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Article 8: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025)   Introduction India is currently facing a crisis—language-based intolerance and discrimination have been on the rise, sometimes turning violent and undermining India’s long tradition of tolerance, diversity, and coexistence. The rapid growth of social media without adequate digital literacy has further amplified stereotypes and false notions of linguistic superiority or inferiority. This makes the role of schools crucial: to sensitize learners to linguistic and cultural inclusion. Providing a safe environment for students from diverse backgrounds ensures their potential can flourish. Sustainability is not just social, economic, and cultural—it also includes epistemic justice. Language, as a tool of identity and expression, deeply shapes opportunities. Unfortunately, the dominance of certain languages—often English—has marginalized many students. To achieve true quality education, both mother tongues and dominant languages must coexist in classrooms. Abstract India’s National Education Policy 2020 aligns with the United Nations’ Sustainable Development Goal 4, focusing on inclusive and equitable quality education for all. The policy emphasizes access, equity, quality, affordability, and accountability while restructuring education, improving teacher quality, and promoting vocational and experiential learning. By 2030, the goal is 100% enrollment. Debate on Medium of Instruction in India There has been a long-standing debate in India about the medium of instruction. Parents often struggle between: Mother tongue/regional language: Better engagement, participation, comprehension, and cultural identity. English: A global language offering wider opportunities and socio-economic mobility. A balanced approach is Mother Tongue-Based Multilingual Education (MTB-MLE), which enhances comprehension, participation, and cultural connection while also enabling access to global opportunities. Language and Its Role in Achieving SDG 4 All 17 Sustainable Development Goals are interconnected, but SDG 4—quality education for all—is central. Language can act as a bridge or a barrier to learning. Inclusive education must respect students’ linguistic and cultural knowledge. Incorporating mother tongues ensures emotional comfort, cultural belonging, and equitable opportunities. Schools must also provide peaceful and inclusive environments that foster social-emotional learning. SDG 4 and the State of Language and Literacy in India India has improved infrastructure—electricity, sanitation, and technology in schools—but foundational literacy remains a challenge. Many children in classes 3, 5, and 8 fail to reach expected reading levels. NIPUN Bharat and NCF 2023 emphasize mother tongue instruction in early years, as it helps bridge school and home environments, strengthens comprehension, and builds lifelong learning skills. Inclusion Through Language The National Education Policy 2020 envisions schools as inclusive, equitable, and diverse. Yet, many institutions still ignore students’ native languages, creating alienation. Teachers and schools must create supportive linguistic environments. Education should blend global and local knowledge, valuing the cultural richness each child brings. A multilingual, inclusive classroom is key to sustainability and justice. The Intersection of Pedagogy, Teachers, and SDG 4 Language is a gateway to participation in education. Mother tongue-based learning strengthens cultural knowledge and engagement. Quality language education must go beyond fluency—it should also integrate themes of sustainability. Teachers need professional development to connect language pedagogy with cultural, ecological, and social realities. Strategies to Achieve SDG 4 Through Language Give space to multiple mother tongues alongside regional and global languages. Use low-cost, culturally relevant teaching materials. Involve communities—elders, professionals, diverse groups—in curriculum planning. Move beyond textbooks—link language with real-world issues like climate change and equity. Blend performing and digital arts with literature to spark creativity. Use AI tools to design personalized materials and assessments. Conclusion To achieve sustainable development, inclusivity in education is non-negotiable. Language is central to this mission. Education through the mother tongue builds stronger foundations, enhances comprehension, and preserves cultural identity. Language teachers must move beyond grammar and oration, nurturing changemakers for a just, sustainable future. Quality language education is not just about polished communication—it is about empowering communities, preserving culture, and fostering sustainability. References Balacano, R. C. (2020). Juan Tama, Mother Tongue-Based Multilingual Education Storybooks. Borooah, V. K., & Sabharwal, N. S. (2017). English as a Medium of Instruction in Indian Education. Government of India, Ministry of Statistics and Programme Implementation. (2024). Sustainable Development Goals National Indicator Framework: Progress Report. Ministry of Human Resource Development (2020). National Education Policy 2020. National Council of Educational Research and Training (2024). National Curriculum Framework for School Education 2023. UN ESCAP (2017). UN and SDGs: A Handbook for Youth. Vaish, V. (2005). English as a Language of Decolonization in Post-Colonial India. About the Author Shivendra Pratap Singh Ph.D. Scholar, Department of Education, University of Delhi

Article 7: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025) By Dr. Paramjit Singh   INTRODUCTION To the concept of Early Childhood Education with story telling and play way methods Early Childhood Education (ECE), or nursery education, is a branch of education theory that relates to teaching children (formally and informally) from birth up to the age of eight. Developing the emotional, social, and cognitive abilities necessary for children to become lifelong learners is the goal of Early Childhood Education (ECE). Child development involves the biological, psychological, and emotional changes that occur in human beings between birth and the conclusion of adolescence. It is, particularly from birth to five years, a foundation for a prosperous and sustainable society. ‘Children are like wet cement, whatever falls on them makes an impression’ Storytelling and play-based methods are a timeless tradition that transcends cultures, languages, and generations. It has the remarkable