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

2. Overview of presentation Research questions Design of the study Methodology Larger study Are ECE centres available for all 4 year olds? What are the trends in participation of 4 year olds in ECE programmes? How ready are the children for school? What are the emerging models in ECE? Results & findings

3. Research Questions 1What are the trends in availability of ECE programs and levels of participation in ECE of 3 to 5 year olds? 2To what extent are the 3 to 5 year olds ‘prepared’ for primary schooling, in terms of school readiness & personal social development? 3To 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 StrandObjectivesSample A Survey method To derive district level estimates of (a)current trends in participation of 4-5 year olds (b)school readiness levels at 5 years 362 villages 1616centers 13868 children B Quasi-experimental & longitudinal (a) To study quality variations across ECE centers, public, private & voluntary (b) To identify significant quality variables in ECE that impact school readiness and primary school outcomes. Sub-set of Strand A sample 75 villages 298 ECE centers 2767 children C Qualitative Case Study In-depth case studies of innovative practices in ECE 9 case studies, across many states

5. Methodology Methodology Baseline of 3 ½ - 4 ½ year olds: school readiness levels, household survey and quality of ECE programme Pre-test Tracking : Attendance & dosage of quality of ECE programme Quarterly Tracking Impact assessment : Post-test of cohort on school readiness, after a year of ECE intervention Post-test Quarterly tracking : Attendance & quality of classroom processes at 6, 7 and 8 years Medium term Impact Assessment : Annual age appropriate learning achievement & personal social behaviour assessment on completing ages 6, 7 & 8 Follow up in primary school

7. 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 Are ECE centres available for all 4 year olds?

8. About 95% children enrolled in ECE in sampled districts of Assam & AP. In Rajasthan, only 2/3 rd of sample is enrolled (Sept-Dec 2011) State wise difference in trends in participation in sampled districts – In Assam 85% attend anganwadi centres, – in AP 52% & in Rajasthan only 20% attend anganwadi centres – 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 Where are the 4 year olds?

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

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? ECE participation has influence on all school readiness competencies 1 year participation : In cognitive, language and communication skills significant difference Rajasthan

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 bodh centres 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? State Skills1 st quartile2 nd quartile3 rd quartile4 th quartile Andhra Pradesh Cognitive18.714.515.920.0 Language2.41.7-0.86.6 Adaptive9.010.87.510.8 Assam Cognitive15.311.417.612.8 Language10.54.06.94.8 Adaptive4.52.95.13.5 Rajasthan Cognitive15.122.620.119.7 Language9.512.412.915.6 Adaptive3.65.812.07.5 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. StateQuality of progPrimarySecondaryGraduate Assam 1 st Quartile13.519.4 2 nd Quartile12.62.49.3 3 rd Quartile7.117.08.4 4 th Quartile6.812.10.7 Andhra Pradesh 1 st Quartile13.215.516.7 2 nd Quartile7.39.012.4 3 rd Quartile7.410.712.1 4 th Quartile12.518.816.4 Rajasthan 1 st Quartile12.616.817.0 2 nd Quartile18.419.330.8 3 rd Quartile15.324.017.5 4 th Quartile16.931.3 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 Appropriate sitting facility for children Availability of indoor learning and outdoor play material Infrastructure and material Display of learning material Weekly/Daily schedule followed by teacher Age appropriateness of activities ensured by teacher Classroom Management Activities for language development and use of language to extend children’s thinking Activities for development of reading, writing & number readiness & no formal teaching Opportunity for free & guided activities under supervision Comfort level of children in front of strangers Curricular Transaction Ensuring teacher-child interaction Teacher Disposition

20. AWC Limited infrastructure & learning aids; Younger children ; less number of 4-6 yr olds; Good teacher pupil ratio due to low participation; Formal teaching with some free play, song & rhymes & better social interaction. Private Preschool Better infrastructure - very few learning aids; Homogenous group of children with very high teacher pupil ratio; Fixed weekly schedule supervised; Formal teaching with rote memorization.; Under-qualified & untrained teachers Innovative ECE practice Limited infrastructure but appropriate learning materials; Flexible weekly & monthly curriculum plans; Age appropriate planned and developmentally appropriate activities Continuous training and supportive supervision Emerging models in ECE

21. ActivityAWS ( Widespread) PRIVATE (Widespread) INNOVATIVE (Scarce) Developmentally appropriate activities Low Medium Rhymes and songsHighMediumHigh ConversationMediumLowMedium Formal TeachingHigh Routine ActivityHigh Unplanned PlayLow No ActivityHighMedium OpportunitiesAWSPRIVATEINNOVATIVE Learn to shareLow Think and answerMedium Express curiosity & ask questions.Low Learn to wait for turnMediumHighMedium Play/work with other childrenLow Medium Rote MemoryHigh Medium Time on task across models

22. 1.95% children are enrolled in AP and Assam and 2/3 rd in Rajasthan. But difference between enrolment and participation is stark 2.Anganwadi centre found in every village indicating universalition of ICDS 3.Private schools with preschool sections mushrooming at rapid pace particularly in AP and Rajasthan 4.School readiness levels across states and across models are low particularly in cognitive & language skills 5.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 6.Better quality preschool programme has significant impact on school readiness levels especially on cognitive and language components Conclusions

23. 7.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 8.Household characteristics especially mother’s education is a significant factor 9.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 10.State-wise variations seen in ECE quality as well as school readiness levels especially AWC Conclusions

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