NISHTHA (ECCE)

National Initiative for School Heads' and

Teachers' Holistic Advancement
(Early Childhood Care and Education)

Course: 06

Birth to 3 Years: Early

Intervention for Special Needs
 Foreword
The first six years of a child’s life are the most crucial years due to the rapid pace of development
during this period. These are the years in which the child’s brain develops at a rapid rate and about
85% of a child’s cumulative brain development occurs. To ensure healthy brain development
and growth, appropriate care and stimulation is needed. Various researchers in this area have
demonstrated that in order to promote young children’s success, we need to provide them
holistic care and appropriate educational experiences. Age group requires careful nurturing in
a stimulating and enriching environment to develop their full potential and progress along the
learning ladder. Providing quality early childhood education is one of the goals envisaged under
the 2030 agenda for Sustainable Development. It is of paramount importance to invest in the
early years by ensuring an emotionally supportive and enabling play- based environment for
every child, which is not only the right of each child but also lays the sound foundation for their
lifelong learning.
The NEP 2020, reformulated the early stage of learning and covered the 3-8 age group of children
calling it the “Foundational Stage of Learning and Development”. Here for NISHTHA ECCE we
are talking about young children in the age group of 3 to 6 years. The new pedagogical and
curricular structure is aimed to attain optimal outcomes, in all domains of Child’s personality
and development of early literacy and numeracy. Thus, for a child in the age group of 3-8
years, practitioners play a critical role. Teachers and ECE programmes / centres act as a second
home to the children. The NEP 2020, has also kept the teacher at the centre, to bring out the
fundamental reforms in education. It emphasises that the teachers are mainly responsible
for shaping the citizens of the next generation, and all possible efforts need to be made for
empowering teachers to inculcate healthy habits and good values in children.
The National Curriculum Framework for Foundational Stage (NCF-FS), 2022 has been designed
with the Teacher as the primary focus - the reason being that the Teacher is at the heart of
the practice of education. The dream of NEP 2020 and NCF-FS, 2022 will come true when the
teachers and all those who are concerned for young children and their learning will work
together to bring quality and success across the foundational stage.
The present document titled, ‘NISHTHA ECCE’ is being brought out specifically to meet the
demands and requirements of NEP 2020 and of all those who are working in the area of ECCE.
It is hoped that teachers, teacher trainees, teacher educators, key functionaries, etc. would find
this resource material interactive, useful and interesting.
I appreciate the efforts and hard work of the Department of Elementary Education, NCERT in
coordinating and finalising NISHTHA (ECCE). We look forward to useful feedback from the users
to help us further improve NISHTHA ECCE.

Director
NCERT
New Delhi
November 2022
 Preface
Quality Early Childhood Education programmes can make a significant contribution to the
young children’s holistic development which includes physical, psychomotor, cognitive, social
and emotional development including the acquisition of language and literacy. The brain is
most flexible and adaptable to learning during these early years. According to research in the
field of neuroscience, 90 percent of brain growth occurs by the time a child is 5 years of age.
This growth is influenced not only by the nutritional and health status of the child but also
by the psycho-social experiences and environment the child is exposed to during these early
years. Therefore, investing in early years in the form of setting up of anganwadi and preschool /
balvatika settings, creating appropriate provisions and developing quality programmes for early
years are extremely important requirements. These years are also known as habit formation
years, so we need to inculcate good habits and age-appropriate values at this stage through
value-based stories, rhymes and bonding with parents, and families. National Education Policy
2020 (NEP 2020) emphasizes on providing universal access to ECCE; anganwadi centers /
preschools / balvatikas will be strengthened with well-trained anganwadi workers / teachers.
The policy also suggests that prior to class 1, every child will move to a “preparatory class” or
Balvatika, which has an ECCE qualified teacher. The National Curriculum Framework for the
Foundational Stage (NCF-FS) has been developed based on the vision of the National Education
Policy (NEP) 2020 to enable its implementation. This NCF-FS is designed with the Teacher as the
primary focus - the reason being that the Teacher is at the heart of the practice of education.
NISHTHA ECCE is a step towards fulfilling this dream of NEP 2020 and NCF-FS and in this context
six courses have been designed for master trainers who would train the preschool teachers
and anganwadi workers tomake them ready for developing their ECCE settings emotionally
supportive, stimulating, and vibrant where all our young children would play, learn, explore,
enjoy and move to class-1 happily.
The six courses of NISHTHA ECCE offer master trainers to help the anganwadi workers /
preschool teachers to maximize early learning opportunities in their anganwadis / schools.
Training on these six courses of NISHTHA ECCE will guide the School Heads / Child Development
Project Officers (CDPOs) and District Programme Officers (DPOs) on how to orient and train the
anganwadi workers for improving the quality in the transactional processes in the anganwadi
and for bringing quality in the early childhood education programmes of anganwadi / preschools.
The NISHTHA on ECCE focuses on all these important aspects through six (6) Courses.
ᨻ Course 1: Significance of the Early Years
Course 1 titled “Significance of the Early Years” throws light on how early childhood education
and the first six to eight years of children are critical and crucial in their development.
For the holistic development of children, it is important that all aspects and domains of
development, including cognitive, language, physical, and socio-emotional, are taken care
of while planning for ECCE.
ᨻ Course 2: Planning for Children’s Play and Learning
Course 2 details out about planning a play based physical learning environment for
anganwadi children. The requirement of a clean, safe, and adequate physical space for
each child is necessary so that all children are able to explore and play in a vibrant and
lively anganwadi and preschool setting. A well-designed physical learning environment
 facilitates anganwadi management and supports the implementation of curricular goals
and objectives. A well-planned pedagogy and play environment for children, both indoors
and outdoors, supports early learning.
ᨻ Course 3: Play-based Activities for Holistic Development
This course describes briefly about play based activities for children’s holistic development.
It includes the characteristics of the child, his / her learning, and developmental needs.
The use of play and activity-based pedagogy, role of toys and suggested activities for
achievement of developmental goals are the focus points of this module. It also talks about
observation and assessment of children’s progress including Holistic Progress Card for
tracking children’s all-round development.
ᨻ Course 4 : Partnerships with Parents and Communities
This is an important course that emphasizes on the quality of stimulating activities at home
for the well-being and holistic development of young children and this would be possible
when there are close links between homes of children, preschools and anganwadis. The
course discusses the need for involving parents and community, how to engage parents/
families and community members like local leaders / panchayat for better functioning of
anganwadis. The need for formal and informal communication and how to do it has also
been mentioned in the course. Some exemplar activities have been written which can be
suggested to parents to be done at home. It also sheds light on reasons for low participation
by parents and community and suggestions to overcome these barriers.
ᨻ Course 5: School Readiness
This module aims to explain the concept of “School Readiness”, the learning crisis and
importance of ECCE and the dimensions of school readiness. It also explains the need for
readiness of children for school , school’s readiness for children and parent’s readiness
for children. This course highlights the inter-relationship of children, parents / families
and communities and schools which need to function together to provide experiences to
children for holistic development and lifelong learning.
ᨻ Course 6: Birth to Three years - Early identification for intervention of special needs
The sixth course aims at generating awareness about the importance of catching disabilities
early. The first 1000 days are most important from the developmental perspectives of all
children. The disability can be easily addressed if parents are supported by anganwadi
workers and Preschool teachers to identify the red flags and refer the children for
identification of disabilities if any. This would help in getting timely services and the advice
of specialists for early stimulation of children in natural home environments. These small
efforts are vital in building a strong equitable foundation of learning and for achieving
inclusive early childhood education.
The six courses of NISHTHA ECCE are intended for master trainers and these master trainers will
be - CDPOs (Child Development Project Officers) and DPOs (District Programme Officers) who
are responsible for helping anganwadi workers learn the appropriate pedagogical practices
suitable for the young children of 3–6 years old who will use the appropriate teaching-learning
strategies to help promote children’s holistic development i.e., physical-motor, language
and literacy, cognitive, social-emotional and creative development. anganwadi workers and
preschool teachers in making the anganwadis/ preprimary schools a vibrant and great place
where young children will play and learn to develop holistically.
NISHTHA ECCE aims to bring and improve quality in the ECCE programmes in all the preschool
settings so that a seamless and smooth transitions across the foundational stage becomes
possible. Teachers are expected to grasp the pedagogy suggested in these six modules so that
she / he can plan for interesting classroom processes where every child is learning and enjoying
the learning.
The success of NISHTHA ECCE is largely dependent on the teachers across the preschool settings
who will use these modules. We encourage them to modify and adapt the activities as per their
immediate context and include knowledge in the local context.

