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FOUNDATIONAL STAGE

In Institutional Settings (Age 3-8)

3-6 Years: Early Childhood Education Programmes (Anganwadis, Balvatika)

6-8 Years: Early Primary classes in Schools (Grade 1 & 2)

QUALITY ECCE LEADS TO:

Brain Development

School Preparedness

Improved Learning Outcomes

EmployabilityOverall growth of the country

ECCE is defined as the care and education of children from birth to eight years

This National Curriculum Framework aims to address the Foundational Stage in institutional settings, within the overall context of ECCE

Early Childhood Care and Education (ECCE)

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�Aims, Curricular Goals, Competencies and learning Outcomes

Aims of Education

Curricular Goals

Competencies

Learning Outcomes

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Holistic Development of the Child

Social Emotional & Ethical Development

Language & Literacy Development

Creative & Aesthetic Development

Cognitive Development

Physical and Motor Development

Development of

whole child

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Panchakosha Vikas (Five-fold Development)

The child is a whole being with panchakoshas or five sheaths. The layers are -

Annamaya kosha (physical layer),
Prana-maya kosha (life force energy layer),
Manomaya kosha (mind layer),
Vijnanmaya Kosh (intellectual layer) and
Anandamaya kosha (inner self).

Each layer exhibits certain distinct characteristics. The holistic development of a child�takes into account the nurturing and�nourishment of these five layers

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Physical Development (Sharirik Vikas)

Balanced physical development
Physical fitness, flexibility, strength, and endurance
Development of senses
Nutrition, hygiene, and personal health
Building body and habits for healthy living

Development of Life Energy (Pranik Vikas)

Balance and retention of energy
Positive energy and enthusiasm
Smooth functioning of major systems (digestive, respiratory, circulatory, and nervous systems)

Emotional/Mental Development (Manasik Vikas)

Concentration and peace
Willpower and courage
Handling negative emotions
Developing virtues and happiness
Visual and performing arts, culture, and literature

Intellectual Development (Bauddhik Vikas)

Observation and experimentation
Analytical and abstract thinking
Logical reasoning and linguistic skills
Imagination and creativity
Power of discrimination and abstraction

Spiritual Development (Chaitsik Vikas)

Happiness, love, and compassion
Spontaneity and freedom
Aesthetic sense and inward awareness

The Panchakosha Concept and ECCE Domains

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Curricular Goals

Domains	Curricular Goals
Physical Development	CG-1 Children develop habits that keep them healthy and safe CG-2 Children develop sharpness in sensorial perceptions CG-3 Children develop a fit and flexible body
Socio-Emotional-Ethical Development	CG-4 Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions, and responds positively to social norms CG-5 Children develop a positive attitude towards productive work and service or ‘Seva’ CG-6 Children develop a positive regard for the natural environment around them

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Curricular Goals

Domains	Curricular Goals
Cognitive Development	CG-7 Children make sense of world around through observation and logical thinking CG-8 Children develop mathematical understanding and abilities to recognize the world through quantities, shapes, and measures
Language and Literacy Development	CG-9 Children develop effective communication skills for day-today interactions in two languages CG-10 Children develop fluency in reading & writing in Language 1 CG-11 Children begin to read and write in Language 2

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Curricular Goals

Domains	Curricular Goals
Aesthetic and Cultural Development	CG-12 Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways
Positive Learning Habits	CG-13 Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom
Competencies	69 competencies for 13 curricular goals
Learning Outcomes	120 plus Learning Outcomes across six domains have been spelt out

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Learning Outcomes

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Approach to Language Education and Literacy

The key principles

Children learn spoken language most rapidly between the ages of 0 and 8.

Multilingualism has both cognitive and societal / cultural benefits.

While spoken language comes naturally to young children, the concept of reading and writing must be learned.

Young children learn and grasp nontrivial concepts most quickly and deeply in their home language/mother tongue/familiar language.

Language forms a critical aspect of cultural awareness and expression, which is considered among the major competencies important to develop in children.

Overarching aim:

Optimize learning, communication skills (oral & written), and socio-emotional skills during early years and throughout life

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ORAL LANGUAGE:

Use child's home language (L1) for instruction.
Teachers proficient in L1 and local culture.
Involve parents for closer home-school relationship.
Learning through play, listening, and talking in L1.

READING AND WRITING:

Start with child's first language (R1/L1) for reading and writing.
Provide print material and progress from picture books to independent reading.
Teach phonics/decoding through games and conversation.
Approach writing as expression, starting with drawing and labels.

