Policy discourses in early childhood education in India

• In Event: Roundtable Session (Tuesday I)
  In Refereed Round-Table Session: ECE systems-level policy analysis

Proposal

Context: Early childhood care and education (ECCE) is critical for developing a strong foundation for a child’s life as well as helping them be better prepared for formal schooling (Kaul et al, 2017). It includes the set of inputs and processes that young children need to ensure their later social, emotional, and cognitive development. This incorporates health, nutrition, care, and opportunities for early learning (Kaul et al, 2017). Advantages gained from effective early policy interventions for young children are sustained best when they are followed by a continued high-quality learning experience, whether at home or at schools (Heckman, 2006).
Early childhood development (ECD) or ECCE, both interchangeable terms, may have become a priority for research, policy and programming in the recent decades (Woodhead et al, 2014), however, policy interventions in this space are challenging to implement. There is a need to acknowledge that early childhood development is inherently complex. It needs to be viewed from a life-cycle perspective, one that is intergenerational, and includes the health, well‐being, and ultimately, the survival of the mother on whom her newborn infant(s) will depend to survive, thrive and develop throughout their childhood and beyond (Woodhead et al, 2014).

Conceptual Framework: This research adopts Bronfenbrenner’s (1994) bioecological model as it’s conceptual framework. This model identifies multiple entry points for and delivery forums for ECD services. The growth of a child is shaped by (as well as shape) ‘micro‐systems’ within the household and immediate environment (with the mother, father, siblings, other caregivers). These gradually tap into the wider community contexts of health clinic, preschool, etc. The interconnections amongst these micro‐systems make up the ‘meso‐system’, which is more indirect in shaping each child’s development. These could be the relationships between the child and parents, health workers, or teachers. The ‘exo‐system’ influences include mothers’ and/or fathers’ employment as this has an effect on their resources of time and money for housing, nutrition, learning resources and childcare. Other components of the ‘exo‐system’ include, public health infrastructure, transport networks, media and communications. Each of these sub‐systems is further fixed in a ‘macro‐system’ of laws, policies, and institutions, across multiple sectors, as well as the cultural norms and values that influence a child’s life. In the end, these are dynamic systems, within and across generations, signaled by the concept of ‘chronosystem’ (Bronfenbrenner’s, 1994).
Using Bronfenbrenner’s model, the current research establishes that ECD systems need to be developed as integrated systems that involve a multi-sectoral and life-cycle approach. A multi-sectoral perspective through research would mean studying issues that span health, nutrition, water, sanitation and hygiene (WASH), child protection, education, and social protection sectors. At a policy level it implies working with and across different ministries which pose a challenge for disintegrated political systems. Developing such thorough policies and programs that are inclusive and adopt a life-cycle perspective can be particularly difficult in low-resource contexts (Woodhead et al, 2014).

Research methods: This paper provides a background to early childhood care and education and summarizes the national ECCE policies and programs in India. Critical analysis is undertaken through content analysis of the most recent National Early Childhood Care and Education (ECCE) Policy implemented in India since 2013.
Rather than focusing on the language or rhetoric of the policy, the purpose of the content analysis is to focus on the policy itself, whether it is congruent with previous policy trajectories, and whether it achieves its stated aims (Atkins and Wallace, 2015). Issues such as, how the policy is implemented, how it impacts young children, how it compares to previous policies, and whether there are any unintended or negative outcomes as a result of the policy, will be covered in this analysis.

Preliminary findings and Contribution: In India, the last decade has consisted of critical upgrades to the ECCE policies in the country. However, despite being embedded into the law as policies, the literature notes that ECD and ECCE practices undertaken by the public and private sector meet only the basic minimum standards the policies set (Kaul et al, 2015). Preliminary findings point towards the commitment of the Government of India to provide integrated services for the overall development of all children from the prenatal period to six years of age through the national policy.
Accompanied by a National Curriculum Framework and Quality Standards, this policy has led to the development of state level curricula for ECCE across states. Moreover, it discusses a few non-negotiable items, such as, safety and cleanliness of the buildings and availability of clean water, toilets, and First Aid/Medical Kit which must be made available to all children attending any kind of ECCE provision. That said, implementation of this policy has been uneven due to variations in state priorities and capacities (Kaul et al, 2017).
Access to quality early childhood development, care and pre-primary education is a target (SDG 4.2) under the Sustainable Development Goals for 2030. In India, the national ECCE policy is huge in its scope as it covers about 160 million children below the age of 6 years (Census of India, 2011). Thus, to take these goals seriously, it is crucial to understand whether the current national policies are working and if not, where the gaps lie.

Author

• Vanika Grover, Michigan State University