Titlebook: Early Childhood Education and School Readiness in India; Quality and Diversit Venita Kaul,Suman Bhattacharjea Book 2019 Springer Nature Sin

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https://doi.org/10.1007/978-1-349-27929-6rollment is visible across rural India. Second, children’s ability to read simple text and do basic arithmetic is extremely poor and has not improved over time. ASER data show that the learning gap is widening between government and private schools but that a larger proportion of this gap is attribu

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of similar shifts in enrolment trends for young children at the preschool stage. This chapter consolidates evidence on early childhood education (ECE) provisioning in India from multiple sources. Specifically, it examines associations between village-level characteristics and private preschool provi

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https://doi.org/10.1007/978-3-642-20174-5 instruction—language comprehension and use in the classroom by the teacher and children, forms of print available and use of print and reading, and writing opportunities provided in the classroom. It uses data from the Early Childhood Education Quality Assessment Scale. The data were collected as a

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Contributions to Political Sciencecommunity that might influence their day-to-day beliefs and practices. It uses interviews with 380 teachers across different types of schools (preschool and primary) in the three states of Assam, Rajasthan, and Telangana. The data were collected as a part of the Indian Early Childhood Education Impa

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s school systems grow in size and reach populations with little or no prior experience of schooling, the notion that schools should aim to understand, communicate with, and respond to individual children and their families seems to be moving further and further out of reach. This chapter uses data f

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Early Childhood Education and School Readiness in India978-981-13-7006-9