand-alone pre-schools.
  • Pre-primary schools/sections covering at least age 5 to 6 years co-located with existing primary schools 
  • Anganwadis co-located with primary schools
  • Standalone Anganwadis
• For universal access to ECCE, Anganwadi Centres will be strengthened with high-quality infrastructure, play equipment, and well-trained Anganwadi workers/teachers.
  • Every Anganwadi will have a well-ventilated, well-designed, child-friendly and well-constructed building with an enriched learning environment.
  • Children in Anganwadi Centres shall take activity-filled tours - and meet the teachers and students of their local primary schools, in order to make the transition from Anganwadi Centres to primary schools a smooth one.
• It is envisaged that prior to the age of 5 every child will move to a “Preparatory Class” or “Balavatika” (that is, before Class 1), which has an ECCE-qualified teacher.
  • The learning in the Preparatory Class shall be based primarily on play-based learning with a focus on developing cognitive, affective, and psychomotor abilities and early literacy and numeracy.
  • The mid-National Education Policy 2020 8-day meal programme shall also be extended to the Preparatory Classes in primary schools.
  • Health check-ups and growth monitoring that are available in the Anganwadi system shall also be made available to Preparatory Class students of Anganwadi as well as of primary schools.

Hence, we can conclude that It is envisaged that prior to the age of 5, every child will move to a  Balavatika or Preparatory class before Class 1, which has an ECCE-qualified teacher.

The aim of Early Childhood Care and Education is to facilitate the optimum development of the child’s full potential and lay the foundation for all-around development and lifelong learning. While parents and home have the main responsibility for the welfare of the child, a strong partnership between the community and the ECCE centers is important for the well-being of the child and in achieving the following objectives.

Key Points

• A National Curricular and Pedagogical Framework for early childhood education for children up to the age of 8 will be developed by NCERT, in two parts, namely, a sub-framework for 0-3 years, and a sub-framework for 3-8 years.
• The overall aim of ECCE will be to attain optimal outcomes in the domains of physical and motor development, cognitive development, socio-emotional-ethical development, cultural/artistic development, and the development of communication and early language, literacy, and numeracy.
• Enable a sound foundation for the physical and motor development of each child- as per each child’s potential
• Imbibe good nutrition routines, health habits, hygiene practices, and self-help skills
• Enable children to effectively communicate and foster both receptive and expressive language
• Promote the development and integration of the senses
• Enhance the development of pro-social skills, social competence, and emotional well-being.
• Develop a sense of aesthetic appreciation and stimulate creative learning processes.

Thus, it is concluded that NCERT developed the National Curricular and Pedagogical Framework for ECCE.

The Ministry of Women and Child Development formulated a comprehensive training strategy for different functionaries of ICDS such as Anganwadi Workers, Supervisors, Child Development Project Officers, Medical Officers, Paramedical Staff, etc.

Important Points

The ECCE functionary who provides ICDS services at Anganwadi Centre is known as Anganwadi Worker.

• Services in the Anganwadi center, which runs with the help of the Anganwadi worker.
• The Anganwadi worker assists the health functionaries in the coverage of the target population for immunization.
• She helps in the organization of fixed day immunization sessions, which now have become "Mother-Child Protection Days".
• She maintains immunization records of ICDS beneficiaries and follows up to ensure full coverage. 
• The Anganwadi worker is assisted by a helper in the implementation of the program.
• The activities at the center are supervised by a supervisor who reports to the Child Development Project Officer who is overall in charge of the implementation of the program in the community development block.

Hence, we can conclude that The ECCE functionary who provides ICDS services at Anganwadi Centre is known as Anganwadi Worker.

NATIONAL EDUCATION POLICY:

• NEP 2020 is the third education system in the history of independent India after the policy of 1968 and the second policy of 1986.

• It is an ambitious and futuristic policy that ensures opportunities for children to hone their talents by fixing the lacunae in the education system.
• The Union Cabinet has approved the new National Education Policy (NEP), 2020 with an aim to introduce several changes in the Indian education system

Key Points

• ECCE (Early Childhood Care and Education) ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colors, shapes, etc.
• The overall aim of ECCE will be to attain optimal outcomes in the domains of physical and motor development, cognitive development, and the development of communication and early language, literacy, and numeracy.

