Abstract:

This case study critically examines the vision, implementation strategies, and challenges of early childhood care and education (ECCE) reforms under India’s National Education Policy (NEP) 2020. We analyse how the NEP 2020 redefines ECCE by introducing a unified Foundational Stage for children aged 3–8 years, emphasising play-based pedagogy, teacher training, and parental involvement, thereby addressing historical gaps in early learning. Through qualitative, document-based analysis of policy frameworks and secondary literature, the study identifies key mechanisms for implementation, including alignment with global best practices such as developmentally appropriate pedagogy (DAP) and foundational literacy and numeracy (FLN). Moreover, the research highlights the policy’s commitment to equity through universal access initiatives, which could significantly improve early learning outcomes if effectively executed. However, systemic challenges such as inadequate infrastructure, a shortage of trained educators, and coordination gaps among stakeholders pose substantial barriers to successful implementation. The findings suggest that regional disparities in resource allocation and monitoring may further exacerbate these challenges, potentially limiting the policy’s impact. Nevertheless, this study underscores the transformative potential of NEP 2020’s ECCE reforms, provided that sustained investment and rigorous evaluation mechanisms are prioritised. This research contributes to the broader discourse on early childhood education by offering a nuanced evaluation of policy-driven systemic change, with implications for policymakers and practitioners aiming to increase equitable access and quality in ECCE.

Keywords:

early childhood care and education, NEP 2020, foundational stage, play-based learning, foundational literacy and numeracy

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Methods