A Review the Development of Elementary Education of Students
 
Reni M.C.1*, Dr. Ved Prakash2
1 Research Scholar, Shri Krishna University, Chhatarpur, M.P., India
E-Mail- Stricker.starsports@gmail.com
2 Assistant Professor, Shri Krishna University, Chhatarpur, M.P., India
Abstract- The development of elementary school education plays a pivotal role in shaping the foundational skills and cognitive abilities of young students. "Elementary Education" refers to the initial eight years of formal education. This review examines the evolution of elementary education, focusing on key aspects such as curriculum design, teaching methodologies, technological integration, and the role of social-emotional learning. the development of elementary education requires a multifaceted approach that includes a balanced curriculum, effective use of technology, emphasis on social-emotional learning, robust teacher training, and active parental involvement. Policymakers and educators must collaborate to create and implement educational frameworks that support the holistic development of every student, ensuring they are well-prepared for future academic and life challenges.
Keywords- Elementary, Education, Students, Teacher, School
INTRODUCTION
The path to freedom & full development of humanity begins with education. Without education, one cannot know what is right. Education is the foundation of every society, as is common knowledge. A child or adult can acquire knowledge, experience, competence, & sound attitude through a methodical approach. An individual becomes civilized, refined, cultured, & educated as a result. The calibre of education in any state determines its economic prosperity (Neha, 2015). The educational system is divided into three levels: basic, secondary, & higher education, and each level is crucial in determining how a person develops their character. However, we may assert that a person's life is greatly shaped by their basic education, which serves as their basis.
The essential base upon which society, its values, and its characteristics are constructed is elementary education. The Universalization elementary Education (UEE) program strives to provide all children with universal, free, and required elementary education that is of adequate quality. With an emphasis on instilling fundamental values, it has two numerical & qualitative components that include: - Universal enrolment & retention of children in the age range of 6 to 14 years at the elementary stage; and - Universal attainment, or children meeting the required minimum levels of learning (MLLs) (Rao, 2010).
Since the American Revolution, UEE has been a national priority. "The State shall endeavour to provide for free and compulsory education for all children until they finish the age of fourteen years," reads Article 45 of the Indian Constitution. In India, UEE refers to the provision of educational opportunities, whether official or informal, to all children between the ages of six and fourteen, in classes I through eight. The idea of universalization is that everyone has access to education, not just a select few. This also implies that every child has the right to an education from birth. Therefore, the State will work to ensure that all children receive an elementary education, regardless of caste, sex, religion, financial background, or place of birth or residence. If we make basic education free & required, this will be doable. Free means that there are no costs associated with providing primary education to children in State-run institutions of higher learning or with receiving funding from those institutions. According to the definition of the word "compulsory," all children who turn 6 must start in Class I and remain there until they reach Class VIII at the age of 14 years. The entire civilized world has always included some form of compulsory schooling. At least 14 Indian States have laws requiring students to attend school, but 18 other States and Union Territories do not. A significant number of the Acts are referred to the Education or Primary Education Acts. Only a small number of them are referred to as elementary education or compulsory education (Dash, 2004).
As previously stated, it is a constitutional requirement that all children up to the age of fourteen get free and mandatory education. Education up to the age of fourteen was deemed a basic right of children in India by the Supreme Court of India in 1993. Two phases of eight years of primary education are planned: a junior stage lasting five years and a senior stage lasting three years. Even though there were two stages to the cycle, the eight years of obligatory schooling were intended to be one cohesive unit. As a result, primary education became a requirement for all students in India (Varghese and Mehta, 1999).
The growth of primary education is an indicator of the general, social, & economic development of the country as a whole, as noted by J.P. Naik, a renowned educationist in our nation. The establishment of a child's cultural, emotional, intellectual, moral, physical, social, and spiritual growth should start with primary school. It aids in the growth of the country. Countries with adequate basic education provision are far ahead of nations with insufficient primary education provision (Dash, 2004).
