ABSTRACT
This chapter focuses on the relationship between the intended and enacted curriculum and some consequences for learning and learners. It illustrates with reference to a case study about the Indian pre-school education (PSE) element of the Integrated Child Development Service. The chapter considers the types of curriculum to examine how knowledge is packaged and enacted through everyday practices and processes, and the consequences for learning they can have, when children enter different kinds of educational settings. The PSE component is also central to locating the kinds of criteria used to judge a child’s performance and whether they are ready for school: The activities which are undertaken as part of PSE include storytelling, counting numbers, free conversations to speak freely and apply their mind in order to organise small activities, painting, drawing, threading and matching colour related to fine muscle coordination and development, reading simple words, writing alphabets words, distinguish objects and recognise pictures.