ability to captivate minds, stir emotions, and impart invaluable life lessons. Storytelling is a potent tool in the field of early childhood education for establishing moral principles and cultivating empathy in young brains and hearts. This article explores the significant influence that storytelling has on a child’s moral and emotional growth and guides how parents and teachers can best utilize it. The play-way method of teaching is one of the newest trends in the field of education. It alludes to a child’s healthy development. It is carried out concerning several domains, including information, emotions, feelings, and the development of motor skills. The focus of this teaching approach is on a child’s subjective and emotional growth. Participating in sports or games is crucial to this teaching approach. The technique that revolves around activity-based learning is the driving force behind this entire philosophy. The process of play-way method of teaching even promotes and helps build creativity and expressive skills among young kids. The play-way method of teaching propagates teaching through various interesting activities instead of books. Henry Caldwell Cook was the one who created this teaching strategy. The Play Way was written by this British educationist. The book describes how doing anything is always a better learning procedure than reading or listening, and that young children always perform better when they are taught through the method of playing. He believed that experience, not only reading and listening, was the only source of wisdom. Teachers who use the play-way approach of instruction tend to follow the child’s natural tendencies so that he can learn while having fun. ABSTRACT   Childhood Education (EARLY CHILDHOOD EDUCATION (ECE)) fosters emotional, social, and cognitive development through storytelling and the play-way method. Storytelling builds empathy, moral values, and emotional intelligence, while play-based learning promotes creativity, physical growth, and social interaction. Together, they create an engaging, inclusive, and joyful environment, preparing children with 21st-century skills for lifelong learning and holistic development. Characteristics of the Play Way Method The play-way method of teaching teaches a great deal to the children as well as the teachers. They also learn to be patient and mould themselves according to the child’s moods, wishes, and imagination. This approach differs greatly from all previous approaches. Let us study some of the main characteristics of this method. Active: While playing actively, the children can use both their bodies as well as brains. They accomplish this by mixing the ingredients and environment with other people. Courageous and daring: While playing, the kids can explore new and unknown ideas. When they involve themselves in dangerous but courageous games, then they can securely understand these concepts within the securities of their homes. Communicative: Playing games or any kind of sports acts as a big chance for the children to be able to share all kinds of information, knowledge, and comprehension. They can interact orally by using their words or body gestures and other non-verbal cues. These transmitted messages or information may be simple or occasionally challenging to understand. Enjoyable: For children as well as adults, playing is always fun. They usually get thrilled and like playing. It’s important to teach kids that playing should be enjoyable rather than solely focused on winning. Consequences of playing games: Playing games gives children many chances to learn something new. They help the kids learn more, evaluate their fresh and original hypotheses, and raise their level of knowledge, comprehension, and skills. Social and interactive: Playing games with other children gives the kids a unique chance to make new friends. They can interact more with other people, which makes them extroverted and confident. They get more gregarious and extroverted, which promotes general beneficial personal development. Remedial: Playing is remedial for young children. It helps them relieve their stress and process new and different kinds of positive emotions and feelings. Self-Chosen: Playing games is a self-chosen, on-the-spot chase that young children alter based on their mood and whim. They should be able to alter the story, its characters, occasions, and places depending on their choices. Creating Connections The play-way method of teaching lets the children learn new and easy things without getting stuck in the world of books. It also increases their imagination. They can revise all the concepts in a fun and interactive manner. The advantages of using the play-way are discussed as follows: Physical value: The child can develop their body by playing various games. They provide several opportunities for the full body to move physically. This promotes the growth of muscles. The blood flows quickly while kids play, which aids the body in eliminating various waste products. Additionally, it helps the kids stay physically healthy and combat various illnesses. Learn new things: Children have many opportunities to learn new things when they use the play-based learning approach. Social interaction: Children engage more with their friends and peers of the same age when they learn via play. They get better at sharing, cooperating, and working with other kids. Emotional aspect: Children who learn via play are better able to control their emotions. They can express themselves more effectively. They get over their hesitancy,

Article 6: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025)   ABSTRACT This article examines the integration of Early Childhood Education (ECE) with Sustainable Development Goal 4 in India, highlighting critical challenges such as poor infrastructure, inadequate teacher training, policy implementation gaps, socioeconomic disparities, and limited parental involvement. Drawing on supportive data and surveys, it proposes solutions including infrastructure enhancement, professional teacher training, strengthened policy coordination, targeted support for disadvantaged groups, and parent education initiatives. Addressing these issues is essential for building an inclusive, high-quality early education system in India. INTRODUCTION Early Childhood Education (ECE) is very important in establishing a foundation of lifelong learning, social integration, and personal growth. Integration of Early Childhood Education (ECE) with the Sustainable Development Goals (SDGs) in India, specifically