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National Curriculum Framework Foundational Stage

The National Education Policy (NEP) 2020, commissioned by India's Ministry of Human Resource Development, emphasizes the holistic development of children aged 0-8 years through early childhood care and education (ECCE), promoting learning via play and language. It outlines specific curricular goals across multiple developmental domains and stresses the importance of a supportive teaching environment, effective pedagogy, and assessment methods. The document calls for organizing content and teaching methods that respect children's natural learning processes and promotes collaboration among teachers, parents, and communities.

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National Education Policy Created 29th July 2020 Commissioned by Ministry of HRD (Govt. of India) Subject Education Chairperson K. Kasturi Ranjan
Table of Contents Foreword Acronyms Table of Contents About the National Curriculum Framework Chapter 1: Preamble and introduction Section 1.1 Introduction Section 1.2 The Development of Early Childhood Care and Education in India and the World Section 1.3 Vision of NEP 2020 Section 1.4 How Children Learn at the Foundational Stage Section 1.5 Context of Schooling at the Foundational Stage Chapter 2: Aims, CurricutiarGoals, Competencies and Learning Outcomes Section 2.1 Definitions Section 2.2 From Aims to Learning Outcomes Section 2.3 Curricular Goals Section 2.4 Competencies Section 2.5 Illustrative Learning Outcomes Chapter 3: Approach to Language Education and Literacy Section 3.1 Principles Section 3.2 NCF Approach to Language Education and Literacy in the Foundational Stage Chapter 4: Pedagogy Section 4.1 Principles of Pedagogy Section 4.2 Planning for Teaching Section 4.3 Building a Positive Relationship between Teachers and Children Section 4.4Learning through Play - Conversation, Stories, Toys, Music, Art Section 4.5 Strategies for Literacy and Numeracy Section 4.6 Managing the Classroom Section 4.7 Organizing the Environment
Chapter 5: Choosing, Organizing, and Contextualizing Content for Teaching Section 5.1 Developing a Syllabus Section 5.2 Principles of Content Selection Section 5.3 Ways of Organizing Content Section 5.4 Teaching-Learning Materials (TIE) Section 5,5 Books and Text books Section 5.6 The Learning Environment Chapter 6: Assessment for Furthering Learning Objectives Section 6.1 Guiding Principles for Assessment Section 6.2 Methods and Tools of Assessment Section 6.3 Analysing Children's Responses for Effective Teaching-Learning Section 6.4 Documenting and Communicating Assessment Chapter 7: Organising Time Section 7.1 Organising the Day Chapter 8: Additional Critical Areas Section 8.1 Addressing Developmental Delay and Disability Section 8.2 Safety and Security in Schools Chapter 9: Linkages to the Preparatory Stage Section 9.1 From Development Domains to Curricular Areas Section 9.2 Continuity and Change in Content, Pedagogy and Assessment Chapter 10: Creating a Supportive Eco-System Section 10.1 Enabling and Empowering Teachers Section 10.2 Ensuring an Appropriate Environment for Learning Section 10.3 Role of Academic and Administrative Functionaries Section 10.4 Role of Parents and Community Section 10.5 Leveraging Technology
Preamble and Introduction (ECCE)
It defines as the period from birth to eight years old, is a time of remarkable growth with brain development as its peak. This is first stage in 5+3+3+4 curricular. It is for children between age 3 to 8. Early Childhood Care and Education is more than preparation for primary school. It aims at holistic development of child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and well-being. ECCE
Objectives of ECCE: 1.Holistic Development of Learners 2.Positive Self-concept (Values, Safe) 3.Language and Communication Skills 4.Intellectual Curiosity 5.Development and Integration of Senses 6.Learning by Doing 7.Core human values 8.It can help children to achieve their full potential 9.Good nutrition routines, healthy living and self-help skills
• Primarily at home (Ages 0-3) • In institutional settings (3-8 yrs.) (A)Early Childhood Education (3-6 yrs.)  Anganwadi  Balvatikas (1,2,3)  Pre-Schools (B) Early Primary Education Programmes in School (6-8 yrs.) • Importance of Literacy and Numeracy
NEP-2020 Specific Goals for ECCE The overall aim of ECCE is to attain optimal outcomes in different domains like: 1. Cognitive development 2. Physical and motor development 3. Socio-emotional-ethical development 4. Communication skills development 5. Cultural/Artistic development 6. The development of early language, literacy, and numeracy.
How children learn at the Foundational Stage Children are natural learners. They are active, eager to learn. Children learn best through play Importance of Play 1. There is a Choice 2. There is a Wonder 3. There is Joy
Free Play Guided Play Structured Play Roles Child-led Child directed Child Led Teacher Supported Teacher-led Children actively participate What do Children do? Children decide Who, How, How long and Whom to play Children Plan and lead their own play Children actively listen, follow rules planned by teachers What do teacher do? Teacher only organize an environment Teacher offer support and guide in different tasks Teacher carefully plan with specific rules. Goal oriented. Play can be organized in different ways:
Different kinds of Play Types of Play Examples 1. Dramatic play/ Fantasy play Dramatize a story, role play 2. Exploratory play Experiment (chana rajma, jodo-todo phir jodo) 3. Environment/ Small world play Miniature animal, Kitchen set, identifying trees, insects 4. Physical play Exploring the body through music 5. Games with rules Snake and Ladder, Chess, Pitthu, Stapu, Marbles
Curricular Goals Domains Curricular Goals Physical Development CG-1 Children develop habits that keep them healthy and safe CG-2 Children develop sharpness in sensorial perceptions CG-3 Children develop a fit and flexible body Socio Emotional and CG-5 Children develop a positive attitude towards productive work 'Seva' Ethical Development CG-6 Children develop a positive regard for the natural environment around Cognitive Development CG-7 Children make sense of the world around through observation and logical thinking CG-8 Children develop mathematical understanding and abilities to recognize the world through quantities, shapes, and measures Language and Literacy CG-9 Children develop effective communication skills for day- to-day Development interactions in two languages CG-10 Children develop fluency in reading and writing in Language L1 CG-11 Children begin to read and write in Language 2 Aesthetic and Cultural Development CG-12 Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways CG-13 Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom
Ch-3 Approach to Language education and Literacy 1. Children learn spoken language most rapidly between the ages of 0 and 8. 2. Reading, Writing (Phonemes, Graphemes) L1- Home Language L-2 3. Children grasp concepts quickly and deeply in their familiar language. 4. A child must never be discouraged (feel ashamed by their home language) 5. There can be a mixing of language L-1 as scaffolding, L-2 , L-3 6. Two or three languages present with children on a regular basis. 7. Reading and writing is developed in a child in R1. The aim is to be an independent reader and writer in R1 by the age of 8 (Grade 3) 8. Study through mother language are better in other subjects (Mathematics and Science) 9. Reading skills is first to be developed in R1 through pictures, story-books, read aloud books, guided reading , more independent reading. 10.Writing skill will be developed in through drawing, labelling, inventing spellings, writing workbooks, guided writing, more independent writing of books.
