Quality of ECE programme and its impact on school readiness levels on children

1. Quality of ECE programme and its impact on school readiness levels on children Research partners: ASER Centre NIPCCD Guwahati Andhra MahilaSabha Supported by:

2. Overview of presentation

3. Research Questions • What are the trends in availability of ECE programs and levels of participation in ECE of 3 to 5 year olds? • To what extent are the 3 to 5 year olds ‘prepared’ for primary schooling, in terms of school readiness & personal social development? • To what extent are the school readiness levels associated with children’s ECE experience? Which elements of the ECE content and processes have greater impact on school readiness? These Qs are being explored through a comprehensive 3 strand study

4. Design of the study: 3 strands, 3 states

5. Methodology Methodology

6. Results and Findings

7. Are ECE centres available for all 4 year olds? • Every village visited in the 3 states had an anganwadi centre confirming universalization of ICDS • However, within villages, hamlet-wise distribution of AWCs is still inadequate, specially in Assam • Private preschools are mushrooming all over rural areas particularly in sampled districts of AP and Rajasthan • 89% villages in Rajasthan had private preschools • In Andhra Pradesh 34% villages have the same • In Assam only 14% village had private preschools

8. Where are the 4 year olds? • About 95% children enrolled in ECE in sampled districts of Assam & AP. • In Rajasthan, only 2/3rd of sample is enrolled (Sept-Dec 2011) • State wise difference in trends in participation in sampled districts • In Assam 85% attend anganwadicentres, • in AP 52% & in Rajasthan only 20% attend anganwadicentres • Private school participation extensive in AP (32%) and Rajasthan (40%) within and outside villages • Small proportion of underage children also attend government primary schools in AP and Rajasthan

9. How was school readiness assessed in 5 year olds? • Cognitive & Language skills: • Pre number & number concepts • Sequential thinking • Classification • Following instructions • Sentence formation • Phonetics • Adaptive Behaviour: • Socialisation • Emotional Control • Self-help skills • Communication

10. How ready are the 5 year olds for school? Children not adequately ready for school in terms of cognitive and language skills but better equipped with social adaptive skills Assam sample has an edge over the other 2 states

11. Impact of extent of ECE exposure on school readiness • Participation in ECE programme makes a difference!! • Extent of participation has significant impact on cognitive & language skills • Positive impact on adaptive skills as well but less significant

12. In what aspects of school readiness does ECE make a difference? Rajasthan ECE participation has influence on all school readiness competencies 1 year participation : In cognitive, language and communication skills significant difference

13. Does age make a difference in school readiness levels? • The age range for the sample children is 12 months (55 to 66 months) • Older children are readier in school readiness as compared to younger indicating impact of maturity

14. Which ECE model is making more difference in SR in Andhra Pradesh? • Children from innovative practices demonstrate better scores on adaptive behaviour skills • Children attending private school are better equipped with cognitive & language skills ………………HH factors?

15. Which ECE model is making more difference in SR in Assam? • Children from across models are scoring at par in adaptive behaviour skills • Children attending Ka-shareni are scoring better in cognitive & language skills

16. Which ECE model is making more difference in SR in Rajasthan? • Children from govt primary schools are scoring marginally better in adaptive behaviour • Children attending bodhcentres and private schools are scoring better and are more or less at par in cognitive & language component • Is Bodh able to compensate for home differences in SES?

17. To what extent quality of preschool programmes influences school readiness levels? • ECE programme with higher scores on quality across states shows significant impact on school readiness levels • In Assam, for cognitive and adaptive better centres score better except in language where lower quality programme score better…..Need probing

18. Impact of programme quality and mother’s education on SR mother’s education x quality of programme = maximum gain in SR SES is a significant contributor to SR Disadvantage due to SES can be compensated by good quality ECE

19. ECE programme quality indicators having maximum impact on school readiness

20. Emerging models in ECE

21. Time on task across models

22. Conclusions 95% children are enrolled in AP and Assam and 2/3rd in Rajasthan. But difference between enrolment and participation is stark Anganwadi centre found in every village indicating universalition of ICDS Private schools with preschool sections mushrooming at rapid pace particularly in AP and Rajasthan School readiness levels across states and across models are low particularly in cognitive & language skills Participation in ECE programmes for a period of full one year improves overall school readiness levels of children as compared to partial or no participation Better quality preschool programme has significant impact on school readiness levels especially on cognitive and language components

23. Conclusions Curriculum observed to be deficient in phonemic awareness sequential thinking , pattern making, classification and self- regulation capabilities. Formal teaching of the 3Rs and rote learning seen across models. No graded curriculum in private schools from pre-primary to primary grades. Corporal punishment observed across private schools Household characteristics especially mother’s education is a significant factor Age at which children are exposed to ECE programmes is an important factor in having an impact on school readiness indicating a need for age appropriate curriculum State-wise variations seen in ECE quality as well as school readiness levels especially AWC

24. Further analysis • Understand the household determinants of school readiness. • Estimate contribution of teachers’ characteristics to the quality of ECE content & method.