ELEMENTARY EDUCATION
The Indian educational system is among the world's most extensive. Both the federal and state governments in India are equally responsible for our education, & constitution guarantees us some rights in this area. Following the 1986 National Policy on Education (NPE) directives, the National System of Education, sometimes known as the 10+2+3 pattern, was put into place. Every student receives a well-rounded general education in the first ten years of school. Elective course variety is an option for students in upper-level secondary (Grades 11 and 12). "Elementary Education" refers to the initial eight years of formal education. The bedrock of every nation's infrastructure is its elementary education system. A nation's educational system is the bedrock upon which its strength and progress are built. Literacy is a prerequisite for the efficient operation of democratic institutions, and elementary education plays a pivotal role in achieving this goal. That is according to Sharma and Khan (2000). Five years of primary school (grades 1-5) and then three years of upper primary or middle school (grades 6-8) constitute the standard national elementary school curriculum. However, the amount of time spent in primary and secondary school varies from state to state. A seven-year elementary school curriculum is common in several states, with four years devoted to primary education and three to upper primary. Grade 8 is thus considered a component of the secondary school cycle, even though it falls within the spectrum of instruction that is mandatory.
Following is a discussion of a few of the commissions, committees, and programs established and developed by the Government of India to aid in the development of elementary education:
  1. Education Commission (1964-66)
It was the goal of the Education Commission (1964-66), also known as the Kothari commission, to encourage the rise of a more equal & integrated society by bringing together people of diverse socioeconomic backgrounds via the power of education. A unified government school system was proposed by the commission. It stressed the need of providing everyone with an equal chance to get a good education, regardless of their background or abilities. It allowed for the provision of free studentships as a way to avoid social class segregation (Sadgopal, 2008). The Education Commission (1966) stated that the state should endeavor to provide free & compulsory education for all children up to the age of 14, which is in line with the directive principle contained in Article 45 of the constitution. In light of this, it recommended universalizing elementary education.
(b) National Policy on Education (1968)
The goals of the 1968 National Policy were to build national integration, foster a feeling of shared citizenship & culture, and advance the nation. In the annals of Indian education after independence, it stands as a watershed moment. In light of this, the Indian government has decided to advance the country's educational system in accordance with the following guidelines: Equal educational opportunity, high-quality teaching, and free and compulsory education for all students up to the fourteenth year of age are all goals of this program. The most significant change in the fight for free & equal education opportunities has been the widespread adoption of a common educational framework and the enrolment of females and other marginalized groups across the nation. Education should be seen as an investment for both the now and the future, according to new thinking in the sociopolitical climate. The National Policy of 1986 was based on this premise and acknowledged education as crucial to economic development across all sectors.
(c) National Policy on Education (1986)
Following the advice of the Kothari panel on the establishment of a unified educational system, the National Policy on Education (1986) restated the concerns of educational equality & need for free and mandatory education for all students up to the age of fourteen. Focusing on engagement and retention rather than merely enrolment was a major change in the approach. Ensuring that all students have access to a high-quality education was another expansion of the UEE program. All eligible children were to participate in specific mainstream learning activities, according to the National Policy on Education (1986), while non-enrolled children were to be provided with chances & access to alternate learning processes (Rao, 2010).
A unified educational framework was also envisioned in the National Policy on Education (1986), which took the National System of Education into account. In an effort to address the issue of students dropping out of school and plan for their eventual retention, it also introduced the Non Formal Education (NFE) program. It was done with the intention of implementing a number of well-thought-out initiatives nationwide, all of which relied on micro-level planning. To keep kids in school, we did everything we could think of. Afternoon learning centers were established specifically for girls. Kumar et al., 2001. Distance learning, correspondence courses, and other forms of non-traditional education were among the alternatives suggested. The greatest obstacle to UEE—children dropping out of school—was something that the National Policy on Education 1986 sought to address through Non Formal Education (NFE). Sadgopal cites this book in 2001.
The National Policy on Education of 1986 states that range of learning activities to meet the demands of different learners, adaptability of the organization Essential to school instruction were decentralized management practices and curricular relevance. Instead of a common school system, as advocated by the Education Commission 1964–1966, the National Policy on Education 1986 suggested a new approach to increasing enrolment & retention rates. Unfortunately, their recommendations led to the creation of a parallel school system.
