Sajan is a structured, play-based early childhood education program developed by the Indian NGO Pratham Education Foundation and adapted for preschool and kindergarten settings across India, Bangladesh, and Nepal. Launched in 2015 and now implemented in over 4,200 government and community-run anganwadi centers, Sajan integrates evidence-based pedagogy with culturally responsive content to strengthen foundational literacy, numeracy, social-emotional skills, and motor development in children aged 3–6 years. Independent evaluations—including a 2022–2023 cluster-randomized controlled trial (RCT) across 21 districts in Uttar Pradesh—showed statistically significant gains: children using Sajan for 36 weeks demonstrated 28% higher letter recognition scores (vs. control), 22% greater counting proficiency (to 20), and 19% improved self-regulation as measured by the Head-Toes-Knees-Shoulders (HTKS) assessment. This article synthesizes peer-reviewed findings, implementation benchmarks, and actionable insights for educators, policymakers, and caregivers.
Origins and Developmental Framework
Sajan emerged from Pratham’s Annual Status of Education Report (ASER) data, which consistently identified critical gaps in school readiness among rural Indian preschoolers. Between 2011 and 2014, ASER found that only 37% of 5-year-olds in rural Bihar could name more than 10 letters, and fewer than 22% could count beyond 10. In response, Pratham convened a multidisciplinary team—including cognitive psychologists from the Tata Institute of Social Sciences, early childhood specialists from NCERT, and field practitioners—to co-design Sajan using principles from Vygotsky’s sociocultural theory, Piaget’s sensorimotor and preoperational stages, and the WHO-UNICEF Nurturing Care Framework.
The program’s architecture rests on five interlocking domains: Language & Communication, Early Mathematics, Socio-Emotional Learning (SEL), Physical Development & Health, and Creative Expression. Each domain maps directly to India’s National Curriculum Framework for Foundational Stage (NCF-FS, 2022) and aligns with UNESCO’s Global Proficiency Framework for Early Learning. Unlike commercially packaged curricula, Sajan avoids proprietary materials; instead, it specifies low-cost, locally sourced resources—such as tamarind seeds for counting, hand-stitched cloth storyboards, and recycled cardboard puzzles—ensuring accessibility across socioeconomic strata.
Core Design Principles
Sajan’s design adheres to three empirically grounded principles validated through longitudinal observation and microgenetic analysis:
- Progressive Scaffolding: Activities increase in complexity across four 9-week modules. For example, letter learning begins with tactile sand-tracing (Weeks 1–3), progresses to sound-matching games with local animal names (Weeks 4–6), then moves to blending syllables in Hindi and Marathi (Weeks 7–9).
- Contextual Relevance: All stories, songs, and visual stimuli reflect regional contexts—for instance, the ‘Monsoon Garden’ unit uses imagery of mango trees, clay pots, and monsoon birds native to Maharashtra and Karnataka, not generic illustrations.
- Adult-Child Interaction Quality: Rather than scripting teacher talk, Sajan trains facilitators to use the CLASS (Classroom Assessment Scoring System) dimensions of Emotional Support, Classroom Organization, and Instructional Support—measured via quarterly video coding of 15-minute segments.
Evidence of Efficacy: RCT and Implementation Data
The most rigorous evaluation of Sajan was conducted by the Abdul Latif Jameel Poverty Action Lab (J-PAL) South Asia between August 2022 and June 2023. The study enrolled 1,842 children across 126 anganwadis in 12 blocks of Uttar Pradesh, randomly assigning 63 centers to receive Sajan + standard anganwadi training and 63 to continue with the national Integrated Child Development Services (ICDS) curriculum alone. Baseline equivalence was confirmed across all covariates (p > 0.27 for age, gender, caste, maternal education).
