International Journal For Multidisciplinary Research

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Reimagining Early Childhood Care and Education (ECCE) in Rural Bihar: A Case for Contextualised Teacher-Led Innovations.

Author(s) Dr. Shail Pragya Singh, Ms. Priyanka Kumari Roy
Country India
Abstract Early Childhood Care and Education (ECCE) forms the foundation of lifelong learning, cognitive development, and holistic well-being. Despite national policies supporting ECCE, its ground-level implementation, especially in rural Bihar, remains fragmented and underdeveloped. Teachers, often undertrained and under-resourced, lack exposure to developmentally appropriate practices and localized pedagogical innovations. This paper examines the adaptation of a successful ECCE workshop model originally piloted in DIET Shopian and re-contextualizes it for Bihar’s rural educational context. Drawing from grassroots-level training sessions conducted with primary school teachers in Bhagalpur district, the study outlines a contextualized framework that integrates collaborative training, local material use, reflective teaching, and child-centered pedagogy. These strategies not only align with policy goals but also foster a culture of teacher innovation and community-relevant education. The paper ultimately advocates for systemic integration of such models into Bihar’s teacher training programs, presenting a pathway to transform early education through empowered educators. It presents a framework that emphasizes localized teacher empowerment, activity-based learning, and community inclusion. By aligning the insights from ECCE research, NEP 2020, and NIPUN Bharat with grassroots action, this paper offers a replicable and scalable model to strengthen ECCE in underserved regions.
Keywords ECCE, NIPUN Bharat, NEP 2020, Teacher Training, Bihar Education, Early Learning, TLM, Holistic Development
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-08
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.47473
Short DOI https://doi.org/g9pz2b
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