with SDG 4 inclusive and equitable quality education, has some challenges. This article identifies these challenges from an Indian context with suggested solutions to overcome the challenges based on supportive data and surveys. Key Challenges in SDG-Inspired Early Childhood Education Implementation in India   Poor Infrastructure and Facilities Most of the Early Childhood Education (ECE) in India is delivered through Anganwadi centres under the Integrated Child Development Services (ICDS) scheme. However, most of these centres lack the infrastructure. For instance, only 43.4% of Anganwadi centres have toilets, and only 32.4% have electricity supply. In addition, about 65.5% operate from a single room, limiting space for quality learning experiences. Source: Sattva Consulting UNICEF SpringerLink Teacher Training and Professional Development Gap The extent of teachers’ competencies will determine the quality of Early Childhood Education (ECE). Anganwadi workers in India receive no specific training in pedagogy of early childhood. They have dual responsibilities, i.e., health and nutrition and education, that dilute their focus towards delivering quality learning experience. Source: Sattva Consulting Policy Implementation Gaps Despite progressive policies like the National Early Childhood Care and Education (ECCE) Policy of 2013 and the National Education Policy (NEP) 2020, their implementation is patchy. Lack of coordination among ministries and state-level autonomy have led to incoherent service delivery and varying quality by states. Source: UNICEF SpringerLink Socioeconomic Disparities and Access Issues Access to good Early Childhood Education (ECE) varies extensively across different socioeconomic groups. Surveys also indicate that even though nearly 80% of children aged 3-6 years are registered in some form of Early Childhood Education (ECE) program, even participation rates are not uniform by state, with Uttar Pradesh at 43.7% and Karnataka at 86.6%. Moreover, children belonging to high-income groups typically attend private preschools, while low-income group children attend Anganwadi centres, which may not always provide the same level of education. Parent Attitudes and Participation Parent perceptions and attitudes about Early Childhood Education (ECE) might affect its efficiency. Rote learning and inappropriately early exposure to formal academics are excessively emphasized, possibly conflicting with developmentally appropriate methods. The parents also tend to view Anganwadi centres as nutrition centres instead of schools, which influences recruitment and enrollment in educational activities. Source: Sattva Consulting Channels to Alleviating Challenges   Infrastructural Expansion and Distribution Enhancement Investment in Anganwadi center’s physical infrastructure is inevitable. Proximity to essential facilities like multiple classrooms, toilet facilities, and electricity can facilitate the creation of a proper learning environment. Public-private partnerships could be utilized in utilizing skills and resources for building infrastructure. Integrated Teacher Training Programs Introduction of periodic, professional training modules on early childhood pedagogy for Anganwadi workers can enhance quality of teaching. Professional development workshops can refresh teachers with best practices and innovative learning techniques. Enhancing Policy Implementation and Inter-Ministerial Coordination Instituting effective mechanisms of inter-ministry coordination among education, health, and child development ministry-related ministries can enhance policy implementation. Periodic monitoring and evaluation mechanisms can enhance accountability and states’ consistency. Reducing Socioeconomic Disparities Adding some interventions in poverty clusters can enhance access to quality Early Childhood Education (ECE). Some of these interventions are strengthening provisions for Anganwadi centres, providing poor families with incentives or scholarships, and ensuring standard quality standards in all Early Childhood Education (ECE) establishments. Source: UNICEF Sattva Consulting Parent Participation and Education Organizing campaigns of awareness to educate parents on the importance of developmentally appropriate play-based learning has the potential to divert attitudes from memorization processes. Engaging parents in learning can be one way to bring about children’s learning experiences and outcomes. Conclusion SDG-emphasized early childhood education implementation in India is plagued by numerous challenges, which vary from infrastructure deficits to lapses in implementing policies. Nonetheless, adopting an approach that targets infrastructure development, investment in trainers, policy implementation consistency, resolution of socioeconomic lags, as well as engagement of parents, such challenges prove easily manageable. These are adjustments that are instrumental in ensuring learning for all kids in an inclusive and effective way, which opens the door for robust future expansion. The successful integration of Early Childhood Education (ECE) with Sustainable Development Goal 4 in India faces critical challenges, including poor infrastructure, lack of trained educators, uneven policy implementation, socioeconomic disparities, and limited parental involvement. However, with targeted efforts-such as infrastructure improvement, professional teacher development, policy strengthening, and parent engagement-these barriers can be overcome. A coordinated, inclusive approach is essential to ensure quality early education for every child, laying a strong foundation for India’s future growth. REFERENCES Sattva Consulting. (2020). Assessment of Early Childhood Care and Education (ECCE) in India: Implementation Challenges and Way Forward. Sattva Media & Consulting Pvt. Ltd. Ministry of Women and Child Development, Government of India. (2020). National Education Policy 2020: Early Childhood Care and Education. New Delhi: Government of India Press. ABOUT THE AUTHOR   Dr Alka Kapur Principal, Modern Public School, Shalimar Bagh Dr. Alka Kapur, is a visionary leader with an impressive 34-year career in education. She holds a doctoral degree (Ph.D.) in English from Jayoti Vidyapeeth Women’s University, Jaipur. An IIM-trained educator with Harvard qualifications, Dr. Kapur is a beacon of inspiration for many. Additionally, she has also been conferred with an Honorary Degree from the University of Maryland, USA. Dr. Kapur is the proud recipient of more than 200 accolades including the CBSE Principals’ Award.

