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Early Childhood Education for Marginalized Children in India
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Early Childhood Education for Marginalized Children in India
Deconstructing Quality

Edited by:
  • Monimalika Day - Associate Professor, School of Education Studies, Ambedkar University Delhi
  • Venita Kaul - Professor Emerita, School of Education Studies, Ambedkar University Delhi
  • Swati Bawa Sawhney - Assistant Professor, Bharati College, University of Delhi


December 2021 | SAGE Publications Pvt. Ltd
Societal hierarchies in the form of caste, gender, religion and class continue to deprive a large percentage of young children in India of learning opportunities, leading to intergenerational poverty. Existing research indicates that this cycle can be broken by providing appropriate early childhood care and education. Early Childhood Education for Marginalized Children in India reviews India’s achievements and challenges, and identifies the complex issues related to providing early childhood education to children from marginalized communities.

The book presents evidence-based approaches to developing and scaling up good quality early childhood education programmes. It explores what ‘quality’ means in the Indian context and identifies core elements that must be integral to all initiatives that aim to promote holistic development, while addressing India’s significant scale and sociocultural diversity. The available literature has mostly discussed information from Western nations and the book attempts to address this gap.
 
Foreword by T. S. Saraswathi
 
Preface
 
Acknowledgements
 
PART I: Early Childhood Education in India: Quest for Quality
Venita Kaul and Monimalika Day
Challenges and Possibilities in Early Childhood Education
Monimalika Day
Deconstructing Quality: Grounded Theory from Multiple Case Studies
Monimalika Day
Curriculum in Multi-age Classrooms: Responding to Developmental and Contextual Challenges
Venita Kaul and Swati Sawhney
Early Childhood Education Teachers in India: Professionals or Volunteers?
Venita Kaul and Monimalika Day
Scaling Up and Contextualizing Early Childhood Education Quality: Negotiating the Paradox
 
PART II: Quality Preschool Programmes for Children in the Margins
Monimalika Day and Swati Bawa Sawhney
Place-based Education in Himalayan Villages
Usha Abrol and Ratnamala Vallury
Community-managed Balwadi-cum- Crèches in Tribal Communities
Nandita Chaudhary and Shashi Shukla
Relationship-based Programme for Semi-urban Communities
Suman Sachdeva and Ashutosh Mishra
Educating Children from Urban Dalit Communities
Usha Nayar and Reeta Sonawat
Community-based Programme in Urban Slums
Usha Abrol and Chitkalamba N.
Cooperative Preschools in a Cosmopolitan City
Venita Kaul and Preeti Mahalwal
Diffusion Model: Scaling Up Quality in Tribal Areas
Harini Raval
Public-Private Partnership for Government Preschools in Rural Areas
 
Index

"The international education community observes Early Childhood in India with respect and awe; educating the world’s largest population of preschool-aged children takes imagination and grit.  This scholarly yet practical book focuses on ‘quality’ in eight innovative, multi-age programmes in diverse marginalised communities.  The authors distil common elements underpinning successful education under intense economic and social pressures. ‘Grounded theory’ analyses reveal actions and structures that lift children’s learning.  Lessons include: the crucial role of the teacher, differentiated teaching, and developing a vision for children. Scaling up the powerful lessons from this book will require financial commitment – but will transform millions of young lives."

Kathy Sylva
Emeritus Professor of Educational Psychology, University of Oxford, UK

"This book, drawn from a landmark multi-site study of early childhood education in India, provides a wealth of culturally and contextually specific approaches to conceptualizing and improving quality in early learning programs. Lessons of this book -- for grounding programs in culture and local context, for meaningful community involvement, and for a systems approach to partnerships and scale -- will deepen praxis and inform early childhood policy for years to come."

Hirokazu Yoshikawa
Courtney Sale Ross University Professor of Globalization and Education, Department of Applied Psychology, NYU Steinhardt, USA

"This book is among the first of its kind – bringing together nuanced analysis and engaging case studies – that cuts across different areas like neurosciences, child development, linguistics, cultural studies, pre-school education and sociology. It provides valuable insights on how we could restructure early childhood education, especially for children who are marginalised. The intermeshing of rigorous theoretical knowledge with qualitative insights from case studies has given this volume an edge over purely empirical, data-based studies or theoretical studies.  As a resource, it would be of immense value to the larger research community, practitioners and policymakers who engage with social development."

Vimala Ramachandran
Director, Educational Resource Unit (ERU Consultants Private Limited), Jaipur and Delhi, India

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ISBN: 9789354791468
£50.00