Education Portal for Students in India

¹For the purpose of this policy, Early Childhood Care and Education (ECCE) = Early Childhood Education (ECE) = Early Childhood Development (ECD) = Early Childhood Care and Development (ECCD) = ICD (Integrated Child Development), all promoting holistic development of young child.
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What does Ecce stand for?

Early Childhood Care and Education Scheme The Early Childhood Care and Education (ECCE) Scheme provides early childhood care and education for children of pre-school age. Children can start ECCE when they are 2 years and 8 months of age and continue until they transfer to primary school (provided that they are not older than 5 years and 6 months at the end of the pre-school year) – see rules.

1. The State pays participating playschools and daycare services a set amount per child to offer the ECCE service.
2. In return, participating centres and playschools provide a pre-school service free of charge to all children within the qualifying age range.
3. The service is for a set number of hours over a set period of weeks (see ‘How the ECCE scheme is provided’ below).

ECCE is not affected by the introduction of the, You may get financial support from the NCS towards the cost of childcare for the hours spent outside of pre-school. You can read more on There is only one point of entry at the beginning of the programme year in September.

• The Department provides an,
• Exemptions from age limit
• If your child is over the eligibility age requirement due to special needs they may be able to get an exemption from the upper age limit for the ECCE Scheme.
• There are no exemptions to the lower age limit.

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What age is early childhood?

The formative early years of a child’s life demand a nurturing environment and attentive care – Early childhood, which spans the period up to 8 years of age, is critical for cognitive, social, emotional and physical development. During these years, a child’s newly developing brain is highly plastic and responsive to change as billions of integrated neural circuits are established through the interaction of genetics, environment and experience.

the quality of care within a child’s home environment ; access to early childhood care and education ; the overall developmental status of children

Data in all three of these areas are being collected through the UNICEF-supported Multiple Indicator Cluster Surveys (MICS), These data are also collected in other national household surveys. Along with existing evidence about the developing brain, data from MICS and other household surveys provide a compelling case for more effective, better resourced and targeted interventions in early childhood development.
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What is the importance of early childhood?

A child’s early years can have lifelong physical, social, and emotional impacts. While positive experiences and environments can set up a young child on a stronger life-long path, traumatic experiences or environments during those formative years can have long-lasting, detrimental impact.

Early childhood experiences from birth to age 8 affect the development of the brain’s architecture, which provides the foundation for all future learning, behavior and health. A strong foundation helps children develop the skills they need to become well-functioning adults. In particular, the time between birth and age 3 is a period of rapid brain development when billions of connections between individual neurons are established.

Mechanisms and interventions to support that development must be available beginning at birth. The experiences children have early in life play a crucial role in the development of the brain. Exposure to positive factors, especially stable and responsive relationships with parents and other adults, and safe and supportive environments promote positive development.

Third-grade reading proficiency High school graduation and postsecondary education Gainful employment Lifetime physical and mental health and well-being Avoidance of substance use disorder and crime

On Feb.27, North Carolina welcomed Dr. Jack Shonkoff as the keynote speaker for the NC Early Childhood Summit, Shonkoff is a leading scholar on early child health and development and the director of the Harvard Center on the Developing Child,
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What is the role of ECCE teacher?

ECCE teachers have to accomplish many things such as organizing the classroom, creating teaching learning materials, designing bulletin boards, conducting parent teacher meetings etc. So, being organized is another quality which they should possess in order to conduct activities smoothly.
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How is ECCE done?

EXTRACAPSULAR CATARACT EXTRACTION The term ECCE refers to the technique in which a portion of anterior capsule of the lens is removed, allowing extraction of the lens nucleus and cortex, leaving the remainder of anterior capsule, the posterior capsule, and the zonular support intact.
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What are the major five development in ECCE?

The first five years of children’s lives are critical in their development as they reach numerous milestones – from sitting up, crawling and walking in the first year of their lives to hopping and climbing by the time they are 5 years old. However, their development is not just measured by what they can accomplish physically.

