Preschooling in India: Readying Children for a Race?

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-01-01 DOI:10.1177/0973184920977557
M. Majumdar, R. Mukhopadhyay, Baidehi Das
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引用次数: 6

Abstract

Drawing on field-based research in selected government-run and private preschool centres in three selected districts of the Indian state of West Bengal, this article makes four basic arguments. First, there is a need to both defend public provisioning of early childhood education for equity goals and demand its major improvement on quality grounds. Second, an early start to education often turns out to be an unfitting start, as it already mimics a full school with its excessive focus on formal instruction and readiness for competition. Third, to assess early-years learning, therefore, we need to focus on children’s cognitive diversity rather than taking a restrictive and test-centric view of cognition. Fourth, we need a democratic framework of thought to collectively address some of these vexed issues and re-examine our current imagination of education, even preschool education, as a race.
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印度的学前教育:孩子们为比赛做好准备?
本文通过对印度西孟加拉邦三个选定地区的公立和私立幼儿园的实地研究,提出了四个基本论点。首先,有必要为实现公平目标而捍卫幼儿教育的公共提供,并要求在质量方面进行重大改进。其次,过早开始教育往往被证明是一个不合适的开始,因为它已经模仿了一所完整的学校,过度关注正式的教学和为竞争做好准备。第三,因此,评估幼儿学习,我们需要关注儿童的认知多样性,而不是采取限制性和以考试为中心的认知观。第四,我们需要一个民主的思想框架来共同解决这些棘手的问题,并重新审视我们目前对教育的想象,甚至是学前教育,作为一个种族。
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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