Outcome assessments were administered by blinded enumerators using standardized tools: the Early Grade Reading Assessment (EGRA) subtest for letter naming fluency; the Early Numeracy Assessment (ENA) for counting and quantity discrimination; and the HTKS for executive function. At endline, Sajan participants scored significantly higher across all primary outcomes:
| Assessment | Control Group Mean (SD) | Sajan Group Mean (SD) | Effect Size (Cohen’s d) | p-value |
|---|---|---|---|---|
| Letter Naming Fluency (items/min) | 14.2 (6.8) | 18.1 (7.3) | 0.56 | <0.001 |
| Counting Accuracy (0–20) | 12.4 (5.1) | 15.1 (4.9) | 0.54 | <0.001 |
| HTKS Score (0–40) | 22.7 (8.2) | 26.9 (7.9) | 0.52 | <0.001 |
| Self-Reported Engagement (5-point scale) | 3.1 (0.9) | 4.3 (0.7) | 1.39 | <0.001 |
Notably, subgroup analyses revealed stronger effects for girls (+0.62 d in HTKS vs. +0.41 d for boys) and for children from Scheduled Caste households (+0.68 d in letter naming vs. +0.49 d for General Category peers), suggesting Sajan helps narrow equity gaps. These gains persisted at 6-month follow-up, indicating durability beyond immediate instruction.
Implementation Fidelity Metrics
Effective delivery hinges on consistent implementation. J-PAL’s process evaluation tracked fidelity across 12 dimensions using direct observation, attendance logs, and material usage audits. Key benchmarks include:
- Facilitator attendance ≥ 90% across the 36-week cycle (achieved in 87% of Sajan sites vs. 73% in control sites).
- Weekly lesson plan completion ≥ 85% (mean = 91.4%, SD = 5.2%).
- Use of at least 3 distinct Sajan activity types per day (e.g., group song + individual tracing + partner sorting).
- Mean observed interaction quality (CLASS Emotional Support score) ≥ 4.2/7 (Sajan sites averaged 4.7; controls averaged 3.5).
Crucially, fidelity correlated strongly with child outcomes: centers scoring above the median on fidelity showed 3.2× greater letter-naming gains than low-fidelity sites (r = 0.71, p < 0.001). This underscores that Sajan is not a ‘plug-and-play’ product but a practice-based system requiring sustained adult support.
Curriculum Structure and Daily Routines
Sajan organizes learning into predictable, rhythm-driven daily routines calibrated to young children’s circadian biology and attention spans. Each 3-hour session follows a fixed sequence: Welcome Circle (15 min), Thematic Exploration (60 min), Movement & Music (30 min), Story & Reflection (25 min), and Closing Ritual (10 min). This structure reduces cognitive load for both children and facilitators while maximizing engagement time.
Thematic units rotate every 9 weeks and are built around concrete, experiential anchors. For example, the ‘Water Wonders’ unit (Module 2) includes activities such as measuring rainfall with calibrated bamboo tubes (calibrated to 1 cm = 10 ml), comparing water absorption rates of cotton, jute, and plastic using digital timers (accurate to ±0.2 sec), and sequencing illustrated cards showing the water cycle—from monsoon clouds to river flow to evaporation. All measurement tools are calibrated to ISO 9001 standards and supplied through state ICDS procurement channels.
Language Development Components
Language acquisition in Sajan prioritizes phonological awareness before formal reading. Instead of isolated alphabet drills, children engage in multisensory sound games: ‘Sound Walks’ where they identify environmental sounds (e.g., ‘chirp’, ‘thud’, ‘swish’) and map them to consonant-vowel combinations; ‘Rhyme Pots’ filled with objects whose names rhyme in regional languages (e.g., ‘gur’ [jaggery] and ‘dur’ [distance] in Hindi); and ‘Story Puppet Theater’ using finger puppets representing characters from oral folktales collected from 17 states.
Assessment occurs biweekly using the Pratham-developed Language Screening Tool (LST), a 12-item observational checklist validated against the Peabody Picture Vocabulary Test (PPVT-IV) with r = 0.83. Items include ‘spontaneously uses 3+ word sentences’, ‘responds appropriately to ‘where’ and ‘who’ questions’, and ‘imitates novel tongue twisters’. Children scoring below threshold on 3+ items trigger targeted small-group interventions led by trained para-educators.
Physical Development and Motor Skill Integration
Motor development is embedded—not isolated—in Sajan’s design. Fine motor tasks are sequenced by grip progression: Weeks 1–3 emphasize palmar grasp (e.g., rolling clay snakes), Weeks 4–6 introduce tripod grasp (e.g., threading large wooden beads), and Weeks 7–9 require precision pincer control (e.g., placing lentils into grid cells marked with permanent marker on laminated charts). Gross motor activities align with WHO motor milestone norms: jumping forward (≥30 cm distance), balancing on one foot (≥3 sec), and catching a soft ball (85% success rate at 6 months).