Article 5: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025)   ABSTRACT This article examines the integration of Early Childhood Education (ECE)) with Sustainable Development Goal 4 in India, highlighting critical challenges such as poor infrastructure, inadequate teacher training, policy implementation gaps, socioeconomic disparities, and limited parental involvement. Drawing on supportive data and surveys, it proposes solutions including infrastructure enhancement, professional teacher training, strengthened policy coordination, targeted support for disadvantaged groups, and parent education initiatives. Addressing these issues is essential for building an inclusive, high-quality early education system in India.   Introduction Early Childhood Education (ECE) is very important in establishing a foundation of lifelong learning, social integration, and personal growth. Integration of Early Childhood Education (ECE) with the Sustainable Development Goals (SDGs) in India, specifically with SDG 4 inclusive and equitable quality education, has some challenges. This article identifies these challenges from an Indian context with suggested solutions to overcome the challenges based on supportive data and surveys. Key Challenges in SDG-Inspired Early Childhood Education Implementation in India   Poor Infrastructure and Facilities Most of the Early Childhood Education (ECE) in India is delivered through Anganwadi centres under the Integrated Child Development Services (ICDS) scheme. However, most of these centres lack the infrastructure. For instance, only 43.4% of Anganwadi centres have toilets, and only 32.4% have electricity supply. In addition, about 65.5% operate from a single room, limiting space for quality learning experiences. Teacher Training and Professional Development Gap The extent of teachers’ competencies will determine the quality of Early Childhood Education (ECE). Anganwadi workers in India receive no specific training in pedagogy of early childhood. They have dual responsibilities, i.e., health and nutrition and education, that dilute their focus towards delivering quality learning experience. Policy Implementation Gaps Despite progressive policies like the National Early Childhood Care and Education (ECCE) Policy of 2013 and the National Education Policy (NEP) 2020, their implementation is patchy. Lack of coordination among ministries and state-level autonomy have led to incoherent service delivery and varying quality by states. Socioeconomic Disparities and Access Issues Access to good Early Childhood Education (ECE) varies extensively across different socioeconomic groups. Surveys also indicate that even though nearly 80% of children aged 3-6 years are registered in some form of Early Childhood Education (ECE) program, even participation rates are not uniform by state, with Uttar Pradesh at 43.7% and Karnataka at 86.6%. Moreover, children belonging to high-income groups typically attend private preschools, while low-income group children attend Anganwadi centres, which may not always provide the same level of education. Parent Attitudes and Participation Parent perceptions and attitudes about Early Childhood Education (ECE) might affect its efficiency. Rote learning and inappropriately early exposure to formal academics are excessively emphasized, possibly conflicting with developmentally appropriate methods. The parents also tend to view Anganwadi centres as nutrition centres instead of schools, which influences recruitment and enrollment in educational activities. Strategies to Alleviating Challenges   Infrastructural Expansion and Distribution Enhancement Investment in Anganwadi center’s physical infrastructure is inevitable. Proximity to essential facilities like multiple classrooms, toilet facilities, and electricity can facilitate the creation of a proper learning environment. Public-private partnerships could be utilized in utilizing skills and resources for building infrastructure. Integrated Teacher Training Programs Introduction of periodic, professional training modules on early childhood pedagogy for Anganwadi workers can enhance quality of teaching. Professional development workshops can refresh teachers with best practices and innovative learning techniques. Enhancing Policy Implementation and Inter-Ministerial Coordination Instituting effective mechanisms of inter-ministry coordination among education, health, and child development ministry-related ministries can enhance policy implementation. Periodic monitoring and evaluation mechanisms can enhance accountability and states’ consistency. Reducing Socioeconomic Disparities Adding some interventions in poverty clusters can enhance access to quality Early Childhood Education (ECE). Some of these interventions are strengthening provisions for Anganwadi centres, providing poor families with incentives or scholarships, and ensuring standard quality standards in all Early Childhood Education (ECE) establishments. Parent Participation and Education Organizing campaigns of awareness to educate parents on the importance of developmentally appropriate play-based learning has the potential to divert attitudes from memorization processes. Engaging parents in learning can be one way to bring about children’s learning experiences and outcomes.   REFERENCES Sattva Consulting. (2020). Assessment of Early Childhood Care and Education (ECCE) in India: Implementation Challenges and Way Forward. Sattva Media & Consulting Pvt. Ltd. Ministry of Women and Child Development, Government of India. (2020). National Education Policy 2020: Early Childhood Care and Education. New Delhi: Government of India Press.   ABOUT THE AUTHOR Dr Alka Kapur Principal, Modern Public School, Shalimar Bagh Dr. Alka Kapur, is a visionary leader with an impressive 34-year career in education. She holds a doctoral degree (Ph.D.) in English from Jayoti Vidyapeeth Women’s University, Jaipur. An IIM-trained educator with Harvard qualifications, Dr. Kapur is a beacon of inspiration for many. Additionally, she has also been conferred with an Honorary Degree from the University of Maryland, USA. Dr. Kapur is the proud recipient of more than 200 accolades including the CBSE Principals’ Award

