A Comparative Study of Preschool Education in Early Childhood Education Centres in India

Autor/inn/en	Manhas, Sarika; Qadiri, Fouziya
Titel	A Comparative Study of Preschool Education in Early Childhood Education Centres in India
Quelle	In: Contemporary Issues in Early Childhood, 11 (2010) 4, S.443-447 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2010.11.4.443
Schlagwörter	Early Childhood Education; Preschool Education; Young Children; Educational Quality; Foreign Countries; Comparative Analysis; Language Acquisition; Child Care; Child Development; Teacher Qualifications; Caregivers; Educational Environment; Teaching Methods; India + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Frühe Kindheit; Quality of education; Bildungsqualität; Ausland; Sprachaneignung; Spracherwerb; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Lehrqualifikation; Caregiver; Carer; Betreuungsperson; Pfleger; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	Quality preschool education enhances the social, cognitive and language development of children. Children in an enriched environment are more likely to be emotionally secure, self-confident and proficient in language use. Preschool settings where staff have higher qualifications demonstrate higher-quality education and provide children with better social and behavioural gains. Integrated Child Development Services (ICDS) are one of the Government of India's largest programmes. ICDS are provided through a vast network of ICDS centres or "anganwadis." The term "anganwadi" developed from the idea that a good early childhood care and development centre could be run with low costs, even when located in an "angan" or "courtyard." The non-formal preschool education service under ICDS has been identified not only as providing a significant input for a sound foundation for development, but also as a contributing feature to the universalization of primary education. At "anganwadis," the lack of skill-based training of AWWs (Anganwadi workers), however, is one of the major drawbacks for effective preschool education. Children at "anganwadis" have been found to have less knowledge about different shapes, parts of the body, poems and counting. The "anganwadis" mostly give priority to the development of academics skills, such as listening, writing, counting and memorizing the alphabet, and low priority is given to activities which promote physical, motor, aesthetic and social skills among children in the preschool years. With these assumptions as a backdrop, this study compares "anganwadis" and preschool centres with regard to their infrastructure facilities, the nature of early childhood education and developmental activities carried out at the centres. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10