“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick

As educator and author David Warlick reminds us, technology is permeating every sphere, and it has the potential to revolutionise learning as we know it. Bringing Information and Communication Technologies (or ICT) into the classroom can lead to greater developmental outcomes. Research shows structured exposure to thoughtfully constructed and well informed choices of technology supports young learners in many aspects of learning – language development and development of mathematical thinking. It also provides an opportunity for children with special needs to explore information on their own or with a little support from adults.

What Are The Benefits Of Using Technology In Education?

To keep up with the changing pace of education and to gain 21^st century skills, technology needs to be interwoven into the early curriculum. As children live in a world dominated by technology and digitisation, we need to adapt our teaching styles to how they want to learn. Here are some key advantages to using ICT in education.

• Increased student engagement, as evidenced by research
• Technology can penetrate far-flung geographical regions, increasing access and promoting equitable learning
• Educators and caregivers find it easier to track and monitor children’s performance when they are using technology
• Artificial Intelligence and Machine Learning have taken ICT to a new level; adaptive, personalised instruction enhances technology offerings
• Taking certain manual tasks online means teachers spend less time on paperwork
• At its core and used effectively, ICT builds a bridge between students of different learning levels

The History Of ICT In Indian Education

June 1923
India’s first brush with ICT in education came with a radio broadcast by the Radio Club of Mumbai.

The 1930s
The BBC aired educational and cultural programs in India through broadcast radio.

1937
All India Radio broadcasted educational programs for school children.

1961
Educational Television (ETV), a pilot project by UNESCO and the Ford Foundations, was introduced in secondary schools in Delhi.

1984
For the first time in India, computers were used for education, in the Computer Literacy and Studies in School (CLASS) project.

2002
Gyan Vani, an educational radio station for all learners, including adults, came on air.

December 2004
The concept of ICT is introduced in schools.

2010
The Central Government revised this concept to include secondary school students too.

2020
The National Education Policy highlights the need for a dedicated unit to develop digital infrastructure and digital content, and increase India’s ICT-based educational initiatives.

*sources: Agrawal, 2005; Mohanty, 1984; NEP 2020

Leading early childhood experts have been studying the effect of the pandemic and subsequent disruption in learning. According to the UNESCO-UNICEF-World Bank survey on National Education responses to Covid-19 school closures, television-based remote learning policies have the potential to reach the highest proportion of students (62%), which amounts to almost 930 million students worldwide. Stakeholders across the Indian educational ecosystem have been tapping into this opportunity, leveraging technology like TV and radio to reach a larger subset of the student population.

A UNICEF report on India mentions, “School closures have impacted 247 million children enrolled in elementary and secondary education and 28 million children enrolled in pre-schools and Anganwadi centers. This is in addition to the more than 6 million girls and boys who were already out of school before the Covid-19 crisis.” 

Recognising how the school closures could lead to a devastating learning loss, pandemic-driven ICT initiatives took learning from the classroom into homes around India.

ICT-Driven Initiatives Across India

BY GOVERNMENTS

Chhattisgarh: The state’s dense forest cover impedes its ability to digitally connect with all young learners. To overcome this, the state launched multiple initiatives during the lockdown. They started local classes called ‘Padhai Tuhar Para’, during which study material was shared via Bluetooth. They even crowdsourced content from teachers, NGOs, and other content development firms at zero cost.

Kerala: This government launched virtual classes through their educational television channel called Kerala Infrastructure and Technology for Education (KITE), which had launched in 2005. This government had already digitally linked classes – even primary classes – well before the pandemic hit, and transitioning online was relatively seamless.

Maharashtra: The Government of Maharashtra partnered with the Department of School Education and UNICEF (only technical support) to keep learning going. Their program – named The Learning from Home Package – comprises educational content from various technological platforms like TV, radio, and the internet, and is shared daily with parents and children to ensure even the most vulnerable receive educational support. 

Madhya Pradesh: This state envisioned a new learning initiative called DigiLEP, integrating digital learning with classroom teaching in the post-Covid era, using one of the most widely used phone apps – WhatsApp. 

*These initiatives make these states the perfect launching pad for the World Bank’s STARS project, which will provide USD 500 million to the governments of Himachal Pradesh, Kerala, Madhya Pradesh, Maharashtra, Odisha and Rajasthan, to support and strengthen the quality of school education.

BY ORGANISATIONS, NGOS, & INDIVIDUALS

SmarterED Platform by Lenovo: The technology company partnered with Vidyalaya, a non-profit, to enable volunteer teachers to educate young students from grades 5 to 12.

School-to-Home by Square Panda India: Square Panda’s ‘School-to-Home’ program recognises the importance of keeping the learning going and is extending education beyond school boundaries. Using blended learning and AI based technology, our system allows children to learn and improve their literacy skills even when they are physically distant from schools. Additionally, teachers can stay connected to students’ learning and build a partnership with parents too.

Individual Efforts By Educators And Anganwadi Workers: Adding to the national, international, and local efforts are the bravehearts fighting to deliver learning – our educators and Anganwadi workers. Meet some inspiring folks innovating during the learning crisis, here.

Challenges To Integrating ICT In Education

• Usage of technology is subject to its availability. This digital availability is intermittent at best across multiple regions in India, although measures have been taken to shore up these access gaps.
• Integrating technology into preschool and early education requires the presence of skilled educators and facilitators who can deal with issues as they crop up. Training teachers in ever-evolving technologies, regularly upgrading their skills, and keeping them informed of the latest developments and best practices is a Herculean task.
• Learning centres need the latest hardware and software for effective integration of digital technology. Setting up such facilities needs large investments on the part of the educational institutions and governments.
• Without guidance and effective integration, ICT has the potential to turn active engagement into passive use, affecting children’s cognitive, social, and emotional development.

