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Introduction

With 14 lakh Anganwadi centres catering to nearly 8 crore children , India has wide Early Childhood Care and Education (ECCE) coverage but poor learning outcomes. National Education Policy 2020 addresses this by embedding ECCE within a 5+3+3+4 model, targeting universal access and quality early learning by 2030.

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Key Structural Shifts in ECCE Driven by NEP 2020

• New 5+3+3+4 Structure: Integrates ages pre-schooling (3-6 years)and then class 1 and 2  into the Foundational Stage with a focus on play-based learning.
• Introduction of Balvatikas in Schools: Government schools begin hosting  play based pre-primary classes for 3–6-year-olds.
  Eg: The NEP 2020 envisions universal access to ECCE for all 3–6-year-olds by 2030, primarily through Balvatikas integrated into existing school infrastructure.
• Diversified focus: NEP has shown growing emphasis on education when compared to other ECCE services such as health and nutrition.
• Shift in ECCE Mandate from MWCD to Education Ministry: Aligns early childhood education with foundational literacy goals.
  Eg: NCERT developed a new play-based curriculum called Vidya Pravesh under the NIPUN Bharat Mission for Grade 1 students. .
• Enhanced Role of Home-Based Learning for Ages 0–3: Encourages Anganwadi workers to focus on home visits.
  Eg: A Yale University study conducted in Odisha, in collaboration with Pratham, emphasizes the vital role of home visits in early childhood development programs.

However, the transformative vision of NEP 2020 faces critical on-ground challenges that may hinder equitable and effective ECCE delivery.

Challenges in ECCE Implementation

• Inadequate Training of ECCE Educators: Most Anganwadi workers lack formal training in pedagogy.
• State-Level Disparities: Uneven implementation across regions hinders national progress.
  Eg: UP and Bihar underutilised Balvatika funds, lagging behind in roll-out despite having large child populations.
• Infrastructure Gaps in Government Schools: Many schools lack facilities for safe and engaging pre-schooling.
  Eg: UDISE 2023–24 shows around one-fifth of Bihar’s schools lack electricity. 
• Overburdened Anganwadi Workers: Dual responsibility of nutrition and education without extra support.

Opportunities and Challenges of Migration from Anganwadis to Government Schools

Opportunities

• Equity in ECCE Access: Bridges learning divide between private and public systems.
• Professional Teaching Resources: Schools may offer better-trained educators than Anganwadis.
  Eg: NEP 2020 mandates ECCE training for teachers under NIPUN Bharat for improved pedagogy in schools.
• Improved Learning Continuity: Enables smoother progression from pre-primary to primary grades.
  Eg: Integrated foundational stage (3–8 years) helps avoid sharp transitions at Class 1, enhancing retention and literacy.
• Greater Parental Trust: Formal schools seen as academically stronger than Anganwadis.
  Eg: According to ASER 2024, rising 3-year-old enrollment (from 68.1% in 2018 to 77.4%) reflects growing parental trust in formal pre-primary setups.

Challenges

• Risk of ‘Schoolification’: Rigid teaching in pre-schools may undermine play-based learning.
• Neglect of 0–3 Age Group: Anganwadis risk being reduced to mere nutrition centres, sidelining critical early childhood care for infants and toddlers.
• Resource Imbalance: Anganwadis may lose budgetary priority and staff without school linkages.

Opportunities and Challenges Associated with the Reorientation of the Anganwadi System

Opportunities

• Focused Early Intervention: Reorienting Anganwadis towards 0-3 years enables targeted care in the crucial first 1000 days.
  Eg: Research shows 80% brain development occurs before age 3, making early intervention vital.
• Enhanced Maternal Support: Home visits allow personalized counselling for pregnant and lactating mothers on nutrition and hygiene.
  Eg: Brazil’s ‘Crianca Feliz’(Happy Child) programme improved maternal and child health via home-based counselling.
• Reduced Overload at Centres: Shifting 3-6 year-olds to schools frees Anganwadi centres to specialize in infant care and maternal health.
  

Challenges

• Workforce Training Needs: Anganwadi workers require extensive training for home-based counselling and infant stimulation techniques.
• Logistical and Monitoring Issues: Ensuring regular home visits and monitoring quality across diverse rural areas is complex.
• Potential Neglect of 3–6 Age Group: Focus on 0-3 may risk marginalizing 3-6 year-olds if school Balvatikas are inadequately resourced.

Conclusion

The transformation of early childhood care and education, driven by NEP 2020, represents a monumental stride towards equitable, holistic development. Going forward, ensuring adequate funding, seamless Centre-State coordination, and capacity building of ECCE workers will be key to delivering on this ambitious vision.

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