Globally, the early years (from birth to eight years of age) are acknowledged to be the most critical years for lifelong development. The criticality of the early years has been recognized by international conventions such as the UNCRC, EFA and the MDG. The UNCRC clearly recognizes the centrality of ECD by articulating the rights of survival, protection, growth, development and participation. The EFA recognizes the importance of the early years with the year 2000 Jomtien declaration that ‘Learning begins at birth’ and the MDG recognizes nutrition as a key ECD goal.

Recognizing the above concerns, the Working Group on Early Childhood Care and Education (ECCE) for the 11th Plan had recommended that ECCE should be included in the Fundamental Right amendment of the constitution and if required, a new policy concerning ECCE be formulated. It further placed emphasis on both quality and access, specially addressing concerns such as accreditation, regulatory mechanisms, minimum standards and capacity building for ECCE. Though the current Eleventh Five year plan of the Govt. of India acknowledges ECCE to be a critical investment for inter-generational benefits towards ensuring social inclusion and equity and provides for universalisation of at least one year of preschool education, and for strengthening its quality, it remains silent on making ECCE a fundamental right.

It is within this backdrop that the Centre for Early Childhood Development and Research (CECDR) is envisioned. The work of the CECDR will be informed by the ‘Ecological Theory of Human Development’ – which helps in understanding the complexity of the contexts in which young children live and making interventions based on a systems thinking/approach.