(d) Operation Blackboard 1987
The 1987 Operation Blackboard According to Pathania (2009), the elementary schools' infrastructure was intended to be strengthened by the National Policy on Education (1986).Every elementary school was to be provided with the necessary resources, including teachers & computers, as part of the Operation Blackboard initiative. Eight distinct phases of Operation Blackboard's implementation occurred between 1987–1988 and 1994–1995, with an additional four phases spanning from 1994–1995 to 1999–2000. Primary schools in the lower grades were covered in the first six stages, while those in the upper grades were covered in phases seven and eight. The plan paid for the building of more classrooms, the hiring of more instructors, and the distribution of educational resources (Rao, 2010).
(e) National Literacy Mission 1988
The goal of the National Literacy Mission, which was established on May 5, 1988, was to attain elementary education universality. Disparities in educational opportunities for socially disadvantaged groups, such as Scheduled Tribes, Scheduled Castes, & Educationally Backward Minorities, were targeted for elimination (Harshitha and Rao, 2000). In1992, as part of a revision to the policy from 1986, Minimum Learning Levels were established. Minimum learning outcomes (MLL) were proposed for all educational levels by the policy. The policy's contribution to quality & equity was this.
(f) National Curricular Frameworks (NCF)
As a way to evolve a national education system, the National Policy on Education 1986 suggested periodic production of a National Curricular Framework (NCF). The document suggested, among other things, that the foundational elements should be based on the constitutionally-mandated goals of national development. Program of Action (POA) 1992 expanded on this by stressing the importance of being relevant, adaptable, and providing high-quality work. In 1988, in response to calls from this policy, the National Council of Educational Research and Training (NCERT) attempted to address some of the growing curricular issues by drawing on the socio-cultural, political, & economic factors of the time to compile the first National Curricular Frameworks (NCF). Therefore, National Council of Educational Research and Training (NCERT) has been publishing National Curricular Frameworks (NCFs) on a regular basis to guide the state's educational policies & initiatives.
(g) Report from the Acharya Ramamurthi Committee in 1990
In May of 1990, when the National Front administration headed by V.P. Singh replaced the Congress government, a committee was established under Acharya Ramamurthi. The committee emphasized the importance of acknowledging the right to education as a basic human right. With the promotion of the right to education as one of the basic rights of Indian people, discussions on educational policy shifted to the possibility that constitutional reforms might be required to guarantee this right. Even more crucially, it was necessary to establish circumstances that would ensure this right was accessible to every kid in India. The committee's recommendations also covered topics including social justice, education, equality, the right to work, early childhood care & education (ECCE), UEE, continuing and adult education, and education. It also recommended tailoring all academic programs to meet the prevailing social and economic needs.
(h) Program of Action (POA) 1992
Six education ministers from main political parties & eight educationists were appointed to a Central Advisory Board of Education on policy in July 1991. The board was chaired by the chief minister of Andhra Pradesh. Program of Action (POA) 1992 was the end product of their suggestions. Following a suggestion from the Programme of Action (POA), the country's District Primary Education Programme (DPEP) was established to advocate for Universalization of Elementary Education (UEE). Assam, Haryana, Madhya Pradesh, Karnataka, Maharashtra, Tamil Nadu, and Kerala were among the seven states whose education projects were prepared by May 1995. These projects covered 42 districts. As previously stated by Rao in 2010. The 1992 Action Plan placed a heavy focus on UEE, or the Universalization of Elementary Education. A significant boost came from the 1990 Jomtien World Conference declaration, which urged nations to achieve Education for All by the year 2000 AD. Providing for everyone's fundamental educational requirements was the overarching purpose of the Jomtien Conference. "Access to education" and "meeting learning needs" were the main points, rather than the affirmation of education as a human right. An idea of social responsibility and collaboration replaced the notion that the government had a responsibility to make sure that elementary school was free and mandatory (Tomasevski,
(i) District Primary Education Program (DPEP)
In 1994, DPEP was established with the help of the World Bank. This program's focus was on UEE, or Universal Elementary Education. Methods such as community mobilization, district-and population-specific planning, and decentralized management and planning allowed this to happen. The districts chosen for this study were those with lower female literacy rates than the national average. DPEP was a project, but its aims were more sectoral. Both the project's actions and the overall performance of the primary education sector were crucial to the DPEP success (Rao, 2010). DPEP had two main goals: increasing learning achievements as assessed by degree of achievement and decreasing the gender gap in enrolment, dropout rate, and leaving achievements. In addition, the initiative is framed as an initial investment in a comprehensive plan to enhance the numerical and literacy abilities of the Indian populace over the course of several years. A total of 271 districts, encompassing fifteen more states with very inadequate educational infrastructure, were finally included in the DPEP. Decentralized & participatory planning and monitoring of development activities was the main focus of the DPEP (Pathania, 2009). DPEP funding mechanism was another intriguing aspect. It was argued that the DPEP had a strong national character, despite the fact that a large portion of its funding came from outside sources. DPEP was a symbol of the controversial mainstreaming of the national model of state-level formal primary education aid programs during this time (Kumar, Priyam & Saxena, 2001).