3 Strategies To Incorporate ICT In Early Education

1. Continuous Training & Assistance For Educators: The involvement of educators and caregivers is critical to the success of technology integration in early learning centres.  Teachers need skilling in ICT to understand how technology can be used as a lesson delivery platform to present information to children. Additionally, regular training can overcome the initial resistance to technology in the classroom, and constant support serves to give educators more confidence as they use technology to drive learning outcomes.
2. Public-Private Partnerships (PPP): Leveraging private organisation funds and technology in public schools can solve accessibility issues and raise infrastructure support across grassroots. The public sector will also benefit from the constant innovation and security protocols that are in place in such private entities.
3. Create Blended Or Hybrid Learning Centres: This model combines new-age technology with traditional methods of learning to get best results out of both. For example, traditionally, a teacher would use flashcards, story books, and puppets to tell a story. New dimensions can be added using a digital drawing board, or even by an app that makes sounds to enhance storytelling time.
   *Read our expert suggestions on how to set up blended classrooms easily.

Square Panda India & ICT

At Square Panda, we recognise the importance of equipping educators with technological know-how. Our educator empowerment programs include basic training about ICT, where we include topics about cyber safety and age-appropriate digital tools too. Our aim is to empower educators and help them use various tools and platforms effectively for teaching and learning, which in turn improves their professional development. Our programs are built to shape the future of our nation by transforming the way educators teach.

Square Panda India MD, Ashish Jhalani, remarks that “Many young children are first time technology users. Even before the pandemic increased edutech usage in schools, we saw how digital literacy improved over just a short time with our program. Children went from having no exposure to digital tools to being able to use tablets and mobile apps with ease. All this apart from the foundational literacy skills these children picked up.”

How do you use technology for teaching and learning in early childhood education? Comment below.

Did you know that becoming literate in any language does not come naturally to young children?

A study done by UNESCO in 2012 states that approximately 250 million school-aged children across the globe hadn’t learnt how to read. Studies also show that the ability of kids to finish their education successfully is highly correlated to their ability to read proficiently by third grade. If this is not achieved, it is very difficult for children to catch up in later years.

As the internet revolution sweeps the world, developing a reading habit has never been more important. Inculcating this reading habit starts early on, and is often taught alongside other essential cognitive skills. The surface understanding is simple. Young learners are introduced to letters and their sounds. Their exposure to the language grows in complexity as they move from one level to the next, learning words, then sentences, and finally developing some level of literacy in that language.

We recognise the efforts educators make towards this goal, and have done our best to deliver a deeper understanding of the neuroscience behind developing foundational literacy skills in early childhood. We researched reading and its effect on the early brain, and this is what we learnt: 

Neuroplasticity And Its Impact On The Reading Brain

• One of the most important findings in neuroscience research has been ‘neuroplasticity’, which is the ability of the brain to change and form new connections as it learns new things. These very changes are responsible for people learning to read. In fact, neuroplasticity is said to be the basis of all learning.

How It Begins:

• As a child is born, their brains form small connections with each new experience, which gradually turn into neural pathways. If unused, these connections soon disappear. However, this little learner’s brain does not automatically know how to read, because from an evolutionary point of view, the writing system is relatively new (the first writing system came about only around 5000 years ago, which is ‘new’ in evolutionary terms; the brain never needed to adapt to the task of reading). The reading skill is, as a result, an acquired one which requires many years of practice. This is where neuroplasticity kicks in, by helping teach a brain how to read. That is also why early education experts recommend reading stories to babies as young as six months of age, to enhance their neural connections.

To Preschoolers…

• Studies conducted on the reading brain show that the best impact happens when reading instruction is given to learners at the preschool and kindergarten level. 
• In fact, focusing on the phonology of a language before teaching early learners the language has a bigger impact on their future education. When educators teach children to recognise letters and words, they are helping them grow new functional regions in their brain.

And Finally, To Practiced Readers:

• When a child is learning to read, what he/she is trying to do is, taking sounds of the language represented in the auditory cortex (the part of the head above the ears), and mapping it to symbols in the visual cortex (the lowest part at the back of the head). This joins together to connect and form a word. That’s why reading is a circuit; it is not a specific area of the brain. When the brain does this again and again and again, it begins to behave like a muscle. Thus, today, when you are able to read effortlessly, it is because your brain has mastered how to map these symbols and sounds together. As a consequence, over a period of time, children might start out as being auditory learners, but eventually become visual learners.

Connecting Speech To The Written Word

Before we learn how to read, words are just meaningless scribbles on a page. They are objects we don’t naturally know or come into contact with, unlike the spoken word. Every child learns to speak before they can read. He/she is exposed to vocabulary by the adults around them on a constant basis. Unfortunately, there is no link between the spoken word, and the written word (or print concepts). So far, words were the initial mode of communication for kids, and when schooling starts, suddenly, they are told that these little symbols (individual letters) are the new mode of communication. They now have to reorganize their brain to match the words to a writing system. What children try to do, as they begin to read, is figure out how to connect the words heard with the written symbols they can see.

Note: Like muscle memory, a young child’s brain slowly makes the connection between the auditory form and the visual form, and the child is now reading. That is also how an auditory learner turns into a visual learner.

Reading And The Indian Brain

• Early learners in India are the only ones in the world who learn two writing systems simultaneously–the Roman/Latin writing system (for e.g. English) and the Devanagari (for e.g. Hindi, Marathi) writing system. As a child becomes a practised reader, a specific part of their brain becomes associated with recognising letter strings, often called the ‘visual word-form area’. In adult Indians who are skilled readers of two writing systems, we find two ‘visual word-form areas’.
• Children take longer to read Indian writing systems than they do English, because of the challenges these systems pose for them – complex script, multiple writing systems, and more. Additionally, when children learn a language, in the beginning, it is the spoken word that communicates meaning. Once they start formal schooling, they are told that they have to use little symbolic representations (a.k.a. letters); now those are the relevant units for communicating.