Ch-4 Pedagogy Pedagogy:  Method of teaching  Art of teaching  Active engagement  Student centered learning  Variety of teaching methods Three hallmarks of Pedagogy: Experience Experiment Explore These 3 E’s can be achieved on the basis of care and responsiveness.
Principles of Pedagogy 1.Safe and comfortable environment 2.Play is central to learning- Free, guided, structured 3.Nurturing relationship 4.Physical development 5.Individual participation 6.Home/ Mother language 7.Previous Knowledge (Simple to Complex) 8.Learning Experience connected to children’s lives 9.Development of all domains
Planning for Teaching Planning is central to good teaching. Planning includes: Aims  Construction of Classroom  Organization of Classroom  Resources to be used to achieve goals, assessment to be carried out. Planning can be for a year, term or a week. Components 1. Objectives , Competencies, Outcomes 2. Child –led, Teacher guided or teacher directed 3. Duration and sequence of activities 4. Classroom management: seating or display 5. Method of Assessment
A neural pathway is completed. A neural pathway is incomplete if we don’t teach/apply what we have learnt.
Homework Homework can be fun and provides a different kind of challenge. It connects school with the child’s home. 1. Help your mother or father or aunt- talk about it at school. 2. Ask your grandparents their names and the names of their parents. 3. Read picture story at home and talk about in school.
Learning through play Conversation (Free conversation) Story-telling (Brave, Honesty) Toy-Based learning (Doll house, Puzzles) Music, Movement, Songs Art and Craft (Painting, Pasting,, Cutting) Indoor/ Outdoor games (Riddles, Tongue Twisters, Nature walk) Field Trips (Observe the things and note down the names)
Strategies for Numeracy and Literacy Emergent Literacy: Skills and knowledge , attitude that children develop about reading and writing. Balanced Literacy: Balance between language and literacy
Approaches of Mathematics Learning numbers through ELPS: E- Experience L- Spoken Language P- Pictures S- Writing Symbols
Positive Classroom Environment 1. Classroom Environment- Physical environment, Psychological environment 2. Creating classroom norms with children. 3. Managing difficult behavior 4. Discipline 5. Language used by the teacher 6. What not to do? 7. Seating
Ch-5 Choosing, Organizing and Contextualizing for teaching Content Selection: 1. Syllabus should be based on play-way method. (ABL) 2. Content should be familiar to unfamiliar, simple to complex. 3. Content should be based on theme (Water, Plant etc.) 4. Content should be diverse. 5. Content should be connected with learning outcomes. Ways of Organizing content: 1. Project-based (Collaboration) 2. Story-based (related to SEL) 3. Theme-based 4. Eclectic approach (connection of all approaches)
Ch-6 Assessment for Furthering Learning Objectives Assessment means the evaluation of student’s achievement. It is important part of the teaching-learning process. Assessment that help provide information to the teacher, parents and children about their achievements. Methods and Tools Assessment: 1. Anecdotal Records: Record in detail a specific episode or event. (File) 2. Checklists (Milk, Grocery, Item) 3. Event or frequency sampling (Action, Unacceptable behavior) Documenting and Communicating Assessment 4. Child Portfolio (Terminal, monthly, weekly, yearly etc.) 5. Holistic Progress Card (HPC)
Chapter-7 Organizing Time Simple and well organized daily routines are very important for young children. They help children to settle in well and they make children feel secure because they know what will happen in the day.
Ch-8 Additional Critical Areas o Addressing Development: Delay + Disabilities o Recognizing development Deviation Early (God Gifted) Delay (Slow Learners)
What should foundational stage institutions do? 1. First step: Each child learn at their own pace (Observe the child) 2. Second step :Keep a record daily/ weekly 3. Third step: Concern area is not corrected by everyday action , consult with parents 4. Fourth step: Would be to refer appropriate medical check-up. 5. Fifth step: Focus on problem and try to remove , accordingly NCERT’s PRASHAST. Safety and Security in School 1. Physical safety 2. Emotional safety 3. Child Sexual Abuse 4. Other overall safety measures
Ch-9 & Ch-10 Linkage to the Preparatory Stage & Creating a supportive Eco-system  Enabling and Empowering teachers  Professional Development for teachers  Environment for learning  Role of Academic and Administrative  Functionaries (Positive roles)  Role of parents & community  New technology Children are expected to attain foundational development, literacy & numeracy by the end of grade-2 for the preparatory stage.
National Curriculum Framework Foundational Stage