The Development of

NINETH
Early Childhood Care
and Education in India
‘ONE-DAY’ ANNUAL
through an eye of
CONFERENCE OF
BET TEACHERS
NCF-2022
February 25, 2023 Presented
Birla
by
Shish
Mr. Pavan Principal u Pilani
Vashishth Vihar
a
About the National Curriculum Framework

National Curriculum Framework (NCF) for the Foundational Stage

Developed to enable implementation of the National Education Policy (NEP) 2020

Helps develop diverse Curricula in the country, while enabling consonances & harmony
across the country and providing a basis for quality and equity.

Positively transforming the school education system of India as envisioned in NEP

Objective 2020, through corresponding positive changes in the curriculum including pedagogy.

Developed for Provides details

Lays down the and guidelines for
Characteristics Teachers and
1. 2. new vision for 3. quality education
of this NCF
Practitioners in schools at Foundational
education stage
National Curriculum Framework (NCF) for the Foundational Stage

Five years of flexible, multilevel, play and activity-

01 based learning for children from Ages 3 to 8
“First ever integrated
Curricular Framework for
Based on cutting-edge research from across children from Ages 3 to 8 in
02 the world the country

Rooted in India’s deep traditions and

03 knowledge

04 Guide for Teachers and other Practitioners

Enables holistic development of all our children

05 across institutions - Schools, Anganwadis,
Balvatikas, Preschools
Fundamental Principles of the NCF

Every child is capable of learning

Families and Schools are
partners in children’s Care is central to learning
learning

Continuous opportunities for

children to experience, Each child is different and
explore, and experiment with grows, learns, and
the environment are develops at their own
important for learning pace

Play and activity are primary Children learn through

ways of learning and Children learn best when they are observation, imitation,
development respected, valued, fully collaboration and concrete
involved in the learning experiences
process
Early Childhood Care and Education (ECCE)
ECCE is defined as the care and education of children from birth to eight years & is the focus of this NCF

3-6 Years: Early Childhood

Primarily at home (Age 0-3) Education Programmes
(Anganwadis, Balvatika)
ECCE
Foundational stage – Mostly in
6-8 Years: Early Primary classes
Institutional Settings (Age 3-8)
in Schools (Grade 1 & 2)

This National Curriculum Framework aims to address the Foundational Stage in institutional settings,
within the overall context of ECCE
Quality ECCE leads to
holistic development:

Brain School Improved Overall growth

Learning Employability
Development Preparedness of the country
Outcomes
Curricular Goals

Physical Development
Language and Literacy
1 Development

4 6 Positive
Learning Habits

5
Aesthetic and
2 3 Cultural
Social-Emotional & Cognitive Development
Ethical Development Development
This NCF comprises 13 Curricular Goals for Foundational Stage divided in 6 Domains mentioned above
 Approach to Language Education and Literacy
Reading and Writing in child’s home language
Medium of Instruction
in child's home
language
Since children learn concepts
most rapidly and deeply in
their home language, the
primary medium of instruction
would optimally be the child’s
home language/ mother
tongue/familiar language in
the Foundational Stage.
The concept of reading and
writing is initially developed
4
through the home language
whenever possible.
3 Becoming Independent Reader
and Writer
2 Once the concept of reading and
writing is developed in a child in
1 Exposed to multiple oral
languages
home language, use of additional
scripts can be gradually
introduced. The aim is to be an
Children should be exposed to and immersed in
independent reader and writer by
multiple oral languages from an early age. Schools
age 8 (Grade 3).
will aim to ensure the presence of Teachers, and
parents so that at least two or preferably three
languages present with children on a regular basis .
Approach to Numeracy

Adoption of various approaches to teach mathematics to students in a playful way:

Developing mathematical abstract ideas (concepts) through concrete experience
ENGLISH LANGUAGE PROFICIENCY STANDARD (ELPS)
Connecting mathematics learning with children’s real-life and prior knowledge

Mathematics as a problem-solving tool

Using Mathematical talk, communication, and reasoning

 
Developing a positive attitude towards learning mathematics

Areas of Mathematics Learning in the Early Years

Basic Shapes and

Number and
Mathematical Spatial Patterns Measurement Data Handling
its Relations
Operations Understanding
Organizing Content and Learning Material

Sensorially engaging - encourages children to examine and explore

using all their senses

Drawn largely from the context of the child

Cater to different needs and levels of children

Emphasis on local material, made by Teachers and

children

Print-rich environment with range of reading material -

stories, poems, picture books

All grade 1 and 2 textbooks – language and math – will have

environmental awareness integrated in them
Choosing and Organising Content
TLMs and Learning Environment
Content for Language, Maths and Art