Romila Soni
Academic Coordinator
November 2022
 Acknowledgement
The National Council of Educational Research and Training acknowledges the valuable
contributions of the following participants, during the development of Course 06: “Birth to 3
Years: Early Intervention for Special Needs” of NISHTHA (ECCE).

Program Coordinator:
Dr. Romila Soni, Associate Professor, Department of Elementary Education, NCERT, New Delhi

Course Coordinator
Dr. Bharti Kaushik, Associate Professor, Central Institute of Educational Technology (CIET),
NCERT, New Delhi

Contributors to the Video Recording:

Dr. Anupam Ahuja, Professor and Head, International Relations Department, NCERT
Dr. Sheela Rajshri
Ms. Lisa Gosh
Ms Samantha Narula

Reviewer:
Dr. Kalpana Venugopal, Professor, ECE, RIE, Mysuru, Karnataka

Language Editor:
Ms. Sushmita Mallik

Technical Coordinator:
Dr. Angel Rathnabai, Assistant Professor, Central Institute of Educational Technology (CIET),
NCERT, New Delhi

Technical Team:
Dr. Varun Ashokan, Senior Academic Consultant, Central Institute of Educational Technology
(CIET), NCERT, New Delhi
Ms. Aprajita, Academic Consultant, Central Institute of Educational Technology (CIET), NCERT,
New Delhi
Ms. Kunica, Academic Consultant, Central Institute of Educational Technology (CIET), NCERT,
New Delhi
Ms. Bhawana Mehlawat, Junior Project Fellow, Central Institute of Educational Technology
(CIET), NCERT, New Delhi
Ms. Manisha, Junior Project Fellow, Central Institute of Educational Technology (CIET), NCERT,
New Delhi
Mr. Tanmay Kulshrestha, Junior Project Fellow, Central Institute of Educational Technology
(CIET), NCERT, New Delhi

Graphics Team:
Mr. Ayaz Ahmad Ansari, DTP Operator, Central Institute of Educational Technology (CIET),
NCERT, New Delhi
We thank the administrative staff of the Department of Elementary Education, for providing
administrative support, during the development of the NISHTHA ECCE. Efforts of Ms. Chanchal
Rani is gratefully acknowledged for typing the courses.
 NISHTHA (ECCE)
An Integrated Training Programme for Teachers
and School Heads’ at Pre-primary and Primary
Stage of Education

COURSE 06
Birth to 3 Years: Early
Intervention for Special Needs

National Council of Educational Reasearch and Training

Sri Aurobindo Marg, New Delhi-110016
 TABLE OF CONTENT

Course Overview
Description of the Course
Keywords
Objectives
Course Outline
1. Early Identification during the First 1000 Days
1.1 Making Everyone School Ready
1.2 Activity 1: Observing the Child - Try Yourself
2. Significance of the First 1000 Days and the Role of ECCE Functionaries
2.1 Significance of the First 1000 Days
2.2 Activity 2: Check Your Understanding
2.3 Three D’s - Development, Delay and Disability
2.4 The First ‘D’: Developmental Milestones
2.5 Activity 2: Check Your Understanding
2.6 The Second ‘D’: Delays in Developmental
2.7 The Third ‘D’: Disabilities
2.8 Developmental Milestones and Identification of Delays
2.9 Red Flags for Early Identification of Disabilities
2.10 Activity 3: Check Your Understanding
3. Early Intervention during the first 1000 days
3.1 Early Intervention
3.2 Preparing Accessible TLM and Stimulation Activities
3.3 Activity 4: Try Yourself
3.4 Communicating Concerns to Parents and Families
3.5 Activity 5: Share Your Thoughts
3.6 Creating UDL-Based Activities for ECCE Centre
3.7 Activity 6: Inclusive ECCE Centre - Share Your thoughts
3.8 Roles and Responsibilities of a Preschool Teacher
Summary
Portfolio Activity
» Assignment
Additional Resources
» References
» Weblinks
 Course Overview

Description of the Course

This course is about the first 1000 days of a baby’s life and the developmental
milestones. The learners will gain knowledge of red flags and relevant strategies
for early interventions, leading to reduction in the consequences of disabilities.
The suggestions for professional help and work to be done in collaboration with
parents are also provided.

Keywords
NISHTHAECCE, ANGANWADI, EARLY IDENTIFICATION, EARLY INTERVENTION,
DEVELOPMENTAL MILESTONES, VISIBLE DISABILITIES, INVISIBLE DISABILITIES

Objectives
On completion of this Course, the learners will be able to:

ᨻ describe why the first 1000 days are important for a baby’s development.
ᨻ differentiate between the 3 D’s; Development, Delay and Disability.
ᨻ describe the vital developmental milestones from birth to 3 years of age.
ᨻ identify the red flags and describe why stimulation is essential for the
development of infants.
ᨻ communicate concerns to parents and families about early stimulations
and intervention of children with disabilities.
ᨻ create UDL based accessible activities.
ᨻ suggest referrals to parents.
Course Outline
ᨻ Significance of the first 1000 days in a baby’s life.
ᨻ The 3D’s - Development, Delays and Disability.
ᨻ Vital developmental milestones from birth to three years of age.
ᨻ Red flags for early identification of disabilities.
ᨻ Stimulations for development.
ᨻ Collaborating with families for early interventions.
ᨻ Developing a UDL based ECCE centre.
ᨻ Referrals to parents.
 Module 1

Early Identification during

the First 1000 Days
 Module 1: Early Identification during the
First 1000 Days

1.1 Making Everyone School Ready

Watch the Video

Scan the QR code to watch the video

Or
Click on the link
https://diksha.gov.in/play/content/do_3137123507187712001362

Transcript

Dear learners! We all know that today’s children are citizens of tomorrow and
will make up a vibrant India. Children are often referred to as ‘buds’ which
will soon blossom into flowers and help our nation progress. There is much
evidence to support this idea. Early Childhood Care and Education that is ECCE
builds the way for an all-round development of children. For the first time, in
the National Education Policy that is NEP, 2020 due importance has been given
to the foundational years of children and has brought this aspect into the folds
of formal education. This has consequently reinforced the importance of ECCE
for sustained national development. The policy especially focuses on brain
development, and the critical period of learning from birth to 3 years, so that
the children become ready for school. It also draws our attention to the fact that
over 85% of the child’s brain develops in the first few years. Therefore, care and
stimulation in the early years, especially during the first 1000 days is essential to
ensure healthy brain development and growth.

An important observation of the NEP (2020) is about the quality of ECCE to ‘All’
children. It mentions that good quality ECCE is not available to crores of young
children in India. This is particularly mentioned in the case of children from

NISHTHA (ECCE) 13
 socio-economically disadvantaged sections also known as SEDGs, which includes
children with disabilities also. A very effective solution for the future of our
country has been mentioned in the policy, where it suggests making a strong
investment in the ECCE in an ‘inclusive way’. The reason is that good quality ECCE
programmes have the potential to give ‘all young children’ an access to developing
early literacy and numeracy. This would enable ‘All’ to be ‘school ready’, and get
included in the mainstream schools. When we say ‘All’, it covers children who may
have been left out of the ECCE due to their disabilities or delays. These include
impairments such as visual, hearing or intellectual disabilities, which generally
needs greater attention. If provided support at the right time, the beginning will
also be right.

