Innovative Practices and Experiments at Foundational and Preparatory Stage: NEP 2020 Perspective

Abstract

The paper focuses on the innovative practices and experiments at the foundational and preparatory stage with special reference to National Education Policy 2020 (NEP 2020). Following a qualitative approach, and drawing insights from policy analysis, this paper also employs document analysis to connect the concrete evidence and outcomes of innovative projects submitted under an innovative program of National Council of Educational Research and Training (NCERT) i.e., "Promoting Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions." The study analyses 25 projects undertaken at the foundational and preparatory stages over a period that includes the COVID-19 affected year (2019–20) as well as the post-pandemic (2021–22 to 2024–25) period known for learning challenges. In addition to this study the selected field-level insights (2025–26) were incorporated through classroom observations and student feedback to provide a limited ground-level perspective. The findings indicate a significant shift towards FLN (Foundational Literacy and Numeracy)- focused, play-based, context-responsive, and technology-supported innovations, broadly aligning with the priorities outlined in NEP 2020 and the pedagogical orientation of NCF-FS 2022. This study emphasised that structured innovation programmes, supported by enabling policy frameworks, can facilitate teachers in designing, implementing, and sustaining meaningful classroom practices at the early stages of schooling.