Worksheets/Workbooks

Children’s literature

Audio-Visual Material

Flashcards

Ways of Organising Content

Project-based Story-based Theme-based Eclectic

Approach Approach Approach Approaches
 Assessment Considerations for Foundational Stage
Assessment for Furthering Learning
Should be a reliable source of information
Should allow for diversity in children and in
Purpose their learning
Should not contribute to any additional
burden for the child & teacher
Identify the needs, preferences, and interests of the child to identify
developmental challenges or learning difficulties the child might be facing

Give the Teacher an insight into the learning achievement of the child

Methods & Tools of Assessment

Documenting & Communicating
Method 1:Systematic observation for Assessments
assessment
Suggested Tools: Teachers can use tools such
ACTING UPONOFTHE Teacher Narrative
as anecdotal records, checklists, and event ELICITING EVIDENCES CHILD
ANALISING & INTERPRETITING Summary: Anecdotal records,
sampling to record their observation EVIDENCES
LEARNING
THE EVIDENCES
event samples, checklists,
Method 2: Analysing artefacts
Suggested Tools: Compilation of artwork and
portfolios, worksheets
activity sheets, collection of artefacts from field
trips Holistic Progress Cards:
Assessments done by the
Flow for analysing a child’s response/ Teacher,observations by
responses
parents & self-assessments by
children
Pedagogy

Children enjoy
Children blossom learning through Four Block
Important Considerations
for planning:
when there is a several ways - approach of Creating classroom
Panchaadi, a five-step learning Positive talking, listening, teaching for norms with children
process, Differentiated relationships using toys, Literacy around Self-
Instruction, Scaffolding and between Teacher, painting and Discipline and
Instruction and
Gradual Release of Family, and drawing, singing, Classroom behaviour
Responsibility Communities Mathematics
dancing, running
and jumping

PLANNING FOR BUILDING POSITIVE LEARNING STRATEGY FOR LITERACY CREATING POSITIVE
TEACHING RELATIONSHIP THROUGH PLAY & NUMERACY CLASSROOM CULTURE
 Play

Pedagogy

Interaction Environment

Leading to make children

Active and Engaged Learners
 Free Play Guided Play Structured Play

Roles Child – led Child –led Teacher –led

Child directed Teachers supported Children actively
Participate

What do Children decide all Children plan and Children actively

Children aspects of their lead their own play, listen, follow rules,
do? play –what to similarly as they do participate in
play, how to play during free play. activities and games
it, for how long to planned by
play, with whom Teachers.
to play.
 Free Play Guided Play Structured Play
What do Teachers organize Teachers offer Teachers carefully
Teachers a stimulating play support and actively plan activities and
do? environment in facilitate play. games with specific
classroom, observe Teachers guide the rules to promote
children, and help children in different competencies in a
when children ask tasks that they are learning sequence.
for support. involved in, ask Language and
questions, play with mathematics games,
the children to meet nature walks, songs
specific learning and rhymes are
objectives. planned on a daily
basis.
Sr. No. Type of Play Examples
1. Dramatic Play / Use a small stick for a horse to dramatize a
Fantasy Play story.
Acting like family members, Teachers,
Doctors.
Dramatizing a favourite character, e.g.,
Jhansi ki Rani, Rani Chennamma, Chota
Bheem, Shaktimaan.
2. Exploratory Play Jodo, Todo, Phir Jodo – dismantling and
assembling objects (e.g. clock, toilet flush, tricycle)
Experiments with instruments (e.g., magnets,
prism, magnifying glass, Mixing dals chana, rajma
and sorting.
Sand play, Water play.
Sr. No. Type of Play Examples
3. Environment / Small Using miniature animals, furniture,
world play kitchen set, doctor set to recreate the real
world and engage with it.
Nature walk identifying trees, plants,
insects, birds, animals, sounds, colours.
4. Physical Play Exploring the body through music,
movement, dramatization, outdoor play
balancing, games.
5. Games with Rules Hopscotch (Kith Kith, Stapu, Langdi),
Tag, Snakes and Ladders, Chaupad,
Spinning tops (Lattu, Buguri),
Marbles(Goli), Kokla Chapaki, Pitthu,
Pallanguzhi.
 Organizing Time
To prepare organised activities that are play-based but
guided and structured
Purpose .Supporting language development as well as socio-emotional
and ethical development

Illustrative Daily Routine for Ages Illustrative Daily/Weekly Routine Annual School Calendar
3-6 for Ages 6-8

More structured and dedicated

Independent Activities for
time for literacy, numeracy Informative and
children: Circle Time, Story
and arts
Time, Concept Time/Pre- accessible annual plan
numeracy are Teacher-guided calendar detailing all
and Free Play important events to be
For a small group : Learning
shared
using materials & Allowing
children to choose their activity
Activities for ages 6-8
 Additional Critical Areas

