PSYCHOLOGICAL AND NEURODEVELOPMENTAL DIMENSIONS OF EARLY CHILDHOOD CARE AND EDUCATION: AN EVALUATION OF NATIONAL EDUCATION POLICY IMPLEMENTATION IN PUBLIC AND PRIVATE SCHOOLS

Abstract

Early Childhood Care and Education (ECCE) plays a pivotal role in supporting cognitive, emotional, social, and language development during early childhood. Grounded in developmental psychology and early intervention frameworks, this study examines the implementation of ECCE policy provisions under the National Education Policy (2017) in public and private schools of District Karak, Pakistan. A quantitative survey design was employed, and data were collected from 320 schools using a structured questionnaire aligned with policy indicators and core developmental domains. Responses were analyzed using the chi-square (χ²) test. Findings reveal that both public and private schools substantially implement ECCE provisions related to access and developmental support. Public schools demonstrate stronger compliance in providing free pre-primary education, whereas private schools show comparatively greater parental engagement. The results position ECCE as an essential early psychological and rehabilitative intervention that contributes to preventing developmental delays and promoting holistic child development. The study underscores the importance of equitable access mechanisms and structured parent–school collaboration to strengthen early childhood outcomes and inform policy implementation in developing contexts.