Abstract

Early Childhood Care and Education (ECCE) has gained significant global attention due to its critical role in child development and long-term societal benefits. Research from neuroscience and developmental psychology highlights sensitive periods in early brain development, influencing lifelong outcomes (Woodhead, 2006). The rationale for investing in ECCE extends beyond educational improvements to encompass economic returns, including enhanced employment opportunities and reduced crime rates (Barnett, 1995). This has positioned ECCE as a priority in global governance, which is evident in initiatives like the Sustainable Development Goals (SDGs) and India’s draft National Education Policy, 2019, which aims to extend free education to children aged 3-6.

Despite the holistic approach of India’s Integrated Child Development Scheme (ICDS), concerns persist regarding the quality of preschool education. Many Anganwadi centres lack adequate educational services, leading parents to favour private preschools that often employ developmentally inappropriate practices (MWCD, 2013). This disparity raises concerns about school readiness and its impact on future educational success (Kaul et al., 2012). The concept of school readiness has emerged as a policy focus, emphasising the need for children to be prepared for formal schooling to maximise learning potential (UNICEF, 2012).

This study explores parental perceptions of school readiness, particularly non-academic behaviours, and how these align with international norms. It seeks to understand the implications of these perceptions for assessing school readiness across diverse socio-economic contexts, highlighting the need for equitable tools that consider varying developmental expectations. By addressing these issues, the research contributes to ongoing discussions about improving ECCE practices and outcomes in India.

Centre for Budget and Policy Studies. (2019). ADAPTIVE BEHAVIOUR AMONG PRE-SCHOOL CHILDREN: CONSTRUCTING CONTEXTUALLY RELEVANT ASSESSMENT TOOLS.