Early Scope

Reflective supervision_Supporting Reflection as a cornerstone for Competency

(Resource Courtesy: http://main.zerotothree.org/)

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Dharini case study report


The Centre for Learning Resources (CLR) is a non-profit educational institution in Pune which has been working towards improving the quality of Early Childhood and Elementary Education by providing technical support to government, NGO and private sector programmes at the grassroots level. It was established by two eminent Educationists, Dr John Kurien and Dr Zakiya Kurien in 1984. CLR was conceptualized by its founders as a technical resource agency which could offer its expertise to various programmes through short term trainings, designing and dissemination of learning materials with certain amount of monitoring. CLR continued to play this role till 1990‘s, often with the Integrated Child Development Services (ICDS). However the learning from these initiatives was that, particularly in the case of government programmes like ICDS, while the government gave permission to CLR to carry out the support activities, there was very little ownership of the programme and little opportunity for interaction, which inevitably had a negative impact on the scaling up and sustainability of the work done. Since the Directorate of ICDS was also located in Mumbai there was little opportunity for interaction. In view of this concern, as Zakiya Kurien shared, ―We discontinued working with the ICDS …..We began working instead with NGOs with whom we could interact locally. CLR thus moved from supporting government programmes to working more extensively with the local NGO sector from early 1990‘s onwards.

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How Writing Develops

( By: Reading Rockets )

Almost every interaction in a child's world is preparing them to become a reader and writer. This article outlines the stages of writing development, and tips for adults to help along the way.

Young children move through a series of stages as they are learning to write. The stages reflect a child's growing knowledge of the conventions of literacy, including letters, sounds and spacing of words within sentences. Almost every interaction in a child's world is preparing them to become a reader and writer. The indicators of hallmarks within stages are described below.

It's important to remember that there will be variations in the way kids move through writing stages; it may not happen in the same way or at the same time and the lines between the stages can be blurry. Many models of writing development and word study label stages with their own terms using various descriptors. The descriptions below are designed to communicate common writing characteristics.

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While school readiness is gaining currency around the globe, there remain many issues linked with a cohesive understanding of the concept and its applications to improve the learning and development of all children, the quality of schools, and the participation of families and communities. The aim of this paper is to provide the latest evidence and knowledge on school readiness within an easily understandable framework relevant to the lives of young children in the majority of the world. To that end, this paper focuses on three basic yet critical questions: What is school readiness? Why is school readiness important? And what are the consequences of inaction?

This paper presents a broad concept of school readiness, describing in detail three dimensions: children’s readiness for school; schools’ readiness for children; and families’ and communities’ readiness for school. It then proceeds to provide a rationale for the importance of school readiness, not just for individual children, but also for societal and national development more generally. Finally, the paper makes a strong case regarding the costs of inaction for children, families, communities and countries, and addresses international strategies for action.

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