MULTILINGUALISM:

Introduce multiple oral languages (L2 and L3) from early age.
Use natural, communication-focused approach with L1 as scaffold.
Incorporate songs, rhymes, and familiar stories for language acquisition.
Celebrate home languages and support transitions between languages.

Summary of approaches related to language in the Foundational Stage

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Teaching Language and Literacy

Emergent literacy refers to the skills, knowledge, and attitudes that children develop about reading and writing before becoming conventional readers and writers.
Children acquire emergent reading and writing skills through exposure to print at home and outside and need to be initiated into understanding print through a print-rich environment at school and through engagement with books.

Encourage children to engage with books

Encourage children to pretend read

Provide books that have been read aloud by the teacher

Encourage Drawing and Writing

Allow children to draw, scribble & write on the floors/slates/notebooks

Encourage expression after story telling sessions

Create a Print- Rich Environment

Display Print Resources and ensure they are within children’s reach

Use big books, picture books, story posters and children’s magazines

Establish Reading and Writing Corners

Setting up designated reading and writing corners in the classroom

Provide materials that encourage exploration and creativity

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Strategies to Support Emergent Literacy

Components of Early Language and Literacy

Emergent literacy skills
Oral language development
Phonological awareness
Decoding
Reading with comprehension
Fluent reading

Writing
Developing a desire or habit of reading

Balanced Literacy Approach

The Balanced Literacy Approach is a comprehensive and systematic approach to language and literacy development that balances word recognition with meaning-making. It focuses on lower order skills like print awareness and phonological awareness, and higher order skills like language comprehension and expression.

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The Four-Block Approach for Literacy Instruction

ORAL LANGUAGE DEVELOPMENT

Picture conversations
Sharing experiences
Storytelling
Drama and Role play

READING

Read aloud
Shared reading
Guided reading
Independent reading

WORD RECOGNITION

Phonological awareness activities
Letter-recognition
Sound-symbol association
Skill-focused writing (of letters and words)
Letter and word reading

WRITING

Modelled writing
Shared writing
Guided writing
Independent writing

Balanced language and literacy teaching involves simultaneous and daily development of oral language, decoding, reading, and writing. These components are organized into four blocks of instructional time to ensure children work on each component regularly.

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Approaches to Teaching Mathematics

E – Experience

L – Spoken Language

P – Pictures

S – Written Symbols

Developing mathematical abstract ideas (concepts) through concrete experience (ELPS)

Number and its Relations

Basic Mathematical Operation

Shapes and Spatial

Patterns

Measurement

Data Handling

Components/Areas of Mathematics Learning in Early Years

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Blocks of Teaching for Mathematics Instruction

Block 1

Oral Math Talk (Math poem, oral calculation, concept, children’s experience)

Block 2

Skills Teaching (Combine all strand of proficiency)

Block 3

Skills Practice (Procedural, conceptual, problem solving, reasoning)

Block 4

Math Game for Reinforcing Learning/ Problem Solving (Reinforcing learning and problem solving)

To become proficient at math, children need to have conceptual and procedural understanding, strategy application, communication, reasoning, and a positive attitude towards math. Teachers can use four blocks of classroom processes to develop these skills, and the mathematical approach/process should be based on the task at hand.

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Principles of Pedagogy

PLANNING FOR TEACHING

Important Considerations for planning:

Panchaadi, a five-step learning process, Differentiated Instruction, Scaffolding and Gradual Release of Responsibility

Children blossom when there is a Positive relationships between Teacher, Family, and Communities

Children enjoy learning through several ways -

talking, listening, using toys, painting and drawing, singing, dancing, running and jumping

Four Block approach of teaching for

Literacy Instruction and Mathematics12

Creating classroom norms with children around Self- Discipline and Classroom behaviour

BUILDING POSITIVE RELATIONSHIP

LEARNING THROUGH PLAY

STRATEGY FOR LITERACY� & NUMERACY

CREATING POSITIVE CLASSROOM CULTURE

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��Planning for Teaching�

Panchaadi, a five-step learning process

The learning process called 'Panchaadi' that involves five steps can be a useful framework for teachers to follow when planning their instructional sequence.

ADITI (Introduction)

BODH (Conceptual Understanding):

ABHYAS (Practice)

PRAYOG (Application)

PRASAR (Expansion)

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��Planning for Teaching�Other Important Considerations for Planning

Planning for Differentiated Instruction
Scaffolding and Gradual Release of Responsibility
Homework

I do it (you watch )

We do it (together)

You do it (I watch/guide)

You do it alone

STUDENT RESPONSIBILITY

Teacher explains model and strategy

Collaborative Use

Guided Practice

Independent Practice

TEACHER RESPONSIBILITY

Gradual Release of Responsibility

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Learning through Play�

Conversations

Storytelling

Toy-Based Learning

Songs and Rhymes

Music and Movement

Art and Craft

Indoor Games

Outdoor Games

Spending Time in and with Nature

Field Trips

Organizing the learning spaces

Young children's classrooms are lively and dynamic, where they learn through a variety of activities such as conversing, listening, playing with toys, utilizing materials, drawing and painting, singing, dancing, and physical activities like running and jumping.

