In India, in the second half of the twentieth century, there was a vastly increased concern for the welfare of children. Various developmental programs were undertaken for the improvement of children’s status, especially in rural families. This book, first published in 1979, examines these programs and considers the enormous challenge of child care under the wide variety of conditions in this vast country.

This edited volume examines the ways in which different countries across the world are tackling early childhood services and how these services affect young children’s experiences and development, for better and worse.

Early Childhood Care and Education (ECCE) programme has gained importance today. Driven by socio-economic compulsions these days both parents seek jobs and remain away from the child for the whole day. Early Childhood Care centres provide them a safer alternative where their children can grow and develop in a stimulative environ-ment. Therefore, ECCE has been comprehensively included in teacher training programmes at all levels. Designed as a text for the undergraduate students of education (B.Ed.) and elementary education (B.El.Ed.), it provides uptodate and ready to use material. A complete section in the book is devoted to planning a pre-school or ECCE centre, organizing and managing it for its optimum utility and efficient functioning. The effort has been made to include the topics which will help students to understand the ECCE and its functioning in a straightforward and unconventional manner. KEY FEATURES : Written in a conversational style Comprehensive coverage with sample activities Numerous figures and illustrations for better understanding of the subject Integration of theory and practice Conceptual clarity and practical approach The book would also be extremely useful to the nursery school teachers, teacher educators, parents, postgraduate students of education (M.Ed.) and for those who would like to run an ECCE centre as a good reference material.

This volume makes a comprehensive assessment of the status and quality of early educational experiences at preschool and early primary grades in India. It raises a serious concern that despite high enrolment in preschools, children’s school readiness levels remain low at ages five and six, and raises a vital question---are Indian children getting a sound foundation for school and for later life? It addresses three important issues from the Indian perspective: children's school readiness at age five; families' readiness for school; and, most importantly, the readiness of schools for children. India is one of many countries across the global South facing an early learning crisis. High quality early childhood education may be key to improving these outcomes for children, yet little is known about early childhood education programs in India and their impact on children’s school readiness. This volume is based on a longitudinal, mixed methods research study which is perhaps the first of its kind in India. The study covers public provisions along with steadily expanding private pre-schools and schools in rural India and provides interesting narratives and insights into the multiple pathways children are adopting in these critical early years, particularly in the context of the expanding role of the private sector. Written in a lucid and narrative style, this volume is of interest to a diverse readership of researchers, educationists and early childhood education policy makers and practitioners in terms of both its design and findings.

Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world’s children today lack the basic rights to health, development and protection. In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service provision and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes: Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies Part 2: Equitable Early Childhood Services: Intervention to Improve Children’s Life Chances Part 3: Extending Practice: The Role of Early Childhood Services In Family Support Part 4: Participation, Rights and Diversity Part 5: Future Directions for Early Childhood Policy This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

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The survey study was carefully crafted and executed by the team at the EdTech Research Association, with active contribution from co-author Kavita Roy, aiming to explore the intricate landscape of preschool education in India using a qualitative research design. Semi-structured interviews served as the primary method of data collection, allowing researchers to capture nuanced perspectives and experiences of parents navigating the preschool education system. The research sample, consisting of parents from diverse regions across India, was meticulously selected to represent various socio-economic backgrounds and cultural contexts prevalent in the country, ensuring comprehensive representation. Purposive sampling was utilized, considering factors such as socio-economic strata and geographic locations, resulting in a sample size of approximately 38,416 parents, derived from population size data provided by the Ministry of Finance. This calculation aimed to achieve statistical significance while encompassing a wide range of parental perspectives nationwide. In addition to interviews, a structured questionnaire gathered demographic information and insights related to parents' perceptions and experiences with preschool education, enriching the findings with qualitative depth. Participant recruitment, conducted through various channels, aimed to ensure diversity within the sample, followed by obtaining informed consent from all participants. Data collection involved meticulously conducted interviews, recorded for thematic analysis to identify recurring themes and patterns. Triangulation enhanced the validity and reliability of findings by cross-referencing interview data with demographic information. Adherence to ethical guidelines ensured participant confidentiality and respect throughout the research process, culminating in comprehensive reporting of findings through academic publications and presentations, contributing valuable insights to the field of early childhood education in India. In examining the extensive dataset derived from a survey of 38,416 parents of early childhood care and education (ECCE) children across India, a plethora of insights emerged, offering profound implications for policy and practice in preschool education. The analysis explored various dimensions, from socio-economic and geographical factors influencing parental choices to perspectives on inclusive education and the impact of preschool on parental expectations and aspirations. Key findings revealed the complex interplay of family wealth, regional accessibility, and caste dynamics in parental decision-making, with nuanced approaches evident in balancing affordability with educational standards specific to localities. Challenges in accessing quality preschools were illuminated, underscoring the imperative of equitable distribution of educational resources. Parental perspectives on inclusive preschool education emphasized the importance of fostering acceptance, respect for diversity, and equity, calling for policies promoting inclusivity. Recommendations for policy and practice highlighted the need for advocacy, collaboration, professional development, parental involvement, and research-driven initiatives, reflecting a holistic approach to enhancing preschool education. In conclusion, the dataset provided a comprehensive understanding of the multifaceted challenges and opportunities in preschool education in India, urging policymakers, educators, and stakeholders to collaborate in building an inclusive, high-quality preschool education system meeting the diverse needs of children nationwide.

This book investigates the unique and dynamic approaches to key issues of changing images of child and childhood, by different countries in the Asia-Pacific. Key concepts considered are re-conceptualizing early childhood education and care, re-eaxming early learning standards and redefining professionalism. The Asia Pacific region includes countries belonging to both the Majority and Minority worlds and which vary widely in terms of their cultural geography, social-cultural beliefs, and levels of development, demographic profiles, political systems and government commitments to early childhood services. An international team of experienced researchers from different countries guarantees diverse perspectives. By examining different countries’ policy choices and evidence-based practices, the authors show how best to provide for young children based on their countries’ strategies.