1. Central University of South Bihar Gaya
A Presentation on Topic
Recent Development in curriculum and pedagogy for early childhood
education and Educational strategies to develop democratic culture and
citizen with the help of play games, music, craft and another form of arts
from early childhood.
Under Supervision of : Dr Chandan Srivastava Sir, Assistant Professor
School of Education, CUSB Gaya
Presented by: Chandan Kumar Dubey, ( Enrolment number : CUSB2011132012)
Pallavi Kumari, ( Enrolment number : CUSB2011132033)
Mohan Singh, ( Enrolment number : CUSB2011132049)
Kishore Gaurav, ( Enrolment number : CUSB2011132014)
2. Content
• Introduction of Recent Development in curriculum and pedagogy for early
childhood education
• National Curricular and Pedagogical Framework for Early Childhood Care
and Education
• Early Childhood Education
• Objectives of Early Childhood Education
• Pedagogy and Curriculum Provide in ECCE
• Early Childhood Care and Need of Curriculum Framework
• Pedagogical Approaches for curriculum Transactions
• A Play school may decided to follow any approach : Some guiding Principals
• Educational Strategies to Develop Democratic Culture and Citizenship with
the help of Play, Games, Music Craft, and another form of arts from Early
Childhood
• Significance of play in ECE
• Aims of Art Education
• Clay Work in Pre Primary Education
• Conclusion
3. Recent Development in Curriculum and
Pedagogy for Early Childhood Education
The recent development in curriculum and pedagogy for early childhood
education discuss in NEP 2020 is as follows:
• ECCE ideally consists of flexible, multi-faceted, multi-level, play-based,
activity-based, and inquiry-based learning, comprising of alphabets,
languages, numbers, counting, colours, shapes, indoor and outdoor play,
puzzles and logical thinking, problem-solving, drawing, painting and other
visual art, craft, drama and puppetry, music and movement.
• It also includes a focus on developing social capacities, sensitivity, good
behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and
cooperation.
• The overall aim of ECCE will be to attain optimal outcomes in the domains
of: physical and motor development, cognitive development, socio-
emotional-ethical development, cultural/artistic development, and the
development of communication and early language, literacy, and numeracy.
4. Continuoue
• The programme at the early childhood stage helps to ensure opportunities
for holistic learning and growth. The ECCE programme needs to be
determined by children’s developmental and contextual needs, providing
for more need based inputs and an enabling environment. Given this need
for an individualised approach, it was believed that a common ‘curriculum’
would not be appropriate for all.
• To ensure optimal development for all children, there is a need to create a
planned curriculum framework, encompassing developmentally appropriate
knowledge and skills, with flexibility for contextualization and diverse
needs of young children. A curriculum framework is also required to ensure
that important learning areas are covered, taking care of all the
developmental needs of the young child. It also facilitates adoption of a
common pedagogical approach to ensure a certain level of quality and
address the widespread diversity in the ECCE programmes available for the
young children in India.
5. National Curricular and Pedagogical
Framework for Early Childhood Care and
Education (NCPFECCE)
National ECCE Curriculum Framework
SECTION 1 SECTION 2 SECTION 3
Foundation of early
care and learning
Goals of early care
and learning
Goals of early care
and learning
6. The National ECCE Curriculum Framework
comprises of broadly three sections
• Section I consists of introduction, vision for an Indian child, rationale and
theoretical foundation for ECCE. The objectives of early childhood
education pedagogical bases and principles of early learning are laid out.
• Section II comprises of details of the goals for different domains of
development, i.e. physical, language, cognitive, socio-emotional and
creative and aesthetic appreciation, to be fostered to ensure holistic
development of children under six years. It comprises of suggested
developmentally appropriate practices for different age groups.
• Section III focuses on implementation details such as principles of
programme planning, stages of programme planning, role of parents and
caregivers/ECCE teachers, essential play materials and assessment
procedure etc.
7. Early Childhood Education
• First six years of life are critical of human life because the rate of
development is more rapid than any other stage of development.
• The NEP 2020 envisages a five- year foundational stages of education i.e
Three year of ECE and the first two years of primary school. ECE is now
supposed to extend from ages three to eight.
• Universal provisioning of quality early childhood development, care and
education must be achieved by 2030, to ensure that all students entering in
grade 1.
• ECE also known as nursery education. It includes prprimary(referred as any
nomenclatures such as anganwadi, nursery, preschool, preparatory, pre-
primary, LKG, UKG etc.)
8. Looking at 0-8 years as a continuum
• Universal Access For children of 3-6 years: access to free, safe, high
quality ECCE at Anganwadis /Pre-school/Balvatika
• Foundational Learning Curriculum For age group of 3-8 divided in two
parts: (i) From age 3-6 in ECCE and (ii) age 6 to 8 in class I and II in
primary school (there is mention of sub frame of 0-3)
• Multifaceted Flexible, multi-level, play-based, activity-based, and inquiry
based learning
• Preparatory Class Prior to the age of 5 every child will move to a
“Preparatory Class” or “Balvatika” (that is, before Class 1)
9. Objectives of Early Childhood Education
• Ensure each child is valued, respected, feels safe and secure and develops a
positive self concept.
• Enable a sound foundation for physical and motor development of each
child as per each child’s potential.
• To teach self help skills
• Promote effective communication and integration of the senses.
• To develop conceptual understanding of the world around by providing
opportunities to explore, investigate and experiment.
• Enhance scope for overall personality development.