Steps to prepare an initial cadre of high-quality ECCE teachers in Anganwadi:

• Current Anganwadi workers/teachers will be trained through a systematic effort in accordance with the curricular/pedagogical framework developed by NCERT.
• Anganwadi workers/teachers with qualifications of 10+2 and above shall be given a 6-month certificate program in ECCE
• Teachers with lower educational qualifications shall be given a one-year diploma program covering early literacy, numeracy, and other relevant aspects of ECCE.
• The ECCE training of Anganwadi workers/teachers will be mentored by the Cluster Resource Centres of the School Education Department which shall hold at least one monthly contact class for continuous assessment.
• In the longer term, State Governments shall prepare cadres of professionally qualified educators for early childhood care and education, through stage-specific professional training, mentoring mechanisms, and career mapping.
• Necessary facilities will also be created for the initial professional preparation of these educators and their Continuous Professional Development (CPD).

Hence, it could b concluded that teachers with higher educational qualifications shall be given a one-year diploma program covering important aspects of ECCE is not true regarding training of high Quality ECCE teachers in Anganwadi.

The term ECCE comprises of three key terms:- ‘Early Childhood’, ‘Care’, and ‘Education’. Early childhood is the period from birth to six years.

• According to the National Policy on ECCE, 2013, there are three sub-stages of early years, each with its own age-specific developmental priorities. These sub-stages are: (a) conception to birth (b) birth to three years and (c) three to six years. 
• By ‘Care’ we mean providing love and affection and ensuring a healthy, hygienic, protective and stimulating environment for all children. ‘Education’ is a process of acquiring knowledge, skills, attitudes and values through exploration, experimentation, observation, participation and interaction.
• All such experiences help children learn more about themselves and the world around them. Thus, ECCE refers to providing care including health and nutrition as well as early learning opportunities to all young children.

Broad objectives of the Early Childhood Care and Education programme are to:

• Ensure each child is valued, respected, feels safe and secure and develops a positive self-concept
• Enable a sound foundation for physical and motor development of each child- as per each child’s potential
• Imbibe good nutrition routines, health habits, hygiene practices and self-help skills
• Enable children for effective communication and foster both receptive and expressive language
• Promote development and integration of the senses
• Stimulate intellectual curiosity and develop a conceptual understanding of the world around by providing opportunities to explore, investigate and experiment
• Enhance development of pro-social skills, social competence and emotional well being
• Develop a sense of aesthetic appreciation and stimulate creative learning processes.
• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.
• Enable a smooth transition from home to ECCE centre to formal schooling
• Enhance scope for overall personality development 

Hence, we conclude that all the above points are objectives of ECCE.

Additional Information

ECCE is an integrated programme consisting of various components which together contribute to the development and wellbeing of children. These are: 

• Health, Nutrition and Hygiene
• Care and Protection
• Early Stimulation
• Early Learning 

Key Points

Launched in 1975, Integrated Child Development Scheme (ICDS) is a unique early childhood development program, aimed at addressing malnutrition, health, and also development needs of young children, and pregnant and nursing mothers. ICDS consists of 4 different components, namely:

• Early Childhood Care Education & Development (ECCED)
• Care & Nutrition Counselling
• Health Services
• Community Mobilisation Awareness, Advocacy & Information, Education, and Communication 

The ICDS, Centrally Sponsored Scheme, is anchored by the Ministry of Women and Child Development (MoWCD), Government of India (GoI).

Hence, we conclude that teacher education is not included in the components of ICDS.

A National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) 

• It is made for children up to the age of 8 and divided into two parts:
  • A sub-framework for 0-3 year-olds
  • A sub-framework for 3-8 year-olds

Key Points

• The curriculum delivered through a significantly expanded and strengthened system of institutions including Anganwadis and pre-schools that will have teachers and Anganwadi workers trained in the ECCE pedagogy and curriculum.
• The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.
• In particular, the numerous rich local traditions of India developed over millennia in ECCE involving art, stories, poetry, games, songs, and more will also be suitably incorporated.
• The framework will serve as a guide both for parents and for early childhood care and education institutions.

Hence, we can conclude that a National Curriculum Pedagogical Framework for early childhood divides into two parts.

A good quality Early Childhood Care and Education (ECCE) programme engages young children in a variety of theme-based experiences, inspiring them to explore their immediate world. Theme based integrated ECCE programmes create activities and experiences around an idea or theme and offer many opportunities where young children learn in enabling environments that are stimulating, emotionally supportive and inclusive. Theme based learning nurtures holistic development in every child and empowers them to use their capacities to become successful learners.  

