FOUNDATIONAL LITERACY AND NUMERACY IN EARLY CHILDHOOD EDUCATION IN INDIA: CHALLENGES AND LEARNING GAPS

Abstract

This research examines the current state of Foundational Literacy and Numeracy (FLN) in India, focusing on the challenges faced in achieving universal FLN by children in India particularly in early age children. This study aims to examine the current status of FLN in India, identify the major challenges affecting its achievement, and explore disparities in learning outcomes among children. The study follows a descriptive secondary research methodology. Data were collected through a review of government reports, policy documents, academic articles and international publications including sources such as ASER reports, the ministry of education, UNESCO and the world bank. It examines structural factors such as poor learning outcomes, inadequate school infrastructure, teacher shortage, learning gaps, socio-economic inequalities, limited parental support, language barriers and key factors include importance of FLN for children, current status of FLN. The study concludes that strengthening teacher capacity, improving school infrastructure, increasing parental involvement and ensuring effective implementation of FLN focused policies are essential. Keywords: Foundational Literacy and Numeracy (FLN), Early Childhood Education, Learning Outcomes, Educational Inequality, Parental Involvement, School Infrastructure, Teacher Capacity, Language Barriers, Socio-economic Disparities.