(j) Sarva Shiksha Abhiyan (SSA)
SSA is another state-run and externally supported program that aims to achieve the long-sought UEE. All children in India between the ages of 6 and 14 are eligible for free, high-quality elementary education through the SSA. The Indian government's initiative to reach the Millennium Development Goal of providing elementary education to all citizens is known as SSA. The constitutional amendment passed in 2002 solidified access to basic education as a fundamental right, and thus adds weight to the government discourse around this issue. The program's stated goal was to provide all students in India, ages 6 to 14, with a better education (Little, 2010).
(k) Alternative and Innovative Education (AIE)
Two methods, the bridging and the non-bridging, were developed as part of the Alternative and Innovative Education (AIE) plan under the SSA. With the option to be residential or non-resident, the bridge course strategy aimed to mainstream out-of-school children. The non-residential bridging programs were either long-term (for older children) or short-term (for kids in the 6–8 age range, 2–6 months). AIE program's experimental & creative education component included a number of non-governmental organizations (NGOs). With a minimum of fifteen elementary-aged students, the EGS (Education Guaranteed Scheme) was another initiative aimed at establishing alternative schools in areas without a nearby regular school.
(l) Right to Education Act, 2009
Passed into law in August 2009, the Right to Education Act (also known as the RTEAct) ensures that all children have the opportunity to receive a free and compulsory government education beginning on April 1, 2010. The statute specifies the roles and obligations of various parties and contains provisions pertaining to educators. It is evident that numerous commissions, committees, and initiatives have been established and implemented since the country gained independence in order to improve its educational system. Additional programs, policies, and committees should endeavor to close the gaps & rectify the shortcomings in education because it is a basic right for all Indian citizens.
ELEMENTARY EDUCATION IN INDIA
Ever since Independence, Universal Elementary Education has taken an important place in the National Policy of Education of Government of India. Several initiatives like Operation Blackboard, Teacher Education, Mahila Samkhya, Bihar Education Project, Lokjumbish in Rajasthan, District Primary Education Programme and many more have been implemented to achieve the goal of elementary education for all. But it was in the year 2001 that all such fragmented policies were consolidated and a new policy– Sarva Shiksha Abhiyan was launched by the Indian Government. To strengthen the same, Right of Children to Free and Compulsory Education (RTE) Act was passed in year 2009. The above two policies have been a strong support and reason for the achievement of the three most important goals of Universalisation of EE – Universal Access, Universal Enrolment and Universal Retention. The fourth goal of Universal quality of education is yet to be achieved to its desired standards. The successful SSA interventions that have led to the achievement of the three goals include opening of new schools (a primary school in every one kilometer and an upper primary school in every three kilometer) and alternate schools for dropouts or out of the stream children, efforts to bring children of schedule caste and schedule tribe, Muslim minority, landless agricultural workers, specially- abled girls and children - to mainstream schools to remove all gender and caste disparities, construction of additional classrooms and basic school amenities such as toilets and drinking water, distribution of free textbooks & uniforms to children up to class VIII and regular in-service training and academic resource support for teachers. Believing in the concept that a healthy mind rests in a healthy body and to attract children to come to schools, cooked Mid Day Meal Scheme was started in the year 2001, wherein children of all Government and Government aided primary school were given free mid day meal. The passage of the RTE Act in 2009 further gave a boost to SSA and a few reforms were incorporated into the SSA approach, strategies & norms for the successful achievement of the goals of SSA.