There are five critical domains in a child’s development,” said Dianna Fryer, Joint Base San Antonio-Randolph Child Development Program training and curriculum specialist. “Those domains are social, emotional, physical, cognitive and language.” The five critical domains inform the JBSA CDPs’ approach to early childhood education, but they also can provide a blueprint for parents as they facilitate their children’s development.

“Parents can address the social, emotional, cognitive and language domains by interacting with their children through talking, singing, playing, family-style eating, pretend playing and games,” Fryer said. “They can meet their children’s social needs by providing them with opportunities to explore through play groups and sporting activities.” One of the best ways parents can stimulate their children’s language skills is by reading to them, said Sarah Fisher, JBSA-Randolph CDP director.

Reading is not only a great way to connect with a child and develop a caring, safe relationship, it is key to introducing them to language,” she said. “Infants and babies learn new sounds and sights daily. They can learn the different sounds as parents change their voice for a character or to show excitement or sadness.” Children begin to learn the emergent literacy skills of holding a book, the sound of fluent reading and the direction of reading as they grow into toddlers, Fisher said.

“They can be exposed to a wide variety of experiences in a book they may not be physically able to see,” she said. “Moving into preschool, books continue to teach all these things – letters, sounds, colors, shapes and more. Books can open the world to a child in many ways.” The physical domain is characterized by the development of fine motor skills, but also by taking part in physical activities outdoors, Fryer said.

Parents should provide their children with opportunities for outdoor play,” she said. “It’s critical for parents to turn the TV off and take their children outside.” Parents often worry about their children’s development, especially when they do not reach milestones by a certain age, Fisher said. Language is a common concern.

“If by 2 or 2½ years your child isn’t talking much, it’s important you talk to your doctor,” she said. “Typically, if it’s just your child’s language, and the other domains are fine, there’s no need to be alarmed. We’ve seen children come in here with limited language skills, then start to blossom by being immersed in a social environment.” However, early intervention for a learning delay is critical, Fisher said.

• The CDP uses an “Ages and Stages Questionnaire” to solicit parents’ responses to questions about their children’s development.
• It’s a screening tool similar to those used in pediatricians’ offices,” she said.
• We use it in a team approach with families to ensure their children are progressing and meeting developmental milestones.” Fisher said parents need to be honest in their responses on the ASQ and on pediatricians’ screening forms so learning delays can be addressed.

But it is also important not to measure children by the same timelines for reaching milestones, Fryer said. “Not every child develops at the same rate of speed,” she said. Regardless of how quickly children develop, it is imperative they be engaged in all five critical domains throughout the day, Fryer said.
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What a 2 year old should learn in preschool?

Learning, Thinking Skills – Your child should be able to:

Find things even when they’re hidden under two or three layersStarting sorting shapes and colorsComplete sentences and rhymes in familiar booksPlay simple make-believe gamesFollow two-part instructions (such as “drink your milk, then give me the cup”)

Your child’s grasp of language is increasing and they’re now starting to solve problems in their head. They’re also beginning to understand time concepts like, “I’ll read you a story after we brush your teeth.” They’ll start to understand the concept of numbers, so you can introduce counting.
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Is preschool good for 2 year olds?

Cheeky Chums Day Nurseries – What should 2 year olds be learning Your two-year-old child might be growing up, but they are still babies. It means they are not developmentally ready to sit down and listen to teachers for hours since their attention span is just two minutes long.

But the preschool can help in their social, physical, intellectual, and emotional development. All the cognitive skills the children learn right now – like counting and vocabulary – will set the tone for your child’s future learning. Let’s take a look at some learning milestones that two-year-old children must and will have in preschools.

Some of the vital concepts that include in the preschool curriculum are:

Alphabets Calendar, learning seasons; days in a week, and months in a year. Colouring Cutting Cooperation Drawing, painting Glueing Hygiene Listening Nature Number

Apart from these, teachers must also guide the children and help them when:

Disputes/fights Can’t complete a task Potty time Lunchtime Naptime

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Is a 5 year old considered a baby?

