Education
Early Childhood Care & Education: What Makes It Essential?
ANUSHKA YADAV examines the sole purpose of ECCE, which is to help children live their best lives.
“A child’s most important steps happen before they set foot in a primary school. By their fifth birthday, children’s brains are 90% developed and the foundations for success at school and in later life are in place,” says a joint UNICEF-OECD-UNESCO blog.
UNESCO defines early childhood as “the period from birth to eight years of age”. Alongside remarkable physical growth and “brain development at its peak,” the environment and people in a child’s surroundings influence her or him highly at this stage. Early Childhood Care and Education (ECCE), thus, aims at the holistic development of a child. It includes all forms of education, both formal and informal, that builds a strong foundation for the child’s lifelong learning and wellbeing.
On the surface, informal education refers to the primary source of input i.e. a child’s relationship and its nature and quality with his or her parents and/or primary caregiver. When people say parents are the first teachers of a child, it’s the truth and not just hearsay. The relationship between the two is critical and sensitive, especially between the ages 0 to 2. On the basis of the quality of the parent-child relationship, a child forms a sense of self, and attachment with the parent.
The second part of the equation of ECCE is the formal education. It differs from state to state, and programme to programme. Educational programmes are often designed according to age groups and are administered in several settings such as daycare, childcare, kindergarten, nursery school, or preschool.
Some people consider ECCE as a mere preparation before entering the primary school; however, it is much more than that.
ECE experts owe their gratitude to the renowned psychologist, Jean Piaget for his research and theory on learning through play; Early Childhood Education posits that learning is highly effective when combined with play. Play meets the physical, intellectual, language, emotional and social needs of children. You would ask how does that happen? According to research, it has been found that the curiosity and imagination of children are evoked naturally when they are unfettered. Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas."
WHAT ARE THE KEY REQUIREMENTS FOR CREATING A PLAY-BASED LEARNING ATMOSPHERE?
A Safe Space for Children to Interact and Play in Correct Supervision.
A Culturally Aware and Trained Educator, who has certification in the Early Years Foundation.
However, before setting up this environment, it is imperative that we understand the purpose of Early Childhood Care and Education.
LEARNING & HOLISTIC DEVELOPMENT:
Foremost, it aims at instilling enthusiasm in the child towards learning; with the powerful tool of learning with play, ECE experts believe that different play and structured activities lay a strong foundation for learning and developing the imaginative power of an individual. It is at this stage that children’s thirst to acquire knowledge until satisfactory answers are obtained develops. Preschoolers realise the importance of education in their lives. Several studies have reported that children who attend an ECCE program tend to have their IQ scores increased by the age of five from 4-11 points; on the other hand, a Milwaukee study reported a 25-point gain in IQ scores. As mentioned above, one of the central purposes of Early Childhood Education is to promote holistic development. Preschools can be a place where a child’s weaknesses are recognised and worked upon while they are given the freedom to express and improve on their strengths. Further, it also leads to stimulating the brain of the child which is another purpose of ECCE.
Improve Social Skills:
ECCE aims at developing friendship among the preschoolers belonging to the common age group through play. One of the most important aspects of such schools is to provide the children with a safe environment that builds strong relationships while they interact with each other; it also encourages children to step out of their comfort zones leading to overcoming shyness for healthy social development. It is better for preschoolers to learn the art of sharing at an early age to avoid hostile behaviour. Children also learn to cooperate, respect the opinions of others, be better listeners and learn the art of communication while promoting teamwork. The active, hands-on experiences enable a child to inculcate life skills in his day-to-day life.
CLOSING EDUCATION ACHIEVEMENT GAP:
Providing appropriate education in the formative years helps in pre-emptively closing the education achievement gap between students coming from high and low-income families. Children of low socioeconomic status (SES) already lag behind their higher SES peers as they begin school later; high SES children have three times the number of words in their vocabularies as opposed to low SES children. However, it has been proven that participation in Early Childhood Education drastically improves performance on standardised test while dropping the rate of grade repetition. Thus, the quality of ECCE programs co-relate with improvement in lowincome preschoolers’ IQs and test scores while decreasing grade retention.
SCREENING & IMPROVING HEALTH AND WELLNESS:
Listed as one of the most important purposes, ECCE provides the opportunity to participate in an early childhood screening. How is this screening helpful? Screening is done for three to five-year-olds and it tests things such as physical and emotional health, cognitive development, speech, hearing, coordination, vision, as well as social skills. Screenings are beneficial in identifying any development of healthrelated issues that require attention. It, further, helps in preventing delays in learning and/or healthy development. From giving appropriate nonverbal and verbal cues to providing a nutritious diet, everything affects a child. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years. Thus, a good diet activates memory while junk and processed foods can cause attention, focus and behavioral issues. ECCE programs encourage the nourishment of the brain through cross lateral movements and exercise. “A child’s physical development level impacts their ability to complete simple tasks such as sitting still, holding a pencil, putting on their shoes, and especially reading – all skills essential for school,” remarked early years’ specialist Dr Rebecca Duncombe, who led a study monitoring children of school age in UK, which found a higher number of kids experience problems with their balance and coordination ultimately affecting their ability to learn in class.
Support Parents, Family, and Community:
In an interview, Dr Swati Popat Vats, President, Early Childhood Association of India, said, “There are some unknown ways by which a parent might affect their child; for example, if you take the child to a movie theatre, and the first thing you do is give them popcorn, then ice-cream, etc. Now, one tub of popcorn has enough salt for a week’s consumption, and you have just overloaded the child with sugar. Most parents say that the child is hyperactive and cranky after going to malls and theatres, and that is obviously going to happen because of all the sugar and salt that was pumped into the child. These are the things parents are not aware of. Another thing is sleep. Many parents do not know that children require nine hours of sleep and if they don’t get those nine hours, their brain’s ability to remember and the immune system become weak. It is important that parents get educated about these simple things so they can stop unknowingly harming their child.” Thus, ECCE becomes a support for parents and families, and aims at building stronger, healthier and happier communities. Ultimately, the purpose of ECCE is to nurture caring, responsible and capable future citizens.
Early Childhood Association, India says… Our Goal is advocacy for stress free childhood years, after all this is the right of every chil. We want to touch the lives of all those who affect the lives and learning of children – be it teachers, parents, policy makers, entrepreneurs media.
UNESCO’s approach is reinforced in the Education 2030 agenda and in particular in target 4.2 of Sustainable Development Goal 4 which aims at ensuring that all girls and boys have access to quality early childhood development, care and pre-primary education, by 2030, so that they are ready for primary education.
"We must place quality pre-primary education at the heart of education plans and policies across countries," concludes the joint UNICEF-OECD-UNESCO blog.
In this way, Early Childhood Care and Education is one of the most valuable investments a nation can make to promote human resource development, reduce gender inequality and social cohesion, while reducing the costs for later remedial programmes. For disadvantaged children, such programmes play an important role in compensating for their hardships as well as in combating educational inequalities.
Thus, ECCE is education that is fundamental to an individual’s development; it has the ability to significantly affect the later years of an individual’s life as well as the nation. The sole purpose of ECCE is to help children live their best lives.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
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