Suman Sachdeva Care India Presentation based on field experience in Chattisgarh, ICDS centres Quality Standards for learning in a Preschool setting : How useful are these?

Expectations for Quality Learning in preschool setting Bring developmentally appropriate positive changes in the domains of development Sustained & cumulative changes Equip the child with skills to help her learn to read, write and compute, later in primary school

Tools Mother tongue language interaction Curriculum that guides teachers' development Materials Methodology/opportunities Unbiased play and Print Materials Multiple opportunities to observe, explore, construct, create and manipulate Opportunities to make mistake in non-threatening environment

DOMAINS OF DEVELOPMENT Language and Literacy Socio-Emotional Development Approach towards Learning Logic & Reasoning Physical Health & Motor Development Communicate verbally, emerging literacy skills Disposition towards learning Understand relationships bet objects, people, events/math skills Large to fine motor skills Experience in home, school, community Listening Speaking Social use of lang Vocabulary Questioning Emerging literacy Lit awareness Print awareness Writing process Social relations with peers Social competence with adults Self concept Primary emotions Sensory emotions Self appraisal emotions Rate of growth Physical fitness Body physiology Physical abilities Gross motor skills Fine motor skills Sensorimotor skills Physical knowledge Math knowledge Social knowledge Cognitive comptetencies Predispositions Gender Temperament Learning Styles Openness &Curiosity Initiative, Task Persistence, Attentiveness Reflection &Interpretation Imagination &Invention Oral motor skills

Some globally agreed standards Language and Literacy Standard 1: Children will develop skills in listening and understanding language Standard 2: Children will demonstrate an awareness of print by showing an understanding of the relationship between written and spoken word Psycho social Standard 1: Child learns basic concepts, improves small muscle coordination, & begins to master skills necessary for reading, writing & arithmetic Standard 2: Child improves her coordination, balance, through large muscle activities Source: Sharon Lynn Kagan, Pia Britto Rebello, Pollitt, E “Forecasting the Developmental Impact of Early Childhood Programs.” Washington: World Bank. National Association for the Education of Young Children

Some globally agreed standards (contd.) Psycho social Standard 3: Child learns to express herself creatively through arts & crafts, music, dance & or imaginative play Standard 4: Child learns to express her thoughts & feelings verbally in a clear & appropriate manner Standard 5: Child learns to share and cooperate with other children, to respect them & to understand their feelings. Child learns to listen to, cooperate with and respect adults Standard 6: Child learns to assess her own abilities & behaviour, begins to take pride in her accomplishments, and develops a sense of self confidence ……

KEY STANDARDS DEVELOPED FOR A FIELD BASED PROGRAM (eg from Chattisgarh) Curriculum: Child will learn best through child centred pedagogy, focusing on five domains of development Curriculum entails standards in pedagogy, language, cognition, socio-emotional, physical growth & health, creative expression Assessment: Child will learn best if regular, non-threatening, appropriate assessments guide teacher’s approach to support her learning  Use multiple methods, shared with family Learning environment: child learns best in safe & secure environment, interacting with safe & appropriate material, in stimulating classroom processes, through an interactive and supportive teacher, having community support and participation QUALITY LEARNING WILL HAPPEN ONLY IF ALL THE ABOVE ARE INTERLINKED Curriculum – Learning Standards – Learning Environment = QUALITY LEARNING

Curriculum: entails standards in pedagogy, language, cognition, socio-emotional, physical growth & health, creative expression L1 Listen and Communicate her thoughts Assessment Indicators (3-4 years old) Follows simple instructions Repeat local stories and rhymes that she has heard Recite small stories and rhymes Assessment Indicators (4-5 years old) Listens attentively to stories and rhymes Can describe her thoughts in great details L2 Communicate effectively according to situation Assessment Indicators (3-4 years old children) Can make own story on a given picture Can express clearly Assessment Indicators (4-5 years old children) Can talk on relevant topics like bird/animal and people L 3 Questions and reason in full sentence in mother tongue language Assessment Indicators (4-5 years) – Asks variety of questions about surroundings without hesitation L 4 Have competence in emergent reading skills and abilities. Assessment Indicator (3-4 years) – Able to recognize her written name Assessment Indicator (4-5 years) – Can identify written letters and do words making. – Identify words and letters of heard story and make new words – Know directionality of book Learning Standards for language Development (example from field)

SOME KEY INDICATORS TO ASSESS STANDARDS on Language…snapshot from Meri Patrika Age specific outcome indicators under each standard (3-4/4-5 yrs) Periodic assessment (quarterly) Diagnostic to identify development delay Multiple techniques for assessing Illustrative assessment for parents

REFLECTIONS: Has this been useful? Results Helped ascertain child progress Supported teachers to drive their strategy Informed parents about child’s progress Teachers/parents work together to provide adequate support

REFLECTIONS: Has this been useful? Results Helped ascertain child progress Questionining, talking, detailing thoughts, listening Own stories, identification of written letters, make new words Listening, imitating sounds, differentiating objects, associating Grouping, identifying missing parts

REFLECTIONS: Has this been useful? Results Helped ascertain child progress Physical- health and motor development- % of children Socio-emotional dev: % of children Running, rhythmic, threading, throwing … Cutting paper Helping, cooperating, waiting for turn, playing comfort…. Personal cleanliness

REFLECTIONS: Has this been useful? Results Helped ascertain child progress Creative Expression: % of children Making artistic objects, using variety colours.. Free drawing on story, completing picture

REFLECTIONS: Has this been useful? Results Supported teachers to drive their strategy (N= ) Results – Informed parents about child’s progress (N=40) 99% teachers use it to assess children’s level 80% teachers use it to support individual child in relevant area 80% teachers used it to share status with parents 15% teachers share it with primary school teacher for transition 99% parents informed about child’s progress 86 % parents know Level of children development 63 % parents know that it will overall development of the child 16 % parents said that they would support child at home 27% parents recognise that it will give direction to preschool education

Reviewing the Approach: Developing & assessing Standards for quality education Useful in interpreting and understanding child’s progress Builds synergy between teacher and parents Makes the strategy child centric Contributes to smooth transition of child to primary

Reviewing the Approach: Developing & assessing Standards for quality education Standard for quality: an aggregate of curriculum, assessment, learning environment Challenge in determining the appropriate standards, benchmarks, activities & indicators for each domain Accounting for individual variation in determining standards Accounting for social & cultural contexts in which children live Accounting for cumulative progress Simple & tough indicators USE simple Language if to be used at scale Assessment indicators to be from simple to difficult indicators as per domain and age Format usability, training, analysis