Definitions –

• Newborn usually refers to a baby from birth to about 2 months of age.
• Infants can be considered children anywhere from birth to 1 year old,
• Baby can be used to refer to any child from birth to age 4 years old, thus encompassing newborns, infants, and toddlers.

The Merriam-Webster dictionary simply says a newborn is a child who is recently born and does not put an upper limit to the term. Merriam-Webster also defines an infant as a child in the first stage of life but doesn’t give any age specifics and describes a baby as “an extremely young child.” The World Health Organization (WHO) defines a newborn infant, or neonate, as a child that’s under 28 days old.
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How do children benefit from early childhood education?

Providing a high-quality education for children before they turn five yields significant medium- and long-term benefits for students. Children in early childhood education programs are:

Less likely to repeat a grade Less likely to be identified as having special needs More prepared academically for later grades More likely to graduate from high school Higher earners in the workforce

Access to effective, diverse programs breaks down structural barriers that have prevented all children–particularly children of color and children from disadvantaged families–from achieving their full potential.
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What are the 3 stages of child development?

Frequently Asked Questions –

• What are the stages of child development? Early childhood (birth to age 5), middle childhood (ages 6 to 12), and adolescence (ages 13 to 18) are three major stages of child development. Children may hit milestones associated with these stages a little faster or slower than others, and that’s OK. Annual check-ups with a pediatrician can help you understand your child’s unique physical and intellectual development track.
• What is the most important stage of child development? The early childhood years are especially important to set the stage for success and wellness. Between birth and age 3, your child’s brain grows to 90 percent of its adult size. By providing children with healthy food, mental stimulation, and plenty of love during this tremendous period of growth, children are better able to develop important physical, emotional, and intellectual skills they’ll lean on for a lifetime.
• How can I improve my child’s brain? Simply speaking to a young child often, whether you’re chatting during a diaper change or pointing out things on a walk, can boost brain growth. Taking turns during interactions and playtime develops social and language skills, But perhaps the most powerful way to nurture children’s brain development is to show care and love. Research shows that the brain regions critical to learning and memory grow more quickly in children of emotionally supportive parents.
• Why does my child forget what he learns? It can take a lot of repetition for big, hard facts or skills—from shoe tying to long division—to sink in. If your child seems to be forgetting things more than usual, they could be stressed or short on sleep. If it’s a problem that’s been going on for a while, check in with a developmental pediatrician. They can explore whether your child might have a learning disability that might affect their working memory.
• Does a child’s IQ increase with age? Your IQ (intelligence quotient) remains somewhat consistent throughout life, but it’s not fixed. Studies have shown that IQ scores can fluctuate up (or sometimes down) in children, especially during the teenage years. Researchers point to natural developmental leaps rather than any particular mental exercises as a possible explanation.
• Which food is good for a kid’s brain? Breastfeeding when they’re babies is a great start (as is formula-feeding, or a combination of both!). As they grow, feed them a variety of foods that include plenty of nutrients including protein (meat, nuts, beans), choline (eggs), and omega-3 fatty acids (salmon, fish oils ). Include green leafy vegetables whenever possible; they include brain-building folate, iron, and vitamin A.

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How are parents involved in ECCE?

Involvement of parents in ECCE could be seen as when parents participate in the early education, growth and development of their children from birth. They are the primary source of influence in their children’s lives. The early years of a child’s life are the impressionable years.
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How a teacher must support a child in early childhood?

DAP: Teaching to Enhance Each Child’s Development and Learning Developmentally appropriate teaching practices encompass a wide range of skills and strategies that are adapted to the age, development, individual characteristics, and the family and social and cultural contexts of each child served.

Grounded in the caring relationships that educators nurture with each child and family as well as among all children and families (see guideline 1, “Creating a caring community of learners”), these teaching practices are designed to foster development and learning for each child across all domains and subject areas.

