Somerville International School | Dr. Marilyn Thomas on NEP 2020 Age Criterion Reform
The National Education Policy (NEP) 2020 has been described as one of the most ambitious educational reforms in India’s history. Among its many recommendations, one stands out as foundational—the restructuring of the 10+2 model into a 5+3+3+4 structure. At the heart of this new framework lies a significant shift: formal schooling begins at the age of three, integrating early childhood care and education (ECCE) into the mainstream system.
Dr. Marilyn Thomas, Principal of Somerville International School, has reflected extensively on this transition. In her view, the decision to align the starting age of formal education with global best practices is not just a technical adjustment but a transformative vision for foundational education in India.
In her perspective, learning begins much before Class 1, and integrating ages 3–6 into structured education ensures children benefit from a stimulating, play-based, and developmentally appropriate curriculum. For years, the lack of structured frameworks in early education left many children—particularly from underserved communities—struggling to cope once they reached primary school.
She highlights that NEP 2020 early childhood education reforms aim to provide standardized curricula, trained ECCE teachers, and holistic child development opportunities, thus narrowing the gap between privileged and disadvantaged learners.
This integration, in her words, transforms ECCE in India from being viewed as childcare services into a formally recognized stage of education. By standardizing experiences in the early years, NEP 2020 builds a strong foundation for long-term educational equity and quality.
Through the NEP 2020 age criterion reform, these disparities can be reduced significantly. As she stresses, with systematic early childhood education, the transition to primary schooling becomes smoother, equitable, and developmentally appropriate. In this way, foundational education in India will no longer be fragmented, but instead streamlined into a cohesive journey beginning at age three.
Capacity is another concern. As she elaborates, rural and semi-urban regions face a shortage of trained ECCE educators. Infrastructure gaps persist, and without proper training, the policy could lead to rote-based teaching methods creeping into preschool classrooms.
She further emphasizes that implementation must be gradual and well-supported, otherwise the policy’s benefits may be diluted. For her, the true test of NEP schooling reforms lies not in policy drafting but in its on-ground execution.
Parents need to understand that play-based learning NEP pedagogy is not about early academics but about socialization, creativity, and emotional growth. She urges schools and policymakers alike to engage parents in this transition, ensuring they appreciate the long-term benefits of foundational education.
She notes that the NEP 5+3+3+4 structure is designed with this principle in mind, but it is up to educators and schools to resist the temptation of academic pushdown. As she asserts, the success of the reform will depend on how faithfully the spirit of holistic development is upheld.
She further stresses that schools should invest in professional development for ECCE educators, enabling them to adopt child-centric teaching methods. In her words, this reform is not about accelerating academics but about building curiosity, creativity, and confidence in young learners.
She emphasizes that if implemented thoughtfully—with equitable access, teacher training, and adequate resources—this change can be a powerful lever for educational transformation.
For her, the true essence of the policy lies in strengthening India’s educational foundation, fostering equity in early learning, and promoting holistic child development. If executed with care, this reform will not only benefit today’s children but will also create ripple effects for generations to come—ushering in an era where every child begins their journey of learning with equal opportunity, joy, and readiness.
Dr. Marilyn Thomas, Principal of Somerville International School, has reflected extensively on this transition. In her view, the decision to align the starting age of formal education with global best practices is not just a technical adjustment but a transformative vision for foundational education in India.
Recognizing the Early Years as Foundational
Dr. Thomas points out that international research consistently emphasizes the first five years of life as a period of rapid brain development. By restructuring schooling into the 5+3+3+4 model, NEP 2020 places these formative years at the center of India’s educational framework.In her perspective, learning begins much before Class 1, and integrating ages 3–6 into structured education ensures children benefit from a stimulating, play-based, and developmentally appropriate curriculum. For years, the lack of structured frameworks in early education left many children—particularly from underserved communities—struggling to cope once they reached primary school.
She highlights that NEP 2020 early childhood education reforms aim to provide standardized curricula, trained ECCE teachers, and holistic child development opportunities, thus narrowing the gap between privileged and disadvantaged learners.