Article 4: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025) Author: Rooma Pathak Position: Principal and Administrator, MM Public School, Pitampura Abstract The integration of the Sustainable Development Goals (SDGs) into early learning is crucial for shaping the future of global education. Early Childhood Education lays the foundation for sustainable development by fostering awareness, understanding, and the skills necessary for a responsible, equitable, and resilient society. This paper explores how Sustainable Development Goals can be effectively embedded into early childhood education curricula to enhance a child’s understanding of sustainability, social justice, and environmental stewardship. It emphasizes the importance of age-appropriate content that fosters critical thinking, creativity, and collaboration, essential for achieving the 2030 Agenda for Sustainable Development. Introduction The United Nations’ Sustainable Development Goals (SDGs) offer a comprehensive blueprint for achieving a more equitable, sustainable, and just world by 2030. These 17 goals address a wide range of global challenges, including poverty eradication, quality education, gender equality, clean water, climate action, and peace. Early Childhood Education plays a pivotal role in advancing the Sustainable Development Goals. By integrating them into early learning, we lay the foundation for a generation of children who not only understand global challenges but are also equipped to create innovative solutions. This article explores the potential of integrating Sustainable Development Goals into early learning curricula, focusing on age-appropriate teaching strategies, community involvement, and the broader impact on a child’s development. Integrating Sustainable Development Goals into Early Learning: An Indian Perspective India, with its rich cultural heritage and rapidly growing population, faces unique challenges and opportunities in achieving the Sustainable Development Goals. Early Childhood Education (ECE) plays a critical role in lifelong learning, personal development, and societal progress. Integrating the Sustainable Development Goals into early learning can address India’s developmental issues-such as inequality, environmental degradation, and poverty-while fostering a generation of responsible, globally conscious citizens. India’s Early Childhood Education Landscape India has made significant strides in improving access to early childhood education, particularly through programs such as the Integrated Child Development Services (ICDS) and Anganwadi centres. However, challenges remain in terms of quality, equity, and inclusiveness. The National Education Policy (NEP) 2020 recognizes the need for a stronger focus on early childhood care and education (ECCE). The SDGs, particularly Goal 4 (Quality Education) and Goal 10 (Reduced Inequality), align closely with India’s needs for education sector reform. Integrating these goals into early learning can address inequalities, promote gender equality, and develop children’s awareness of sustainable practices from an early age. Age-Appropriate Integration of Sustainable Development Goals Integrating sustainability goals into early learning requires developmentally appropriate, engaging content. Young children’s learning is best achieved through play-based, hands-on experiences that stimulate curiosity, creativity, and critical thinking. Though global issues may seem abstract, they can be presented concretely to resonate with children’s daily experiences. The Role of Early Learning in Achieving Sustainable Development Goals in India   SDG 1: No Poverty Early Childhood Education is a powerful tool in breaking the cycle of poverty. Research indicates that children who receive quality early education are more likely to succeed academically and socially, leading to better long-term economic outcomes. In India, where a significant proportion of the population lives below the poverty line, providing quality early education-especially in rural and underserved areas-is crucial. Educators can introduce financial literacy and community responsibility to teach children the value of economic empowerment. SDG 3: Good Health and Well-being In India, the issue of malnutrition remains critical, affecting millions of young children. Integrating SDG 3 into early childhood education can help raise awareness about the importance of nutrition, sanitation, and healthy lifestyles. Children can learn about hand washing, balanced diets, and physical exercise through fun activities and games. These lessons not only improve health outcomes but also create a generation that values personal well-being and public health. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. In India, significant strides need to be made to improve the quality of early childhood education, particularly in rural areas. By aligning early learning programs with SDG 4, we can provide all children-regardless of gender, socioeconomic background, or geographic location- with equal access to quality education. SDG 5: Gender Equality Gender inequality remains a significant challenge in India, where traditional norms often restrict the roles and opportunities available to girls. Early Childhood Education is an ideal setting for challenging gender stereotypes and promoting gender equality. Teachers can encourage both boys and girls to participate in a variety of activities, provide equal opportunities for leadership, and engage children in discussions about respect, equality, and rights. SDG 12: Responsible Consumption and Production Young children can learn about sustainable consumption by participating in activities such as recycling, reusing materials, and learning about the importance of reducing waste. Simple tasks like sorting recyclables, using water wisely, or repurposing old toys can help foster a sense