Early Childhood Care and Foundational Literacy in NEP 2020: A Pathway to Holistic Learning

Abstract

ABSTRACT

The objective of this study is to explore the importance of Early Childhood Care and Education (ECCE) and Foundational Literacy and Numeracy (FLN) as part of India's National Education Policy (NEP) 2020 and the evaluation of these building blocks towards holistic learning of children whose age is between 3 to 8 years. The research aims to examine the extent to which NEP 2020 imagines a seamless transition from pre-primary to early primary education by means of use of play-based and experiential pedagogy and competency-driven pedagogy. It also seeks to identify some of the key challenges and opportunities for the policy's vision of equitable and quality early education in a country like India with diverse socio-economic and regional contexts.

Methodology

This study employs a qualitative, descriptive, and analytical research design, relying on secondary data and policy analysis. Primary sources include official policy documents such as the National Education Policy 2020, the National Curriculum Framework for Foundational Stage (NCF-FS) 2022, and reports from NIPUN Bharat Mission, NCERT, and UNICEF. Supplementary data were drawn from academic articles, government publications, and international frameworks on early childhood education. A thematic content analysis approach was adopted to examine core dimensions such as curriculum design, pedagogy, teacher training, inclusivity, and monitoring systems, enabling a critical understanding of both policy intent and practical implications.

Results

Findings suggest that the emphasis in NEP 2020 on ECCE and FLN is a transformative vision of education reform agenda in India. The reorganisation of the school structure into that of 5+3+3+4 recognises the importance of the early years as the foundation of a lifetime of learning. The policy encourages activity-based and child-centred learning experiences that encourage cognitive, emotional and social growth. However, the study notes the major barriers to implementation, which include poor teacher preparation, infrastructural gap, inconsistent quality among states and limited awareness among parents. Despite these challenges, there is evidence that well implemented ECCE programs can have a positive effect on literacy, numeracy and socioemotional skills that can really form a strong foundation for future academic success, and global development. 

Implications

The research highlights several implications for policy, practice, and future research:

• Policy Implications: There is a need for continuous government investment in ECCE infrastructure, teacher education, and curriculum development aligned with NEP 2020’s vision. Policy coherence between the Ministry of Education, Women and Child Development, and local governance structures is crucial for effective coordination.
• Practical Implications: Teacher training programs must emphasize child psychology, play-based pedagogy, and inclusive classroom practices. Community participation and parental engagement should be strengthened to ensure learning continuity beyond classrooms.

Research Implications: Further empirical studies are required to measure the long-term impact of ECCE and FLN interventions on student outcomes. Future research should focus on regional disparities, indigenous learning methods, and digital tools for early education.