Teaching practices build on each child’s multiple assets and actively counter various forms of bias. Through their intentional teaching, educators blend opportunities for each child to exercise choice and agency within the context of a planned environment constructed to support specific learning experiences and meaningful goals.

Educators recognize that children are active constructors of their own understanding of the world around them; they understand that children benefit from initiating and regulating their own learning activities and from interacting with peers. Recognizing play as critical for children to experience joy and wonder, early childhood educators incorporate frequent opportunities for play in their teaching strategies.

They plan learning environments that provide a mix of self-directed play, guided play, and direct instruction. Educators maximize opportunities for children to choose the materials, playmates, topics, and approaches they use throughout the day for all children, birth through age 8.

1. Educators support and extend children’s play experiences by providing materials and resources based on careful observation of children’s play choices.
2. Adult-guided activities provide for children’s active agency as educators offer specific guidance and support to scaffold and extend children’s interest, engagement, and learning.

Direct instruction—for example, providing children with relevant academic vocabulary, pointing out relationships, helping children recognize specific phenomena, or suggesting an alternative perspective—is an important tool for supporting children’s learning.

Its effectiveness is determined by the degree to which it extends children’s interests and learning in meaningful ways and educators’ sensitivity to changes in children’s interest. Individually or in small or large groups, across all activities—self-directed play, guided play, direct instruction, and routines—the teacher is responsible for ensuring that each child’s overall experiences are stimulating, engaging, and developmentally, linguistically, and culturally responsive across all domains of development and learning.

Promoting many opportunities for agency for each child is essential to fulfilling this responsibility. The following descriptions of educators’ actions illustrate teaching practices that are developmentally appropriate for young children from birth through the primary grades.A.

Educators demonstrate and model their commitment to a caring learning community through their actions, attitudes, and curiosity. They recognize that through their actions, they are influencing children’s lifelong dispositions, confidence, and approaches to learning.B. Educators use their knowledge of each child and family to make learning experiences meaningful, accessible, and responsive to each and every child.

Building on the relationships they nurture with each child and family and between children (see also guideline 1, “Creating a caring community of learners”), educators design learning activities that reflect the lives and cultures of each child.

Educators incorporate and integrate a wide variety of experiences, materials, equipment, and teaching strategies to accommodate the range of children’s individual differences in development, languages, skills and abilities, prior experiences, needs, and interests. Educators, with the support of families, bring each child’s home culture(s) and language(s) into the shared culture of the learning community. They model recognition and valuing of the unique contributions of the home cultures and languages so that these contributions can be recognized and valued by the other members of the learning community. They strategically use the child’s home or family language and cultural ways of learning to enhance each child’s communication, comprehension, self-expression, and learning. Educators continually strive to support and sustain each child’s connection with their family, languages, and cultures. Educators provide all children opportunities to participate in all activities and encourage children to be inclusive in their behaviors and interactions with peers. Educators are prepared to individualize their teaching strategies to meet the specific needs of individual children, including children with disabilities and children whose learning is advanced, by building upon their interests, knowledge, and skills. Educators use all the strategies identified here and consult with appropriate specialists and the child’s family; they see that each child gets the adaptations and specialized services needed for full inclusion as a member of the community and that no child is penalized for their ability status.

C. Educators effectively implement a comprehensive curriculum so that each child attains individualized goals across all domains (physical, social, emotional, cognitive, linguistic, and general learning competencies) and across all subject areas (language and literacy, including second language acquisition, mathematics, social studies, science, art, music, physical education, and health).

1. Educators follow Universal Design for Learning principles by proactively providing multiple means of engagement, multiple means of representation, and multiple means of action and expression.
2. Educators design experiences that celebrate the diversity in the experiences and social identities of each group of children and counter the biases in society.

They build upon the children’s combined funds of knowledge to foster each child’s learning and understanding. Educators design activities that follow the predictable sequences in which children acquire specific concepts, skills, and abilities and by building on prior experiences and understandings.