of environmental responsibility. SDG 13: Climate Action India is one of the most vulnerable countries to the effects of climate change, and addressing environmental issues is crucial for the country’s future. Introducing children to climate action early in life can foster an environmentally conscious generation. Activities such as planting trees, reducing waste, and conserving water can be part of the curriculum. SDG 16: Peace, Justice, and Strong Institutions Children can be taught about the values of fairness, respect, and kindness in their relationships with peers. Activities that focus on conflict resolution, teamwork, and understanding diverse perspectives contribute to the goal of building peaceful communities. Challenges in Integrating Sustainable Development Goals into Early Learning in India Resource Constraints While India has made substantial investments in early childhood education, there are significant resource constraints, especially in rural and remote areas. Lack of infrastructure, trained educators, and educational materials can hinder the effective integration of Sustainable Development Goals into early learning. Cultural and Regional Diversity India’s vast cultural and regional diversity means that educational needs and challenges vary widely across the country. Educational practices and curricula need to

Article 2: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025) Author: Sarika Passi Position: Headmistress (Pre Primary), Bal Bharati Public School, Noida Abstract This article examines the integration of sustainability and global citizenship education within Early Childhood Education (ECE) for children aged three to five. It underscores the significance of early intervention in shaping lifelong values, attitudes, and behaviours aligned with the United Nations’ Sustainable Development Goals (SDGs). Through pedagogical approaches such as project-based learning, storytelling, play, outdoor activities, and digital exploration, young learners are engaged in developing critical competencies including empathy, critical thinking, and environmental responsibility. Practical strategies for educators to promote sustainable habits and foster active citizenship are outlined, emphasizing the role of early experiences in nurturing a deep, enduring connection to the natural world. Planting the Seeds of Sustainability In a world facing urgent environmental and social challenges, preparing future generations to live sustainably has never been more important. Early Childhood Education (ECE), particularly for children aged three to five, provides a powerful opportunity to introduce the principles of sustainability and the United Nations’ Sustainable Development Goals (SDGs). These formative years-when the brain develops the fastest are critical for shaping values, behaviours, and attitude that last a lifetime. By integrating sustainability into learning through storytelling, play, hands-on projects, digital exploration, and outdoor activities, educators can plant the seeds of critical thinking, empathy, and global citizenship in our youngest learners. Instilling a Sustainability Approach from the Foundational Years: The ‘Catch Them Young’ Approach The concept of “catch them young” is grounded in neuroscience. Between the ages of three and eight, children’s brains are highly receptive, making this the ideal time to instill values that shape lifelong habits. In the words of Maria Montessori, “The things he sees are not just remembered; they form a part of his soul” emphasizing that early impressions are profound and lasting. Teaching sustainability at this age and stage doesn’t just inform children-it shapes their identity and moral compass. Pedagogical Approaches to Sustainability in Early Learning   Project-Based Learning: From Theory to Action Children thrive through hands-on experiences, making project-based learning (PBL) an effective and engaging way to introduce abstract sustainability concepts. Through carefully designed projects, young learners can explore real-world topics in meaningful ways: Mini vegetable gardens: Plant herbs or flowers to understand plant life cycles, food origins, and ecosystem importance Classroom recycling corners: Learn about waste segregation and responsible consumption Compost bins: Teach children about sustainability by composting leftover/spilled food Water cycle experiments: Explore environmental processes through simple experiments Bird feeders: Support local wildlife while learning about ecosystems Recycled art: Create art from recycled materials Tales That Teach, Rhymes That Reach Young minds naturally respond to rhythm and storytelling, making stories and rhymes highly effective tools for introducing complex concepts: Inspiring Stories: The Adventures of Eco-Ella: Follows a curious girl on a mission to protect the Earth The Magic Garden: A gentle tale about nurturing plants and caring for nature The Little Rabbit’s Big Clean-Up: Instills responsibility through proactive efforts Educational Rhymes: The Recycling Song: Turns waste management into a catchy tune The Water Conservation Rhyme: Emphasizes saving every drop The Sunshine Song: Introduces renewable energy playfully Ek Chhota Beej, Zameen Ke Andar Tha: Induces curiosity about plant life cycles Bits of Paper: Instills cleanliness and judicious paper use Toys and Games: Learning Through Play Toy-based pedagogy taps into children’s natural instinct to play, offering an enjoyable way to introduce sustainability concepts: Educational Toys: Recycling sorting toys: Help children grasp waste segregation basics Eco-warriors: Serve as playful role models inspiring environmental care Solar-powered playsets: Provide early understanding of renewable energy Interactive Games: Eco-Match: Memory challenge with recyclable materials Sustainable Scavenger Hunts: Encourage curiosity and nature observation Green Energy Board Game: Introduce clean energy choices through gameplay Traditional games like Poshampa, Dog in the Bone, and Hopscotch can be adapted to include themes