10. Pedagogy and Curriculum Provide in ECCE
•
Caring
ECCE
Pedagogy & Curriculum
Value &
goals of the
country
Instructing
Educating
11. Early Childhood Care and Need of
Curriculum Framework
• This programme needs to be determine by children’s developmental and
contextual needs.
• Common curriculum not be appropriate for all.
• The vacuum created by a lack of curriculum framework has resulted
curriculum leading to overburdening
• The child which can have a negative impact on the child’s learning
potential.
• Need to create a planned curriculum framework with flexibility and support
diversity.
• The purpose of this frame work is to promote quality and excellence in
early childhood education.
12. Guiding Principles for Curriculum
Present curriculum for ECE is holistic, developmentally appropriate
indigenous and most importantly play and activity based, so curriculum is
drawn from following guiding principles:
• Learning through positive interactions(child-child, child-teacher, child-
material)
• Each child is different and grows, learns and develops at her/his own pace.
• Play and activity are the primary context of learning.
• Responsive and supportive interactions with adults are essential to children’s
learning.
• Children learn by constructing knowledge through challenges, repetition, and
benefit from guidance by teachers and peers.
• Family involvement contributes to learning.
• Mother tongue/home language should be the medium of instruction.
• Listen to children.
13. Pedagogical Approaches for curriculum
Transactions
• Theme based approach
• Activity based approach
• Projects/ Inquiry based approaches
• Play (free and structured), Doll’s play
• Story telling
• Conversation
• Indoor and outdoor game
• Music and rhythmic exercises
• Experiments at the child’s level such as water play, etc.
• Nature walk etc
14. A Play school may decided to follow any
approach : Some guiding Principals
• Build on prior knowledge
• Encourage positive interaction (child- child, child- teacher and child
material)
• Organize variety of activities
• Use available indigenous material
• Mother tongue/ Home language should be medium of instruction
• Listen to children
• Ensure children experience different speaking and listening situations.
• Establish common knowledge
• Spend time in observation
• Scaffold a child’s experience
• Celebrate diversity
• Listen to and Co-coordinate with parents and family members
15. Educational Strategies to Develop Democratic
Culture and Citizenship with the help of Play,
Games, Music Craft, and another form of arts from
Early Childhood
Play & Games
It universally regarded as child’s way of learning
• Freedom to explore and experiment through play
• Development of self-awareness, self esteem, self control, initiative,
• Independence (thinking about own action and its consequences).
• Development of ability for decision making.
Develop democratic culture and citizenship
•Responsibilities for self and others
•Empathy and care towards olds, differently able and needy.
•Complete own duties and responsibilities without reminders and accepts
responsibility for own action.
•Development of ability for decision making.
16. Educational Strategies to Develop Democratic
Culture and Citizenship with the help of music
• Researchers showed that the exposure to music from early childhood onwards
helps children to speak more clearly.
• It develop a larger vocabulary.
• It develop strengthen social and emotional skills.
• The psychologist Howard Gardner already argued in 1983 that the music
intelligence is equally important as a logical and emotional intelligence.
• Music have a ability to connect between body and brain to work together
as a team.
Development of democratic culture and citizenship
• Music emerges in infancy and develops through processes of enculturation
and socialization.
• Music from diverse cultures provide opportunities to learn about other culture.
• Music can enhance patriotic felling on the basis of national anthems, patriotic
• Songs, and Political Campaigns
17. Significance of play in ECE
• Playway method is mainly child-centred. It takes into consideration the
individual needs, interests and competencies of children.
• In the early childhood years, play is the only mean of learning. Children
can express their ideas and feelings through play. Besides, they can observe
and understand the world around them. It also helps to build social relations
and healthy habits among children
• Play involves the use of senses and limbs. Their muscles become firm and
strong, their understanding increases and they gain confidence.
• Children gain concrete learning experiences through play.
• The child participates actively in the ‘Learning by Doing’, process.
• Play provides a balanced and process-oriented programme, which fulfills
all the developmental objectives. It nurtures development of learning
processes like observation, experimentation, problem solving and creativity
in children.
• Play helps in maintaining a balance between physical and mental activities.
• Play activities help to bring out the overall development of a child
irrespective of their cultural background but keeping in mind their interests
and skills
18. Aims of Art Education
• To create interest about art among children.
• To create respect for work among children and thereby make them
self-dependent.
• To create conditions so that children can work according to their
aptitudes.
• To enable children to work in a free atmosphere.
• To create interest in them for decoration.
• To help children in making toys and assist teachers in the teaching
of preparing material aids.
19. Clay Work in Pre Primary Education
• Clay work has its own educational value. It helps children create and
express themselves.
• Children have a natural tendency to be creative and if they are not
given any opportunity to create anything they become dull.
Therefore, they should be encourages to realize their potential. It is
necessary that in the pre-primary classes children are allowed to do
clay work. They should be taught how to use earth in different
forms. This will enable them to learn not only different forms the
earth can take but also permit them to prepare designs for the
purpose of their self expression.
• Children should be asked to prepare different designs both by hand
and in moulds. These moulds can be prepared in the classes
according to the designs children themselves have made. They can
prepare designs of animals, birds, flowers, vegetables, etc.
20. Conclusion
• Being clear about the importance of curriculum and pedagogy in early
childhood education, understood in curriculum framework is an
important aspects of children life.
• Play, art and craft etc has a completed and rich history in early
childhood education and elements of this history can be seen in a range
of curriculum framework.
• Strong knowledge base of child development is essential to education
of early childhood.
