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Abstract

The education of pre- school child is emerging as a major concern of policy makers in both education and social welfare. Many aspects need clarification-conceptual issues, operational modalities, implementation problems, etc. Few children in the developing world enjoy circumstances even remotely approximating to the ideal. Only those who are socially and economically well-off grow in a stable family, live in spacious homes with garden, and are care for by intelligent parents with the time and energy to spare to support their children’s growth. In many of the developing countries, the basic necessities are absent. Mal-nourishment is an acute problem. Deprived of minimum health care, they are prey to disease. Child neglect is widespread. They are forced to work from a tender age. Their access to intellectual influences, whether in the form of knowledgeable elders, books or mass-media is limited, when one considers the demand of tomorrow’s world. They become both victims and agents of violence. The general atmosphere in which most children grow is least conductive to their emotional and intellectual growth.

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