In a study conducted by cognitive neuroscientist Dr. Nandini Chatterjee Singh, a school whose primary mode of instruction was Hindi saw much better overall results in its students than a school which taught primarily in English. This is because the early exposure of understanding word sounds in Hindi transferred to English. Her study found that gains from teaching children their native language first might be slower, but has a much bigger impact.

The above evidence proves that an Indian educator’s job is doubly hard – they are trying to inculcate lifelong reading skills into just-developing brains; plus, evolution has not caught up to them yet. Additionally, their students are being introduced to two or more languages simultaneously. 

Now that you know how much of an effort reading takes and what an achievement it is, how proud will you be when your students learn new words? Stay tuned for new articles on early reading, early literacy, and Square Panda India, and visit ecce.squarepanda.in for information on our teaching-learning programs that focus on building a more literate India.

With what do you equate early childhood education? 

Most people would likely relate this term with academics. While the primary focus of ECCE has always been academics, this is but one component that makes up the whole. Research tells us that social and emotional development is as deeply woven into the fabric of early education as academics. For example, a 2015 study by Jones, Greenberg, & Crowley linked higher social emotional skills in kindergarten with important outcomes like education, career, and social success by the age of 25.

Comprehensive programs that enhance foundational learning and include a component of socio-emotional skill development are perfectly geared towards delivering the best results for young learners.

Defining Social And Emotional Development

A child is considered to be developing socially and emotionally when they start to understand who they are, what they are feeling, and how to interact with others. They are able to:

• Forge and sustain positive relationships
• Experience, manage, and express emotions
• Explore and engage with those in their environment

Technology And Social Emotional Skills

While there is research about the usage of technology while developing socio-emotional skills, this does not take into account the scope of edutech as we know it today. Companies that provide digital learning tools for their young learners are more concerned with holistically empowering their audience. Their research takes into account each developmental domain and is increasingly focused on providing the best overall foundation for learning, with a special curriculum for developing social emotional skills.

When children work together on computers or other types of technology, they learn to negotiate and take turns. Conflicts may arise while working together, and young children will need to solve problems. Technology is very prevalent in young children’s lives. Some advocates state that, since this is true, children should begin using technology at an early age, when they are motivated and fearless to learn.
(McCarrick & Xiaoming, 2007)

Supporting Social And Emotional Development In Early Learning Centres

A 2014 UNICEF Study put enrollment in preschools at around 70%. Of these, about 36 million children (3 to 6 years of age) were enrolled in Anganwadis (Ministry of Women & Child Development 2015). Anganwadis, part of the ICDS scheme, form only a part of the early learning settings children are exposed to; the rest involve public and private learning centres with enrollment skewing towards private schooling centres. This makes professional caregivers who care for and teach young children the most important partners in supporting their social and emotional development and building their readiness for school.

High-quality education is critical to maintaining positive socio-emotional development. Not only does a quality education promote active learning and engagement in children, it also mitigates the effects of other risk factors and builds resilience in children. This is partly due to the positive relationships young children form with their caregivers in a high-quality learning centre. Read our thoughts on quality in early education. When children perceive at least one supportive adult in their life, they are less likely to experience the effects of an adverse experience, and be more socio-emotionally developed individuals.

Well-trained early care and education professionals are critical to the creation of such quality learning centres, and to supporting the social and emotional development of their charges. Their expertise enables them to weave social and emotional skill-building into daily activities, routines, and even their own behaviour. They know to implement targeted curriculum with games, stories, and activities.

Supporting Social Emotional Learning At A Higher Level

Leaders and policymakers play a higher role in fostering and promoting positive environments across learning centres. These typically involve strategies, policies, or structures related to the teaching-learning climate and support services, like establishing a team to administer structural changes in working environments and developing clear guidelines for adult behaviour in learning centres.

8 Activities To Build Social And Emotional Skills

*note: these suggestions can be repurposed for at-home learning, by parents and other educators.

1. Build A ‘Feeling Box’: Help children put their feelings into words by labelling emotions in this little ‘feeling box’. Make your own feeling box, and model for children how to communicate their emotions to others.
2. Move To Music: Pick easy songs with lyrics and beats that encourage movement, like Square Panda’s letter-dance song. Make the motions with children as the song plays. Point out how good their dancing is getting, and credit their listening skills for it.
3. Play Board Games: Board games (specially those requiring teams) increase emotional intelligence by teaching children to take turns, think ahead, be a good sport about losing, and learn that actions have consequences. Here’s a fun little board game created for your little ones especially by Square Panda India, to get you started. 
4. Make A Share Box: A study from Duke and Penn State followed over 750 people for 20 years and found those who were able to share and help other children in kindergarten were more likely to graduate from high school. Teach children that sharing is caring (and fun); decorate a box and fill it with things children choose to share with their friends/family, like playdough, crayons, music boxes, soft toys, and more.
5. Use Hand Puppets: You can get these online (see the one Ms. Sonia Relia uses during our Square Panda Thursdays sessions), or ask children to make their own, using random picture cutouts glued to a popsicle stick. These help in acting out stories and exhibiting various emotions.
6. Read Stories: Use stories to talk to children about different social situations. Reading and playacting stories aloud (using hand puppets as props) provides a great opportunity to discuss the connection between behaviour and emotions. For example, “The panda is running fast! He seems scared.”
7. Sing Songs: Take children through the gamut of emotions while singing songs like ‘If You’re Happy And You Know It‘, or ‘Looking In The Mirror’. The wordsmith in you can even come up with lyrics to the tune of popular songs, which talk about sharing, being kind, and other social messages.
8. Use Daily Activities To Develop Social Skills: Activities like snack time, digital time, and recess can be used to develop social skills like taking turns, sitting together, and engaging in conversation. This helps children build positive peer relationships and foster healthy social and emotional development early on.

