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From Curriculum to Care: Reviving Joy in Early Childhood

In a quiet Anganwadi centre on the outskirts of Bengaluru, a young worker arranges rows of children for the day’s lesson. Originally envisioned to offer holistic child development through nutrition, play, and care, Anganwadis are increasingly being reshaped to focus on formal learning outcomes. This shift, driven by parental aspirations and systemic pressures, raises questions about whether these centres are equipped to balance academic readiness with the broader developmental needs of children.

This transformation mirrors broader trends across India. Caregiving systems—from nannies to daycare centres—are adapting to meet demands for early education, often at the expense of play and emotional connection. The essence of early childhood services, rooted in creativity and community, is being overshadowed by a growing focus on measurable academic outcomes.

The Push for Learning Outcomes

The growing emphasis on structured early education reflects societal pressures. Parents, particularly in urban and semi-urban areas, equate English-medium education with social mobility and better opportunities. Private preschools, marketing “learning outcomes,” have set a benchmark that Anganwadis and daycare centres feel compelled to meet. However, this shift comes at a cost.

While structured early education may yield short-term academic benefits, it can potentially hinder children’s long-term cognitive and social development by limiting opportunities for play-based learning. Play is essential for fostering creativity, problem-solving skills, and social interactions among young children, with research likening pretend play in early childhood to a “metaphoric multivitamin” that supports comprehensive cognitive and social development.

Caregiving Systems Under Pressure

The increasing emphasis on early academic achievement is reshaping caregiving systems across India, often at the expense of holistic child development.

Daycare Centres: Prioritising Academics Over Play

In bustling Bengaluru, a daycare centre promises to prepare toddlers for prestigious schools. Structured learning dominates the schedule, from language drills to numeracy games, leaving little room for unstructured play. Parents flock to such centres, eager to give their children an academic edge. Yet, for many children, this comes at the cost of reduced creativity and exploration.

Furthermore, the rapid expansion of daycare facilities has led to concerns about the quality of care provided. Many centres lack adequate infrastructure and trained staff, resulting in environments that may not fully support children’s holistic needs. Balancing these academic pressures with play-based approaches remains a critical challenge.

Nannies: From Caregivers to Educators

In households across India’s urban centres, the role of nannies is evolving. Parents are increasingly seeking English-speaking nannies capable of assisting with their children’s homework and reinforcing learning at home. This demand reflects a broader societal trend that equates English proficiency with better educational and career prospects.

However, this shift presents challenges. Many nannies lack formal training in early childhood education or language instruction, making it difficult for them to balance traditional caregiving with educational support. The absence of standardised training programs exacerbates this issue, potentially impacting the quality of both care and informal education that children receive at home.

Strengthening Play-Based Models: Learning Beyond the Classroom

Play-based learning offers a canvas of endless possibilities, where cultural heritage and child development can intertwine in unique ways. By drawing inspiration from both global examples and India’s own traditions, we can envision caregiving systems that nurture creativity, emotional resilience, and a sense of belonging—while leaving room for communities to define their own paths.

Possibilities from Global Practices

Around the world, play and cultural traditions often find natural intersections. In Australia, weaving has become an integral activity in early childhood programs, particularly in communities that honour Indigenous traditions. Children engage in hands-on weaving sessions using natural materials, fostering fine motor skills, hand-eye coordination, and focus. These activities also serve as an introduction to storytelling, with elders sharing the cultural significance of weaving as children create their own pieces. Finland integrates crafts and design into its curriculum from an early age. Finnish educators encourage children to explore materials and create their own designs, fostering a sense of agency and self-expression.

These practices spark questions: How might storytelling through hands-on activities enrich our own systems? What would it look like to let children discover their agency in a way that reflects the diversity of their contexts?

Weaving Indian Culture into Play

India’s rich traditions offer boundless inspiration for rethinking play-based learning. Across rural and urban settings, communities already engage in crafts, folklore, and rituals that could easily become part of a child’s developmental journey. Imagine a classroom in a village where elders introduce weaving not just as a skill, but as a metaphor for patience and interconnectedness. Or a daycare in an urban centre where pottery becomes a sensory gateway for children to connect with their tactile environment.

Play can be more than an activity—it can be a way to ground children in the rhythms of their surroundings. Block printing, for example, might evolve into a storytelling exercise where children design their own patterns, each symbol reflecting something meaningful in their lives. Similarly, exploring nature through games, songs, or planting could transform a child’s perception of their environment into one of curiosity and care.

Engaging Communities as Co-Creators

One of the most compelling possibilities lies in treating communities as co-creators of early childhood experiences. Local artisans, storytellers, and farmers could bring their lived knowledge into caregiving spaces, enriching play with layers of context and connection. Imagine a fishing community where children learn about water conservation through stories of the sea, or a farming village where planting seeds becomes an exercise in patience and nurturing.

The goal isn’t to replicate models or impose activities, but to let communities decide what works best for their children. Play, in this sense, becomes a bridge—not just between child and caregiver, but between generations, traditions, and the environment.

The true beauty of play-based models lies in their immeasurable outcomes. Creativity, collaboration, and emotional growth are not easily reduced to metrics, yet they form the foundation of a child’s readiness to navigate life. These reflections could shape an evolving understanding of what holistic development means, one that feels rooted in shared values rather than external benchmarks.

An Invitation to Imagine

Play-based learning doesn’t need a blueprint—it needs imagination. By blending global ideas with India’s own vast cultural resources, we can create caregiving systems that are dynamic, responsive, and deeply rooted in their communities. These systems won’t just prepare children for school; they’ll prepare them for life, equipping them with the curiosity to ask questions, the resilience to adapt, and the joy to explore.

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