What Works for School Readiness? Understanding Quality in Preschool Education

  • Aparajita Bhargarh Chaudhary
  • Venita Kaul


The IECEI (India Early Childhood Education Impact) study summarized in Chap.  2 demonstrates a positive association between developmentally appropriate curriculum in preschool education and overall school readiness levels of children at the point of school entry. The findings, while documenting very low levels of cognitive readiness in children, also indicate a wide gap between prescribed and actual field practice with the latter dominated by formal, teacher-centered teaching. This chapter moves beyond these findings to explore the association between the nature of the curriculum and school readiness in children through a further analysis of the IECEI data. It statistically probes the nature of the association between two kinds of curriculum, formal and developmentally appropriate, with scores on deconstructed school readiness indicators to gain deeper insights into this relationship. It also identifies a positive association between preschool type and school readiness and flags this as an area requiring further research.


Early childhood education School readiness Developmentally appropriate curriculum Formal teaching Play-based curriculum School type 


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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Aparajita Bhargarh Chaudhary
    • 1
  • Venita Kaul
    • 2
  1. 1.Save the ChildrenGurgaon, New DelhiIndia
  2. 2.CECEDAmbedkar University DelhiNew DelhiIndia

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