Welcome

to

My presentation
 Central University of Kashmir
Name Ziya Aslam

Enrollment no. 2129CUKmr46

Semester/ batch Ist/2021

Course Integrated B.ED-M.ED

Paper title Early Childhood Care and Education

Topic ECCE in India (pre-post independence)

 Table of contents
 What is ECCE
 What is ECE
 ECCE in pre independent India
 ECCE in post independent India
 Conclusion
 References
 What is ECCE
Early childhood, defined as the period from birth to eight years old, is a time of remarkable
growth with brain development at its peak. During this stage, children are highly influenced by
the environment and the people that surround them.

Early childhood care and education (ECCE) is more than preparation for primary
school. It aims at the holistic development of a child’s social, emotional, cognitive and
physical needs in order to build a solid and broad foundation for lifelong learning and
wellbeing. ECCE has the possibility to nurture caring, capable and responsible future
citizens.
 What is ECE
Early childhood education (ECE) programs include any type of educational program that
serves children in the preschool years and is designed to improve later school performance

Early Childhood Care and Education in Indian context is generally defined as the care and
education of children from birth to eight years. It includes;
1. Early stimulation programmes through creches/homes stimulation for 0-3 years old
2. Early Childhood Education (ECE) programmes for 3-6 years old (in anganwadis, balwadis,
nurseries, preschool etc)
3. Early Primary Education Programmes as part of Schooling for 6-8 years old
 ECCE In Pre Independent India
 Till 19th century no organized preschool exist in India
 From early 17th century child rearing was according to socio-religious patriarchal norms and
was confined to male member, high caste
 British and Scottish missionaries introduced infant schools in later part of 18 th century in
western and southern region of India
 In 1916, for the first time nursery school was started by Gijubhai Badheka
 later the trained teachers attempted to develop an indigenous educational system that
integrated the basic Gandhian philosophy with the educational principles and scientific
pedagogy of Montessori, Gijubhai Badheka, and Tarabai Modak and established the Nutan Bal
Shikshan Sangh(1925). A training centre started at Bhavnagar, by Gijubhai, later Tarabai at Dadar
in Bombay.
 Vikasawdi(Development center),main aim life long education,skill development and women
development
 Mahatma Gandhi was the first who introduced the scheme of education for very young children
which he called pre–basic education
 Some schools were established by various social workers, educational reformers and pioneers
being Tarabai Modak, Nannabai Bhatt
 Madam Maria Montessori who came to India in1939. Influenced by her, Annie Basant and
Rukmani Arundal helped Montessori to set up a teacher training centre at Adayar, near Madras.
Many of the early childhood educators received training and spread the movement of early
continued
 In 1945, Tarabai Modak, took the preschool movement to village, started Bal Shikshan Kendra
for the education of rural children and she named it as ‘Balwadi’, meaning children’s garden,
i.e. bal means children and ‘wadi’ means a garden
 The term Balwadi is now commonly used in all Indian languages for a preprimary class
conducted in villages or backward localities in cities. Later these balwadis were started in a
tribal habitation. Thus during the pre-independence period, the efforts to promote early
childhood education were largely confined to the voluntary sector from the government.
 The influence of the visit of Montessori was evident in the country in 1944, Sargent report has
mentioned the importance of ECCE
 In 1946, Kasturba Gandhi trust was set up with the aim of training women workers for
Balwadis
 ECCE in Post Independent India
 In the post Independence period too, preschool education drew support largely from the private and
voluntary sectors. Through many official committees, plans and commissions made valuable
suggestions on the value and content of preschool education, no substantial allocations or systematic
efforts for implementation of these suggestions were made.
 The Indian Council for Child Welfare (ICCW) was set up in 1951 and the Central Social Welfare Board
(CSWB) was set up in 1953. 'With the initiation of the Five Year National Plans in 1950, the
government started playing a more positive role in promoting the development of families and
children.
 Between 1960 and 1975 several National Commissions and Committees were appointed to examine
the state of programs and services being provided for young children's care, education, nutrition and
health.
 In 1974 the National Children's Policy was passed by parliament and the National Children's Board
came into existence thereafter. However none of these developments had any serious impact on
early childhood care and education policies
 It was only with the Fifth Five Year Plan that a major breakthrough was made with the launching of
the Integrated Child Development Scheme (ICDS), which has become the world's largest attempt to
provide a comprehensive package of services to the most vulnerable population of the country.
Continued

 In 1986 the National policy on Education (NPE) was approved by the Parliament and a Plan of Action
(POA). It recommended a holistic approach of providing programs aiming to foster nutrition, health,
physical, socio-emotional and mental development of children.
 The early childhood care and education programme was conceived as a means of strengthening the
base of primary education. The policy also made a commitment that day care centres would be
provided in the proximity of primary schools so as to enable girls, taking care of these younger
siblings, to attend school. The crucial need of women, working to earn their living was accepted and
creches and day care centres were seen as a social support for these working women.
 In 1990 another committee was appointed to review the 1986 NPE. This review committee expressed
grave concern over the fact that despite the earlier POA's target of attaining 2.5 lakh centres by 1990
had been achieved only 15% of the target population of 3-6 years had been able to derive the benefit
of early education and only 10% of the 0 to 6 year age group had been covered by any element of
child care services at all.
 continued
 In July 2020, the Ministry of Education released the new National Education Policy, where schooling
begins with the inclusion of ECCE from age 3. The policy states "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.“
 The three years of ECCE and early primary grades (Classes 1 and 2) are proposed as a continuum of
learning and referred to as the foundational stage of school. The NEP 2020 recommends four
models for implementation of quality ECCE, these are anganwadi centers in communities;
anganwadi centers located within school premises, pre-primary sections in schools and standalone
pre-schools.
conclusion
A brief review of pre and post independence initiatives in the area of pre school
education clearly indicates the following awareness and gradual rise in private
and governmental efforts. Pre school education is now a part of the total Early
Childhood Education(ECE).As per the latest documents ECE in India will ensure
good:
 Basic learning conditions for children
 Professionally trained teachers
 Basic infrastructure
 ECCE curriculum
 All round development of children

Thank you
References
 https://en.unesco.org/themes/early-childhood-care-and-education

 https://vikaspedia.in/education/teachers-corner/early-childhood-education/overview-of-
early-childhood-education

 http://www.healthofchildren.com/E-F/Early-Childhood-Education.html

 http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/home_science/
10._early_childhood_care,_education_and_development/16._ecce_in_india-
_ecce/ece/ecd/et/6718_et_et.pdf

 Verma, Amita (1994). Early childhood care and education in India.

International Journal of Early Years Education, 2(2), 31–
42. doi:10.1080/0966976940020103 
 http://www.ecce.eu/our-mission/#:~:text=the%20right%20to%20living%20conditions,suited%20to
%20their%20individual%20potential. Conclusions
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