NIOS Class 12 Early Childhood Care and Education Chapter 5 Issues and Directions In ECCE

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NIOS Class 12 Early Childhood Care and Education Chapter 5 Issues and Directions In ECCE

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Issues and Directions In ECCE

Chapter: 5

INTEXT QUESTIONS 5.1

Match column A with column B.

Column A	Column B
(i) Convergence/coordination	(a) Qualified and trained
(ii) Play materials	(b) Play and activity based
(iii) Teaching learning process	(c) Quality ECCE programmes
(iv) Regulatory framework	(d) Adequate
(v) ECCE teachers	(e) Ministries and Governments

Ans:

Column A	Column B
(i) Convergence/coordination	(e) Ministries and Governments
(ii) Play materials	(d) Adequate
(iii) Teaching learning process	(b) Play and activity based
(iv) Regulatory framework	(c) Quality ECCE programmes
(v) ECCE teachers	(a) Qualified and trained

INTEXT QUESTIONS 5.2

1. Fill in the blanks: 

(a) Children are ready to enter a preschool programme when they are able to _____________________. 

Ans: Tackle separation anxiety from family/ developed some verbal competence/ communicates basic needs/ toilet trained.

(b) A minimum of ________ sq meters indoor space should be provided for a group of _______ children. 

Ans: 35, 25

(c) Diploma in Preschool Education must be recognized by the ___________________. 

Ans: NCTE.

(d) Children learn best in their ____________ tongue. 

Ans: Mother.

(e) The early childhood curriculum must provide _____ and _____________ appropriate learning experiences.

Ans: Age, developmentally.

2. State whether the following statements are true or false: 

(a) Teachers should demonstrate equal and appropriate expectations from boys and girls. 

Ans: True.

(b) Government must discourage convergence with different programmes, institutions and concerned Ministries. 

Ans: False.

(c) Young children should be subjected to written or oral tests and examinations. 

Ans: False.

(d) Teachers should pay less attention to the classroom environment.

Ans: False.

Terminal Exercises

1. Discuss briefly the prevalent issues in ECCE.

Ans: There are some critical issues which are not appropriately addressed, maybe because we have compromised with the quality standards for ECCE both at the individual or the government level. These are not being addressed during planning, implementation and monitoring of the ECCE programmes.

(i) Process of Admission: There is not much clarity and transparency on the process of admission of children in ECCE centres in terms of date of admission, age for admission and correct admission procedure. It is observed that children are also being enrolled in preschools through formal tests especially in metropolitan and other big cities. Such practices lead to rejection of children which may destroy their self-confidence and self-esteem at this tender age.

(ii) Infrastructure, Material and Classroom Environment: ECCE centres are lacking in age and developmentally appropriate equipment and play materials. Mostly, these are inadequate for the number of children enrolled in ECCE centres. The play material provided does not meet the criteria prescribed and are also not well maintained. Apart from this, the classroom environment does not provide opportunities to the children to manipulate and explore the material for learning.

(iii) Teachers: Qualified and well-trained teachers are vital for the successful implementation of an ECCE programme. Issues with the teachers pertain to their qualification, appointment, salary and training/ capacity building. There are variations in the qualification of ECCE teachers appointed. In-service training of teachers is one of the vital but neglected and underdeveloped area in the whole country. There are no provisions for capacity building of in-service ECCE teachers to help keep them abreast with the latest developments. Also, there are variations in pay norms for ECCE teachers and most are under-paid. Most of the ECCE centres are overcrowded and have only one teacher in each class.

(iv) Teaching Learning Process: Teaching learning process in ECCE centres must be play and activity based. However, most centres adopt formal teaching methods, especially in the private sectors. Such methods provide very less scope for children to ask questions, experiment, explore and participate. Children learn best in their mother tongue. Despite knowing this, most ECCE centres use English to teach and interact with children. Huge, boring and age-inappropriate homework provided by the preschools burdens children and robs the freedom of a child at home. Most ECCE centres do not follow appropriate assessment procedures and record progress through standardized tests and interviews.

(v) The Curriculum: Presently, there is no set curriculum for ECCE. However, Ministry of Women and Child Development (MWCD) has developed a curriculum framework for ECCE which places children at the centre of the teaching learning process and has suggested the play way approach. Despite this, most ECCE centres are still struggling to align their pedagogy with this curriculum framework.

(vi) Inclusion and Gender Equality: An inclusive preschool environment consists of an equitable and respectable environment for all children despite the existing differences among them. The teachers are generally not aware or trained to handle gender and inclusion issues during this period. Concerted efforts at the government level and at the level of the ECCE centre are required to build an accessible and respectful environment for all children.

(vii) Administrative/ Management Issues: There is no clear monitoring and supervision mechanism for ensuring the quality of ECCE centres at macro and micro level. There is also no well-defined regulatory framework available both at the national and the state level. Some states have developed their own frameworks which may not be applicable in the context of other states. There is a lack of a strong and consistent convergence/ coordination between governments leading to uncertainty about their roles and responsibilities.