Evidence, world over proves that children with disabilities have an equal potential
to grow if , and only if, they are identified early and intervened. Such steps will
certainly help them to participate and flourish in the conventional educational
system throughout their lives. Therefore, while drawing attention towards
children’s development, NEP (2020) mentions that ECCE needs to be provided
to all children, and efforts need to be made as soon as possible. It strongly
recommends that urgent steps need to be taken by 2030, to ensure that ‘All’
children entering Grade 1 are school ready.

1.2 Activity 1: Observing the Child - Try Yourself

ᨻ Observe/ recollect salient characteristics of 10 children of 2½ years of age in

your Anganwadis or Preschools.
ᨻ Jot down the activities they are able to do, and notice any characteristics
that you feel are different from other children. Examples of 2 such children
have been provided. Prepare a brief for all the children in the table format
provided.
ᨻ After filling the table, reflect on the following:
» Are all children the same?
» Though they are all of the same age, are they all able to perform the same
activities?
» Think about some of the striking features/ different abilities that you
noticed among the children.

414
1A NISHTHA (ECCE)
Features and Activities that the Child can do
S. Name of Striking Feature/
Activities that the child does
No the child Different Ability
1. Radha ᨻ Plays with toys. Is generally a friendly
ᨻ Talks in short 2 or 3 words child.
combinations i.e., short sentences.
ᨻ Enjoys music and the company of
small children.
ᨻ Likes to listen to stories told by
grandparents.
ᨻ Likes to go to the garden with her
grandparents.
2. Sumit ᨻ Plays by himself with the same Clings to the mother
toys. and screams when
ᨻ Speaks in just 2 or 3 words which others in the family
are not so clear.
try to play with him.
3.
4.
5.
6.
7.

NISHTHA (ECCE) 15
 Module 2

Significance of the First

1000 Days and the Role of
ECCE Functionaries
Module 2: Significance of the First 1000 Days
and the Role of ECCE Functionaries

2.1 Significance of the First 1000 Days

The period from conception till the child turns 2 years of age are very important,
and are referred to as the most influential 1000 days. While this is the time of
tremendous potential, it is also a period of enormous vulnerability. If during
pregnancy, the mother takes all the required care and stays healthy, then there
are good chances that a healthy baby is born. In India like in other countries, the
birth of the baby is celebrated and usually it brings immense joy to the family.
In almost all communities of India, Godbharni (baby shower) of the pregnant
women, the baby’s arrival, the naming ceremony, the ‘Annaprashan’ (starting of
solid food) is celebrated with grandeur. We cherish our rich cultural heritage by
narrating scriptures and legendary tales of young Krishna’s childhood, and we
fondly celebrate “Janamashtami’ and ‘Ram Janma’.
A safe delivery and a safe neonatal period of the baby further lays a strong
foundation for development and learning in children and hence the role of
preschool / anganwadi teachers is highly significant.
The commitment to the holistic growth and all-round development of children, is
evident through many national initiatives, and the most significant among them
is the Integrated Child Development Scheme (ICDS). This prestigious national
scheme was initiated in 1974, and next year it will complete it 50 years. Imagine
the number of children and mothers who have benefited from this scheme. It is a
compact package of services having a holistic multicentric approach. The goal is to
address children’s developmental needs during the first critical 6 years, and also
the well-being of the mothers. Research indicates that the health of a pregnant
and lactating woman is directly connected to the growth and development of
her infant. Proper well balanced food and nutrition of the mother and of the
child during the first year, not just has a direct impact on the child’s growth and
development, but is known to reduce the risk of disease and disability. Under-
nourishment, fever, harmful self-medication etc. during pregnancy can affect
the foetal growth, and may lead to issues such as stunted growth and delays
in reaching developmental milestones. Similarly, complications during delivery,
such as prolonged labour or other risk factors, may also negatively impact a
baby’s development.
NISHTHA (ECCE) 17
 Working on the premise that ‘prevention is better than cure’, the ECCE functionaries
including the preschool / anganwadi teachers, should have detailed information
about the risk factors before birth (pre-natal), during birth (neonatal), and
immediately after birth (post-natal). This information will facilitate propagating
information about good health, and reduce disease or disability risk for both
mothers and their children. It also helps in defining the role and expectations
from a preschool / anganwadi teacher working towards building a healthy country
with a young and strong population.

Risk Factors
There are several risk factors associated with the child’s growth and development.
These may arise at different stages in the 1000 days period.
ᨻ General factors: Marriages in very close blood relations, like first cousins;
early marriages and early pregnancy, poor maternal health, malnutrition, RH
incompatibility, and family history of disabilities.
ᨻ Prenatal (during pregnancy) conditions: Lack of medical assistance, high
fever, measles, mumps during first 3 months of pregnancy, hard physical
work, accidental fall etc, exposure to radiations and x-ray, smoking, drug
consumption, self-medications, lead poisoning, and so on.
ᨻ Neonatal (during delivery) conditions: Premature delivery, lack of safe
delivery facilities, absence of birth cry and resuscitation measures immediately
after birth, low birth weight.
ᨻ Postnatal (after delivery) conditions: Insufficient medical assistance to meet
emergencies; infantile jaundice, high fever, fall or accident, exposure to loud
noise, infections like Meningitis and Encephalitis, malnutrition, injury and
damage to vital organs of hearing, brain or vision.

2.2 Activity 2: Check Your Understanding

Do the activity by scanning the QR code

Or

Click on the link

https://diksha.gov.in/play/content/do_3137102141725327361964

818
1A NISHTHA (ECCE)
 2.3 Three D’s - Development, Delay and Disability

The first 1000 days of a baby’s life has extreme significance, and everyone around
the baby, witnessing the growth of the baby, should have detail information about
the three D’s. Keeping an eye on these three D’s during the first 1000 days will lay
the foundation of a healthy and productive later life.

The first ‘D’, that is development, is all about rejoicing the timely appearance
of first teeth, head control, first word, responding to his / her name and so on.
Any unjustified discrepancy in the achievement of characteristic behaviours
(academically known as developmental milestones), is termed as “Delays”, and
this is the second D of our three D’s. Delays in the achievement of developmental
milestones may indicate early manifestations of possible disability conditions in
later life. It is to be noted that slight delay from the accepted time range should
not be a cause of worry. For example, a baby taking his/her first step in the tenth
or fourteenth month are both accepted. The delays in development that can’t
be justified should be discussed with the doctors for further advice regarding
onset or early signs of Disability. Disability is the third ‘D’. Often the delays in
the developmental milestones, in the absence of justification, may indicate the
possibility of a disability, which if detected early, can be managed effectively with
the help of timely interventions.

2.4 The First ‘D’: Developmental Milestones

The holistic development of a child in terms of all development domains, such

as physical, social, emotional, and cognitive, is important. The principles of
development are:
ᨻ Development Proceeds Qualitatively from Simple to Complex.
ᨻ Development Proceeds from General to Specific.
ᨻ Development Proceeds Directionally.
ᨻ Development Continues throughout Life.
ᨻ Development Depends on Maturation and Learning.
ᨻ Development Depends on Heredity and Environment.

Among children, many behaviours and skills develop at a particular age and in
a predictable manner, and these are called developmental milestones. They are

NISHTHA (ECCE) 19
 grouped under various categories called domains; and include Physical, Motor,
Cognitive, Communication and Language, and Socio-Emotional domains. It is
important for ECCE functionaries and preschool/ anganwadi teachers to become
familiar with the developmental milestones falling under each domain, so that
any deviation can be carefully observed and reported.

The Rashtriya Baal Swasthaya Karyakram (RBSK) has identified developmental

milestones for children up to 2 years. These developmental milestones are
categorised into the following three main domains.

a. Physical and Motor Domain - The skills which require the usage of skeletal
muscles along with coordination with the brain and nervous system are
known as motor skills. These are primarily sub-divided into gross motor
skills and fine motor skills. Gross motor skills are performed using the large
muscles of the body. Examples of this include the lifting of head, rolling over,
balancing etc. The fine motor skills are performed using small muscles of the
body, and examples include cutting, colouring, writing, using pincer grasp
(thumb and forefinger), threading beads etc.

b. Cognitive Domain - This is primarily concerned with the skills related to mental
processes, like remembering, understanding, applying, analysing, creating,
evaluating etc. These skills help in connecting better with the environment.

c. Socio-Emotional Domain - This includes skills like self-help skills, appreciation,

friendship, group interaction, expressing feelings, accepting feelings of
others, managing and controlling emotions, and connecting with the people
and resources around us.

