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Early Learning Standards : The Indian Case

Early Learning Standards : The Indian Case. Definition: Early Learning Standards. “expectations for the learning and development of young children ” (NAEYC, National Association for the Education of Young Children )

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Early Learning Standards : The Indian Case

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  1. Early Learning Standards : The Indian Case

  2. Definition: Early Learning Standards • “expectations for the learning and development of young children” (NAEYC, National Association for the Education of Young Children) • “set of standards of what children are expected to know and be able to do” (ARNEC, Asia-Pacific Regional Network for Early Childhood)

  3. Rationale • Expectations vary dramatically • experts (developmentally appropriate goals) • teachers/ anganwadi workers (learn to read & write, recognize letters, learn to come to school neat & clean, survive competition, know ‘good’ language, know rhymes) • parents (learn to sit quiet, follow instructions, to learn, to study)

  4. …continued • To reorient ECCE to developmental outcomes rather than academic outcomes • To structure assessment tools & strategies • To use criteria based assessment to develop curriculum differentiate teaching for different age groups • Help to track progress of children and programs • Enables national organisations to collect data, compare, inform and advocate

  5. Development process • Five phases (ARNEC) • Orientation • Writing • Validating • Implementing • Reviewing/ Revisiting

  6. Benefits • Precision – give perspective to curriculum, instruction and practices • Clarity in outcomes – scaffold appropriate and educationally beneficial experiences • Consensus – discussion amongst stakeholders • Equitable outcomes – children from adverse life situations would not be left behind in school readiness

  7. Challenges • Rigid, culturally and educationally narrow standards • Positing responsibility on children rather than on programme • Labeling children, retention of children or taking away educational services • Children from cultural & linguistic disadvantages at higher risk of being labeled • Blaming children for their failure

  8. Dilemmas and questions? • Should ELS be categorized by domains? What are the other better ways to categorize? • Is it helpful to have age distinctions? • Is it helpful to show linear progression when we know that development is not linear?

  9. Dilemmas and questions? • Is a detailed ELS helpful for anganwadi workers who have limited training in early childhood development? • How do we address variation in culture, language, and socio-economic background?

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