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Purnima Ramanujan
Purnima Ramanujan is an education policy researcher with experience in designing and implementing large-scale, mixed-methods, longitudinal, and experimental studies. Purnima headed ASER Centre’s research division and is currently pursuing her master’s in education from Tata Institute of Social Sciences, Hyderabad. Her broader research interests lie in early childhood and adolescent education, gender, and school-family engagement.
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India’s early years mathematics curriculum: Continuity, discontinuity and progression
Research has shown the importance of building strong foundations for learning, as the development of cognitive skills in preschool and early primary years is predictive of later mathematical achievement. This article examines the national curriculum for mathematics and learning materials used in three states and finds that state textbooks do not always follow the prescribed content and there is a lack of continuity between the curriculum followed during preschool and early years of primary school.
What do children in rural India do in their early years?
This year’s Annual Status of Education Report throws light on what children in India do in their early years. In this article, Bhattacharjea and Ramanujan argue that the assumption that there is a universal, age-based trajectory that children follow from home to preschool to primary school is far from what happens on the ground. Children take different pathways through the early years that have consequences for what they experience and learn.