2.5 Activity 2: Check Your Understanding

Do the activity by scanning the QR code

Or

Click on the link

https://diksha.gov.in/play/content/do_31371218664166195211741

020
2A NISHTHA (ECCE)
 2.6 The Second ‘D’: Delays in Developmental

Have you ever heard mothers conversing with other mothers having children
of the same age or little older? You may have overheard them talking, or being
inquisitive and asking ….
When did your baby start talking? How old was your baby when she/ he started
crawling? My baby crawls backwards, is that ok? My baby is yet to stand, but the baby
next door runs!

Discussing about infant’ and children’s milestones is very common among

parents, especially among mothers. It’s not comparing, but it’s like a re-
assurance that their baby or child is like others!

However, it can be certainly worrying for parents to see or hear about other
kids achieving milestones before their baby does, and if she/ he is lagging far
behind.

When a child’s progression through predictable developmental phases slows,

stops, or reverses, it is called a delay in development. A delay implies that the
child has not gained the developmental skills expected of her / him, compared
to others of the same age. Delays may occur in any one of the areas of motor
functioning, speech and language, cognitive, play, and social skills. When a child
has delay in one or more areas of development it is called ‘Global Developmental
Delay’.

When should we worry about developmental delays?

A little bit of delay should not be worrying. We know that each child develop at
her / his own pace, but too much of ‘wait and watch’ is also not appropriate. This
may cause the child to miss out on certain developmental skills.

2.7 The Third ‘D’: Disabilities

Every child is unique and diverse, not just capable of learning differently, but
also capable of succeeding differently!

Disability is also a human diversity, and is certainly not a hindrance to the success
of an individual with disability(ies). Disability can occur any time - before birth, at
birth i.e. congenital or after birth i.e. acquired. Congenital disabilities often have a
greater effects than acquired disabilities. In children, disability may be the reason
for delay or barrier in their development.

NISHTHA (ECCE) 21
 Table 1: Characteristics and Difficulties Experienced
Type of Disability Characteristics and Difficulties Experienced
Cerebral palsy ᨻ Difficulty in movement, delay in rolling over, crawling,
grasping and walking.
ᨻ Inability to have head control. Stiffness of joints and
muscles.
ᨻ Difficulties in reaching out to objects, grasping and clapping.
ᨻ Speech and communication is delayed due to lack of
muscle tone.
ᨻ Children may have crossed or stiffened legs,
overextended back or neck when picked up.
ᨻ Excessive drooling.
Locomotive/ ᨻ Has unusually tight muscle tone and resists sitting up or
Physical disorder bending the knees.
ᨻ Has unusually loose muscle tone and cannot hold her/
his head up after about 3 months.
ᨻ Not able to reach for toys.
ᨻ Has trouble releasing objects voluntarily.
ᨻ Is not able to reach across the body during play.
ᨻ Reaches only with one hand, even when feeding
herself / himself.
ᨻ Doesn’t put hands out to catch herself / himself if about
to fall.
ᨻ Has poorly developed hand or finger coordination and
cannot pick up or hold objects.
ᨻ Has poor balance or stumbles and trips frequently.
Dwarfism ᨻ In disproportionate dwarfism the body size is short and
the limbs are very short or long.
ᨻ In proportionate dwarfism the limbs may be
proportionate but the overall body size is short.
Visual ᨻ Children might have unusual looking eyes, may not be able
impairment to focus on objects or follow them even when held close.
ᨻ Do not smile at the familiar faces or things. Not able to
make eye contact.
ᨻ Move or roll eyes quickly from side to side with jerky eye
movements.
ᨻ The pupil of the eye seems white or cloudy.
ᨻ Experiences difficulty in movements, concept
developments and socio-emotional skills.

222
2A NISHTHA (ECCE)
Hearing ᨻ Not able to respond to sounds in the environment, or of toys.
impairment ᨻ May not respond to even baby talks and conversations
of family members. Babbling, cooing and giggling may be
delayed.
ᨻ Speech and language are severely delayed.
Communication gets restricted to gestures and affects
their socio-emotional skills.
ᨻ Lack of language further affects pre-literacy skills.
Speech and ᨻ Problem in understanding what others say (receptive
language language) - Not hearing the words (hearing loss) and not
disabilities understanding the meaning of the words.
ᨻ Problem in communicating thoughts using language
(expressive language). This could be due to not knowing
the words to use; not knowing how to put words together;
knowing the words to use, but not being able to express
them.
Intellectual ᨻ Delay in developmental milestones affects almost all
disabilities domains of development such as communication,
language and socio-emotional skills as also basic problem
solving skills.
Specific learning ᨻ These generally surface when children start going to
disabilities Anganwadis or the formal school when reading and
writing activities get started.
ᨻ Delayed spoken language may be one of the early signs.
ᨻ Children might typically show signs in difficulty to listen,
think and speak also.
ᨻ Adaptive behaviour that includes conceptual, social,
and practical skills which are learnt by observing and
interacting are also affected which impacts self-help skills
for even routine daily living activities.
ᨻ Difficulty with forming specific words or sounds correctly.
ᨻ Difficulty with making words or sentences flow smoothly,
like stuttering or stammering.
ᨻ Language delay – the ability to understand and speak
develops more slowly than is typical.
ᨻ Aphasia - difficulty in understanding or speaking parts of
language due to a brain injury or how the brain works.
ᨻ Auditory processing disorder - difficulty understanding
the meaning of the sounds that the ear sends to the brain.

NISHTHA (ECCE) 23
 Autism Spectrum ᨻ Children with autism will show a range socio-emotional
Disorders skills and difficulties.
ᨻ Baby’s have a lack of attachment even towards their
mother.
ᨻ They may exhibit repetitive behaviour like rocking and
may not readily accept the changes in routines.
ᨻ Some may have very restricted interests in toys and
people around them.
ᨻ Social smile, eye contact will be missing and may use
limited gestures to communicate.
Multiple ᨻ Motor development and mobility, communication,
disabilities such language, speech, literacy development, socialisation,
as deaf and behavioural, emotional and sensory issues.

blindness

2.8 Developmental Milestones and Identification of Delays

Watch the Video

Do the activity by scanning the QR code

Or

Click on the link

https://diksha.gov.in/play/content/do_3137123609283624961372

Transcript

Welcome!

As you all now are familiar with the three D’s i.e. Developmental Milestones,
Delays and Disabilities. These manifest in different ways in day to day life. The
parents and teachers connect with them through their own experiences. Let’s see
scene 1 where two mothers are talking to each other:

Mother 1: Hi, How are you?

Mother 2 : Oh hi, I have been waiting for you. Where were you?

424
2A NISHTHA (ECCE)
Mother 1: I am so sorry. You know life with kids are not so easy these days.

Mother 2: I completely understand. It is so difficult to be with my kid and telling

you he is just so curious these days. Every time he comes from school he is like
‘Mumma what is this?, Mumma what is that? and he wants the answers to every
question.

Mother 1: Literally! one day I am going to damage my throat also just by talking
to Sumit.

Mother 2: Arre, why do you think so?

Mother 1: Everytime I have to scream on him and I have to speak loudly.

Mother 2: Doesn’t he listen to you? Or is he only like that with your family ?

Mother 1: No, if you are asking he is same for all.

Mother 2: Oh okay. So have you noticed, like other behavioural characteristics as

well.

Mother 1: No, otherwise he is very cheerful child and he never throws tantrums
but some of my relatives shared me that they have to speak loudly when they talk
to Sumit.

Mother 2: Okay! Umm see please don’t take, please don’t mind. I mean I am just
saying it out of concern since you are my friend. May be you should take him to a
doctor. Like I think one consultation maybe you should consider that.

Mother 1: Okay, does it mean, there is something wrong with Sumit.

