Quality of ECE programme and its impact on school readiness levels

on childrenResearch partners: ASER CentreNIPCCD GuwahatiAndhra Mahila Sabha

Supported by:

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

Research Questions1 What are the trends in availability of ECE programs and levels

of participation in ECE of 3 to 5 year olds?

2 To what extent are the 3 to 5 year olds ‘prepared’ for primary schooling, in terms of school readiness & personal social development?

3 To 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

Design of the study: 3 strands, 3 states

Strand Objectives Sample

ASurvey methodTo derive district level estimates of(a) current trends in participation of 4-5 year olds (b) school readiness levels at 5 years

362 villages1616centers 13868 children

BQuasi-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 sample75 villages298 ECE centers2767 children

CQualitative Case StudyIn-depth case studies of innovative practices in ECE

9 case studies, across many states

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

Results and Findings

• 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?

• About 95% children enrolled in ECE in sampled districts of Assam & AP.

• In Rajasthan, only 2/3rd 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?

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?

How ready are the 5 year olds for school?

adaptive behaviour

cognitive & language

0 10 20 30 40 50 60 70 80 90 100

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

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

Adaptive behaviour

Cognitive & Language

0 10 20 30 40 50 60 70 80 90 100

no exposure partial exposure 1 yr exposure

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

socialization

emotional

communication

self-help

cognitive

language

cogn

itive

& la

ngau

ge

0 10 20 30 40 50 60 70 80 90

no participation partial participation one year participation

Rajasthan

Does age make a difference in school readiness levels?

cognition & language

adaptive behaviour

0 10 20 30 40 50 60 70 80

64-66 month 61-63 month 58-60 month 55-57 month

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

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?

adaptive behaviour cognitive & language0

10

20

30

40

50

60

70

80

90

100

anganwadi private school IKP balbadi govt school

Which ECE model is making more difference in SR in Assam?

adaptive behaviour cognitive&language0

10

20

30

40

50

60

70

80

90

100

anganwadi private school ka-shareni

• Children from across models are scoring at par in adaptive behaviour skills

• Children attending Ka-shareni are scoring better in cognitive & language skills

Which ECE model is making more difference in SR in Rajasthan?

adaptive behaviour cognitive&language0

10

20

30

40

50

60

70

80

90

100

anganwadi private school bodhshala govt school

• 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?

To what extent quality of preschool programmes influences school readiness levels?State Skills 1st quartile 2nd quartile 3rd quartile 4th quartile

Andhra Pradesh

Cognitive 18.7 14.5 15.9 20.0

Language 2.4 1.7 -0.8 6.6

Adaptive 9.0 10.8 7.5 10.8

Assam

Cognitive 15.3 11.4 17.6 12.8

Language 10.5 4.0 6.9 4.8

Adaptive 4.5 2.9 5.1 3.5

Rajasthan

Cognitive 15.1 22.6 20.1 19.7

Language 9.5 12.4 12.9 15.6

Adaptive 3.6 5.8 12.0 7.5

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

State Quality of prog Primary Secondary Graduate

Assam

1st Quartile 13.5 19.4 19.42nd Quartile 12.6 2.4 9.33rd Quartile 7.1 17.0 8.44th Quartile 6.8 12.1 0.7

Andhra Pradesh

1st Quartile 13.2 15.5 16.72nd Quartile 7.3 9.0 12.43rd Quartile 7.4 10.7 12.14th Quartile 12.5 18.8 16.4

Rajasthan

1st Quartile 12.6 16.8 17.02nd Quartile 18.4 19.3 30.83rd Quartile 15.3 24.0 17.54th Quartile 16.9 31.3

Impact of programme quality and mother’s education on SR

mother’s education x quality of programme = maximum gain in SRSES is a significant contributor to SR Disadvantage due to SES can be compensated by good quality ECE

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

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

Activity AWS ( Widespread)

PRIVATE (Widespread)

INNOVATIVE (Scarce)

Developmentally appropriate activities

Low Low Medium

Rhymes and songs High Medium High Conversation Medium Low MediumFormal Teaching High High High Routine Activity High High High Unplanned Play Low Low LowNo Activity High Medium Medium

Opportunities AWS PRIVATE INNOVATIVE

Learn to share Low Low Low Think and answer Medium Medium MediumExpress curiosity & ask questions. Low Low Low

Learn to wait for turn Medium High MediumPlay/work with other children Low Low MediumRote Memory High High Medium

Time on task across models

1. 95% children are enrolled in AP and Assam and 2/3rd 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

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

•Understand the household determinants of school readiness.

• Estimate contribution of teachers’ characteristics to the quality of ECE content & method.

Further analysis