Reshaping ECCE through NEP 2020

The National Education Policy (NEP) 2020 has catalysed structural transformations in Early Childhood Care and Education (ECCE), including the introduction of preschool classes in government schools and a potential reorientation of the Anganwadi system.

Expansion of ECCE Infrastructure

• Balvatika Classes in Government Schools:The NEP 2020 mandates the establishment of Balvatika classes (1, 2, and 3) in government schools for children aged 3–6 years, addressing the earlier exclusion of such age groups from formal public education.
• Implications for Personnel and Financing:The shift necessitates large-scale planning in recruitment, training, and financing of early childhood educators, supported under the Samagra Shiksha scheme, though several States/UTs have underutilised this provision.
• Tracking of Implementation Gaps:While some States have started preschool classes, others remain inactive or have only partially adopted preparatory measures, highlighting the urgent need for monitoring state-level compliance and outcomes.

Migration from Anganwadis and Education-Nutrition Balance

• Parent-Driven Migration to Schools:Data from regions like Dadra and Nagar Haveli reveal a strong parental preference for school-based preschool classes over Anganwadis, driven by perceived superior educational opportunities.
• Challenge to Anganwadi Relevance:As children shift out of Anganwadis, their traditional role in ECCE weakens unless reformed. The ‘PoshanBhiPadhaiBhi’ initiative aims to reinforce their educational function but requires grassroots-level implementation.
• Avoiding Schoolification of Preschooling:Government schools must guard against early academic pressures and preserve the play-based, holistic nature of preschool education to nurture cognitive, emotional, and motor development.

Reimagining ECCE: Focusing on 0–3 Years and Home Visits

• Global and National Evidence on Early Years:Research such as the Perry Preschool Project and the Yale-Pratham Odisha study underline the disproportionately high developmental returns of interventions during the first three years of life.
• Need to Devolve 0–3 Focus to Anganwadis:Experts like V.K. Paul and N.C. Saxena have long advocated shifting Anganwadi efforts toward intensive care of children aged 0–3 and maternal health through structured home visits under the ICDS framework.
• Strategic Reallocation of ECCE Responsibilities:With schools catering to 3–6 year-olds, Anganwadis can be repositioned to specialise in 0–3 care and maternal support, ensuring an integrated, life-cycle approach to child development.

Practice Question:

Discuss the structural reforms introduced under the National Education Policy 2020 with respect to Early Childhood Care and Education (ECCE). How can the functional realignment between Anganwadis and government schools enhance the effectiveness of ECCE in India?    (250 words)