Mother 2: No, no, no….I don’t think there is something wrong with him but still
prevention is better than cure so may be you should consult one.

Mother 1: Definitely I will try.

Expert: Now let’s hear the conversation between a father and a teacher:

Teacher: Hello Sir!

Father: Hello ma’am! How is Ruby behaving?

Teacher: Oh Ruby! She is a good child sir but it seems like she likes to keep to
herself only.

Father: What do you mean by that?

Teacher: Well, Ruby keeps on repeating things and she doesn’t even like to play
and talk to other classmates.

NISHTHA (ECCE) 25
 Father: Hmm.. That way. You know what she is a very shy child and she does the
same with her elder brother and me as well. She is too attached to her mother.
And only likes to be with her all the time. Her mother has spoiled her with too
much of care.

Teacher: Well, I am sure sir what you are saying might be true, but still I want to
ask you a few questions: Does she repeat after you? Does she make eye contact
while talking to you?

Father: No, no, it’s not like that. She is a very talented girl. She is very good at
sports too. You know what she can fidget all day long and she is very particular
about her toys. Once I wanted to change the color of her red ball but she can’t
take that. You will be surprised to know she screamed for an hour. Yes, she hides
behind her mother whenever any stranger tries to speak to her because her
speech came late to her, at the age of 5 I guess and my mother told me that her
speech also came late but with traditional methods. And that’s what we tried with
her and you see it worked.

Expert: So, what do you think of scene 1 and scene 2, in connection with the
delays and development. You may have realised that not all disabilities are
outwardly visible, some are hidden. Disabilities such as the locomotor disabilities
are obvious, hence the family may seek medical assistance early. If this is done
at the right time then, the child will be able to overcome the obstacles early
and the developmental lag and delay will be curtailed. However, the hidden
or the less visible disabilities such as hearing impairment may not be noticed
or realised early, by parents. Hearing impairment is not outwardly visible or
noticeable. If not detected early, hearing impairment will impact language and
speech development. The reason is that language and speech are acquired
through listening. Such conditions are called associated impacts of disabilities.
This in simple terms means one impairment of one sense leads to difficulties
in other areas. Let’s think of another example. Children with Autism Spectrum
Disorders or ASD or Cerebral Palsy (CP) may also have associated conditions like
difficulties in communication and language acquisition. It may cause them issues
of socio-emotional skills. A cumulative effect of language leads to another issue
of delayed literacy skills. The good news here is that all these associated impacts
or problems can be nullified or reduced, with appropriate early intervention.

626
2A NISHTHA (ECCE)
 2.9 Red Flags for Early Identification of Disabilities

A preschool / anganwadi teacher can contact special centres for assessment and
identification, as well as for intervention. But how would a preschool / anganwadi
teacher refer any child for special early intervention? What should be the basis
for referring a child for early intervention? In case of doubt, who should she / he
consult? Learning about some tell-tales i.e. revealing signs which will facilitate
referring of children to identify the disabilities early. These revealing signs are
also known as ‘red flags’.

Red flags are the warnings or indicators of behavioural or developmental markers.

It prompts us to ensure whether or not the child is on the accurate developmental
path. The Children’s League (2017) has provided age wise red flags which will
facilitate identification of children to be sent for further intervention.

Developmental Red Flags: Birth to 3 Months

The child does not……

ᨻ respond to loud noises.
ᨻ follow moving objects with eyes by 2 to 3 months.
ᨻ grasp and hold objects by 3 months.
ᨻ smile at people by 3 months.
ᨻ support head well at 3 months.
ᨻ reach and grasp toys by 3 to 4 months.
ᨻ bring objects to the mouth by 4 months.
ᨻ push down with legs when feet are placed on a firm surface by 4 months.
ᨻ have eye contact.

Developmental Red Flags: 4 Months to 7 Months

The child/ child’s …….

ᨻ muscles are very stiff and tight.
ᨻ overall body is very floppy.
ᨻ head still flops back when the body is pulled to a sitting position by 5 months.
ᨻ affection for the family to missing and she / he does not enjoy people
ᨻ eyes constantly turn in or out and are always watery and sensitive to light.
ᨻ does not respond to sounds around them by 4 months.

NISHTHA (ECCE) 27
 ᨻ has difficulty in moving limbs and putting objects in the mouth and bearing
weight on the feet.
ᨻ doesn’t roll over from stomach to back by 6 months.
ᨻ cannot sit with help even by 6 months.
ᨻ does not smile or laugh by 5 months.

Developmental Red Flags: 8 Months to 12 Months

The child…….
ᨻ is unable to crawl.
ᨻ drags the body on only one side.
ᨻ cannot stand when supported.
ᨻ does not search hidden objects by 10 to 12 months.
ᨻ babblies less and does not utter a meaningful word by 1 year.

Developmental Red Flags: 12 Months to 24 Months

The child…..
ᨻ is not able to walk by 18 months.
ᨻ does not speak at least 15 words by 18 months.
ᨻ does not use two-word sentences by 2 years.
ᨻ does not show comprehension for objects around such as fan, mobile, light
by 15 months.

Developmental Red Flags: 24 Months to 36 Months

The child….
ᨻ does not imitate actions or words by 24 months.
ᨻ does not follow simple one-step instructions by 24 months.
ᨻ falls frequently and has difficulty in climbing.
ᨻ has drooling saliva and distorted speech.
ᨻ is unable to build towers of household things or play blocks.
ᨻ is unable to copy or trace shapes by 3 years.
ᨻ does not communicate in sentences or phrases.
ᨻ does not play with other children.
ᨻ finds it extremely difficult to be away from the mother.

828
2A NISHTHA (ECCE)
2.10 Activity 3: Check Your Understanding

Do the activity by scanning the QR code

Or

Click on the link

https://diksha.gov.in/play/content/do_31371079686221004811010

NISHTHA (ECCE) 29
 Module 3

Early Intervention
during the first 1000
days
Module 3: Early Intervention during the first
1000 days

3.1 Early Intervention

Early intervention means identifying i.e., finding out the disability early, and
providing effective and timely support to children. This in turn prevents further
problems from occurring and helps to develop a whole set of personal strengths
and skills.

Benefits of Early Intervention

ᨻ Makes learning easier and reduces the child’s and family’s stress.
ᨻ Empowers the families and makes them equal partners, so that the child gets
double benefit.
ᨻ The child’s brain is most elastic and flexible in the first 3 years. So if the
simulations are provided early, it benefits to lay a strong foundation for
learning.
ᨻ It improves physical and mental health.
ᨻ Improves all domains of development and facilitates school readiness.
ᨻ Develops the foundation literacy and numeracy skills, along with
communication and socio-emotional skills. This helps to facilitate inclusive
education.

Approaches to Early Intervention

1) H
 ome visiting programmes: These are sometimes undertaken if the disabilities
are severe or there are medical complications like blood disorders, difficult
geographic locations, lack of nearby early intervention centres.

2) C
 entre based programme: The Ministry of Health and Ministry of Social Justice
and Empowerment have started Cross Disabilities Early Intervention Centres
(CDEIC). CDEIC handle early interventions of all disabilities under one roof.
The children get a holistic approach for intervention and more specialised
services.

NISHTHA (ECCE) 31
 3.2 Preparing Accessible TLM and Stimulation Activities

Watch the Video

Do the activity by scanning the QR code

Or
Click on the link
https://diksha.gov.in/play/content/do_3137123632394403841373

Transcript

While working in ECCE centre of pre-school, you might have come across various
situations, where due to individual characteristics of children such as not being
able to speak, hear, see etc. difficulties were faced in engaging them in day to day
activities at ECCE Centre. Come, Let’s witness the discussion of three teachers to
explore the possible solutions.

Scene 1:

Preschool Teacher-1: Good Morning ma’am.

Expert: Good Morning

Preschool Teacher-2: Good Morning ma’am.

Expert: Good Morning. How are you both?

Preschool Teacher-2: Ma’am we are good. How are you?

Expert: I am fine. Okay. It’s been 3 months you all have joined. Now tell me
something about your experiences here.

