Implementing change at the pre-primary level in a school in India

Abstract

This article examines a change initiative in a private school in New Delhi, India. Specifically, the attempt at introducing an approach to early childhood teaching which is more multicultural and whole-language based as opposed to a traditional academic curriculum for 3–5 year olds. The site selected was, in fact, a school in which I had previously taught. I had been away from the Indian school system for two years, during which time I was studying for a Masters degree in early childhood education as well as teaching at the Pre-K level in a private school in New York. At the time this change initiative was implemented, I was back in my school in New Delhi, re-examining the curriculum prescribed for young children. I was more informed about how children learn and think, albeit from a Western perspective. But I was, nevertheless, now able to reevaluate and attempt to transform certain aspects of early childhood education as practiced in this particular school.