Preschool Program Learning Outcomes Report 2018-19

This Learning Outcomes Report focuses on the learning progress that children made in our Preschool Program that we conducted during the academic year 2018-19. Our Preschool Program is a supplementary program that we conduct in Affordable Private Schools (APS). During the 2018-19 academic year, the Preschool Program ran 6 hours a week (three sessions per week and each session is 2 hours long) and was conducted for more than 200 children in the age group 3 – 5 years, in 6 classrooms across 3 schools. We ran this program for the whole academic year for these 200 children and conducted a total of about 68 two-hour sessions during the year. The program was child centric and the curriculum was focused on holistic development spread across four areas – English language comprehension and speaking, Collaborative skills, capacities needed for Creative thinking and Critical thinking. We termed it the 4Cs Curriculum Framework containing – communication, collaboration, creative thinking and critical thinking as the four different Cs. 

The curriculum content and implementation processes were play-based and were designed to nurture the children’s natural drive to learn. The children were given an atmosphere where they could express themselves freely, make choices, move purposefully in the classroom and work hands-on at their own pace and challenge themselves to higher goals.

All through the academic year, we tracked the progress of the children across 4Cs. The assessments were teacher-reported. The teachers captured regular observations about the children and scored the children for the different milestones related to 4Cs. We designed the milestones for 4Cs based on the developmental milestones of preschool children and what they would reach during their preschool years that would directly aid in the development of the 4Cs later on in their life. The teacher reported scores were then aggregated and plotted in order to reveal the progress that was made for each child for the 4Cs. At the end of the year, we also wrote a progress report for each child we worked with, based on our observations and their progress captured in the assessments. These progress reports were shared with the school and the parents of the children.

We launched our parents’ workshops during this academic year. The details of these interactions are also shared in this report.


Following is the overall results of the children, which we’ve been able to see in the Preschool program, based on the assessment data that we collected during the academic year. The progress of the children was measured relative to where each child was , at the beginning of the program. The results are based on the scores of 192 children. Although we worked with more than 200 children, we were able to measure the progress of 192 children only as the rest of them didn’t attend the complete school year.

  1. 96% of the all the children showed progress in at least one or more of the following skills – English communication or Collaboration skills  or Creative thinking capacities. Please refer to Section 3.1 in the report on 4Cs Framework to understand the various components of these skills measured. 
  2. 69% of the children showed progress in all the three areas – English communication, Collaborative skills and Creative thinking capacities.
  3. 73% of the children made progress in attention span, as measured by how they are able to self-regulate themselves and focus on the activity at hand for 15, 30 and 45 minutes at a time. 
  4. 83% of the children made progress in English communication as measured by the ability to comprehend and build vocabulary and communicate in English without being prompted to do so.
  5. 87% of the children made progress in Collaboration skills as measured by their ability to follow classroom rules and various teaching learning processes, transition between different teaching learning processes, build positive relationships with other children, express their preferences and make eye contact while speaking.
  6. 81% of the children made progress in their Creative thinking capacities measured as a comprehensive ability to engage with and explore materials and media in a way that is meaningful to them, have the attention span and perseverance to focus on different kinds of teaching learning processes during the Tejasvita sessions. 
  7. Children with the lowest and mid-range attention spans during the first term (when we assess the baseline scores),  made the highest amount of progress in Attention span, English Communication, Collaboration and Creative thinking, on an average, during the academic year. However, it is the children with the highest attention spans during the first term (baseline term) who scored the highest scores on an average across the three terms in Attention Span, English Communication, Collaboration and Creative thinking.
  8. Children with the highest attention spans during the first term (baseline term) had the highest scores on an average in Critical thinking activities in the following areas: Matching and Classification, Seriation, Identifying and creating patterns and Solving problems. These children also had the highest scores on an average in targeted activities that we did to build Cooperation skills.
  9. All classrooms showed progress from first term to third term in the areas of Attention Span, English Communication, Collaboration and Creative thinking, as measured by the average score of all children in the classroom during each of the terms.
  10. All classrooms progressed from doing lower levels of Critical thinking activities to higher levels during the academic year.

The progress we are seeing for all the children in our program is very encouraging. We believe that our program implements some well researched strategies to build the skills and sub skills under 4Cs. We give the same exposure to all the children in our classrooms regardless of their abilities without differentiating them in any way. The amount of attention we give to children may vary a bit depending on the behavioral challenges that different children show.