Organization and Management of ECDD Programmes

ORGANIZATION AND MANAGEMENT OF ECCD PROGRAMMES

Lesson 01: History of Early Childhood Education in India and Abroad

History of Early Childhood Education in five year plans

• First five year plan (1951-1956): The first break through in organizing services for the preschool child came with the establishment of Central Social Welfare Board (CSWB) which developed an extensive network of rural Balwadis.
• Second five year plan (1956-1961): Provision for child welfare and education was made and efforts to popularize Balwadis were intensified.
• Third five year plan (1961-1966): A national policy was formulated for the cause of preschool education and emphasis was laid on the improvement of the existing Balwadis and training facilities for Balsevikas. The government realized the importance of children with special needs.
• Fourth five year plan (1969-1974): Emphasis was on training of teachers evolving suitable teaching techniques, materials and guides and opening of Balwadis both in rural and urban areas.
• Development during (1966-1969): The IAPE (Indian Association for Preschool Education) was formed in 1964. In 1966, the education commission gave suggestion for strengthening the preschool education. In 1969, the NCERT (National Council for Education Research and Training) set up the department for preprimary and primary education.
• Fifth five year plan (1974-1979): It had rural, urban and tribal areas as its target for the child welfare. A national policy resolution for children was introduced in 33 experimental areas, which provided services in an integrated manner for the age group 3 to 6 years. Later 117 ICDS (Integrated Child Development Service Schemes) projects were introduced during 1978-80.
• Sixth five year plan (1980-1985): Under the central sector scheme ECE (Early Childhood Education) programme was implemented by the state for the disadvantaged children.
• Seventh five year plan (1986-1991): Voluntary efforts to undertake innovative experiments in respect of ECE is being supported, experimentation for evolving low cost and content specific models were encouraged. NPE (National Policy on Education) was announced in 1986 which formed a breakthrough for the concept of ECE. The main concepts of the policy were
  1. Recognition of the holistic development of the child
     
  2. Emphasis on play as medium of informal teaching
     
  3. Use of non formal teaching methods
     
  4. Pluralistic and continuous approach
• Eighth five year plan (1992-1997): All the welfare activities were integrated with the main aim of early childhood development focusing on tribal people, scheduled caste, drought prone regions and urban slums. ICDS projects have grown to 2424 in number.
• Ninth five year plan (1997-2002): No special allocation and recommendations were made for development of ECE but all the existing programmes were strengthened. Provision of minimum basic needs was emphasized for the existing centers.
• Tenth five year plan (2003-2007): Existing ECE programmes were strengthened. Girl child education was given importance.