Key Points To Remember While Developing Social Emotional Skills

• Children Learn By Watching: All children automatically mimic the behaviour of those closest to them, which in many cases are adults. Let them see you model appropriate behaviour and exhibit patience, kindness, and helpfulness throughout the day. Explain what is appropriate behaviour and what is not, and make sure you recognise their positive behaviour and praise it.
• Diversity Plays A Major Part: India’s multicultural heritage translates into a diverse classroom full of children with unique sets of experiences, abilities, and learning needs. Such diversity also brings rich cultural and linguistic differences. Being aware of and adapting to each child’s specific needs can be the difference between a socially aware and competent future citizen or one unable to cope in challenging situations. In classrooms, for example, teachers can encourage expression in the language children are comfortable with, and assign ‘helper buddies’ to children who are struggling socially.
• Connecting With Parents Is Important Too: Establishing a link with parents and caregivers of children is extremely important for success in a school setting. Increased parental engagement, and an awareness of the importance of social emotional development helps children, particularly those struggling with behavioural problems. Schools can figure ways to reach out to the parents regularly, and encourage them to visit or volunteer in the classroom.
• Maintaining A Daily Routine Is Critical To Social Emotional Development: In any setting, adults need to stick to a regular routine each day so children can predict what comes next. This helps them feel safe and in control. In case of any adjustments to the schedule, make sure they know changes are coming, so they are well-prepared for it.
• Encourage Early Friendships: Young children often play next to each other rather than with each other. This has only increased with online learning. What educators now notice, is that children are beginning to show empathy to peer problems even online, giving rise to early friendships. Encouraging more interaction between groups of children, assigning buddies, and drawing out quieter children are some more ways to increase positive peer relationships from an early age.

Early childhood is a critical period to develop social emotional skills. The quality of experiences in this stage can have a lifelong impact on children. Adults are mainly responsible for developing strong socio-emotional skills in early childhood. The early learning programs that prioritise children’s social and emotional health are rewarded by highly engaged little learners who express and use emotion in productive ways.

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Technology advances have swept through every sphere, be it entertainment, business, or even education. The current generation is more technologically inclined than ever, having access to knowledge and tools at their fingertips. This lean towards a digital revolution is especially endorsed by India, which is said to be a flag-bearer in percolating digitisation through to the grassroots level.

Why We Talk About Digital Safety, Especially In Education

The pandemic has driven a widespread transition towards e-learning and edutech, leaving young minds wide open to the vast expanse of the online world. The flipside of this is the challenge of monitoring online activities, with curious young minds sometimes going down unfortunate paths. While the digital learning space is a treasure trove of information and connection to peers, they also do pose certain challenges that could hinder learning.

Square Panda’s Tips To Keep Young Learners Safe Online

1) Learn About Digital Safety: 

As an early learning stakeholder (parent, early years’ educator, etc.) who is in charge of shaping young minds, you need to learn the basics of online safety before imparting knowledge about digital safety. Some common safety measures include: 

• setting up the device with appropriate safety measures, like a firewall, antivirus protection, and security updates before handing it to children, 
• vetting all the apps and edutech tools yourself before they find their way into a child’s hands, and 
• ensuring digital learning labs are in an area where you can keep an eye on the children at all times.

2) Teach Children About Digital Literacy And Its Dangers:

Even with all the care you take, there is no guarantee of complete protection. In this event, safeguard children against online risks by guiding them about netiquette and the threats they could face. In particular, children should know about: 

• Links: Never click links coming in from any source without permission. Teach children not to click on links on any app or tool (for example, WhatsApp, SMS, emails, and more). These could be phishing links.
• Stranger Danger: Just like they are not supposed to speak to strangers in real life, children should be taught not to interact with strangers online too.
• Divulging Personal Information: Young children often do not understand personal boundaries, revealing important personal information like home addresses or family vacation plans online. Children should be made aware of the dangers of giving out too much personal information about themselves and their families on any online space, even to people they know. 

3) Allow Open Communication: 

Create an environment where children can freely come and talk to you about whatever it is they are learning or experiencing online.

4) Teach Them Digitally, But Offline:

Digital learning doesn’t mean children study online all the time. Some early education platforms provide offline access to their content, study materials, and even educational games. Schools and homes can utilise this feature whenever possible to limit internet exposure.

How Square Panda India Is Making Digital Learning Safe

Digital learning is the future (read our thoughts about it, and AI, here), and we at Square Panda India are making sure our programs under the Aarambh initiative, especially our foundational learning program, are safe for young children.

As our core impact group is so young (Square Panda India’s initiative aims to impact children between the ages of two and eight), we make sure to control every aspect of our cloud-based digital system. The digital part of our foundational program runs in a closed environment without any extra ads or purchases interrupting the child’s learning. Strict internal data safety rules protect all participants’ information gathered during this process to the highest degree possible. With each educational game an individual child plays, data on their progress is collected, and reports are generated for the parents/teachers, viewable inside the Square Panda Playground. Our adaptive AI software inside the Square Panda platform only uses its learnings to recommend what content is to be shown to the early learners, for optimal learning outcomes.

Digital learning promises to unite India, share information like never before, and turn the tide for socio-economic prosperity in our nation. However, digital education needs to be supported by online safety for a truly holistic and integrated educational experience. The need of the hour are policies and instruments that ensure accessible and safe early childhood education for every Indian child.

