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NCERT Class 12 Home Science Chapter 6 Early Childhood Care and Education
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Early Childhood Care and Education
Chapter – 6
| PART – Ⅰ HUMAN ECOLOGY AND FAMILY SCIENCES |
| Unit – ⅠⅠⅠ Human Development and Family Studies |
Review Questions:
1. What do you understand by the term early childhood care and Education?
Ans: Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.
Despite these benefits, ECCE often receives low priority in education policies and investment and may exclude marginalized groups. Much of ECCE is privately provided, adding to its vulnerability. Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development.
However, there’s no international framework that currently enshrines these rights, which limits global progress. Quality improvement in ECCE can be driven by better training for caregivers, more robust community engagement, and improved infrastructure, such as better water and sanitation services in early learning settings. Additionally, extending family-friendly policies like parental leave and childcare benefits can significantly enhance early learning environments.
2. What are the different care arrangements young children may require?
Ans: The different care arrangements young children may require are mentioned below:
(i) Parental or Family Care:
(a) Parental Care: Parents or guardians take primary responsibility for the child’s care, often in their own home.
(b) Extended Family Care: Grandparents, aunts, uncles, or other relatives provide care, either regularly or occasionally.
(ii) In-Home Care:
(a) Nannies or Babysitters: Hired caregivers come to the family’s home to provide individualized care for the child.
(iii) Childcare Centers:
(a) Daycare Centers: Provide care for children in a group setting with structured activities and supervision.
(b) Preschools: Focus on early childhood education along with care, catering to children aged 3-5 years.
(iv) Home-Based Childcare:
(a) Family Daycare: Small group care provided in the caregiver’s home, often with a mix of ages.
(b) Cooperative Childcare: Shared caregiving among a group of parents, often rotating responsibilities.
(v) Specialized Care:
(a) Infant Care Centers: Facilities specifically designed to meet the needs of infants (0-2 years).
(b) Special Needs Care: Tailored support for children with developmental delays, disabilities, or medical needs.
3. What are some of the reasons why young children need a special informal programme before formal schooling?
Ans: Some of the reasons when young children need a special informal programme before formal schooling are mentioned below:
(i) Development of Basic Social Skills: Informal programs help children learn to interact with peers, share, and take turns, building the social foundation necessary for formal schooling. In structured social situations, you teach a social skill to students before putting it into practice. You might have kids learn something on their own, in a one-on-one environment, before they go into a classroom to use their new socialization skills with others.
(ii) Preparation for Structured Learning: Young children are gradually introduced to routines, rules, and the concept of following instructions, making the transition to formal schooling smoother.
(iii) Cognitive and Language Development: Activities like storytelling, puzzles, and games stimulate cognitive and language skills, essential for early academic success.
(iv) Emotional Readiness: Informal settings provide a safe space for children to gain confidence, manage separation anxiety, and express their feelings.
(v) Discovery of Interests and Strengths: Informal programs expose children to a variety of activities, helping them identify their interests and build on their natural strengths and curiosity.
4. What is meant by a child-centred approach?
Ans: Child-centred approach gives all children the same opportunity to access and participate in all parts of the service. Adjusts and tailors activities towards all children’s unique needs. includes the child, their family and support team in decision making. Makes the ‘child’s voice’ and preferences a priority.
5. What is a crèche, and what services does this centre provide?
Ans: “Crèche” is a term used in India for a simple day nursery or preschool for young children. The crèches we fund go way beyond simple, the needs of the children we serve are too great and too immediate.
6. List the skills an ECCE worker must have.
Ans: ECCE institution must realise the importance of the cultural context within which it operates and works along with, rather than in opposition to, the family. Although this is true for all ages, it becomes more significant for the young child since he or she is unable to make distinctions about different perspectives and different realities in the ways that an older child or adult can. Thus we have to understand that the educational and care arrangements for children must follow these principles.
7. Describe how we can prepare for a career in ECCE.
Ans: Preparing for a career in Early Childhood Care and Education (ECCE) requires specialized training and a deep understanding of child development. Since children under 6 years of age have unique ways of perceiving the world and specific developmental needs, adults working in ECCE must be well-trained in early childhood development and care. Scientific knowledge of childhood, developmental stages, and associated challenges is essential for those pursuing this field. ECCE professionals care for children who are not their own, and their responsibilities extend to the children, their families, their institutions, and society at large. Teachers and caregivers must be committed to children’s well-being and learning. They must understand children’s capabilities and needs to provide appropriate opportunities for growth and development. A pre-school educator, therefore, requires in-depth knowledge of child development, prioritizing an understanding of the child’s abilities over general information about the world.
Training and scientific knowledge of childhood, and developmental changes and challenges is even more critical for those adults who choose early childhood programmes as a career. Early child care professionals are responsible for children other than their own. The activities they perform as child care professionals constitute their work and they receive formal recognition for this. Teachers and caregivers are responsible to children who may not be their biological offspring, to the large group of adults who are family members of the children under their supervision and to the institution they work for, as well as the larger society. ECCE professionals have to be committed to the children, their well-being and learning, be aware and knowledgeable about their needs and the challenges for providing opportunities for their growth and development.
