The project aimed to investigate the extent to which existing measures in the field of early childhood education in India have positive effects on the later development of children. In developing countries such as India, where the optimal allocation of limited funding to different areas and programs is very important to accelerate development, it is particularly important to evaluate the effectiveness and efficiency of publicly funded programs such as ICDS (Integrated Child Development Services). Therefore, the focus of the project was on the question of how existing early education programs in India play a role in child development. In particular, it will be examined whether measures in the field of early childhood education in India bring advantages to the participating children with regard to their cognitive and social skills and whether and to what extent the various measures implemented differ in this respect. The results can be used to revise existing programs and implement policy measures to make them more effective (e.g., by including them in curricula and frameworks for pre-school institutions in India).
Promoter: German Research Foundation (DFG)
Albeit the existing evidence, available mainly from thedeveloped countries, that attending preschool would providechildren with greater skill accumulation, the results clearly showed that children ascertained skills only partially in the Indian context. The study shows that children who attended preschool acquired greater social skills, but not necessarily cognitive skills. Also, the type of preschool attended was not a significant determinant of children’s skill development. It is, thus, essential to make the existing early childhood education and care provisions moreeffective,so that children from all tiers of society can have a wholesome foundation.
A detailed project report has been published as LIfBi Working Paper No. 90 in September 2020.