‘Extremely adaptation of resources for early childhood education is a challenge’. Photo Credit: Getty Image/ISTOCKPhoto
“Some children win lottery at birth; not lots – and most people struggle to catch,” Nobel Prize winner Prof. James Hekman said. This is correct for India, where its employment problem is partially the result of this “lottery of birth”. A child born in India has a chance to be born in poverty, which affects their health, nutrition, learning and ability. Nevertheless, there is a way to defeat these obstacles. 11,000 dedicated childhood care and education teachers from Uttar Pradesh’s decision are showing the way to the states in India, to launch infant Vatikus and JaduipD kits for Odisha.
Hekman curve was a powerful economic model that provided a simple insight yet – the relationship between age and the return rate on investment in human capital. Hekman found that each dollar invested in childhood education gives a return, which ranges from $ 7 to $ 12, with permanent effects: Children who receive quality education are four times more likely to have high income and have three times higher likely to be homeowned as adults. By the age of five, many intervals in results – such as potential and earning quality of life – are already evident. Children often struggle throughout their life if inspiration and learning habits are not quickly nourished.
learning outcomes
Nevertheless, India’s ECE system faces three major challenges. First, children are not getting enough instructional time. About 5.5 crore children between the ages of three to six years have been nominated in 14 lakh operations Anganwadis and 56,000 government pre-primary schools. However, Anganwadi workers spend only 38 minutes per day on preschool instructions, which is much less than the prescribed two hours, and only 9% is a dedicated ECE teacher in pre-primary schools. We are planting trees without the right care to help them grow. The effects are reflected in learning consequences. India Early Childhood Education Impact Study found that only 15% pre-primary children can match basic items, which is the skill required for letter recognition in class one. Similarly, only 30% can only identify large and small numbers, which are fundamental for arithmetic. As a result, children often start formal school education without skills they need, many essential ECE years perfectly bypasses: 2%of three-year-old children, 5.1%of four-year-old children, and approximately one-fourth of children are nominated in class directly.
The issue of resources, entangling parents
Second, thoughtful adaptation of resources is a challenge for childhood education. The Government of India spends a child ₹ 1,263 per year on ECE than a student on school education-which are often on the production of teaching materials on a large scale. Just do not have enough teachers to implement these resources, and lack monitoring – an observer is responsible for monitoring 282 Anganwadis. To improve the oversite, we need to be targeted to appoint more observers and dedicated ECE teachers. These remedies, though promise modest, high returns.
Uttar Pradesh has now moved on to hiring about 11,000 ECE teachers for the Balvatikas in all the districts. The state also organized a six-day residential training program for 50 master trainers from 13 districts to train him on ECE Education. Odisha has decided to open Sheesh Vatikus in all government schools so that they can prepare children for five to six schools.
While the increase in funding will improve immediately, maintaining these benefits depends on confusing the parents, and here is the third challenge. Most parents care deeply about their children’s education, but may lack guidance to support early learning. Empowering parents with simple, effective ECE practices can create a significant difference. For example, providing worksheet or encouraging their participation in ECE center activities can deepen their participation.
In Madhya Pradesh, the monthly hair chupal program engages with parents, showing the importance of directly sports-based learning with parents. Almost universal, parents’ engagement with the use of smartphones can be further strengthened through WhatsApp or Edtech app, allowing parents to support the development of their children.
In perspective
Reverse to these obstacles may seem like a difficult battle, but with the participation of targeted money and increased parents, we can provide our children with the foundation they deserve.
By 2047, more than one billion Indians will enter global workforce, which will present an unprecedented opportunity to reopen India’s role in the world economy. Strategic investment in ECE and their children’s learning journey can help 200 million Indians to avoid birth lottery and today’s young learners can get a chance to become leaders of tomorrow. It is an important path to realize the vision of becoming a true world guru of India, which empowers generations to come.
Shevata Sharma-Kukreja is the Chief Executive Officer and Managing Director at the Central Square Foundation. Luis Miranda is the chairman and co-founder of the Indian School of Public Policy and is the President of the Civil Society Center
Published – May 30, 2025 12:08 AM IST