ELEMENTARY SCHOOL (E.S)
Elementary schools not only provide children a place to learn and develop in a secure setting, but they also teach them the values and skills they'll need to succeed in life. Kids often display their willingness to take on new difficulties by jumping headfirst into them. Consequently, these students take their schoolwork more seriously and continue to make academic success. There are two main components to every educational experience: curricular activities (CA) & co-curricular activities (CCA). Rather than being a static or one-time measure, education is an ongoing and ever-changing process. These extracurriculars are seen as a valuable addition to the school curriculum as they foster the development of interests, hobbies, and other personal qualities.
In today's schools, the focus is on helping students develop their full potential in all areas of development, including their intellectual, social, emotional, or physical capacities, and the line between curricular or extracurricular activities (ECA) is blurring. The fundamental rationale behind these kinds of school-sponsored events is the belief that they can help students develop into well-rounded individuals while also providing them with the cognitive tools they need to succeed in the classroom. This change in perspective resulted in a fresh strategy that prioritized the studies and completely disregarded CCA. Whereas it is thought that education will be rendered meaningless if the curriculum & CCA are not balanced.The curriculum is the school's overarching plan that provides students with a wealth of experiences. It is a means to an end—the goals of education. Through active engagement, students acquire practical knowledge and abilities that empower them to contribute to the greater good and develop the foundation for evaluating harmful social trends. Schools and communities are linked. Society relies on the workforce that schools produce to meet its needs & demands. People who are mentally and physically fit and who are also creative, honest, and hard workers have always been in demand by society. Training and practice are necessary for such qualities. Learning these traits from textbooks is not enough. Thus, extracurricular activities are a set of school-related pursuits that go beyond the required curriculum to foster students' holistic growth.
IMPORTANCE OF ELEMENTARY SCHOOLS
Jencks (1985) have found that a child learns ten times more in an elementary school than it does in a high school. The cognitive ability of an elementary student is quite active and ready for intake of different kinds of information. Entwisle (1995) states that children in elementary schools learn about things those are related to day – day activities and often pose questions in their minds for e.g. to tell time, how plants make food, about sun, moon and stars, healthy eating habits, safety on roads etc. Since knowledge and awareness of such issues are quite interesting and long-lasting for a child (and its parents too), researches show that elementary schools that effectively put these issues in their curriculum tend to create a strong liking for learning and for schools (Alexander et al., 1994) in a child’s mind. This liking for learning is carried with the child for the whole of its life and helps it to become a learner.
Mortimore et al. (1988b) reports that the academic scores of a child are highly affected by the various factors of the school than the child’s family background. Tizard et al. (1988) have studied that a child’s feelings about its teachers, peers, teaching pattern of teachers and other curricular activities done at school play a major role in its attendance in schools (Mortimore et al. (1988a)) and its academic achievements. Elementary schools are the ones where children are taught to learn different skills such as reading, writing, drawing, government speaking, etc. and at the same time they are rated good or bad for their achievements, and are very often compared with their peers. Schools that offer activities with more importance given to effort rather than competition tend to help students to withstand their failures, to become self – driven and motivated individuals and to develop self –confidence for the years to come (Eccles, 1999). Hence we understand that the elementary schools play a major role in shaping not only the intellectual ability of a child but it also strengthens the emotional, creative and social well being of a child.
CO-CURRICULAR ACTIVITIES
Co-Curricular Activities (CCAs) must be carefully planned and executed with the same meticulousness as the school's curricular work if it is to function properly. For a democratic society to function, its kids must have access to social experience laboratories where they may put into practice the democratic values they study in class. There should be a strong focus on CCA practices in school-based group programs that bring together instructors & students.
The report from the Education Commission states that these activities help kids build their unique personalities, skills, & self-esteem. They also provide instruction on how to foster self-control & effective leadership. A student's physical, moral, intellectual, social, & emotional growth—their "whole development"—can be fostered by participation in extracurricular activities. Extracurricular activities are not required but do supplement a standard academic program. Colleges and universities often provide extracurricular activities as part of their curricula.