of nature, recycling, and conservation. Digital Integration Modern technologies complement hands-on experiences: Educational apps: Focus on recycling, conservation, and SDGs Virtual field trips: Explore remote environments from the classroom Digital simulation games: Practice decision-making around resource management Outdoor Learning: Nature as the Classroom Engaging in physical activities and outdoor play fosters deeper connections to nature: Nature-Based Activities: Nature walks: Observe insects, plants, and animals firsthand Outdoor art: Create using leaves, twigs, and stones Forest play: Build and explore using natural materials Yoga in the park: Animal poses using nature-inspired movements Barefoot sensory walks: Improve sensory awareness through varied natural textures Health and Well-being Integration (SDG 3): Nature scavenger hunts: Encourage physical movement and mindfulness Relay races with eco-twist: Combine fitness with environmental awareness Cooperative building games: Use natural materials for construction projects Building Core Competencies and 21st Century Skills Sustainability education builds core competencies in young children through age-appropriate, hands-on activities: Critical Thinking Development: Pose simple, real-life questions like “What happens when we throw plastic in the ocean?” and guide children through visual stories or sensory play to explore pollution effects. Empathy Building: Role-play activities where children pretend to be trees, sea animals, or plants help them imagine how living beings feel when their habitat is harmed. SDG-Themed Activities: SDG 6 (Clean Water): Water-saving experiments comparing tap usage SDG 14 (Life Under Water): Sensory bins showing pollution effects on marine life SDG 15 (Life on Land): Tree planting and bird feeder creation Implementation Strategies for Educators Making It Routine: Assign roles like “Aqua Angels” to remind others to turn off taps Daily “nature moments” to observe plants or weather changes Classroom recycling projects with paper and plastic sorting Using Real-Life Examples: Share stories or photos of rainwater harvesting Take walks to observe community trees Involve children in simple recycling projects Encouraging Reflection: Ask open-ended questions like: “Why should we care for trees?” “What can we do to help animals?” Celebrating Efforts: Award “Eco Star” badges for positive actions Recognize turning off lights, reusing materials, or helping water plants Celebrate festivals in eco-friendly ways (water conservation during Holi, energy saving during Diwali) Teacher Modeling: Use locally available, low-cost, eco-friendly

Article 1: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025) Author: Dr. Subhash Chander Position: Assistant Professor, Department of Education, Delhi University Abstract In an era where climate anxiety continues to rise and global challenges demand increasingly complex solutions, the integration of sustainability principles into education has never been more critical. This article explores how we can meaningfully embed sustainable development goals (SDGs) into primary curriculum frameworks as an engaging, transformative approach to education itself. Introduction As educators, parents, and research students, we face a dual responsibility: to prepare children for the realities of environmental challenges while empowering them with the knowledge and mindsets needed to create positive change. Sustainability education transcends traditional environmental studies, representing a holistic framework encompassing social justice, economic viability, cultural preservation, and ecological integrity. Key Insights When we introduce sustainability principles early, we’re not simply teaching children about recycling or energy conservation. Rather, we’re cultivating a generation that has the capacity to envision alternative futures. Studies like the one done by Ojala (2012) share the linkage between hope and climate change among students. Practical Strategies For Educators: Prepare educators to embed SDGs within existing subjects rather than creating standalone units Encourage collaborative planning to share workload and ideas Create projects that explore academic subjects with a universal design approach Emphasise an interdisciplinary approach to learning For Implementation: Introduce curriculum in phases: Need analysis, data assimilation, case studies, implementation, transformation phase, and success sharing Evolve assessment practices to capture systems thinking and sustainability competencies Align school operations with sustainability principles Document and share successful integration approaches For Parent-School Collaboration: Share accessible explanations of sustainability concepts being explored in class Suggest simple home-based extensions that avoid burdening families Create opportunities for families to participate in sustainability initiatives Adopt diverse cultural approaches to sustainability Mental Health Considerations According to Burke, S.E (2019), both the direct and flow-on effects of climate change place children at risk of mental health consequences including PTSD, depression, anxiety, phobias, sleep disorders, attachment disorders, and substance abuse. Action-focused sustainability education reduces eco-anxiety. Conclusion By thoughtfully integrating sustainability across primary education, we aren’t simply preparing children for tomorrow’s challenges. We’re inviting them to participate meaningfully in creating solutions today, developing the competencies, confidence, and care needed to navigate an increasingly complex world. References Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2019). The psychological effects of climate change on children. Current Psychiatry Reports, 21(5), 35. Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. UNESCO Publishing. Zhonggen, Y. (2019). A meta-analysis of use of technology in mathematics instruction and student learning outcomes. Educational Technology Research and Development, 67(5), 1249–1272.

