One Step Forward, Two Steps Back: Transitions between Home, Pre-Primary and Primary Education in Rural India

Autor/inn/en	Alcott, Benjamin; Banerji, Manjistha; Bhattacharjea, Suman; Nanda, Mansi; Ramanujan, Purnima
Titel	One Step Forward, Two Steps Back: Transitions between Home, Pre-Primary and Primary Education in Rural India
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 4, S.482-499 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1527214
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Education; Primary Education; Rural Areas; Developing Nations; Student Participation; Educational Policy; Access to Education; National Standards; Student Needs; Cognitive Development; India + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Primarbereich; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Politics of education; Bildungspolitik; Access; Bildung; Zugang; Bildungszugang; Kognitive Entwicklung; Indien
Abstract	A growing evidence base highlights the value of high-quality early childhood education (ECE) to children's cognitive and social development. However, far less is known about how families and children, especially in developing countries, participate in ECE or how these participation patterns reflect families' thinking and decision-making. This paper utilises a mixed-methods approach to analyse longitudinal household survey and interview data (on 7336 and 180 children, respectively) from the India Early Childhood Education Impact study. Our results indicate that children's participation trajectories in the early years (age four to eight) do not reflect the age or grade norms specified by national educational policies. And, far from being linear, children's educational pathways entail considerable back and forth between home, preschool and school. The authors argue that these trajectories reflect both poor implementation of national norms as well as an inadequate understanding among both parents and service providers of how best to support young children's cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01