In order to help students become responsible & fulfilled adults, schools should provide them with chances through co-curricular activities to build their character, critical thinking, social skills, and abilities (NASSP 1996). Additionally, through CCA, kids are able to connect with adults and classmates who share their interests and abilities. By taking part, students can learn the value of working together, taking responsibility, committing fully, & working hard, as well as achieving personal success (ERS 1999). Participating students have fewer disciplinary issues, higher GPAs, better attendance records, and lower dropout rates compared to non-participating students; this is because co-curricular activities strengthen the academic mission of the school rather than detract from it (NFHSA 1999). Students receive recognition when they participate in extracurricular activities. As a result of his parents' encouragement, he enters the spotlight & blossoms into a brilliant young man with a multitude of gifts. Emotional maturity, enhanced self-concept, improved self-expression, and improved stress, time, and mood management are all outcomes of this maturation. Possibly influences students self-esteem and their performance in the classroom.
Individuals of all ages—from toddlers to adults—are endowed with distinct personalities. His personality shines through in everything he does. A person's personality encompasses many different aspects of their character. A key component of character is self-assurance. A lot of people have started to see self-confidence as a key indicator of character in the last several years. Confidence is a key component of a person's character, according to the majority of psychologists and educators. Human behavior interpretations are incomplete & erroneous without a solid grasp of self-confidence. When a person has self-confidence, they are better able to connect with themselves & world around them. A person's personality qualities are organized into a cohesive multidimensional structure around the concept of self.
ACADEMIC ACHIEVEMENT
"Everyone is expected to be a high achiever" in today's fast-paced world, according to Daulta (2008). Even though there are enormous challenges in life, everyone is encouraged or motivated to succeed because society values and honors those who achieve great things. However, achieving high expectations is challenging because it requires risk and inspiration. Success in school is directly tied to success in life, hence it is anticipated that kids consistently provide their best effort in school. In a society where problems are getting worse by the day, students' and everyone else's focus on performance quality has grown in importance (Singh & Thukral, 2010). A wide range of subjective and objective personal, psychological, and social data pertaining to students can be gathered, analyzed, and utilized through assessment services.
One of the factors that determines success in life is academic achievement (A.A.). Students benefit in some ways from academic success. It is an important tool for evaluating students' abilities and potential. Thus, it is critical to recognize their capacities and possibilities in order to have a better understanding of them and address their shortcomings. Getting good grades is one of the main reasons people go to school. Because it results in the production of average graduates in the absence of any kind of measures, it plays a significant part in generating a certain quality. Therefore, it is essential to place a premium on academic success. In our nation, parents and teachers are mostly concerned with their children's academic performance. Due to its centrality as an end goal, academic attainment has long been the focus of educational research. Reducing poverty, eviction, ignorance, brutality, and violence can be achieved through education, which is one of the main sources that can create a deeper and more harmonious kind of human growth. Learning attitudes and interests are thought of as the source of accomplishments since, similar to information and abilities, they are learnt, gained, retained, and eventually forgotten.
Accomplishment in academic performance is the same as proficiency in one's work. A person's level of accomplishment is reflected in the social recognition of his talent, knowledge, and mastery in a specific area of study or behavior. A student's performance in the classroom is indicative of his or her level of knowledge acquisition and capacity to use that knowledge. It inspires the learner to put in extra effort and progress. The school authorities guarantee the knowledge and skills acquired in a subject area through the use of accomplishment tools, which can be either standardized or created by teachers. Put another way, academic achievement refers to how well students do in school-related areas like reading, writing, math, history, etc. It is dependent on a mix of traits and skills that a student acquires while at school. A person's prospective proficiency in dealing with expressions involving literary or classical study falls under this category.
Any educational institution set up by society has the special, primary, and everlasting duty to ensure that its students reach their full academic potential. Academic records, both in terms of quality and number, are considered the most generally utilized indicator of its worth and success, and hence its greatness. Individual differences account for the fact that some students' academic performance varies over time, across classes, and across educational levels, even among students of the same age. To rephrase, students are considered to have achieved when they demonstrate mastery of course material as taught in the classroom.