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�Assessment for Furthering Learning Objectives

Guiding Principles for Assessment

Methods and Tools of Assessment

Anecdotal Records
Checklist
Event Sampling
Portfolios
Photographs, Artefacts, and Work Samples
Worksheets

Analysing Children’s Responses for Effective Teaching-Learning

Documenting and Communicating Assessment

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� Creating a Supportive Eco-System

Enabling and Empowering Teachers

Ensuring an appropriate environment for Learning

Role of Academic and Administrative Functionaries

Role of Parents and Community

Leveraging Technology

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Learning – Teaching Material (LTM)

Children in the Foundational Stage benefit from a variety of Learning - Teaching Materials (LTM)
LTM engage multiple senses and encourage hands-on learning
Essential LTM for this stage include simple toys, manipulatives for counting, and numeracy
Books, especially children's literature, create print-rich environments and promote reading excitement
Workbooks and worksheets are appropriate as children grow

PRINCIPLES FOR CHOOSING LTM:

Attractive and safe materials suitable for this age group

Materials that encourage exploration and curiosity

Durable materials for 'rough' use and long-term availability

Preference for locally made or locally available materials for easy replacement

Mix of LTM includes purchased, locally made, teacher-made, and children-made materials

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Launch of Jaadui Pitara

https://www.youtube.com/watch?v=MlwoeXkWzIQ

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JAADUI PITARA�A Collection of Learning Teaching Material for Foundational Stage

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Print Material

Toys and Manipulatives

JAADUI PITARA

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Teaching Learning Resources

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Barkha- A Graded Reading Series

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Posters and Charts

Use these Poem posters to enhance reading skills
Display them at the eye level of Children
Draw children’s attention towards it.
Make variety in such posters
Let children talk about it.

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Picture Reading Posters

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Sound Symbol Correspondence

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Classification Cards

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Joker Cards

Distribute the Joker Cards to the children.
Let them observe the cards and identify the similarities.
Ask them to classify the cards on the basis of colour of the cap, shape of the cap or expression of the joker's face.

Instructions:

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Sequential Thinking Cards

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Pre-number Concept Cards

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Memory Cards

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Jigsaw Puzzles

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Colour Domino Cards

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Number-dot Domino Cards

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Story Cards

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Hindi (वर्णमाला) Tracing Cards

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TRACING ALPHABET CARDS

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Strengthening Early Writing

Alphabet and Number Tracing Cards

Alphabet Tracing board

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Number Tracing Cards

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Material for Gross Motor Development

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Material For Fine Motor Development

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Musical Instruments

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Material For Socio Emotional Development

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DIGITAL VERSION OF JAADUI PITARA

User manual and videos on “HOW TO USE the Material of JP” have been developed for teachers for its wider usage and dissemination.
Orientation of teachers and educators from States/ UTs were done through multimodal approach. Regional workshops (19) have been conducted for the Master Trainers and Teachers through online and Face to Face mode.
Teachers’ handbook , ‘Unmukh’ and Activity book ‘Anand ’ have been translated in 22 scheduled Indian languages. Stories and alphabet and number cards are also translated into 22 Indian languages. These resources are uploaded and being disseminated on DIKSHA platform. This materials can be printed and downloaded by the users.
Jaadui Pitara have been provided to SCERTs, in the States/UTs, KVS (50) and CBSE on complementary basis.

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eJaadui Pitara

Supplement and Complement to the Physical Jaadui Pitara

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Multimodal Access to econtents on eJaadui Pitara

Mobile App Access:9599961445

Quick & Convenient Content Access for Parents, Teachers & care givers.

IVRS (15108) :

Toll-free IVRS for Non-Smartphone Users:

>>Story of the Day, Song of the Day, Question of the Day in Multiple Languages

AI-Powered Bots:

>>WhatsApp & Telegram Chatbots.

>>Story Bot (Katha Sakhi): Suggests Stories in Different Languages.

>>Parent Bot (Parent Tara) & Teacher Bot (Teacher Tara) : Helps to gain expert knowledge on NEP 2020, NCF, Kids' Activities, Psychology, Pedagogy, etc

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