Educators arrange firsthand, meaningful experiences that are cognitively and creatively stimulating, invite exploration and investigation, and engage children’s active, sustained involvement. They do this by providing a rich variety of materials, challenges, and ideas that are worthy of children’s attention and that reflect the funds of knowledge each child brings to the setting. Materials are periodically rotated and revisited to provide children with opportunities to reflect and re-engage with the learning experiences. Educators consistently present children with opportunities to make meaningful choices. Children are encouraged to shape specific learning activities and to identify projects that can be used to extend their learning. Children are regularly provided with opportunities for child-choice activity periods—not simply as a reward for completing other work. Educators assist and guide children who are not yet able to enjoy and make good use of such periods. Educators organize the daily and weekly schedules to provide children with extended blocks of time in which to engage in sustained investigation, exploration, interaction, and play. Children are encouraged to freely interact with peers, and collaborative learning opportunities with peers are frequently used. Adults offer questions to stimulate children’s thinking, introduce related vocabulary, and provide specific suggestions to scaffold children’s thinking. As much as possible, educators use multiple languages to support bilingual and multilingual children and also use nonverbal means of communication such as images and gestures. Educators routinely provide experiences, materials, and interactions to enable children to engage in play. Play allows children to stretch their boundaries to the fullest in their imagination, language, interaction, and self-regulation, as well as to practice their newly acquired skills. Play also provides an important window for educators to observe children’s skills and understandings. Educators create language-rich environments that focus on the diversity and complexity of language in children’s communities. Given the importance of vocabulary for conceptual development and as the key building blocks for academic subject areas, this is especially crucial. Educators affirm children’s use of home dialects, vernaculars, and language as strengths as they also support the development of academic English.

E. Educators possess and build on an extensive repertoire of skills and teaching strategies. They know how and when to choose among them to effectively promote each child’s development and learning at that moment. Such skills include the ability to adapt curriculum, activities, and materials to ensure full participation of all children.

To help children develop agency, educators encourage them to choose and plan their own learning activities. Self-directed learning activities are important for all young children, including those in K–3 classrooms. Self-directed activities can engage children in meaningful learning that is relevant to all curriculum and applicable learning standards. To stimulate children’s thinking and extend their learning, educators pose problems, ask questions, and make comments and suggestions. To extend the range of children’s interests and the scope of their thoughts, educators present novel experiences and introduce stimulating ideas, problems, experiences, or hypotheses. To adjust the complexity and challenge of activities to suit children’s skills and knowledge, educators increase the challenge as children gain competence and understanding or reduce the complexity for those who struggle. To strengthen children’s sense of competence and confidence as learners, motivation to persist, and willingness to take risks, educators provide experiences that build on a child’s funds of knowledge, are culturally and linguistically responsive, and are designed for each child to be challenged and genuinely successful. To enhance children’s conceptual understanding, early childhood educators use various strategies, including conversation and documentation, which encourage children to reflect on and revisit their experiences in the moment and over time. To encourage and foster children’s development and learning, educators avoid generic praise (“Good job!”) and instead give specific feedback (“You got the same number when you counted the beans again!”). They use the home or family languages, images, or other forms of non-verbal communication to be sure the child understands the feedback. With frequent, timely, specific feedback, educators help children evaluate their own learning. Educators focus on what children can do rather than what they can’t or don’t do. For example, a child who responds to a question asked in academic English by speaking in their home dialect is recognized for their receptive language. Similarly, invented spellings or other “errors” in children’s thinking or language are analyzed for what they reveal of children’s current understanding.

F. Educators know how and when to scaffold children’s learning. Based on their ongoing interactions and knowledge of each child, educators provide just enough assistance to enable each child to perform at a skill level just beyond what the child can do on their own, then gradually reduce the support as the child begins to master the skill, setting the stage for the next challenge.

