Assessing cognitive competencies of Gujjar children in early childhood: A study in Rajouri district, J & K

National Education Policy (NEP) 2020 attempts to tie together the curricula of preschools, schools, and higher education with its primary focus on creating a curriculum that is competency-based, inclusive, innovative, and prioritizes the overall development of children. The early childhood years of a child's life are vital as they form the foundation for physical, emotional, and cognitive growth. Children's inherent curiosity not only drives them to wonder, question, explore, and experiment but also to unveil the mysteries of the world around them. However, in early years, child growth and development are often impacted by various challenges faced by the socioeconomically weaker sections. The present paper is an attempt to assess the cognitive competencies of Gujjar children in early childhood and to document the existing play material for cognitive development. The sample of the study comprised 30 semi-nomadic Gujjar children (both boys and girls) in early childhood from the rural areas of Rajouri district. A self-devised Early Childhood Cognitive Competencies Rating Scale (ECCCRS) and observation was used for data collection. The result depicted that most of the children were emerging in the process of acquiring a particular skill but have not yet consistently demonstrated in the key areas of their learning goals such as attention and awareness, memory and learning, problem-solving and reasoning, pretend play, and social-cognitive understanding. This study also indicated that children had a restricted availability of toys, with the majority being traditional in nature.