Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 73
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
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Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 74
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Warning (512): Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853 [CORE/src/Http/ResponseEmitter.php, line 48]
Code Context
            if (Configure::read('debug')) {

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-Newsclick.in&lt;br /&gt;
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&lt;em&gt;The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.&lt;br /&gt;
&lt;em&gt;&lt;br /&gt;
Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
It was heartening, therefore, to see a chapter devoted to &amp;ldquo;Foundational Literacy and Numeracy&amp;rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &amp;mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.&lt;br /&gt;
&lt;br /&gt;
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.&lt;br /&gt;
&lt;br /&gt;
Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &amp;ldquo;emergent literacy&amp;rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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&lt;em&gt;The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme&lt;br /&gt;
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Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme

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                <div align="justify">-Newsclick.in<br /><br /><em>The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme<br /></em><br />Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.<br /><em><br />Capabilities of young children</em><br /><br />It was heartening, therefore, to see a chapter devoted to &ldquo;Foundational Literacy and Numeracy&rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.<br /><br />Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.<br /><br />Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &ldquo;emergent literacy&rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.<br /><br />Please <a href="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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&lt;em&gt;The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme&lt;br /&gt;
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Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.&lt;br /&gt;
&lt;em&gt;&lt;br /&gt;
Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
It was heartening, therefore, to see a chapter devoted to &amp;ldquo;Foundational Literacy and Numeracy&amp;rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &amp;mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.&lt;br /&gt;
&lt;br /&gt;
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.&lt;br /&gt;
&lt;br /&gt;
Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &amp;ldquo;emergent literacy&amp;rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme

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                <strong>Shaky building blocks -Shailaja Menon</strong></h1>
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                <div align="justify">-Newsclick.in<br /><br /><em>The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme<br /></em><br />Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.<br /><em><br />Capabilities of young children</em><br /><br />It was heartening, therefore, to see a chapter devoted to &ldquo;Foundational Literacy and Numeracy&rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.<br /><br />Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.<br /><br />Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &ldquo;emergent literacy&rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.<br /><br />Please <a href="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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&lt;br /&gt;
&lt;em&gt;The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.&lt;br /&gt;
&lt;em&gt;&lt;br /&gt;
Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
It was heartening, therefore, to see a chapter devoted to &amp;ldquo;Foundational Literacy and Numeracy&amp;rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &amp;mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.&lt;br /&gt;
&lt;br /&gt;
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.&lt;br /&gt;
&lt;br /&gt;
Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &amp;ldquo;emergent literacy&amp;rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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&lt;em&gt;The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme&lt;br /&gt;
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Capabilities of young children&lt;/em&gt;&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme

Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports...&#039;
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                <div align="justify">-Newsclick.in<br /><br /><em>The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme<br /></em><br />Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.<br /><em><br />Capabilities of young children</em><br /><br />It was heartening, therefore, to see a chapter devoted to &ldquo;Foundational Literacy and Numeracy&rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.<br /><br />Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.<br /><br />Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &ldquo;emergent literacy&rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.<br /><br />Please <a href="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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-Newsclick.in<br />
<br />
<em>The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme<br />
</em><br />
Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.<br />
<em><br />
Capabilities of young children</em><br />
<br />
It was heartening, therefore, to see a chapter devoted to &ldquo;Foundational Literacy and Numeracy&rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.<br />
<br />
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.<br />
<br />
Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &ldquo;emergent literacy&rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.<br />
<br />
Please <a href="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true">click here</a> to read more. <br />
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<em>The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme<br />
</em><br />
Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy.<br />
<em><br />
Capabilities of young children</em><br />
<br />
It was heartening, therefore, to see a chapter devoted to &ldquo;Foundational Literacy and Numeracy&rdquo; in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process &mdash; the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms.<br />
<br />
Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme.<br />
<br />
Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as &ldquo;emergent literacy&rdquo;, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially.<br />
<br />
Please <a href="https://www.thehindu.com/opinion/op-ed/shaky-building-blocks/article27943299.ece?homepage=true">click here</a> to read more. <br />
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The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme

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Shaky building blocks -Shailaja Menon

-Newsclick.in The draft National Education Policy reinforces outdated ideas about the goals of a foundational literacy programme Many children in elementary classrooms across India cannot read and write proficiently, as demonstrated on an annual basis by the Annual Status of Education Reports (ASER). This affects other school-based learning, as well as functioning in societies and economies that prize literacy. Capabilities of young children It was heartening, therefore, to see a chapter devoted to “Foundational Literacy and Numeracy” in the draft National Education Policy, 2019. The focus it places on the early years is welcome, and the continuity it recommends between the pre-primary and primary years is necessary. Likewise, its emphasis on mother tongue-based education and oral language development are critical. However, the analysis presented on why children fail to learn to read and write largely points to factors surrounding the teaching and learning process — the health and nutritional status of children, high student-teacher ratios, and so on. While each of these factors is undoubtedly important, they do not address with sufficient clarity curricular, pedagogical and teacher education-related issues that plague the teaching and learning of early literacy in many Indian classrooms. Most classrooms across India view the task of foundational literacy as teaching children to master the script, and being able to read simple words and passages with comprehension. Higher order meaning making, critical thinking, reading and responding to literature, and writing are typically reserved for later years of schooling. This draft reinforces such restrictive and outdated ideas about the goals of a foundational literacy programme. Research evidence from around the globe demonstrates unequivocally that even very young children are capable of using early forms of reading, writing and drawing to express themselves and to communicate; they are also capable of inferential meaning-making, critical thinking, and so on. This entire body of scholarship, referred to as “emergent literacy”, has been ignored in the draft. This has powerful consequences for the recommendations that follow, which propose largely oral activities for the pre-primary grades, reading hours for Grades 1-3, with an additional hour for writing starting only in Grades 4 and 5. It contradicts evidence suggesting that young children be taught listening, speaking, reading and writing simultaneously and not sequentially. Please click here to read more.