Educators recognize and respond to the reality that in any group, children’s skills will vary and they will need different levels of support. Educators also know that any one child’s level of skill and need for support will vary over time and in different circumstances. Scaffolding can take a variety of forms, such as giving the child a hint, providing a cue, modeling the skill, or adapting the materials and activities. It can be provided in a variety of contexts, not only in planned learning experiences but also in free play, daily routines, and outdoor activities. Peers can be effective providers of scaffolding in addition to educators. Peer learning can be an effective mechanism to provide individual support and assistance across all areas of development and learning. Peer learning can be especially useful for children who are bilingual or multilingual.

G. Educators know how and when to strategically use the various learning formats and contexts.

Educators understand that each major learning format or context (for example, large group, small group, learning center, routine) has its own characteristics, functions, and value. They consider the characteristics of the learners in choosing the most appropriate format, such as limiting the use of large groups with very young children or of groups led in a language not understood by all the children. Educators recognize that they need to balance activities that require attentive behavior with time for more active movement. Circle time and large group instruction periods are limited in length to match age-appropriate attention span limits. Breaks for self-directed and active play are provided throughout the day. Flexibility of participation is provided to all children to accommodate individual needs. Educators think carefully about which learning format is best for helping children achieve a desired goal, given the children’s ages, abilities, experiences, temperaments, and other characteristics. Especially in the case of large group activities, educators change formats when attention wanes. In K–3 classrooms, educators ensure that individual seatwork is used only when it is the most effective format for meeting the learning objective. They encourage collaborative learning through peer interaction and provide frequent opportunities for children to support each other’s learning in pairs and small groups. Educators strive to provide opportunities for physical activity throughout the day, including the use of learning activities that incorporate movement. Educators minimize time in transitions and waiting for children to line up or be quiet. Educators who document how children spend their time are often surprised at how much time is spent in transitions, often in ways that do little to support children’s development and learning.71 Reducing the time and amount of full-group activities, providing children with advance notice of the transition, and incorporating songs, pretend play, and/or movement into the transition can be useful strategies. Educators strive to reduce the need for transitions through flexible schedules, strategic use of staff and volunteers, and helping children take responsibility for their own learning.

H. Educators differentiate instructional approaches to match each child’s interests, knowledge, and skills. Children who need additional support receive extended, enriched, and intensive learning experiences, always building on the child’s current interests, strengths, and cultural ways of knowing.

Educators take care to provide each child with opportunities to be successful and to engage in joyful learning. They work to avoid children having frustrating or discouraging experiences that lead to a negative association with schooling. Regardless of their need for additional support, all children are provided agency to the greatest extent possible. Educators are highly intentional in use of time, and they focus on key skills and abilities through highly engaging, play-based experiences to build on the assets of children and their families. Recognizing the self-regulatory, linguistic, cognitive, and social benefits that play and active self-direction affords, educators do not reduce or eliminate play opportunities, recess, or any other important community and inclusive activities for children who need additional support to meet school readiness/grade level or behavioral expectations.

: DAP: Teaching to Enhance Each Child’s Development and Learning
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What are the key roles of parents in ECCE?

Importance of Parental Involvement in Early Childhood Education Parents are teachers for life, or Parents are the best teachers. I am sure we all have heard phrases that imply something similar, at some point. Looking back in our lives, I am sure all of would agree to it wholeheartedly.

1. Science tells us that our nurturing plays a defining role in our lives, and it is our parents who nurture us to the best of their abilities.
2. So, technically they are responsible for all our achievements.
3. However, sticking to the task at hand, is it quite clear from the outset that parents have a huge role to play in the lives of children right from the beginning.

We are concerned here with the more specific role that parents play in the early childhood education of their child, and how crucial it is. Stepping out of house for the first time Generally, going to a play school is the first time a child gets out of the comfort zone of the house & from the protective shadow of their parents.

It is also the parent’s first experience of letting the child away from them, even if for a while. Enabling this transition smoothly is the primary & defining mark of any play school, It facilitates learning away from the children. However, it does not by any means, mean that parents cease to play a role in this learning.

