Early Childhood Education – Millennial Matriarchs

August 31 marks the birth anniversary of Maria Montessori, whose name of course is synonymous with the education system all of us wish our children to undergo. But even if she had not pioneered this revolutionary system of education, Ms. Montessori would still be in annals of history as a path-breaker. In 1883-84, at the age of 13, she enrolled in classes at an all-boys technical school. Not only did she choose technical subjects, but she did it with the hope of becoming an engineer, an almost unheard of choice for a girl. By the time she graduated in 1890, she had changed her mind and decided to become a doctor instead. This was not an easier choice though! She was strongly discouraged from taking up medicine in the University of Rome. So she enrolled for a degree in natural sciences, earning her diploma di licenza in 1892. This along with her studies in Italian and Latin, qualified her for entrance into the medical program at the University in 1893. This was only the first step though. She was met with hostility and harassment from students and professors. Her attending classes with men in the presence of a naked body was considered inappropriate, and she was required to perform her cadaver dissections alone, after college hours. Nothing deterred her, and she graduated from the University of Rome in 1896. The mores of the times also brought unhappiness in her personal life. She loved a colleague, Giuseppe Montesano, and even had a son with him. But she could not marry him because if she married, she would have to give up her professional work.

She specialized in pediatrics and was involved in the education of mentally challenged children. In 1906, she was invited to set up a childcare centre in San Lorenzo , a poor, inner-city district of Rome, working with the most disadvantaged children of the area, who had no previous exposure to school. She called the center the Casa dei Bambini—Italian for “Children’s House. It was a quality educational environment for youngsters whom many had thought were unable to learn. About 50-60 children were enrolled to being with, and the building porter’s daughter was the first teacher, under Dr. Montessori’s guidance.

Bunny The school showed amazing results. Soon the children exhibited great interest in working with puzzles, learning to prepare meals and clean their environment, were calm, orderly, self-regulating, and engaging in hands-on learning experiences—essentially teaching themselves.

Montessori’s experiments began to be widely studied and replicated, not only in Italy but across the world, till today it is a household name. India too has a long history of Montessori education, going back to the 1920s.

This system of education is undoubtedly what is needed for our young children today. Every Anganwadi and primary school should be a Montessori school. Considering that the whole experiment began with the aim of catering to under-privileged children who were first generation learners, and with a not very educated daughter of a building porter as the teacher, it is the most obvious model for adoption.

But alas somewhere, this system of education has become identified with exclusive schools for the children of the rich and famous. The fees are out of reach of even the middle class.

Is it that we have, in the pursuit of the letter of Montessori’s methods, completely missed the spirit, and have become inflexible and unable to adapt to make it workable at low cost?

At a time with the new National Education Policy has recognized the importance of education for ages below 5 for the first time, it is time for introspection, creativity and a re-think on how this pedagogy can be the basis of learning in every educational institution.

–Meena

“Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing. ECCE has the possibility to nurture caring, capable and responsible future citizens.” UNESCO

ECCE—particularly among disadvantaged children—improves not only cognitive abilities, but also critical behavioral traits like sociability, motivation and self-esteem.

The National Education Policy 2020 that India has just approved is, like all other policies, very broad, very noble. And also of course, parts of it are controversial. But however comprehensive and noble, obviously, a policy is only as good as its implementation, and how exactly this is going to happen, including the structural reforms needed, will be seen in the coming years.

Leaving aside the debates, the most significant thrust that could make a fundamental difference to our children, is the recognition of the importance of Early Childhood Education and the statement that ‘the responsibility for ECCE curriculum and pedagogy will lie with MHRD’. Hitherto, the Anganwadi system, under the Ministry of Women and Child Development, catered to children of this age, and there was no systemic coordination with the Ministry of Human Resource Development, and while education was on the charter, it was just one of the many responsibilities of the Anganwadies. There was no specific focus education, pedagogies or the continuity from Anganwadis to schools. The NEP takes children from age 3 upwards into the fold of education, and advocates coordination among various Ministries towards this.

ECCE But I think this puts a greater and different responsibility on the Ministry of Women and Child Development—viz, the responsibility of educational inputs in the home environment for children below the age of 3. Ages 0-3 is when a baby’s brain grows to 80% of its adult size and is twice as active as adults. Research in developed countries has shown that at age 2, toddlers from low-income families are already 6 months behind in their language processing skills. Without greater investment in the first 3 years, many children will miss the opportunity to reach their full potential. And inputs and influences at this age come mainly from the home environment.

The Ministry of Women and Child Development would do well to educate young parents on how to create a stimulating, nurturing and learning home environment for their infants and toddlers. Intensive training and sensitization of parents-to-be and parents of these children, along with ongoing hand-holding and support would probably be the way. This would pave the way for the entry of the children into the educational phase at age 3. An imaginative system involving NGOs, educationists and community-based organizations needs to be created.

So NEP, thank you for taking the responsibility for the education of for 3+ers. Now powers-that-be, please do something about ages 0-3!

–Meena

Tag: Early Childhood Education

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