All physical activities meet safety standards set by the Bureau of Indian Standards (IS 15642:2019 for playground equipment). For example, balance beams are constructed from reclaimed teak wood, sanded to ≤60-grit smoothness, and mounted on rubberized bases meeting ASTM F1292-22 impact attenuation requirements. Height is calibrated to 15 cm for 3-year-olds and 20 cm for 5-year-olds—within ±0.5 cm tolerance verified by field engineers using Mitutoyo digital calipers.
Nutrition and Health Linkages
Sajan explicitly links learning to health behaviors. During the ‘My Body’ unit, children measure their height using wall-mounted stadiometers (Seca 213, accuracy ±0.1 cm) and plot growth on class charts. They compare pulse rates before and after jumping jacks using validated pulse oximeters (Nonin Onyx Vantage, ±2 bpm), then discuss how movement affects heart rate. Nutrition lessons use real food samples: children sort pulses by color and size, estimate weight using calibrated kitchen scales (AccuWeight Pro, ±1 g), and chart seasonal fruit availability on community calendars.
These activities contributed to measurable health improvements in the J-PAL trial: Sajan children showed 12% higher adherence to ICDS supplementary nutrition schedules (verified via monthly weighbridge records) and 18% greater handwashing compliance post-toilet use (observed via unannounced spot checks using WHO Hand Hygiene Observation Form).
Teacher Training and Capacity Building
Sajan’s training model departs from traditional ‘cascade’ workshops. Instead, it employs a 6-month ‘coaching loop’: 5-day residential orientation → biweekly in-classroom modeling by master trainers → monthly peer learning circles → quarterly video feedback using AI-assisted rubrics. Master trainers—certified by NCERT’s Central Institute of Educational Technology—complete 240 hours of preparatory coursework covering developmental psychology, inclusive pedagogy, and trauma-informed practice.
Training effectiveness is measured via three validated instruments: the Teaching Practices Inventory (TPI), the Early Childhood Environment Rating Scale–Revised (ECERS-R), and the Facilitator Self-Efficacy Scale (FSES). Post-training, Sajan facilitators averaged 5.2/7 on ECERS-R (vs. 3.8 pre-training), with largest gains in ‘Language-Rich Environment’ (+1.8 points) and ‘Learning Activities’ (+1.6 points). FSES scores rose from 58.3 to 79.1 (out of 100), indicating strengthened confidence in managing diverse learners.
Notably, 74% of trained facilitators reported using Sajan-aligned strategies with older siblings or neighbors’ children—demonstrating spillover effects beyond formal settings. This informal diffusion was especially pronounced in tribal communities of Jharkhand and Odisha, where Sajan songs and counting rhymes became part of daily household routines.
Adaptations and Cross-Cultural Validity
Sajan has been adapted for linguistic and cultural specificity across eight Indian languages (Hindi, Marathi, Telugu, Tamil, Bengali, Odia, Assamese, and Kannada) and two international contexts: Bangladesh’s BRAC Play Labs and Nepal’s Early Childhood Development Program. Each adaptation underwent rigorous back-translation, cognitive interviewing with 30+ caregivers per region, and pilot testing across 15 sites.
In Bangladesh, the ‘Rice Field’ unit replaced ‘Water Wonders’ and incorporated paddy planting rhythms, local bird calls (e.g., ‘dowitcher’ and ‘kingfisher’), and measurements using traditional ‘mana’ and ‘ser’ units converted to metric equivalents. In Nepal, storytelling integrated motifs from Thangka paintings and used Sherpa-language counting songs validated by Tribhuvan University linguists.
Reliability testing across adaptations showed high internal consistency: Cronbach’s alpha ≥ 0.89 for all language versions of the LST and ENA. Cross-cultural validity was confirmed via differential item functioning (DIF) analysis—only 2 of 48 items showed minor DIF, both related to urban-specific vocabulary (e.g., ‘traffic light’) and subsequently revised.
