indian education - National Council Of Educational Research And ...
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A Study of the Present Scenario of Early Childhood Education in Bhubaneswar 85 A Study of the Present Scenario of Early Childhood Education in Bhubaneswar Introduction G.N. PRAKASH SRIVASTAVA* and RANJEATA SINGH** The Early Childhood Education (ECE) has received special attention in the national education policies and programmes especially after the adoption of National Policy for Children (1974). The Integrated Child Development Services (ICDS) scheme launched in 1975 as a sequel to children’s policy is an important milestone in the growth of ECE in the country. It got further impetus with the adoption of the National Policy on Education (1986), which viewed it as a crucial input in the strategy of human resource development, as a feeder and support programme for primary education. Consequently the Abstract The various policies and programmes of education place emphasis on Early Childhood Education (ECE). In this regard, NCERT has also come out with a ‘Minimum Specifications for Pre-schools’ to ensure that every school is equipped with the necessary requirements to cater to early childhood education. The present study covers ten ECE centres in Bhubaneshwar in its study to see if they meet these specifications of NCERT. The finding is hardly encouraging with most of the centres wanting in various aspects of the NCERT norms. There is an urgent need for the quantitative as well as qualitative improvement of these centres. National Curriculum Framework (NCF, 2005) states that young children be provided care, opportunities and experiences that lead to their all-round development – physical, mental, social and emotional, and school readiness (NCERT, 2005). National Policy on Education (MHRD, 1986) recommended a holistic approach for the development of the child. It also emphasised that the introduction of 3 R’s and formal methods of teaching and learning ought to be discouraged at this stage (prior to 6 years. of age) and the entire ECE programme should be organised around play and child’s individuality. The NCF (2005) observes ‘‘the early childhood stage, until the age of 6-8 years * Head, Department of Education, (NCERT) Regional Institute of Education, Bhopal 462 013. **Professor (Education), RIE, Bhubaneswar.
A Study of the Present Scenario of Early Childhood Education in Bhubaneswar 87 and Central Welfare Board took steps to open pre-school centres in the name of Balwadis and Anganwadis. The number of these institutions are increasing day-by-day. Three Balwadi Training Centres at Bhubaneswar, Baripada and Koraput have also been opened for pre-service and in-service training of teachers. Most of the Balwadi and Anganwadi centres have been established in rural, tribal and slum areas. At these centres, children get free education and are supplied with play materials and Mid-day Meals. In urban areas, English medium Preschool Centres are predominant though they charge high fee, particularly for running such centers as they do not get any financial assistance from the Government or any other agency. Among these Nursery and K.G. schools, convent schools, Steward Schools, D.A.V. Schools, Institutes of Integral Education are quite prominent in Bhubaneswar. Apart from English medium they also impart instruction in Hindi and Oriya. They provide ample facilities for emotional, intellectual and aesthetic development of children through curricular and co-curricular activities. Indian Association of Pre-School Education have opened a Model Oriya Medium Pre-School Centre in Bhubaneswar. Some other organisations like REACH are also working to provide Pre-School Education to Tribal and Rural Children in Oriya medium. It is a good sign that many institutions and persons are now showing interest to open pre-school centres. International organisations are also coming forward to assist for the cause of Pre-school Education in the State. The Study Keeping in view the above observations a study was conducted in 2005-06 to find out the present status of ECE in Bhubaneswar entitled “A Study on the Present Status of Early Childhood Education (ECE) in Bhubaneswar” which encompasses the physical facilities including out-door and in-door equipments content and methodology, teachers’ qualification, language skill development, cognitive skill development, creative and expressive art (music and dance, drama and dramatic plays), physical education including hygiene, health care and nutrition and provisions for social and emotional development at ECE centres. The present study was an attempt to put forward the prevailing conditions of ECE centres in Bhubaneswar in accordance with ‘Minimum Specifications for Pre-schools set by NCERT (1996), list of activities designed to assist the development of child as a whole with reference to the ‘Early Childhood Education Curriculum’ (NCERT,1996) and to know about the teachers basic knowledge of child development. The Objectives 1. To study the physical facilities prevailing at ECE centres of Bhubaneswar. 2. To find out the minimum 3. qualification of teachers in these centres. To study the equipments and materials used at these ECE centres. 4. To study the content and methodology adopted by these ECE centres.
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A Study of the Present Scenario of Early Childhood Education in Bhubaneswar 85<br />
A Study of the Present Scenario of Early<br />
Childhood Education in Bhubaneswar<br />
Introduction<br />
G.N. PRAKASH SRIVASTAVA* and RANJEATA SINGH**<br />
The Early Childhood Education (ECE)<br />
has received special attention in the<br />
national <strong>education</strong> policies and<br />
programmes especially after the adoption<br />
of <strong>National</strong> Policy for Children (1974).<br />
The Integrated Child Development<br />
Services (ICDS) scheme launched in<br />
1975 as a sequel to children’s policy is<br />
an important milestone in the growth of<br />
ECE in the country. It got further<br />
impetus with the adoption of the<br />
<strong>National</strong> Policy on Education (1986),<br />
which viewed it as a crucial input in the<br />
strategy of human resource development,<br />
as a feeder and support programme for<br />
primary <strong>education</strong>. Consequently the<br />
Abstract<br />
The various policies and programmes of <strong>education</strong> place emphasis on Early<br />
Childhood Education (ECE). In this regard, NCERT has also come out with a<br />
‘Minimum Specifications for Pre-schools’ to ensure that every school is equipped<br />
with the necessary requirements to cater to early childhood <strong>education</strong>. The present<br />
study covers ten ECE centres in Bhubaneshwar in its study to see if they meet<br />
these specifications of NCERT. The finding is hardly encouraging with most of the<br />
centres wanting in various aspects of the NCERT norms. There is an urgent need<br />
for the quantitative as well as qualitative improvement of these centres.<br />
<strong>National</strong> Curriculum Framework (NCF,<br />
2005) states that young children be<br />
provided care, opportunities and<br />
experiences that lead to their all-round<br />
development – physical, mental, social<br />
and emotional, and school readiness<br />
(NCERT, 2005). <strong>National</strong> Policy on<br />
Education (MHRD, 1986) recommended<br />
a holistic approach for the development<br />
of the child. It also emphasised that the<br />
introduction of 3 R’s and formal methods<br />
of teaching and learning ought to be<br />
discouraged at this stage (prior to<br />
6 years. of age) and the entire ECE<br />
programme should be organised around<br />
play and child’s individuality.<br />
The NCF (2005) observes ‘‘the early<br />
childhood stage, until the age of 6-8 years<br />
* Head, Department of Education, (NCERT) Regional Institute of Education, Bhopal 462 013.<br />
**Professor (Education), RIE, Bhubaneswar.