Preschool Teacher-1: Ma’am it is going great but lately I have been facing a few
challenges.

Expert: Okay, What kind of challenges you are facing?

Preschool Teacher-1: Well ma’am, there is a girl in my class, Muskan. She is

232
3A NISHTHA (ECCE)
actually blind. So I don’t know how to engage her in activities like coloring, tracing,
jumping, paper folding, and other outdoor activities.

Expert: Okay, and you?

Preschool Teacher-2: Ma’am I agree with her, I am facing the same issue. There is
a child in my class, his name is Raghav and he is unable to hear. So, ma’am, I don’t
know how to engage him in my classroom activities.

Expert: Okay, So these challenges seems very fine. Let’s explore some activities,
how can we engage all students in our classroom. So, together we will find some
activties. Like you said you are facing problem on jumping on the spot. So for
jumping on the spot you can asked children to hold there hands..okay.. and jump
together. For Raghav, he can imitate other children also and for Muskan she can
hold, all the children can hold the hands and they can jump together. So it will
be fun activity for all the student and Raghav and Muskan can be engaged in this
way.

Preschool Teacher-2: Right.

Preschool Teacher-1: But what to do ma’am when jumping activity on the spot is
not there and the child wants to side jump or cross using the rope.

Expert: Yeah... See, Its very simple, in case of Raghav, he can imitate other children
right! and also you can use green card for start and red card for stop right. So, in
Raghav’s case he can imitate and you can use cards. You can use this jump card
and show this clue card to the students right. In case of Muskan, you have to bring
some rope, so that she can touch the rope, feel the rope and give instructions
one by one very slowly and so that she can do the activity.

Preschool Teacher-1: Wow that sounds workable but ma’am what about the
engaging Muskan and Raghav in the activities like tracing, coloring, paper folding
and other activities.

Expert: See, whenever you are organising any activity in the classroom, you have
to engage senses of the students, any multi-sensory approach you have to adopt,
for that in case you can make these activities as a fun; for example, I will show
some activities, tracing activities here. How can you make these activities fun
for all and also for the students who are not able to see. Like you can see this
rectangle where I have use to make this outline of this rectangle tactile with this
glue. If I put glue on this, like this so it will after few time it will become tactile, so

NISHTHA (ECCE) 33
 you can ask students,all the students to close their eyes and feel the shape , they
feel the shape, outline shape. They will try to color inside this tracing. Right? So
in this way it will make the activity fun and accessible for all the students. Now,
this is a clipboard it has a rough surface and it is easily available in all the schools.
You can buy it from stationary also. So, what happens if I put this paper on it and
taking a pen if I trace this thoda pressure deke trace this like this now, what will
happen see, you can see this outline is tactile. Right! So you can use this also.
You can use these folders, jute folders. These are easily available in schools, at
home and you can use jute bags also. So there are many materials around you,
where you can use them to make these surfaces tactiles, outline tactiles, So that
all students can do tracing activities and coloring activities and it will be fun for
every student.

Preschool Teacher-2: Wow ma’am, these are such wonderful ideas, although I
am still wondering that how would take Raghav’s and she would take Muskan’s
attendance.

Expert: Okay! see one thing you have to keep in mind that whenever you are
entering in a class they are very small kids so you have to seek attention of each
and every child. You can use some audio aids, you can play some rhymes to them
so that everybody can have attention towards you. And you can also for Raghav
you can do, one thing you can do you can switch on and off the lights and you
can think of other activities also. Once you gain the attention of these students,
so you can make attendance of fun activities. So, for example, I have an idea you
can ask students, you can ask their name and asked them to stand up and tap
their friends shoulder. Then whenever his or her turn was called than the child
can tap the another child’s shoulder. In this way you can take attendance and you
can plan so many activities to make attendance fun. Ok, any other questions?

Preschool Teacher-2: No ma’am, I think these are just lovely ideas that you gave.

Expert: Teachers please keep in mind whenever you are planning any activities
for the small children or kids. Safety must be your priority, you have to keep in
mind that instructions, whatever instructions you are giving to your children it
must be in a slow manner and it must be clear. Use multi-sensory approach, try
to engage children using all their senses. So it will make your activity fun and
accessible to all children.

434
3A NISHTHA (ECCE)
 3.3 Activity 4: Try Yourself

List the activities that are often conducted in a preschool/ anganwadi centre.
Discuss with your colleagues the strategies to make these activities accessible for
‘All’, based on the principles of Universal Design of Learning.

3.4 Communicating Concerns to Parents and Families

All parents dream and wish for a happy and healthy child. It is a shock for parents
to know that something is not right with their child.

Suggestions for ECCE Functionaries for Seeking Parental Support

ᨻ Effective communication builds on mutual understanding and trust, so
establish trust and confidence with the parents.
ᨻ Listen to the parents’ concerns.
ᨻ Be gentle and positive, but clear in your communications.
ᨻ Share the positives about child’s development, learning and behaviour before
informing about the ‘red flags’.
ᨻ Show hope and not despair.
ᨻ Keep in mind the family’s cultural and social backgrounds.
ᨻ Mention that you feel the need to visit a specialist soon, so that guidance can
be obtained.
ᨻ Accompany the parents to the specialists or the centre for assessments.
ᨻ After the assessments, take directions and tips from the specialists for
intervention.
ᨻ Provide informed choices to the parents and assist them for decisions.
ᨻ Undertake regular monitoring of the child’s developmental milestones and
do the needful.
ᨻ Local primary health centres or medical hospitals or special schools or centres
could be contacted for interventional assistance.

3.5 Activity 5: Share Your Thoughts

What kind of special needs do you frequently observe in your preschool/ anganwadi
centre? Mention the situation in which you will refer for expert interventions.
Share your thoughts.

NISHTHA (ECCE) 35
 Steps to be followed:

Step 1: Accessing the activity page

Follow any one of the following option to access the activity page:

Option 1: Type the URL in a browser https://tinyurl.com/ecceEc6a5

https://tinyurl.com/ecceEc6a5

Option 2: Download this pdf from DIKSHA and copy this URL.

https://nishtha-ecce.blogspot.com/2023/01/course-06-activity-5-share-your-thoughts.
html

Paste the link in the browser’ address bar to access the blog post

Option 3: Install mobile app ‘ePathshala Scanner’ from play store. Using the
app, scan the QR code given below.

636
3A NISHTHA (ECCE)
Step 2: Following any of the above option will take to an external site as
shown below

Step 3: Post your response

ᨻ Read the given activity
ᨻ Click on Enter your comment

ᨻ Type your response in the comment box.

NISHTHA (ECCE) 37
 ᨻ Click PUBLISH

ᨻ If you are already logged in with your Gmail account then the comment will
be published. If you are not logged in, then you will be directed to the Gmail
login page.

ᨻ After logging in, enter Display Name and then click on Continue to Blogger.

838
3A NISHTHA (ECCE)
ᨻ Click on PUBLISH. The comment will be posted.

3.6 Creating UDL-Based Activities for ECCE Centre

Universal Design for Learning (UDL) is ‘an educational framework for

developing flexible learning environments to accommodate individual
learning differences’. In an ECCE centre, the ECCE functionary needs to plan
and implement child care and education on the basis of children’s individual
differences. UDL based facilities and activities should be planned in the ECCE
centres to make learning more flexible with fewer barriers for holistic growth and
development of young children. It helps to ensure that your ECCE centre is more
vibrant, inclusive, equitable and accessible; facilitating care and learning of all
children of your area, despite individual differences. Thus, following suggestions
may prove useful when you plan to convert your existing centre to be accessible
and inclusive for all, including children with disabilities. These suggestions will
also help in conceptualising and creating a new centre which follows principles of
UDL and is based on the philosophy of equity.

1. Make each TLM accessible: Provide drawing / colouring sheets with tactile
lines or boundaries, for facilitating engagement of children with blindness.
Have storybooks in audio format, such as DAISY or plain mobile recorded
audios, with tactile images. The puzzle pieces should have different textures
or shapes.