They still remain the active facilitators of all the needs of a child & continue to guide their actions. Understanding Early Childhood Education Early childhood education, as discussed in some previous posts also, is relatively new to India & its importance is now being understood & accepted by a major chunk of societies belonging to various classes.

1. Thus, understanding their roles by parents becomes a part of the whole procedure.
2. Parents have now come to realize that their roles are not limited to performing certain important tasks; active participation in the education of their child, by parents, enables the child to extend their learning beyond the walls off the classroom.

Children feel more confident in their outlook towards classroom learning, and active participation on part of parents gives them an incentive to learn better. Also, this close proximity makes the child more confident & happier. Taking learning beyond the classroom Parents play the role of a catalyst that might not be so apparent initially.

They engage with their children on a daily basis about the experience of a child in the classroom. This helps in enabling them to understand the behavior of their child, and establish a pattern as to what their child is learning and practicing. This also helps them to understand the areas where the child needs to work on or what are her strong areas.

Engaging in such active participation in the lives of their child is beneficial and comforting for the child himself; children can open up to their parents in a manner they cannot open up to anyone else. The insecurities or peer pressure in a classroom subsides in the company of parents, and they can really open up.

• Parents involving themselves with the process of their child’s education also helps in improving the abilities of the child.
• Astute parenting promotes dialogue with school teachers on a regular basis and get a sense of the classroom that their child is a part of.
• This helps them in creating situations deliberately at home for the betterment of their child; they can facilitate the process from learning to experiencing.

Other ways for positively impacting the education of their child, or reasons for parent’s participation is laying the foundation for more important years to come. Parents actively involved with the child can facilitate this process by nurturing their attitude towards positive things, inculcating the ideas of having good friendships, guiding them towards developing good work ethics, feeding them with moral values, empathy towards others a lot more.

Schools perform a certain crucial function in dealing with all the above things, but the impact that parents can have cannot be replaced. Creating Awareness For all the different ways that parents can positively impact the early education of their child by active involvement, there is a still a more elementary problem that this article wishes to bring to light.

It is aimed at providing both the reasons for active involvement of parents & also at telling them that it is important to do so. The latter is the more basic problem that needs attention. It is often the case or a general belief among parents that their roles are limited to ensuring that their child joins a particular institution.

It is believed that talking to the teachers is a consequence of some wrong that the child might have committed. However, this is a false notion that the society at large is grappling with. It is imperative that parents realize the huge role they play in providing basic education to their child. The first half of the article dealt with why their involvement is important and the latter half deals with how they can participate in their child’s education.

There are ways as follows that can provide guidelines to parents hitherto refraining themselves from active participation:

Regular engagement with teachers and conveying them that you would like certain things to be incorporated in the syllabus. Make efforts to engage with the other students or friends of your child in the class. Schools can also maintain journals and invite parents for discussions on various topics. Ensure that the child gets as much involved in extracurricular activities as possible.

Situated Cognition Situated cognition is a term that denotes the idea that most of the learning is done through activities & by experiencing. The theory believes that classroom serves a limited purpose and that it is crucial to engage children with a web of activities to build on what they are taught. 1 0 Nishant Verma is a young researcher, writer and blogger. He crafts and publishes the content on Bachpanglobal.com and Academicheights.in. He has an innate passion in education research, in teaching and mentoring people. He is open to suggestions for his work. He spent most of his time in reading and writing.
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Who is eligible for ECCE?

The Early Childhood Care and Education Programme (ECCE) programme is a universal two-year pre-school programme available to all children within the eligible age range. It provides children with their first formal experience of early learning prior to commencing primary school.

The programme is provided for three hours per day, five days per week over 38 weeks per year and the programme year runs from September to June each year. There is one point of entry at the beginning of the programme year. The programme will be available to all children who have turned 2 years and 8 months of age before August 31st as long they won’t turn 5 years and 6 months of age on or before June 30th of the programme year.

Childcare services taking part in the ECCE programme must provide an appropriate pre-school educational programme which adheres to the principles of Síolta, the national framework for early years care and education. The programme is available to all children from the September after the child has turned 2 years and 8 months.

