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Importance Of Child Education The early years from 0 to 8 years are the most exceptional phase of a child's growth and development. During these years, the foundations of all learning are laid. Getting the foundations right has substantial long-term benefits: improved school learning and higher educational achievement, which leads to significant social and economic dividends for society. 1) EECE Policy The Government of India adopted the National Early Childhood Care and Education (ECCE) Policy in 2013 to recognize the importance of child education by investing in childhood development, including early childhood education (ECE), its impact on lifelong development and learning, as well as breaking the intergenerational cycle of inequity and disadvantage.

The Policy is accompanied by a National ECCE Curriculum Framework and Quality Standards. Imparting knowledge can help the poor and needy to stand on their feet. Education is the beginning of getting out from hardships of life. Giving free education by our NGO Aahwahan Foundation to the poor and needy people help them to grow as individuals and help them lead a better life. Through education, we can help the poor and needy people to develop their skills so that they can take over efforts to revitalize their life rather than always depending on the outsiders to do so for them.

Schools should provide an environment that allows students to fit into their immediate society and encourages their participation within it. The former requirement would require teachers to dedicate time to developing students' abilities to interact with one another: ideally, students should work together in manner that is both amiable and academically rewarding. With careful preparation, this can be accomplished creatively in the classroom, by using structured collaborative projects, moderated debates, as well as discussion groups that encourage critical analysis of material.

Outside of the classroom, extracurricular activities of student interest should allow further socialisation between students. Others, who uphold a more traditional understanding of "socialisation," feel that traditional school subjects should be "the means by which the culture of the race would be transmitted to the vast majority of Americans" (15 Kliebard). Groups representing social interests often push to see them represented in school curriculum—proponents of Intelligent Design are one example of such groups.

Another example of teaching beliefs in the classroom would be selective history often exhibited in U.S. History textbooks, such as the omission of discussion of controversial conditions survived by African-Americans and Native Americans. It is debatable how appropriate it is to teach beliefs and morals this way in school. In order to provide appropriate feedback to students, teachers must fulfill another role: to either have expert knowledge of the subject of study, or the readiness and eagerness to develop existing knowledge of the subject in a classroom setting.

A teacher who does not know her material, or does not care about it, cannot help students engage themselves in the material; nor can she break the information down into less complex parts. In Lee Sculman's theoretical framework of Pedagogical Content Knowledge, teaching "includes presenting the material by using figurative language and metaphors" (Teacher's) and thereby representing it in ways more accessible to students. Furthermore, this representation of material should be in accordance with popular domains of interest to the class, when it is possible to transform the content in such a way without distorting it.