For as long as there has been research on education, academic achievement has dominated the field. When it comes to students' academic success, various educators hold differing opinions. Academic achievement means demonstrating mastery in all areas of a class, whether they are strictly academic or not. A well-rounded person is able to reach their full athletic, behavioral, self-confidence, communicative, cultural, artistic, and other potentials. Academic achievement refers to a student's capacity to understand and apply course material, as measured by standardized tests and reported as grades. Typically, students' performance on teacher-created written or oral assessments serves as a gauge of the depth and breadth of their academic understanding. A student's academic achievement is the product of their knowledge gained from their academic and extracurricular pursuits. Students learn when they are able to maximize their potential in a classroom setting. Student behavior might be influenced by their learning outcomes in several areas. Academic achievement is the measure of a learner's level of benefit from instruction in a certain field of study. Grades are based on students' performance on standardized tests, which reflect their level of competency in academic subjects. It is easy to track their scientific education and progress based on their academic performance. Academic progress is consistent, predictable, and unwavering. Year after year, accomplishments improve slightly. Academics include a healthy dose of competitiveness and the pursuit of "self actualization," or "Self improvement" to use Maslow's terminology. The information or skill that an individual has acquired is a reflection of their achievement. Both broad and detailed life experiences went into its creation. The competency demonstrated by students in the subject matter taught at the educational institution is what matters most.
CONCLUSION
Elementary schools not only provide children a place to learn and develop in a secure setting, but they also teach them the values and skills they'll need to succeed in life. Social-emotional learning is increasingly recognized as vital for students' overall development, helping them to navigate both academic and personal challenges. Teacher training and professional development are crucial in ensuring that educators are well-equipped to implement new teaching strategies and integrate technology effectively. Active parental involvement further strengthens student performance and motivation, creating a supportive environment that extends beyond the classroom. However, challenges such as educational inequality and the need for inclusive education practices remain. Addressing these challenges requires concerted efforts from policymakers, educators, and communities to ensure that all students have access to high-quality education. The development of elementary education should aim to create a nurturing and stimulating environment that supports the holistic growth of every child. By fostering collaboration among all stakeholders and continuously adapting to new educational insights and technologies, we can ensure that elementary education serves as a strong foundation for lifelong learning and success.
REFERENCES
  1. Aggarwal, J.C. (1989). Education in India: Policies, Programmes and Development, New Delhi: Doab Publishing House.
  2. Azad, A. K. (2009). Study of elementary education in Himachal Pradesh. Diploma in Educational Planning and administration, NUEPA, New Delhi.
  3. Bhargava, S.M. (1990). A study of the growth of educational facilities and enrolment at the elementary stage in India (Doctoral dissertation, The Maharaja Sayajirao University of Baroda, Gujarat, India). Retrieved from: https://shodhganga. inflibnet.ac.in/bitstream/10603/169840/13/13_bibliography.pdf
  4. Devi, R. (2013). To study the development of elementary education in Bishanpur District of Manipur. Diploma in Educational Planning and Administration, NUEPA, New Delhi.
  5. Dixit, A. K. & Garg, N. (2017). A comparative study of government and private school students on their academic achievement and academic adjustment International Journal of Humanities, Arts, Medicine and Sciences (BEST: IJHAMS), 5(4), 55- 60. Retrieved from: https://issuu.com/bestjournals/docs/8
  6. Government of India. (2012). Sarva Shiksha Abhiyan: Programme for Universal Elementary Education in India. New Delhi: MHRD. Available at http://www.educationforallinindia.com/ssa.htm.
  7. Government of India. (1992). National Policy on Education 1986 (Revised). New Delhi: MHRD.
  8. Kandregula, B. B. R. (2010). Elementary education. New Delhi: A.P.H. Publishing Corporation.
  9. Kantharaj, H. (2013). Attitude of the Elementary School Teachers towards In-service Training Programme. 3(8), ISSN 2230-7850
  10. NUEPA. (2012). Elementary Education in India: Where do we stand? District Report Cards (2009-10). Vol. II, New Delhi: NUEPA
  11. NUEPA. (2013). Elementary Education in India: Where do we stand? District Report Cards (2010-11). Vol. II, New Delhi: NUEPA.
  12. Rao, D. J (2010) Elementary Education in India: Status, Issues and Concerns. Delhi: Viva Books Private Limited.