Context

The National Education Policy (NEP) 2020 represents a significant shift in India’s educational approach, especially concerning Early Childhood Care and Education (ECCE).

Historically, early education in India has suffered from inequity and limited public-sector access. By formally integrating ECCE into government schools, the NEP aims to bring structural reform—enhancing both equity and quality in foundational learning.

NEP 2020’s Vision: Correcting Long-Standing Gaps

Previous Scenario

• Until now, government schools admitted children only from Class 1.
• Children aged 3–6 years were largely served by Anganwadi centres, which prioritized nutrition and care but lacked structured educational content.
• In contrast, private schools offered nursery programs, providing a head start to more privileged children and reinforcing socio-economic disparities.

NEP’s Objective

• To bridge this gap, NEP proposes integrating Balvatika (preschool classes 1, 2, and 3) within the formal school system.
• The goal is the universalisation of ECCE by 2030, levelling the playing field for children across socio-economic backgrounds.

Three Structural Shifts in ECCE Implementation

1.       Expansion of ECCE Infrastructure

• The first change involves a systematic expansion of ECCE facilities within public schools.
• Previously, ECCE was limited to about 14 lakh Anganwadi centres.
• Now, with support from Samagra Shiksha, states and UTs are establishing preschool classes in schools.

However:

• Implementation is uneven—some states are behind in setting up or operationalising these classrooms.
• Success depends on the training, recruitment, and support of ECCE educators. Without well-prepared personnel, the expansion risks being superficial.

2.       Migration from Anganwadis to Schools

• A growing number of parents are choosing government schools over Anganwadis for their children’s early education.
• This preference, seen in areas like Dadra and Nagar Haveli and Daman and Diu, is driven by the belief that schools offer a better learning environment.

Implications:

• Children aged 4–6 are leaving Anganwadis, which may undermine their relevance for this age group.
• The Anganwadi system must redefine its role within the ECCE ecosystem.

Policy Initiatives:

• The Ministry of Women and Child Development has launched Poshan Bhi Padhai Bhi, promoting a combined approach to nutrition and education.
• Yet, ground-level challenges persist:
• Training and support for Anganwadi workers remain inadequate.
• There is a risk that schools may over-academicise preschool, focusing on rote learning rather than play-based, age-appropriate methods.

3.       Reorienting Anganwadis Towards the 0–3 Age Group

• The most transformative change could be a redefinition of Anganwadis’ focus towards infants (0–3 years) and their caregivers.
• This could involve structured home visits by Anganwadi workers.

Supporting Evidence:

• Studies like the Perry Preschool Project and the Yale-Pratham study in Odisha highlight the enormous developmental benefits of intervention in the first three years.

Current Limitations:

• Anganwadi workers are often overburdened, and typically focus on children who physically attend (3–6 years), neglecting home-based services for infants and toddlers.

Opportunity Ahead:

• As government schools assume responsibility for 3–6 year-olds, Anganwadis could pivot to serve the 0–3 population more effectively.
• This would involve:
• Home-based care
• Support for pregnant and lactating women
• Enhanced focus on nutrition, health, and cognitive stimulation in the first 1,000 days

A clear division of roles between schools and Anganwadis, if thoughtfully executed, could radically improve India’s early childhood outcomes.

Conclusion: A Cross-Sectoral Effort for Long-Term Transformation

The NEP 2020 offers a visionary and equity-oriented roadmap for revamping early childhood education. However, the transformation will not occur automatically. Each structural shift—expansion, migration, and reorientation—introduces specific challenges:

• Infrastructure gaps
• Educator training needs
• Changing parental expectations
• Policy clarity and coordination

Key Success Factors:

• Effective inter-departmental coordination (between education, health, and nutrition sectors)
• Empowerment of frontline workers, especially Anganwadi workers and preschool educators
• Responsive state- and district-level governance

If these challenges are addressed with intentionality and equity, NEP’s reforms could dramatically reduce foundational learning disparities, and help build a healthier, more capable, and just India.