1
Early identification of children who are ‘at risk’ for
developmental delays and disabilities is very
crucial for timely intervention
2 Ensuring physical and emotional safety of
children in schools and providing a secure
environment
Role of Foundational Role of Teachers
Stage Institutions Adult supervision must always be present
1. Learn as much as
possible about the No physical violence or corporal punishment with
1. Observe the child to
child.
understand the child’s
2. Setting goals for children
functioning
the child that are
2. Record daily or weekly
realistic and Adults must not bully, harass, or intimidate children
observation
achievable.
3. Share concern with
3. Make information even by implication or covertly.
parents and family.
as concrete as
4. Refer the child to an
possible. Teachers must intervene inappropriate behaviour
appropriate medical
4. Using a multi
professional
sensory approach. Zero tolerance of child sexual abuse.
5. focussed work with the
5. Sensitize other
child in school..
children to the Teachers and all other adults must be aware of child
situation
sexual abuse, and the POCSO Act
Connections to the Preparatory Stage

1 3

4
Gradual shift Begin to
from move from Assessment
Development concrete,
Domains to 2 through
sensorial some formal
Curricular Gentle move experiences tasks in
Areas from child-
(subjects) in to more addition to
led
the pedagogical
abstract structured
Preparatory exploration ideas, observation -
Stage to a more concepts continues to
formal be an
learning
integral part
environment
of classroom
process

5+3+3+4 Curricular and Pedagogical design necessitates continuity and change across Stages
Creating a Supportive Ecosystem

Ensuring an Appropriate Role of Academic and Role of Parents and

Environment for Learning Administrative Functionaries Community
●Principals contribute to shaping
●Ensure joyful and adequate ●Parents/family as co-partners
supportive and empowering culture
learning with schools to aid child
●Cluster/Block level functionaries
infrastructure/resources learning and development
provide critical feedback for ●Community can support in
●Suitable Pupil Teacher Ratio and
improvement/development
appropriate age of admission ensuring enrolment,
●Ensure presence of adequate
attendance, observations etc
teachers, TLM, access for SEDGs etc
Enabling and Empowering
Leveraging Technology
Teachers
●Requires a conducive teaching ●Technology can support in
environment, culture, and facilities accelerating capacity building,
●Teachers must be equipped enabling participation and
through adequate training, 03 engagement, and synergies
mentoring 02 04 among stakeholders
●Teachers are provided career ●Use cases: QR code textbooks,
progression and autonomy with 01 05 translation, disability screening
accountability etc
Recent Initiatives Taken By education
ministry
Add a Slide Title - 1
 In NIPUN BHARAT guidelines for
foundational literacy and numeracy mission,
the competencies for holistic development
of the child from 3 to 9 years are codified
under three developmental goals.
 • Children maintain • Children become
Development Goal 1

• Children

Development Goal 2
good health and involved learners

Development Goal 3
well-being
become and connect with
• To provide effective their immediate
experiences for communicators environment
physical and • To build the • To build
motor foundations for foundations of
development, numeracy, and
socio-emotional language and provide direct
development, literacy experience and
nutrition, safety, interaction with
hygiene and the physical,
sanitation social and natural
environment
 DG
Developmental Developmental Developmental
Goal 1 Goal 2 Goal 3

Gross Motor Skills Talking Sensory

Fine Motor Skills
&listening Development ,
Eye hand Reading with Cognitive
coordination
Comprehension Skills
Socio - Emotional
development Concepts
related to
Health & Nutrition
Hygiene
Writing with Environment,
purpose Number
Safety
Sense
 • VIDYA pravesh—guidelines for three-month
play-based school preparation module for
grade-i children, has been developed as per
the recommendations of the national
education policy (NEP) 2020.

• The document suggests three months or 12

weeks preparation as an interim measure until
the universal provisioning of quality early
childhood development, care and education is
achieved with a target to ensure that all children
entering grade-i are school ready at least by 2030
(nep 2020). VIDYA PRAVESH is an integral part of
NIPUN BHARAT—A national mission on
foundational literacy and numeracy (FLN
mission) of the government of india and well
aligned to the key competencies and the learning
outcomes of preschool 3 (balvatika)
 Family
• Learn joyfully,
maintain good
• Provision of health and well
stimulating safe , being , become
secure and joyful effective
learning • Warm, caring, communicators
environment , play • Become involved
based pedagogy supportive and
joyful learning learners and
• Opportunities for connect with
experimentation ,e environment at
home, their immediate
xploration ,
problem solving, Appreciate and environment
critical thinking and encourage
interaction, Focus children’s
on the development learning
of foundational • Engage with
literacy and
numeracy children, talk and Children
competencies play with them,
support
children’s
overall well
School being