2. Activities for gross motor skills: Walking, running, climbing, skipping,

catching,balancing, crawling, throwing, jumping, kicking, racing, rhymes
and movements (musical chairs), pulling & pushing etc. are a few common

NISHTHA (ECCE) 39
 activities which are essentially part of almost every ECCE centre. Draw tactile
lines to aid in walking, running, and jumping. Add sound to balls or other
objects used for catching, so that children who can’t see are also able to take
part effectively. Similarly, along with whistles use flash lights to signal the
end and start of activities like assembly, lunch etc. This will facilitate children
with hearing imapirment.

3. Activities for fine motor skills: Add tactile markings along with print for
facilitating tearing, cutting, pasting, folding etc., for easy engagement of all,
use buttons and threads of different shapes and sizes, preferably different
shapes for different colours.

4. Activities for sensory development: Identification of images using tactile

images or life scale models, identification of sounds or lights, sense the
touch using tactile tracing lines or dots, sense and compare the taste, copy
the act or sound, hearing or seeing lullabies, peek-a-boo games, banging the
drum, add colour pebbles to water, hand massage etc.

5. Activities for mental skills: Matching the dots in print or tactile format,
identification, classification, comparison, puzzles, creative acts / plays,
number games, rhymes, picture games or sound games, water games, word
building games, figure puppets with tactile features.

6. Activities for language development: Story creation, word building games

(through passing ball or rattle), complete the sentence game, ludo for letter
perception in print / braille / signs, riddles based on plants, anomaly and
familiar objects of child, rhyming, sound discrimination, free conversation,
nature walk, reading, writing (joining the dots, tracing, copying, pattern
making using tactile sheets and objects), visual expressions (look at a picture
and tell the story or hear the expression and identify the expression), birds
fly, who else flies game (chidiya udi) etc.

7. Activities for social-emotional development: Social Awareness activities

through puppet show, know your friend, role plays, eating together, group
activities (dance, play, festivals, national celebration, birthday celebration),
building blocks, dressing up, action songs, doll play, decoration, etc. Include
role play themes which promote sensitivity towards children with disabilities.

040
4A NISHTHA (ECCE)
 3.7 Activity 6: Inclusive ECCE Centre - Share Your thoughts

Suppose an Early Childhood Care and Education (ECCE) centre/ Preschool

classroom/ Anganwadi centre is going to be developed in your area. What should
be the facilities to make the centre more inclusive, equitable and accessible? Also
mention the modifications for upgrading an existing ECCE centre or preschool/
anganwadi centre to make it more accessible for children with disabilities. Share
your thoughts.

Steps to be followed:

Step 1: Accessing the activity page

Follow any one of the following option to access the activity page:

Option 1: Type the URL in a browser https://tinyurl.com/ecceEc6a6

https://tinyurl.com/ecceEc6a6

Option 2: Download this pdf from DIKSHA and copy this URL.

https://nishtha-ecce.blogspot.com/2023/01/course-06-activity-6-share-your-thoughts.
html

Paste the link in the browser’ address bar to access the blog post

Option 3: Install mobile app ‘ePathshala Scanner’ from play store. Using the
app, scan the QR code given below.

NISHTHA (ECCE) 41
 Step 2: Following any of the above option will take to an external site as
shown below

Step 3: Post your response

ᨻ Read the given activity
ᨻ Click on Enter your comment

242
4A NISHTHA (ECCE)
ᨻ Type your response in the comment box.

ᨻ Click PUBLISH

ᨻ If you are already logged in with your Gmail account then the comment will
be published. If you are not logged in, then you will be directed to the Gmail
login page.

NISHTHA (ECCE) 43
 ᨻ After logging in, enter Display Name and then click on Continue to Blogger.

ᨻ Click on PUBLISH. The comment will be posted.

3.8 Roles and Responsibilities of a Preschool Teacher

Watch the Video

Do the activity by scanning the QR code

Or
Click on the link
https://diksha.gov.in/play/content/do_3137123671308042241375

Transcript

As a teacher, we regularly interact with parents and share our observations

about children with them. Have you noticed that it is very easy for a teacher

444
4A NISHTHA (ECCE)
to communicate to the parent that your child is doing well. He has got talent in
this area or the other area but when it comes to conveying the challenges faced
by the child in the school, the teacher finds himself or herself in an awkward
situation. Let’s see solution to this awkward situation, where the teacher has to
communicate to the parent that the child may not be doing well, may not be
interacting with the peers due to n number of reasons. What these reasons could
be and how to convey to the parents and how to communicate these challenges
to the parents, we have an expert with us today, let’s ask our expert few questions
related to this concern.

Expert 1: Welcome Madam! So, let’s begin with asking you that what kind of
resources you think should be there in an ECCE center or in a play school, so that
we can accommodate easily all learners.

Expert 2: I like the last bit of what you said, a teacher is always challenged because
she has or he has to look at the needs of every child. Now, first and foremost,
you gave the answer in your question, there are human resources and there are
material resources, when we look at the human resource, the first is the teacher
herself, she should not think about herself as being in any way less than others,
they are the parents of the child they know the child best, there are other teachers
in the school, there is the school’s headmistress she is there, there is a helper
who also knows the child very well, a person who has brought has the child to the
ECCE center, may have driven or may have walked with the child on his way to
the ECCE center and back that person has also interacted with the child and has
done it over a period of time.

Expert 1: Some may be facing some challenges and some may not be having
some challenges, what all qualities I should look forward to.

Expert 2: Very good question, and I wonder where you get all these questions
from but as an expert who has seen children, has been with children and has
watched many teachers very closely. I am giving you what I have seen from the
field and what I have read and what research indicates. It clearly says that first
and foremost you have to love your children, you have to care for them and you
have to accept them. And once you do these three things, you will welcome and
celebrate differences. Now the moment you welcome and celebrate differences,
you don’t look at the differences as problem cases or a child’s name is associated
with the label. No, it’s just the learning need of a child and that could be temporary.

NISHTHA (ECCE) 45
 It could be just based on certain environmental factors that are impinging on a
young child’s mind and within no time, they may just vanish, so just accept the
child for what he or she is bringing to class. Let the child blossom and use your
common sense as often common sense is least used, you know, we mystify and
we look for experts to tell.

Expert 1: Yes, and when we are talking about care and unfolding the specialities
in the child and the characteristic in a child, there is another concern which I often
hear while talking to teachers and parents, a child is sitting quietly and is not
interacting much with the peers or has limited interaction with the peers, can I
consider it to be a normal behavior and what is the definition of the normal here.

Expert 2: The first thing is everything is normal. The moment a teacher, even a
quiet child it’s a normal way the child is behaving, so first remember do not use
the word normal and not normal or abnormal because the moment we start
thinking like this we are thinking in compartments, we are putting characteristics
in certain compartments and that’s not how human behavior should be done.
Labels never help us. It’s positive reinforcement that will always help a quiet child
also come up with a way of interacting with others, so observe. I am not saying
don’t look at the child who has been quiet, observe the child and observe the child
over a period of time and observe the child in comparison with other children.
Now if the child seems to be quiet for a very long time, well then obviously it’s a
cause for concern, you need to find out why. Is it because the mother and father
are not giving good parenting by simply talking too loudly and with anger at each
other for a long period of time early in the morning and the child brings that to
the class and is always thinking of that conversation that’s happened. So, it could
be as simple as that. It could also be that the other child sitting by him says “if you
speak I will take you to task after that” now it could be simple interaction between
two children and that child may be looking big, he may look like a monster to
the child and therefore the child sits quietly. The point I am trying to make is, try
to find out the reason. Then remember that the child will not start talking in a
day. It has to be over a period of time that a teacher has to work with patience
to see that this behaviour takes its own time to allow, the child time to change
and if you feel that child has been with me and is now going to the next class
and still is quiet, tell the other teacher about this behavior and see the child is
interacting learning yet he seems to be quiet. Now, it could be the natural way
of a child. So observing a child and remembering that not to give a label but to

646
4A NISHTHA (ECCE)
encourage observation, allow the child to interact with others, put the child in a
situation where he interacts with the peer. If you give them some material and
say okay you are going to talk for sometime and he is going to listen to him and
now this child is going to talk and you are going to listen, you are encouraging
interaction, so bit by bit build on it. Don’t expect a change to happen in a jiffy. It
never happens in a jiffy.