What are your thoughts on digital learning and safety? Let us know in the comments below.

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Ours is a world brimming with myriad cultures. Often, large segments of this teeming population have a working knowledge of more than two languages, making them multilingual. Estimates indicate that now on an average, one in three people all over the world are bilingual or multilingual (Wei, 2000). 

Given India’s diversity, many children across our nation grow up in a multilingual environment, surrounded by varied languages and dialects.

How India’s Multilingualism Gives Us A Benefit

Understanding and using more than one language is a critical benefit, opening doors for more academic and employment opportunities in a highly competitive world. A study conducted on bilingual and monolingual Konds-speaking children in Odisha (Mohanty, 2000) showed multilingual children both inside and out of schools had an advantage over their monolingual peers with respect to their cognitive and intellectual skills. Says Dr. Nandini Chatterjee Singh (PhD, Cognitive Neuroscientist from National Brain Research Centre, on deputation to UNESCO-MGIEP), “Unlike everywhere else in the world, in India, we do everything differently. We are the only country in the world that exposes our children to read two distinct writing systems.”

In a TedX talk, applied linguistics professor Panos Athanasopoulos remarked that we do not necessarily need both eyes to see as one eye does the job just as well. However, having a pair of functional eyes helps us see three dimensional objects, in high definition. Both eyes see objects in slightly different dimensions; the brain then maps these images and combines them into one multidimensional image. The same way, learning and using multiple languages present different world views and cultures to the mind, which helps us see the world in a different way.

Challenges Multilingual Classrooms Face

A multilingual student population requires educators and Anganwadi workers who can converse or simply understand multiple languages. This is especially true of many primary education facilities across India, where one teacher/worker is responsible for imparting knowledge on various subjects. To explain content when they are not well-versed in at least one common language themselves, will deprive children of a chance at holistic early education and the opportunity to flourish in a global environment. 

However, realistically, in a country with 22 official languages and numerous dialects (recognised and otherwise), one teacher may not always be proficient in the language(s) of a respective region. Few early childhood educators are fluent in more than one language, and fewer receive training in cultural and linguistic diversity. Additionally, today’s population speaks such an array of languages and dialects that it is entirely possible for bilingual or even multilingual educators to have no context for their students’ languages.

Lessons To Support Multilingualism In The Classroom

• Non-verbal communication is key: When encountering an unfamiliar dialect or language in the classroom, educators and Anganwadi workers can increase responsiveness by active listening and gesturing. This also helps communicate caring to a child, especially when you cannot understand or speak their first language.
• Support development of multiple languages simultaneously: Data and multiple studies establish how bilingual and multilingual children outperform their monolingual peers. Every early learning stakeholder must be similarly aligned towards fostering inclusive growth by enhancing multi-language acquisition.
• Encourage learning in pairs: Strong social and emotional foundations support all other learning, a fact that authors Iliana Alanís and María G. Arreguín-Anderson prove in their paper ‘Paired Learning: Strategies for Enhancing Social Competence in Dual Language Classrooms.‘ Their observation of children in dual language classrooms, from preschool to first grade led them to the conclusion that learning in pairs increased conversational opportunities for dual language learners and greatly reduced their stress. This in turn led to better overall learning outcomes.
• Take time to explain one word in multiple languages: Languages often have varying degrees of similarity to each other, something that educators and Anganwadi workers can use to enhance a child’s foundational literacy skills. From here, the explanation can move to how one word changes across languages. For example, the word ‘flower’ is pronounced and written the same way in Hindi (फूल) and in Marathi (फूल).

Learning to speak and read in multiple languages is healthy for the brain as it requires more concentration, focus and thought, which conditions our mind to handle a higher cognitive load. Learning a language alongside a child’s native language prepares them for the future, opening up a world that is not accessible to them otherwise. Additionally, a workforce filled with multilingual workers, who can speak different languages with confidence, will help improve income levels and socio-economic quality in our country.

At Square Panda India, we believe that in a multilingual country like India, children AND educators need to be well-versed in more than one language to properly succeed in the future. Our Aarambh initiative, which immerses educators, Anganwadi workers, and children in local languages, will greatly impact India’s early learning landscape. Learn more: ecce.squarepanda.in

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Early experiences during the period of rapid brain growth until the child is eight can influence future learning, health, and behaviour. Studies conducted by the Harvard Centre for the Developing Child show us that a child’s brain makes one million new neural connections per second in the early years. Subsequently, children deprived of developmentally appropriate stimulus in these early years are at risk of lagging behind their peers.

Given the widespread agreement in research and education literature that discovery-based methods could be more effective in academic and cognitive development, play-based pedagogy is a powerful mechanism to support early learning. Numerous researchers agree that learning through play builds a foundation for creativity, intellectual growth, and problem-solving ability in children.

*Why is play-based learning so important? Read this article to find out.

The importance of play-based learning has been recognised by the New Education Policy (NEP) of 2020, which outlines an educational transformation based on the principles of a play-based approach to early childhood education.

However, simply sending children off to play will not culminate in them acquiring essential foundational skills. Facilitators are needed at each level of the early education landscape, from administrators, to teachers, and parents, if we are to insert effective play-based instruction into daily activities.

THE BENEFITS OF PLAY-BASED LEARNING

A quick glimpse at how play-based learning strengthens many areas of a child’s development:

WHAT SKILLS DOES PLAY-BASED LEARNING DEVELOP?

Much of the early learning programs developed by experts include experiential forms of learning, including play-based instruction. 