Key Points

The purpose of evaluation at the preschool stage is not to label a child as ‘pass’ or ‘fail’. The program evaluation team should take the following steps first as it begins the process of conducting a comprehensive evaluation of an early childhood program-

• Reviewing the program's current philosophy-
  • Such studies yield requisite data and background information about learners including their instructional needs. These needs, which emerge from such field studies, are called the felt needs of that particular learner group. Reviewing teachers and employers can also help to indicate what they perceive to Existing data analysis: be the needs of certain learner groups. 
• Goals- 
  • National and social goals as enshrined in the 8 constitutions, policy documents and articulated by National Education Policies, social actions, religious and cultural groups influence curriculum, For instance, Course Design: Basics if the societal goals are to promote values like curriculum development & to give it due consideration. 
• Objectives- In general, educational objectives serve various purposes. Important among them are as follows:
  • Objectives help us to define and indicate the general direction of the curriculum.
  • Objectives help us to define, select and concretize the final shape, size structure, sequence and relevance of curricular content and coursewares for particular groups of learners and for specific levels of instruction.  

Thus from the above-mentioned points it is clear that reviewing the program's current philosophy, goals, and objectives are the steps should a program evaluation team take first as it begins the process of conducting a comprehensive evaluation of an early childhood program.

The programmes of early childhood care and education should be holistic in nature rather than providing nutrition, health and education services as piece-meal services. There are a number of these programmes being run in our country as well as in other developing countries. It is important to learn not only from one's own experience but also from that of others.

Important Points

Evaluating Early Childhood care and Education centre includes:

• Evaluating Cleanliness and Hygiene: At the early childhood stage maintaining cleaniness and hygiene is the most important component of ECCE centres. For evaluation of this component, the centers organize various activities to maintain cleanliness and hygiene facilities in the school.
• Evaluating Curriculum: For the evaluation curriculum, the observation techniques are used for the up gradation and effective implementation.
• Evaluating Space and Play Material: At the early childhood stage, most of the activities are deal with the play-way method, for this enough space and playing material is required to fulfill the needs of the child.

Hence, we can conclude that all of the above statements are correct regarding Evaluating Early Childhood care and Education.

Objectives of Early Childhood Education: The aim of Early Childhood Care and Education (ECCE) is to facilitate the optimum development of the child’s full potential and lay the foundation for all-round development and lifelong learning.

Key Points

This aim is to be achieved through enabling the child to:

• Develop a positive self-concept.
• Establish a sound foundation for a good physique, adequate muscular coordination and basic motor skills.
• Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment.
• Enhance verbal and non-verbal communication skills which would facilitate the expression of thoughts and feelings in fluent, correct, clear speech.
• Develop the five senses and cognitive skills and concepts which are the foundation for higher-order thinking and reasoning.
• Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions.
• Imbibe values, social attitudes and manners important in his/her socio-cultural context and to become sensitive to the rights and privileges of others.
• Develop independence, aesthetic appreciation and creativity by providing a child with sufficient opportunities for self-expression and active exploration, investigation and experimentation.
• Make a smooth transition from preschool to primary through the development of emergent literacy and school readiness. 

Hence, we conclude that the developmental objectives in the curriculum framework for early childhood development is towards all the above points.

Integrated Child Development Services (ICDS) Scheme: The scheme was launched on 2nd October 1975. The Integrated Child Development Services (ICDS) Scheme is one of the flagship programs of the Government of India and represents one of the world’s largest and unique programs for early childhood care and development.

Important Points

In the government sector, Integrated Child Development Services (ICDS) is the world‟s largest program imparting ECCE. 

Key Points

• Objectives of the scheme-
  • Improvement in the health and nutritional status of children 0-6 years and pregnant and lactating mothers.
  • Reduction in the incidence of their mortality and school drop out.
  • Provision of a firm foundation for proper psychological, physical and social development of the child.
  • Enhancement of the maternal education and capacity to look after her own health and nutrition and that of her family.
  • Effective co-ordination of the policy and implementation among various departments and programs aimed to promote child development.
• Beneficiaries are- 
  • Children 0-6 years
  • Pregnant and Lactating mothers
  • Women 15 - 44 years 

Hence, we can conclude that the largest government-run program for Early Childhood Care and Education is Integrated Child Development Services Scheme.

Additional Information

• The Sarva Shiksha Abhiyan (SSA), the latest of all such programs, subsumes the strategies and programs, aimed at achieving universal elementary education of eight years.
• Rajiv Gandhi National Crèche Scheme for the Children of Working Mothers which provides daycare facilities to the children in the age group of 0-6 years from families with a monthly income of less than Rs. 12,000/-
• Meal Programme (MDM) is also called the school lunch or school meal program. As the name indicates, the children attending elementary sections of schools are the chief beneficiaries.