Evaluating Practices and Proposing Reforms for ECCE in Private Stand-Alone Preschools: A Study in Champhai District, Mizoram

Abstract

Early Childhood Care and Education (ECCE) forms the foundation for lifelong learning and development, with the early years recognized as a critical period for cognitive, emotional, and social growth. Despite significant policy efforts, gaps in quality and standardization continue to exist, especially in rural and underserved regions. This study investigates the practices and services of private stand-alone preschools in Champhai District, Mizoram, a region where limited research has been conducted in the context of early childhood education. Using qualitative methods, including semi-structured interviews and direct observations, data were collected from five private preschools. The findings reveal strengths in areas such as the use of bilingual instruction, provision of mid-day meals, and incorporation of cultural and creative activities. However, notable gaps were identified in outdoor play, health services, teacher training, and parental engagement. The findings underline the need for policy attention, standardized early childhood education practices and policy-level interventions to ensure comprehensive ECCE implementation in remote and under-researched regions like Champhai.