For instance, Square Panda India uses our expertise in Early Childhood Care and Education (ECCE) to design a curriculum that strategically embeds play into our learning system. Our program weaves in gamification and storytelling as a part of our experience-based learning model, ensuring children are constantly engaged and enjoying their learning.

These play-based activities and learning games expose children to a new skill:

HOW CHILDREN LEARN THROUGH PLAY

By his own admission, Albert Einstein’s introduction to scientific inquiry came about accidentally, with play. This pivotal event occurred when he was just four or five years of age, stuck in bed due to an illness. Seeing his boredom, his father handed him a magnetic compass to play with, and Einstein spent hours twirling the compass this way and that, wondering why the needle kept pointing north. This experience left a lasting impact on his mind, leading him to believe that a greater truth was hidden behind everything.

“Play is a powerful instrument to guide knowledge and education, and is, in fact, the key to learning. We’ve seen the research, and have found through our own expertise and case studies, that play-based instruction enriches the early education experience while reinforcing essential skills like literacy and numeracy, inquiry, expression, creativity, experimentation, and teamwork.”

– Ashish Jhalani, MD, Square Panda India

Young children learn differently from adults, taking inspiration from pretense and their imagination. Play brings together the logical and creative parts of their brain. Children tap into various skills as they play, creating an outlet for stress and anxiety at the same time. They begin to communicate ideas, develop a foundation for literacy and math, understand vocabulary, learn about actions and consequences, build deeper understandings about social relations, and recognise how their initiative influences decisions and self-choice. Researchers have even found that play helps children regulate their own emotions, helping them think before they act. Their experience with play-based learning helps children become thriving adults capable of living in any range of personal and professional environments.

 “The heart (human values and ethics), the head (our minds), and the hand (our bodies), can be holistically balanced with play and activities”

Says early years’ author, educator, teacher trainer, and content developer, Sonia Relia

*Watch her educational series with Square Panda India, called Square Panda Thursdays, here.

The education space is evolving; early childhood educators, Anganwadi workers, and adults responsible for imparting education must strive to create a play-friendly learning atmosphere with an appropriate balance of play and academics to reach young learners naturally. This is the best way to bring tangible results to children’s growth. 

See how Square Panda India is helping ensure that today’s young minds become tomorrow’s visionaries: ecce.squarepanda.in

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Square Panda India has always been a big believer in the power of education, particularly early education. To further our cause of reimagining the Early Childhood Care and Education (ECCE) landscape in India, we partnered with Times Network’s India Economic Conclave 2021 to Reform, Perform, and Transform India’s growth. The sessions were aired live across the Times Network on March 25th and 26th.

Day 2 of this thought-provoking conclave featured an illuminating opening discussion on education by the Minister of education himself, Dr. Ramesh Pokhriyal, following which Ashish Jhalani (Managing Director, Square Panda India), took centre stage to deliberate ‘Investing in Education’, with Vineet Nayar, the Founder of Sampark Foundation.

“With the pandemic causing a catastrophic learning loss (young children have fallen behind by almost a year), the fact that these children have also seen a worrying lack of development, particularly social development, showed our need to invest in digital education”, said Mr. Jhalani. He added that access to such tools could offset some of the learning deficit, and bring children back to schools, fully prepared to restart their education. 

Mr. Nayar opined that India needs disruptive, inclusive innovation right now and reiterated the need to transform the social sector around education. He drew attention to key concerns about what children remember when they start school again, whether they will have an interest in education, and pondered if we will even reach pre-pandemic enrollment numbers.

Both speakers made strong cases for Public-Private Partnerships at the ground level to bring in much-needed accessibility and inclusivity, with Mr. Nayar saying, “Unless capital is invested, education will not transform.”

Mr. Jhalani stated the need to leverage private Edtech organisations to create a holistic learning environment, saying “My request to the government is to involve innovative, research-based private players early on so that our nation can execute the NEP rapidly”.

He went on to state that the knowledge and expertise such players bring to the table are immeasurable, and that they can help immediately start executing the NEP 2020 vision as envisioned by the policy.

Mr. Jhalani concluded by emphasising how any tool is only as good as the ones who wield them. In saying so, he directed attention towards the need for teacher training and Anganwadi worker upskilling, to help them develop 21st-century skills, and make the next decade one on which India leaves an indelible imprint.

Watch the entire session here.

Learn more about Square Panda India and our innovative early learning initiative, Aarambh, at ecce.squarepanda.in

The strategic reform in policies that focus on Early Childhood Care and Education (ECCE), as proposed by the National Education Policy (NEP) 2020, has prompted a call to realign the very structure of teaching-learning methods used to educate India’s young learners.

However, change cannot happen without people, organisations, and institutions learning from each other’s failures and success. Such a transformation requires open dialogue and a platform to collectively ask and learn from questions, problems, and solutions.

Currently, multiple challenges force our early education system to operate in silos. For example, two of the major early learning providers are handled by two different ministries within the government: Anganwadis fall under the Integrated Child Development Services (ICDS) scheme, which is run by the Ministry of Women and Child Development, and ECCE is looked after by the Ministry of Education. 

To see effective change, we need an interconnected and inclusive framework that links each element in the early childhood education landscape; we need learning communities.

What Are Learning Communities? The term ‘learning community’ indicates a group of people with similar academic goals and attitudes who collaborate regularly. 

Why Is This Network Important? When all the people invested in early learning—key stakeholders including parents, teachers, principals, etc.—are able to work together, they will be able to build a network of knowledgeable individuals, thereby improving student outcomes.

