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Role of Caste and Gender in School Readiness among Children Attending Early Childhood Education (ECE) Programme in India

posted Oct 26, 2020, 11:34 AM by Sara Debora Topciu   [ updated Nov 21, 2020, 6:32 AM ]
Monu Lal Sharma & Akbar Hussain 
Journal of Social Research & Policy, Volume: 10, Issue: 1, pp. 55-66
Date: May 2019
ISSN: 2067-2640 (print), 2068-9861 (electronic)

Abstract: Early childhood experiences provided rudimentary stimulation for holistic development and school readiness skills. School readiness skills are required to succeed in formal education socially, emotionally, linguistically and cognitively. Moreover, in India socio-cultural factors like caste and gender plays prominent and influential role in early childhood care and education. After 70 years of independence still many places in India both caste and gender decide whether the child will attend pre-school/school or not, situated in their community. Therefore, the present study aims to examine the impact of caste and gender on school readiness skills of children between 5 – 6 years age. The study intentionally portrays co-association between the variables like caste, gender, attendance and school readiness skills through structural equation model (SEM) which reveals indirect path relationship. Data were collected from 100 children attending different type of ECE programme in Uttar Pradesh, India by administering school readiness instrument developed by World Bank (2009). The linear regression indicated significant impact of attendance on school readiness skills furthermore, the regression path coefficient (β-value) leading from attendance through the moderators (caste & gender) towards school readiness skills declared ‘in-direct’ satisfactory model. 

Keywords: Early Childhood; Caste; Attendance; School Readiness.

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Sara Debora Topciu,
Nov 21, 2020, 6:30 AM