CBPS undertook a study to develop a non-cognitive school readiness tool tailored to the Indian context. Recognising that instruments effective in one region might not be suitable elsewhere, the study aimed to address the challenges of cultural relevance in measuring school readiness. Existing adaptations of foreign tools often failed to account for the significant inter- and intra-regional variations in India, which were influenced by factors such as caste, class, religion, and gender.
The socio-emotional aspects of Early Childhood Care and Education (ECCE) were frequently overlooked in Indian policy and research despite evidence indicating that children lacking these skills faced declining cognitive achievement. The Centre for Early Childhood Education and Development (CECED) highlighted this gap through the Indian Early Childhood Education Impact Study (IECEI), which pointed to a lack of school readiness among five-year-olds based on academic measures. However, an urgent need remains to assess non-cognitive domains.
In response, CBPS developed a tool to measure these non-cognitive aspects. CBPS was responsible for creating the adaptive behaviour tool, conducting a literature review, engaging in expert consultations, and pilot testing the instrument. This initiative aimed to fill a critical gap in understanding children's readiness for school by focusing on their socio-emotional development within the Indian context.