1. Facilitates the development of learning communities
2. Stakeholders begin working together as equal partners
3. A support system is formed that provides the means for early childhood innovators to set goals and share results
4. Such a network builds the framework for professional development and teaching-learning opportunities
5. Cultivates not only leaders, but also ideas

As our ECCE experience has taught us, such learning communities are crucial in ensuring the creation of a robust and healthy early learning landscape. That is why Square Panda India is building a community with each stakeholder in the Indian early education ecosystem — Anganwadi Workers, pre-primary and primary teachers, parents, and others who care about early education.

The following initiatives are examples of our active learning communities:

#1: Square Panda Thursdays

Educators are visionaries inspiring change in their students’ lives, shaping them for the future. Their passion and dedication influenced us, and a fun educational idea was born!

Picking up where our previous educational talks (Square Panda Sundays) left off, our new series is honouring the commitment of early years educators towards early childhood development. Each Thursday, we delve into insightful topics and discussions with early learning expert Ms. Sonia Relia (Author of MY LEARNING TRAIN-Activity-Based Series for Early Years, and Developer Activity-Based Learning Programs – KINOLEARN, KINOPHONICS).

*Catch next week’s talk on ‘Connecting Heart, Head, Hand – The Need for Activities and Play in Early Years’ live, on March 18th at 5 pm, only on Facebook @SquarePandaIndia

#2: Behind Every Step

This inspiring series celebrates each contributor (teachers/parents/other stakeholders) who stands behind young learners, supporting them as they take their first steps along their educational journey. Each week, we showcase inspiring tales from educators, children, parents, and other ECCE stakeholders across our social media platforms.

Teachers, Parents, Early Educators, other early learning stakeholders, we want to hear from you! Tell us the motivating/inspirational story behind your journey, what made you become a part of this community, how you support children as they take their first learning steps, and more. Send us your tales via DM, and we will share them across our channels.
Facebook
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LinkedIn

We recognise the value each stakeholder holds and how this impacts the ECCE ecosystem. Our online programs, together with our early learning initiative Aarambh, are specially designed to enhance each person’s impact and build a supportive learning community.

*Aarambh empowers all stakeholders in the early learning ecosystem through NEP 2020-aligned programs. Learn more: ecce.squarepanda.in

Research has demonstrated how literacy and numeracy are intrinsically tied to future learning and success. Closer to home, the India Early Childhood Education Impact (IECEI) study conducted by the ASER Centre and the Centre for Early Childhood Education and Development (CECED) clearly showed that exposing children to high-quality early education, i.e., basic reading, math, and developmental skills, improves their learning ability in early primary classes.

Unfortunately, acquisition of foundational skills is inadequate across India, to the extent of being a learning crisis, reports the National Education Policy 2020. The ASER 2019 report paints a grim picture. 

• Only 34.8% of std. 2 and 50.8% of std. 3 students could read std. 1 level text
• 51.4% of std. 2 and 66% of std. 3 students could do single digit oral subtraction problems, placing them substantially behind the education curve

A strong education has far-reaching effects on society, including ensuring economic prosperity, and societal well-being. Research studies over the years concur with this, with research conducted by John Bynner and Sam Parsons highlighting the importance of literacy and numeracy skills for gaining and retaining employment. 

How Square Panda India Impacts Foundational Learning In India: Case Study Findings

As Early Childhood Care and Education (ECCE) experts and innovators, we have been working with multiple state governments and impact organisations to show the efficacy of our foundational learning and educator empowerment programs under Aarambh.

Our studies demonstrate encouraging trends to support the efficacy and use of Square Panda India’s teaching-learning programs with a large number of educators, Anganwadi workers, and children.

Study 1: CHHATTISGARH SCHOOLS

• We started our intervention in 7 schools from grades 1-5, with students who do not have access to education outside their classrooms and had never gone to Anganwadis. 
• Before our intervention, reading and comprehension were the weakest skills, with a majority of the students not having even the slightest exposure to the English language. 
• We trained teachers to effectively use our program in the classroom, providing constant support as we introduced our early reading app to the children. 
• At the end of five weeks with our SquareTales app, word reading skills had improved by over 300%, and sentence reading skills had improved by over 125%. Notably, children could use their learnings to read newer words and sentences.

“The intervention by our foundational program worked so well that a child with no prior knowledge of English could read the first five SquareTales books when he was taught only till book 2.” – Ashish Jhalani, MD, Square Panda India

Study 2: AKANKSHA FOUNDATION 

• We conducted trials with SKG and Grade 1 students across Mumbai and Pune with this non-profit organisation across four months. 
• By the end of the study, there was an overall improvement of 32% in SKG and 128% in Grade 1. 
• There was considerable improvement in literacy outcomes & different skills like Alphabet Knowledge, Letter Sound Knowledge, Word Decoding, Spelling, and Sentence Reading. 
• We saw that the students had become much more confident and interested in learning. 
• They could independently use tablets, leading to digital literacy in students.

Study 3: MUNICIPAL CORPORATION OF GREATER MUMBAI (MCGM) 

• This six-week program with grade 2 students showed significant progress in early literacy skills among the control group, without any external intervention. 
• After using our program 4-5 times a week, for 15 minutes a day, we observed an improvement of 75% in reading skills.

Study 4: SITAPUR AND CHITRAKOOT DISTRICTS IN UTTAR PRADESH

• These progressive districts signed up with Square Panda India to conduct a comprehensive Empowerment & Enrichment Program for ECCE Educators for primary grade teachers in government schools. 
• After our 60-hour training program, post-program assessment showed a 47.83% increase in understanding of teaching methodology, a 44.38% improvement in classroom management skills, and a 43% increase in knowledge of ECCE and its varied facets.

Study 5: UPSKILLING PROGRAM WITH A SOUTHERN STATE (ONGOING) 

• To adequately equip these crucial frontline workers, Square Panda India is partnering with a southern state to deliver an intensive program for Anganwadi workers. 
• This program will be conducted physically, covering six extensive core modules, and will include practical hands-on activities like role-playing and group discussions for additional comprehension.