Expert 1: Just add to whatever ma’am you have said, after you have had discussion
with fellow teachers and if you have to convey the concern to the parents, taking
cues from whatever you have just now said, so while communicating to the
parents we have to focus first on our own observations that we have done with
respect to the child, what all things we have noticed while after talking to the
fellow teachers and that should also be conveyed to the parents in a very polite,
positive and sensitive manner, instead of pointing out your child doesn’t do this,
your child doesn’t do this, that will make any parent anxious.

Expert 2: More than anxious, defensive also.

Expert-1: Yes

Expert 2: Of course you are right, that anxiety can build a wall of defence and
that, then accidentrimental to the relationship between a teacher and a parent.
So, what you have said is so right you have to form a strong relationship with
the parent. Let’s remember this is the first time the child is separating from the
parents and that’s a trauma sometimes for some children to leave home and to
sit with a teacher who looks loving, is caring yet she is not the mother and neither
does she look like the grandmother.

Expert-1: And father also for that matter.

Expert 2: Yes absolutely, you have raised a very important issue. It is parenting,
it should not be looking at the whole activity that a teacher communicates to the
parent. You have to be parents though the father or the mother may be there for
a limited period of time because of the jobs they may be in yet it has to be done
collectively. It is not just the physical need of the child, it’s the emotional and
social need which has to be handled collectively. So that’s a message a teacher
needs to give. A teacher needs to also see any difference that you are observing
is part of growing up and every child grows up in different ways. So don’t expect
that the neighbor’s child is now narrating a story in ten sentences and my child is
still looking at pictures. That’s okay.

NISHTHA (ECCE) 47
 Expert 1: Perfectly okay.

Expert 2: The child may be gaining more by looking at pictures than narrating
or vice versa. So each child let him or her be. Let the child enjoy coming to a
preschool, let the teacher give this message and don’t expect the three hours
to take over in an ECCE setting. ECCE centers are meant to be an extension of
the home environment. Now when its an extension of a home, it’s a loving and
caring place just like your home. So the child is learning with other children under
the care of a ECCE teacher. She knows what is best and tells the parents not to
become anxious and compare their children and assure them that I that is me
“the teacher” also loves and cares for your child as much as you do if not more
because I am setting the foundation for the other years to follow in school. So
if you build this comfortable rapport parents will become less anxious, parents
will not compare, parents will not think that the child is only playing in the ECCE
center he is not really learning. So, a teacher’s role is to convey all this and that’s
where I think it’s challenging.

Expert 1: Thank you ma’am, you already answered my next question that I was
about to ask. Often parents come and say that my child only plays in the centers
or in the school and doesn’t run, that already you answered that play is also
equally important, would you like to add on to it.

Expert 2: Yeah, play is equally important, in fact play is the way of learning for
young children and also, we all also know. Sometimes we do a lot of learning
even as adults when it is a fun time but when it’s a rigorous learning time we find
it boring. Now what we have over the years seen with experiences that children
naturally learn in a natural setting of being care free and when are we care free,
when we are playing. So, all work and no play makes jack a dull boy. Remember
in the early years, they really become dull if we start making them learn tables,
learn alphabets. There are years ahead when they’ll do all these. Let them be with
other children, let them interact with other children, let them bounce their story
with an incomplete stories with another child. Let another child complete. That
is language building, not teaching A B C D, that’s not what an ECCE sector should
do. So, in a natural play environment, onlooker play is also learning. Sometimes
preschool teachers say, oh he is just watching but the child is learning and he
will soon step into the circle to play. So, be patient, allow the child to follow his
rhythm and unfold his way of being which then makes the child comfortable and

848
4A NISHTHA (ECCE)
promotes what we know that 80 to 90 percent development takes play in the first
6 years. So we have to be very sensitive about the early years, don’t be little these
years because later on you have only 10 percent left. So, let them play, let them
develop, that’s the goal.

Expert 1: And when ma’am has said that all work, no play makes Jack a dull boy,
let’s improvise it a little bit. All work, no play can make anybody a dull person. So
that applies both for Jack as well as Jill also .

Expert 2: And you can replace Jack and Jill, ofcourse, with our own children .Not
overbearing at all.

Expert 1: Very well said. So, friends you have just now heard the communication,
and expert opinion about how to communicate concerns related to challenges
faced by a child in the school and ECCE centers. The mantra as I have understood
lies in being polite, being accepting, highlighting the positive first and taking
the parents into confidence, taking them as collaborator and building on the
cooperative, collaborative foundation of education with love, care and acceptance.

NISHTHA (ECCE) 49
 Summary

050
5A NISHTHA (ECCE)
 Portfolio Activity
Assignment
Prepare an intervention plan to make a preschool/ anganwadi centre inclusive
and equitable. While preparing the intervention plan, take the following points
into consideration:
ᨻ Barrier free building and classroom
ᨻ Accessible teaching learning material
ᨻ Engaging every child in the activities
ᨻ Referring for specialist intervention

NISHTHA (ECCE) 51
 Additional Resources
References
ᨻ National Institute of Public Cooperation and Child Development, (2018), Best
practices in anganwadi services scheme under umbrella ICDS. A compilation:
https://www.nipccd.nic.in/file/reports/bestprac.pdf
ᨻ NCERT (2014). Trainer’s Handbook in Early Childhood Care and Education:
https://ncert.nic.in/dee/pdf/trainerhadnbook.pdf
ᨻ NCERT. (2015), Every Child Matters - A Handbook on Quality Early Childhood
Education, New Delhi.
https://ncert.nic.in/dee/pdf/trainerhadnbook.pdf
ᨻ CID (2012), New ways of looking at disability across the curriculum
ᨻ UNESCO. (2001), Understanding and responding to children’s needs in
inclusive classrooms
ᨻ NCERT (2012) Little Steps : Readiness for reading writing and number works
https://ncert.nic.in/dee/pdf/littlesteps.pdf
ᨻ NCERT (2021) Early Childhood: An Introduction
https://ncert.nic.in/dee/pdf/Earlychildhood.pdf
ᨻ Society for Participatory Research in Asia, (1987), Community Participation A
training Module for Anganwadi Workers https://pria.org/knowledge_resource/
Community_Participation_-_A_Training_Module_for_Anganwadi_Workers.pdf
ᨻ Guidebook for Planning and Organization of Preschool Education Activities in
Anganwadi Centers
https://www.nipccd.nic.in/file/cmu/ECCE/pse.pdf accessed on 5 July 2022
ᨻ Community participation—A training module for Anganwadi Workers
https://pria.org/knowledge_resource/Community_Participation_-_A_Training_
Module_for_Anganwadi_Workers.pdf accessed on 2 July 2022
ᨻ ECCE Training Module for Anganwadi Workers
https://wcd.nic.in/sites/default/files/EEC%20Training%20Module%20for%20
Anganwadi%20Workers.pdf accessed on 5 July 2022
ᨻ Physical Disabilities: Signs of Concern
https://childcare.extension.org/physical-disabilities-signs-of-concern/
https://www.cdc.gov/ncbddd/developmentaldisabilities/language-disorders.html

Weblinks
ᨻ Early Identification, Early Stimulation & Early Intervention for Every child -
https://youtu.be/SN0eb0c_-d0
ᨻ Early Identification and Intervention-
https://youtu.be/19hDLutGoqo

252
5A NISHTHA (ECCE)
ᨻ Early Intervention Program-
https://youtu.be/ZXwFnCmfa3I
ᨻ Challenges to Celebrate-
https://youtu.be/0k9whWa_Z7A
ᨻ Adaptations for children with disabilities-
https://diksha.gov.in/play/content/do_31359465879946854412082
ᨻ Observation of Children’s Play and Work in Preschool/Anganwadi-
https://diksha.gov.in/play/content/do_31359468390455705612193

NISHTHA (ECCE) 53
454
5A NISHTHA (ECCE)