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Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? for Banking Exams 2024 is part of Banking Exams preparation. The Question and answers have been prepared according to the Banking Exams exam syllabus. Information about Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? covers all topics & solutions for Banking Exams 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer?.

Solutions for Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? in English & in Hindi are available as part of our courses for Banking Exams. Download more important topics, notes, lectures and mock test series for Banking Exams Exam by signing up for free.

Here you can find the meaning of Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer?, a detailed solution for Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? has been provided alongside types of Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions: Read the following passage carefully and answer the question. Certain words/phrases are given in bold to help you locate them while answering the question.Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.It was heartening, therefore, to see a chapter devoted to "Foundational Literacy and Numeracy" in the draft National Education Policy, 2019. [A] The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as "emergent literacy", has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.Another concern is that the recommendations are based on generic theories of early childhood education, such as multiple age groups learning together in flexible, play- and activity-based ways. They don't draw upon ideas specific to the teaching and learning of early literacy. [B] Early literacy requires a "balance" for helping children to acquire the script, and engaging them with higher order meaning making. It also requires knowledge of a variety of pedagogical approaches, such as reading aloud to children, guiding children in their efforts to read and write, encouraging independent exploration, helping them learn about different genres of texts, and so on. Further, it needs a balance of materials — moving beyond textbooks and workbooks to high quality children's literature, material created by the children themselves, and the like.Teachers need to know how to differentiate instruction for learners at different levels and how to provide specific help to students who are struggling. This also requires sufficient time — an average of two-three hours per day, as per the recommendations of the Ministry of Human Resource Development (MHRD). While it may be beyond the scope of a policy document to detail specific curricular and pedagogical approaches, it must provide sufficient direction for a national curriculum framework to pick up from — in this case, it should signal the need for a balanced and comprehensive approach to foundational literacy and knowledgeable teachers for its implementation. Earlier documents addressing this issue (for example, MHRD's Padhe Bharat, Badhe Bharat, 2014, and Ambedkar University's position paper on Early Language and Literacy in India, 2016) have been far more specific in recommending a comprehensive approach with expanded time, and a balance of goals, methods and materials.What aspect(s) of the National Literacy Policy, 2019 has/have been appreciated by the author?a)A chapter being specially dedicated to foundational literacy and numeracyb)The special importance it gives to mother tongue based learningc)The connection it aims to establish between pre-primary and primary educationd)Only (b) and (c)e)All of theseCorrect answer is option 'E'. Can you explain this answer? tests, examples and also practice Banking Exams tests.