Article 2: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025) Author: Sadhna Singh Position: School Head, Sunbeam International Varuna, Mumbai, Maharashtra Abstract This article recounts a touching classroom moment where a Grade 1 science lesson on animal habitats sparked a deeper understanding of empathy and environmental care. When a student mourned the death of a spider, the class reflected on the importance of respecting all living creatures. Their response—a “Safe Creatures Corner” and an insect hotel—connected classroom learning with real-world action and values. The story highlights how even small lessons can powerfully support the Sustainable Development Goals, especially SDG 4 (Quality Education) and SDG 15 (Life on Land).   Introduction Learning doesn’t stop at lessons-it touches lives. In one of our Grade 1 classrooms, a routine science topic led to something extraordinary. What began as a lesson about animal habitats turned into a powerful moment of empathy, showing how even our youngest students can make a meaningful difference. Discovering Habitats: More Than Just a Chapter As part of their Environmental Science curriculum, students of class-I have been learning about Habitats. Through colourful visuals, interactive discussions, and fun activities, they explored how animals and insects live in different environments-be it forests, deserts, water bodies, or even inside the soil. The children were fascinated to learn that every creature, no matter how small, plays a role in keeping nature balanced. One key takeaway echoed throughout the classroom: “Every living thing has a home, just like us. We must respect their homes too.” A Small Spider, A Big Lesson During a snack break, a small spider appeared near the classroom window. In a moment of fear or surprise, one of the children instinctively squashed it. As the others looked on, Diya, a quiet and thoughtful student, began to cry. She approached her teacher and softly said, “The spider was just looking for its home. Why did we kill it?” Her innocent yet powerful words silenced the room. Learning Comes Alive: A Gentle Reminder Sensing the emotional impact, the teacher gathered the children and gently reminded them of their recent lesson. She spoke about how all creatures, even insects, have a home-a habitat-and a role in nature. By hurting them, we’re disrupting that balance. She then guided the children on what they could do differently next time: Alternative Actions: Pause and Watch – Take a moment to observe before acting Gently Move – If the insect is in the wrong place, help it find a safe spot outside Be Kind Always – Remember that all life deserves care and respect Taking Action: From Sadness to Solutions Inspired by Diya’s compassion and their teacher’s words, the class came up with a plan. They created a “Safe Creatures Corner” in their room, where they could safely guide any small visitor. With the help of their teacher, they also built a tiny “insect hotel” in the school garden—a safe shelter for bugs, spiders, and other small creatures. Bringing the Sustainable Development Goals to Life This real-world learning connects perfectly with two Sustainable Development Goals (SDGs): SDG 15 – Life on Land Encouraging the protection of wildlife and natural habitats. SDG 4 – Quality Education Teaching not just facts but also values like empathy and responsibility. Through this experience, children understood that education isn’t just about what’s in the book-it’s about how we treat the world around us. Lasting Change in Little Hearts What stood out most was the change in the students. Teachers observed that they became more thoughtful—not only towards animals but also towards one another. Diya, once tearful, now felt proud, knowing her voice had led to kindness and action. This simple moment reminded us that even the smallest classroom lessons can have a lasting impact. When children are encouraged to connect what they learn with how they live, they grow into compassionate, responsible individuals-ready to care for their world, one small step at a time. Conclusion The story of the Grade 1 class and their spider encounter beautifully illustrates how meaningful learning goes beyond academics. It shows how a simple science lesson, guided by sensitivity and reflection, can nurture empathy, inspire action, and bring the Sustainable Development Goals to life. When young minds are given space to feel, question, and respond, they don’t just learn—they transform. This journey reminds us that real education lies not only in knowledge but in the values it cultivates. References United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda UNESCO. (2021). Education for Sustainable Development: A roadmap. United Nations Educational, Scientific and Cultural Organization.