Abstract
This chapter offers field-based and empirical insights into the content, processes, and implementation of ECCE in India, through a review of the research available within the country on ECE and School Readiness. The first part of the chapter focuses on research studies conducted in the past decade in India; these are thematically categorized. This part also discusses the implications of their findings. The second part provides a brief introduction to the methodology, findings, and recommendations of the recently concluded longitudinal India Early Childhood Education Impact Study (IECEI), which is the first large-scale study of its kind in the country; it has also influenced the content and structure of this volume.
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Notes
- 1.
See website for CECED and CECDR in References.
- 2.
The National Policy on ECCE (2013) specifies 3 to 6 years as the age for preschool education and the Right of Children to Free and Compulsory Education Act (RTE, 2009) indicates age 6 as eligibility for entry to grade 1.
- 3.
Each ICDS project has 100 centers.
- 4.
The National Policy on ECCE (2013) specifies 3–6 years as the age for preschool education, and the Right of Children to Free and Compulsory Education Act (RTE, 2009) indicates age 6 as eligibility for entry to Grade 1.
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Kaul, V. (2019). Research in India on Early Childhood Education and School Readiness: Some Learnings. In: Kaul, V., Bhattacharjea, S. (eds) Early Childhood Education and School Readiness in India. Springer, Singapore. https://doi.org/10.1007/978-981-13-7006-9_2
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