Role of Pre-School Curriculum in the Preparation for Formal School Readiness in India

The first five years of life are critical to a child's lifelong development. Young children's earliest experiences and environments set the stage for future development and success in school and life. Early experiences actually influence brain development, establishing the neural connections that provide the foundation for language, reasoning, problem solving, social skills, behaviour and emotional health. Catering to these need are many different types of preschools -- from parochial (run by churches) to private institutions -- all with their own curriculums and schedule of activities. Each of these preschools addresses various areas of a child's development, such as motor skills, social and emotional development, oral language, phonological skills and math concepts. However, there is a lack of evidence of the effects of these curricula on children's formal school 'readiness'. The lack of such information is worrying, as children's early performance in both academic and social domains has been associated with later academic and social outcomes as they make the transition from preschool to formal instruction in kindergarten and first grade (Downer & Pianta 2006; Miles & Stipek 2006). While there's a lot of opportunity for children to create and let their imaginations run far, this education is still a structured experience. In addition some schools fall short of providing this much needed ideal culture for children at this age. Thus it is vitally important to sustain gains and benefits provided by Early Childhood Care and Education and to ensure that they are not wasted, diminished or eliminated by subsequent inappropriate action or inaction. Continuity and linkages must be maintained, so that success in reducing failures and drop outs will be achieved. Against this background a closer look must be taken at the readiness of children for schooling. Therefore the authors are presenting this concept paper.