Armed with continuous research in pedagogy as well as our product, Square Panda India is confident in its ability to adopt best practices from global markets, while streamlining our programs under Aarambh to cater to the early education system in India in alignment with the NEP 2020 goals. For us, this is an extension of our commitment to overcome the challenge of preparing our teachers for early childhood education and our children for the future. 

Learn more at ecce.squarepanda.in

Our understanding of the importance of early education stems from the fact that 85% of brain development happens before the age of eight. This fact is highlighted in the National Education Policy 2020, and is one reason for the renewed focus on Early Childhood Care and Education (ECCE). Studies show that for a young learner’s holistic development, there needs to exist a supportive, and stimulating environment. The lack of such an enriching environment can stunt brain development.

To impact early childhood education on a large scale, Square Panda India has identified a need to impact each person responsible for imparting early learning. In effect, this includes ECCE stakeholders – parents, teachers, administrators, and other early years’ educators, leaders, and children themselves.

Every adult has to not only function as a high-quality content creator but understand the science behind early learning, and the system that comes into play as a young child begins to learn.

To further our goal of transforming the ECCE landscape in India, we adopted a three-pronged approach to develop the entire early education ecosystem; the Anganwadi workers, ECCE educators, and the children themselves. This early learning initiative, called Aarambh, holistically empowers each stakeholder through foundational learning and educator empowerment programs.

Square Panda India’s Research Into The Early Brain

Aarambh is completely research-driven, with each program interconnected. This comprehensive approach guarantees that we meet the desired learning outcomes. Knowledge of multiple crucial components of early childhood education is integrated into our programs, enhancing the development of foundational skills like cognitive development, motor skills, reasoning, and more. To impact learning outcomes holistically, we put years of neuroscience research into developing our foundational learning and educator empowerment programs. Our programs ensure every stakeholder is well-versed in the pedagogy and the neuroscience behind early learning, with a strong grasp of digital knowledge, for a well-rounded 21^st century approach to teaching-learning methodologies.

Strategic Expertise

Square Panda India has assembled a team of 100+ experts and specialists from the ECCE sector across India, including school administrators, educators, teacher trainers, counsellors, specialists in the fields of cognitive neuroscience and early education, child psychologists, technologists, game developers, and coders, whose participation and insights have proven invaluable while structuring our program curriculum.

We are constantly building our teams and ensuring we bring the most innovative ECCE programs to impact young learners and early years educators. Furthermore, we have built our teams keeping in mind regional language requirements. 

Curriculum Designing Process

STEP I: Our expert team of in-house researchers puts in deep thought and years of research while designing each module of the Square Panda India foundational learning and educator empowerment programs.

STEP II: We conducted on-ground pilots with governments and impact organisations across India to measure the efficacy of our teaching-learning programs.

STEP III: Expert on-ground teams were conscripted to assess each aspect of our programs.

STEP IV: This assessment led to the extraction of performance metrics, which were used to evaluate areas of improvement.

STEP V: Armed with analytics from our studies and field research to prove our impact, we have partnered with and continue to partner with multiple state governments and the central government to drive learning and skill development for millions of children and early years’ educators across India.

Our ‘Six-Pillar’ Approach 

Square Panda India follows a systematic approach with the following six pillars that we have identified, for a holistic change:

Pillar 1 – Goal Setting: We create a well thought out and structured plan around a common vision. We then define the program objective, its outcomes, and key measurement metrics. For greater clarity and alignment across the stakeholders, we identify and define the key responsibilities early on. Lastly, we design the program schedule, key milestones, and timelines.

Pillar 2 – Curriculum Designing: Our expert team designs our innovative curriculum, conceptualising them for India while using best global practices.  

Pillar 3 – Implementation: To bring about seamless implementation, we:

• Create a program management team comprising stakeholders from the Government, respective organisations, and Square Panda India, who create a detailed roll-out plan
• Create an on-ground team from the local community for additional effectiveness
• Implement our program

Pillar 4 – Measurement & Evaluation: Our programs are assessed periodically throughout the year to measure impact. The results are compared and presented at multiple levels – grade-wise, age-wise, skills-wise, school-wise, district-wise, and state-wise. These assessments throw light on gaps and common issues, providing actionable insights that aid in improving the subsequent program outcomes and effectiveness.

Pillar 5 – Monitoring & Accountability: Square Panda India promotes complete transparency while implementing our programs, conducting regular field visits, gathering feedback from participants, and ensuring Program Health checks are provided to stakeholders for review.

Pillar 6 – Support: We provide continuous support throughout the program by supplying end-to-end solutions, including teacher training, classroom resources like teaching-learning material, lesson plans, and performance data to help make decisions on how to help students better their learning journey.

Blending Practical With Theoretical

To transform early childhood education, and drive it to its fullest potential, we take on a holistic approach towards the development and implementation of our foundational learning and educator empowerment programs. Each aspect of our programs incorporates practical application alongside theory for better outcomes:

In Our Teams: Each member of our content and curriculum team has been chosen based on the expertise in teacher training and development, and years in ECCE. Subsequently, our content is based on their insight and in-depth practical knowledge of the early learning landscape in India.

During Implementation: Square Panda India translates our ECCE expertise and research into the field, taking a rounded approach to implementing each program. We blend practical knowledge with theory, using case studies, role plays, group games, and activities to enhance the understanding of our curriculum.

Our years of research in early childhood learning, understanding of how young minds work, and use of neuroscience-backed learnings to develop our programs, sets us apart from similar programs, making us a partner of choice.

Learn more about us: ecce.squarepanda.in