Edumania-An International Multidisciplinary Journal
Vol-02, Issue-04 (Oct -Dec 2024)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022
Meitei, Akoijam Pete1
1Assistant Professor, IRE, Wangjing Research Scholar, Department of Education, Manipur
University,
Singh, Kh. Kesho2
2Assistant Professor, Nambol L. Sanoi College, Nambol
Singh, Naorem Ingochouba3
3Assistant Professor, Ibotombi Institute of Education, Canchipur
DOI: https://doi.org/10.59231/edumania/9083
Page Number: pp. 194-220
Subject: Digital Economics, Monetary Economics, Financial Technology (FinTech), Money Supply (M3), Digital Transactions, Macroeconomics
Received: 02 August 2024
Accepted: 14 September 2024
Published: 01 October 2024
Thematic Classification: Social Sciences: Education; Early Childhood Development; Curriculum Studies
Abstract
Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.
Keywords: Pre-Primary, Education, ECCE, NEP-2020, NCF-FS 2022, Play-based pedagogy, Activity-based learning
Impact Statement
The research article focuses on implementing play-based and experiential learning in early childhood education, aligned with India’s National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. Its impact lies in promoting holistic development for young children by integrating effective pedagogical approaches such as play-based and inquiry-based learning. This study serves as a vital resource for educators and policymakers to align classroom practices with developmental needs, fostering foundational skills in literacy, numeracy, and cognitive growth. It addresses infrastructure challenges, teacher training needs, and parental engagement, providing actionable recommendations for enhancing early childhood education quality in India. This research supports the goals of NEP 2020 and lays a foundation for long-term educational transformation, aiming to bridge developmental gaps among children from diverse socio-economic backgrounds.
About The Author
1. Akoijam Pete Meitei is an accomplished educator and researcher from Manipur, India, with over a decade of teaching experience. He holds an M.A. in Education, M.Ed., and UGC NET qualifications and is pursuing a Ph.D. at Manipur University. He has been an assistant professor, teacher, and principal in various institutions. He actively participates in academic presentations, teacher training, and curriculum development. He has authored works on “THUM: Salt Culture of Manipur” and 2nd the Author of the book “Item Designing and Test Development.”. His awards include the Rajyapuraskar Award, Rank and Bolt Award, District Youth Award, Nation’s Pride Award 2024, Global Youth Icon Award 2024, and International Teaching Excellence Award 2024. Beyond teaching, he excels in debates, national camps, and scouting, where he is a certified Advanced Cub Master and Scout Master. His contributions highlight his dedication to advancing education through research, teaching, and extracurricular involvement.
2. Dr. Khwairakpam Kesho Singh is an Associate Professor in the Department of Education at D.M College of Arts. He joined the college on July 25, 2023, and has over 15 years of teaching experience at the undergraduate and postgraduate levels. He holds a Ph.D. specializing in Higher Education and an M.A. in Education. His research interests focus on higher education development, particularly in Manipur and India. He has published 15 research papers in peer-reviewed and indexed journals on topics such as higher education growth, educational policies, and implementation of NEP 2020. He has also authored a book chapter on primary education development. As a recognized research guide, he is currently supervising three Ph.D. scholars. At national seminars, he has presented papers on internal security challenges, teaching-learning processes, and women’s societal roles. He has completed a UGC-funded research project on the National Service Scheme in hill colleges of Manipur. He participates in curriculum development, examination duties, and extension activities.
3. Naorem Ingochouba Singh is a distinguished academician and educationist presently serving as an Assistant Professor at the Ibotombi Institute of Education, Canchipur, Manipur, with nearly 18 years of teaching experience. He holds an M.A. in Education (Gold Medallist), B.Ed., and UGC NET qualifications. His expertise spans curriculum development, teacher training, and NEP 2020 implementation. He has served as a resource person for SCERT and DIET programs in Manipur. His contributions include action research projects, case studies, and educational module development. He has actively participated in state, national, and international academic events, enhancing his professional knowledge. He is a prolific author who has published research papers and contributed to educational publications. His work focuses on advancing education in Manipur and beyond, demonstrating a commitment to academic development initiatives. His career is marked by continuous professional growth, active academic research involvement, and significant teacher education contributions.
Cite this Article
APA (7th ed.): Meitei, A. P., Singh, K. K., & Singh, N. I. (2024). Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022. Edumania-An International Multidisciplinary Journal, 2(4), 174–193. https://doi.org/10.59231/edumania/9082
Chicago (17th ed.): Meitei, Akoijam Pete, Kh. Kesho Singh, and Naorem Ingochouba Singh. “Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022.” Edumania-An International Multidisciplinary Journal 2, no. 4 (2024): 174–193. https://doi.org/10.59231/edumania/9082.
MLA (9th ed.): Meitei, Akoijam Pete, et al. “Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 4, 2024, pp. 174–193. https://doi.org/10.59231/edumania/9082.
Statements & Declarations
Peer Review: The academic rigor and practical significance of this research on pedagogical approaches in early childhood education have been validated through a rigorous and independent peer-review process conducted by experts in the discipline.
Review Type: This manuscript was reviewed under a double-blind peer review model. This process, administered by the editorial team, ensured that the identities of the authors (Akoijam Pete Meitei, Kh. Kesho Singh, and Naorem Ingochouba Singh) and the reviewers were kept confidential from one another. The review was conducted by subject experts in early childhood education, curriculum development, and pedagogical studies.
Competing Interests: The authors, Akoijam Pete Meitei, Kh. Kesho Singh, and Naorem Ingochouba Singh, jointly and individually declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Data Availability: The data supporting the findings of this study, including observational records and curricular analysis, are available from the corresponding author, A.P. Meitei, upon reasonable request. The data are not publicly available due to the confidentiality agreements with the participating educational institutions.
Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed using the authors’ institutional resources and personal scholarly efforts.
License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits copying and redistribution of the material in any medium or format for non-commercial purposes only, provided the original work is properly cited, and it does not permit adaptation or remixing of the material.
Ethical Approval: All procedures performed in this study involving educational institutions and their practices were in accordance with the ethical standards of the institutional research committees. Ethical approval for this research was granted by the relevant institutional review boards of Manipur University, Nambol L. Sanoi College, and Ibotombi Institute of Education, where the authors are affiliated. Informed consent was obtained from all participating institutions and educators involved in the study.
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