Equity at the Core of NEP’s Vision
Another emphasis in Dr. Thomas’s reflections is equity in early learning. She explains that by mandating age 3 school admission, the policy ensures children across socio-economic backgrounds start on a level playing field. Anganwadi centers, which have long been India’s backbone for childcare and nutrition, are now integrated into this vision with improved infrastructure and teacher support.This integration, in her words, transforms ECCE in India from being viewed as childcare services into a formally recognized stage of education. By standardizing experiences in the early years, NEP 2020 builds a strong foundation for long-term educational equity and quality.
Addressing the Learning Gap
Teachers often face wide disparities in student readiness when children enter Class 1 at age 6. Dr. Thomas observes that some children arrive already familiar with literacy and numeracy concepts, while others are encountering structured learning for the first time.Through the NEP 2020 age criterion reform, these disparities can be reduced significantly. As she stresses, with systematic early childhood education, the transition to primary schooling becomes smoother, equitable, and developmentally appropriate. In this way, foundational education in India will no longer be fragmented, but instead streamlined into a cohesive journey beginning at age three.
Implementation Challenges
While acknowledging the progressive nature of the reform, Dr. Thomas also highlights potential challenges. She notes that not all children may be emotionally or developmentally prepared for structured settings at the age of three. The risk, she warns, lies in pushing academic instruction prematurely, which could undermine the NEP’s intention of promoting play-based learning.Capacity is another concern. As she elaborates, rural and semi-urban regions face a shortage of trained ECCE educators. Infrastructure gaps persist, and without proper training, the policy could lead to rote-based teaching methods creeping into preschool classrooms.
She further emphasizes that implementation must be gradual and well-supported, otherwise the policy’s benefits may be diluted. For her, the true test of NEP schooling reforms lies not in policy drafting but in its on-ground execution.
Parental Role and Public Awareness
In Dr. Thomas’s opinion, another critical factor is parental involvement. Decisions about preschool often depend on affordability, proximity, and parental work schedules, rather than policy guidelines. Without strong public awareness campaigns, she warns, the NEP 2020 early childhood education reforms may struggle to gain uniform adoption across communities.Parents need to understand that play-based learning NEP pedagogy is not about early academics but about socialization, creativity, and emotional growth. She urges schools and policymakers alike to engage parents in this transition, ensuring they appreciate the long-term benefits of foundational education.
The Importance of Play-Based Learning
A recurring theme in Dr. Thomas’s insights is the emphasis on play-based learning. She strongly advocates for developmentally appropriate pedagogy in the early years. In her view, curricula must prioritize exploration, storytelling, music, art, and hands-on activities, rather than worksheets and rigid instruction.She notes that the NEP 5+3+3+4 structure is designed with this principle in mind, but it is up to educators and schools to resist the temptation of academic pushdown. As she asserts, the success of the reform will depend on how faithfully the spirit of holistic development is upheld.
Opportunities for Schools and Educators
For schools like Somerville International School, the policy presents opportunities as well as responsibilities. Dr. Thomas believes that institutions must reimagine their early childhood curriculum, ensuring it aligns with NEP’s vision while addressing the individual needs of learners.She further stresses that schools should invest in professional development for ECCE educators, enabling them to adopt child-centric teaching methods. In her words, this reform is not about accelerating academics but about building curiosity, creativity, and confidence in young learners.
A Progressive Step for India’s Education System
Despite the challenges, Dr. Thomas views the NEP 2020 age criterion reform as a progressive and research-backed step that acknowledges the importance of early childhood education. It redefines the early years as more than preparation for school, making them an integral stage of India’s formal education system.She emphasizes that if implemented thoughtfully—with equitable access, teacher training, and adequate resources—this change can be a powerful lever for educational transformation.
Conclusion
The NEP schooling reforms are poised to reshape India’s education landscape, and the age 3 school admission criterion is central to this transformation. Dr. Marilyn Thomas of Somerville International School highlights both the promise and the challenges of this bold step. She underscores the importance of play-based pedagogy, parental awareness, and systematic implementation in ensuring that the reform achieves its vision.For her, the true essence of the policy lies in strengthening India’s educational foundation, fostering equity in early learning, and promoting holistic child development. If executed with care, this reform will not only benefit today’s children but will also create ripple effects for generations to come—ushering in an era where every child begins their journey of learning with equal opportunity, joy, and readiness.
