Standards to inform learning and learning environment: Does it help the child? Results from field (working title)

Suman SachdevaCare IndiaPresentation based on field experience in Chattisgarh, ICDS centres

Quality Standards for learning in a Preschool setting : How useful are these?

Expectations for Quality Learning in preschool setting

Bring developmentally appropriate positive changes in the domains of developmentSustained & cumulative changesEquip the child with skills to help her learn to read, write and compute, later in primary school

ToolsMother tongue language interactionCurriculum that guides teachers' developmentMaterials Methodology/opportunitiesUnbiased play and Print Materials Multiple opportunities to observe, explore, construct, create and manipulateOpportunities to make mistake in non-threatening environment

DOMAINS OF DEVELOPMENT Language and Literacy

Socio-Emotional DevelopmentApproach towards LearningLogic & ReasoningPhysical Health & Motor DevelopmentCommunicate verbally, emerging literacy skillsDisposition towards learningUnderstand relationships bet objects, people, events/math skillsLarge to fine motor skillsExperience in home, school, communityListeningSpeakingSocial use of langVocabularyQuestioningEmerging literacyLit awarenessPrint awarenessWriting processSocial relations with peersSocial competence with adultsSelf conceptPrimary emotionsSensory emotionsSelf appraisal emotionsRate of growthPhysical fitnessBody physiologyPhysical abilitiesGross motor skillsFine motor skillsSensorimotor skillsPhysical knowledgeMath knowledgeSocial knowledgeCognitive comptetenciesPredispositions

GenderTemperament

Learning Styles

Openness &Curiosity Initiative, Task Persistence, AttentivenessReflection &InterpretationImagination &InventionOral motor skillsSome globally agreed standardsLanguage and LiteracyStandard 1: Children will develop skills in listening and understanding language Standard 2: Children will demonstrate an awareness of print by showing an understanding of the relationship between written and spoken wordPsycho socialStandard 1: Child learns basic concepts, improves small muscle coordination, & begins to master skills necessary for reading, writing & arithmeticStandard 2: Child improves her coordination, balance, through large muscle activities

Source: Sharon Lynn Kagan, Pia Britto Rebello,Pollitt, E. 1998. Forecasting the Developmental Impact of Early Childhood Programs. Washington: World Bank.National Association for the Education of Young Children

Some globally agreed standards (contd.)Psycho socialStandard 3: Child learns to express herself creatively through arts & crafts, music, dance & or imaginative playStandard 4: Child learns to express her thoughts & feelings verbally in a clear & appropriate mannerStandard 5: Child learns to share and cooperate with other children, to respect them & to understand their feelings. Child learns to listen to, cooperate with and respect adultsStandard 6: Child learns to assess her own abilities & behaviour, begins to take pride in her accomplishments, and develops a sense of self confidence

KEY STANDARDS DEVELOPED FOR A FIELD BASED PROGRAM (eg from Chattisgarh)Curriculum: Child will learn best through child centred pedagogy, focusing on five domains of development Curriculum entails standards in pedagogy, language, cognition, socio-emotional, physical growth & health, creative expression Assessment: Child will learn best if regular, non-threatening, appropriate assessments guide teachers approach to support her learningUse multiple methods , shared with familyLearning environment: child learns best in safe & secure environment, interacting with safe & appropriate material, in stimulating classroom processes, through an interactive and supportive teacher, having community support and participationQUALITY LEARNING WILL HAPPEN ONLY IF ALL THE ABOVE ARE INTERLINKED

Curriculum Learning Standards Learning Environment = QUALITY LEARNING

Chhattisgarh Operational in Korba and Janjhgir districtDominated by Tribal and Dalit children ( children from 3-5 years attend preschool centre) Program using standards to improve quality in 200 AWCsKey standards (Interlinked )areCurriculum Assessment-learning environment

7Curriculum:entails standards in pedagogy, language, cognition, socio-emotional, physical growth & health, creative expression L1 Listen and Communicate her thoughtsAssessment Indicators (3-4 years old)Follows simple instructionsRepeat local stories and rhymes that she has heard Recite small stories and rhymes Assessment Indicators (4-5 years old)Listens attentively to stories and rhymesCan describe her thoughts in great details

L2 Communicate effectively according to situationAssessment Indicators (3-4 years old children)Can make own story on a given pictureCan express clearlyAssessment Indicators (4-5 years old children)Can talk on relevant topics like bird/animal and people

L 3 Questions and reason in full sentence in mother tongue languageAssessment Indicators (4-5 years)Asks variety of questions about surroundings without hesitation

L 4 Have competence in emergent reading skills and abilities. Assessment Indicator (3-4 years)Able to recognize her written name Assessment Indicator (4-5 years)Can identify written letters and do words making.Identify words and letters of heard story and make new wordsKnow directionality of book

Learning Standards for language Development (example from field)

8

SOME KEY INDICATORS TO ASSESS STANDARDS on Languagesnapshot from Meri PatrikaAge specific outcome indicators under each standard (3-4/4-5 yrs)Periodic assessment (quarterly)Diagnostic to identify development delayMultiple techniques for assessing Illustrative assessment for parents

REFLECTIONS: Has this been useful?

ResultsHelped ascertain child progressSupported teachers to drive their strategyInformed parents about childs progressTeachers/parents work together to provide adequate support

REFLECTIONS: Has this been useful?

ResultsHelped ascertain child progress

Questionining, talking, detailing thoughts, listening

Own stories, identification of written letters, make new wordsListening, imitating sounds, differentiating objects, associating

Grouping, identifying missing parts

REFLECTIONS: Has this been useful?

ResultsHelped ascertain child progress

Physical- health and motor development- % of childrenSocio-emotional dev: % of childrenRunning, rhythmic, threading, throwing

Cutting paperHelping, cooperating, waiting for turn, playing comfort.

Personal cleanliness

REFLECTIONS: Has this been useful?

ResultsHelped ascertain child progress

Creative Expression: % of children Making artistic objects, using variety colours..

Free drawing on story, completing picture

REFLECTIONS: Has this been useful?

ResultsSupported teachers to drive their strategy (N= )

ResultsInformed parents about childs progress (N=40)

99% teachers use it to assess childrens level80% teachers use it to support individual child in relevant area80% teachers used it to share status with parents15% teachers share it with primary school teacher for transition

99% parents informed about childs progress86 % parents know Level of children development 63 % parents know that it will overall development of the child16 % parents said that they would support child at home27% parents recognise that it will give direction to preschool education

Reviewing the Approach: Developing & assessing Standards for quality educationUseful in interpreting and understanding childs progressBuilds synergy between teacher and parentsMakes the strategy child centricContributes to smooth transition of child to primary

Reviewing the Approach: Developing & assessing Standards for quality educationStandard for quality: an aggregate of curriculum, assessment, learning environment

Challenge in determining the appropriate standards, benchmarks, activities & indicators for each domainAccounting for individual variation in determining standardsAccounting for social & cultural contexts in which children liveAccounting for cumulative progress

Simple & tough indicatorsUSE simple Language if to be used at scaleAssessment indicators to be from simple to difficult indicators as per domain and age

Format usability, training, analysis