Birth date between	ECCE start date	ECCE end date
1st January 2018 – 31st December 2018	1st September 2021 + 1st September 2022	June 2023
1st January 2019 – 31st December 2019	1st September 2022 + 1st September 2023	June 2024
1st January 2020 – 31st December 2020	1st September 2023 + 1st September 2024	June 2025
1st January 2021 – 31st December 2021	1st September 2024 + 1st September 2025	June 2026
1st January 2022 – 31st December 2022	1st September 2025 + 1st September 2026	June 2027

More information on the ECCE and other childcare funding programmes are outlined in the document below: ECCE Programme Rules 2022-2023 | ECCE Programme Rules 2022-2023 (Irish) |
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What is child observation in ECCE?

What are observations in Early Childhood Education? – “Observation alone is not enough. We have to understand the significance of what we see, hear and touch”. John Dewey The words of John Dewey, a philosopher, academic and educator from the late 18 th early 20 th century can provide a foundation of what observation looks like and means in the early education and care setting.

This quote provides a good beginning point as it tells us that there is no ‘right’ way but many ways to approach observation and as John Dewey (1938) says: ” we have to understand the significance of what we see, hear and touch “. In Dewey’s opinion, education was not just a place to acquire a pre-determined set of skills but a place to realise one’s full potential.

Dewey re-imagined the learning process of shifting from the traditional ‘transactional’ method of the time to a model that encouraged a passion for knowledge and ‘intellectual curiosity. This idea suggests that for observation to be meaningful teachers and educators must be curious and open to the meanings that arise – to therefore gain a deeper picture of the child and their learning. Observation in childcare involves being attuned to the child through listening and watching as they play, learn and explore. During the observation process, teachers and educators will be aware of the actions, expressions, behaviours, and gestures of children.

Sometimes, observation involves joining in with children’s conversations or interactions to form an understanding of how they are developing, interacting with others and playing. An important consideration for observing children’s play is to slow down and bring quietness to the process of observing and listening.

Being present with children when observing means that adults are sensitive to not interrupt the child’s play process. This means that the meaning and richness of each child’s experience can be observed. Vivian Gussin Paley describes this sense of presence through this reflection of her role as observer of play: I rarely paused to listen to the narratives blooming everywhere in the garden of children in which I spent my days.
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What are some examples of themes in early childhood education?

Hey preschool teachers: Need help with preschool themes for your classroom? Well, you came to the right place! We have a selection of activities grouped by preschool theme to help you plan next preschool theme or come up with new theme ideas. These activities include dramatic play, fairy tales, and nursery rhymes.

• These activities are a lot of fun and were thought out to promote learning outcomes across different domains.
• Some of the most popular preschool themes include outer space, a dinosaur theme, a beach theme, a farm theme, the solar system, the five senses, or seasonal or holiday themes, such as a winter theme.

Preschool themes help early childhood educators to plan ahead for a variety of activities and know exactly what they are trying to help the children learn. Planning age-appropriate activities around preschool themes also helps to keep parents in the loop, as they will know in advance what topic will be explored in the classroom.
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What are childhood themes?

A child theme is a sub-theme that inherits all the functionality and style of the main theme, also called the parent theme, Child themes are a safe way to modify a WordPress theme without directly altering it. When the parent theme is updated, changes made to the child theme will be preserved and also applied to the updated version,

• Sometimes the child theme comes with the theme, but this is not always the case.
• You will have to create it manually.
• In order to create a child theme, you must first create the child theme directory, which will be placed in wp-content/themes/,
• It is recommended to add “-child” at the end of the child theme directory name.

The child theme directory should contain at least:

One file style.css which will host the additional CSS code, One file functions.php where you can add configurations on the theme.

We will also duplicate in the child theme all the files of the parent theme’s code we want to modify. Important note : This will only work with the basic files of a WordPress theme (also called, template hierarchy files). Files added by the developer will not always be editable in the child theme.
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