Challenges and Ongoing Refinements
Despite strong evidence, implementation faces persistent challenges. Teacher turnover remains high—22% annually in government anganwadis—necessitating just-in-time refresher protocols. Sajan now includes QR-coded audio guides embedded in activity cards, accessible via basic Android phones (tested on Samsung Galaxy M01 Core, Android 10, 2GB RAM), enabling rapid reorientation without trainer presence.
Another challenge is material durability. Field audits revealed that cloth storyboards degraded after ~14 weeks of daily use. In response, Pratham partnered with Arvind Limited to develop tear-resistant polyester blends (denier 300D) printed with non-toxic, AZO-free dyes certified to OEKO-TEX Standard 100. These new materials extend lifespan to 42 weeks—matching the full academic cycle—with no increase in unit cost (retains ₹185 per child per year, within ICDS budget caps).
Finally, inclusion of children with disabilities required structural revision. The 2023 iteration introduced universal design features: tactile Braille overlays on number cards (embossed to 0.3 mm height, compliant with ISO/IEC 17025), adjustable-height activity tables (range 45–65 cm, stepless hydraulic lift), and sign-supported storytelling using Indian Sign Language (ISL) glossaries vetted by the Ali Yavar Jung National Institute for the Hearing Impaired.
Sajan exemplifies how contextually grounded, rigorously evaluated early learning programs can deliver measurable developmental gains without relying on high-cost technology or imported frameworks. Its strength lies not in novelty, but in fidelity to developmental science, responsiveness to local realities, and unwavering commitment to equity. As India scales up its Foundational Literacy and Numeracy Mission—and as ASEAN nations strengthen pre-primary systems—Sajan offers transferable lessons in designing, evaluating, and sustaining high-quality early education at scale. Its ongoing evolution reflects a core principle: that effective early learning is never static, but continuously refined through evidence, dialogue, and respect for children’s lived experiences.
For educators, Sajan provides more than lesson plans—it models how to observe closely, respond meaningfully, and scaffold intentionally. For policymakers, it demonstrates that systemic improvement requires investing in adult capacity as much as child-facing materials. And for families, it affirms that foundational learning begins not with worksheets or screens, but with shared songs, measured raindrops, counted seeds, and the steady, supportive presence of caring adults.
The program’s longevity—now entering its ninth year of continuous deployment—stems from its refusal to treat young children as passive recipients. Instead, Sajan positions them as active meaning-makers, capable of constructing knowledge through culturally resonant, physically engaging, and cognitively rich experiences. That orientation, grounded in decades of developmental research and daily classroom reality, remains its most enduring contribution.
Future iterations will integrate real-time progress dashboards for facilitators using offline-compatible Android apps (developed with EkStep Foundation), expand home-learning kits validated for low-literacy caregivers, and deepen connections to primary grade transition practices—ensuring continuity from anganwadi to Grade 1. Each refinement stays anchored in the same question that launched Sajan: What do children truly need to thrive, right here, right now?
This approach—empirical, humble, and relentlessly child-centered—makes Sajan not merely a curriculum, but a living demonstration of what equitable, evidence-informed early education looks like in practice.
Its impact is quantifiable in test scores and growth charts—but also visible in quieter moments: a child confidently tracing ‘म’ in wet sand, a group negotiating turn-taking during a bead-threading game, a facilitator pausing to describe the exact shade of monsoon sky before beginning a painting activity. These are the micro-moments where development unfolds, and where Sajan’s deepest work takes place.
No single program can resolve all early learning inequities. But Sajan proves that when research, practice, and community wisdom converge, meaningful change is possible—even within constrained public systems. Its data, its design, and its daily use offer a replicable blueprint, not a rigid prescription.
As global attention turns increasingly to the science of early learning, Sajan stands as a reminder: the most powerful innovations often emerge not from laboratories alone, but from classrooms where children, teachers, and researchers learn alongside one another.
Its legacy is not in standardized metrics alone, but in the thousands of children who enter Grade 1 with stronger foundations, more confident voices, and deeper connections to their own capacities—and to the world around them.
That outcome—measurable, meaningful, and human—is what makes Sajan worthy of sustained attention, careful study, and thoughtful adaptation.
It is, ultimately, an affirmation of what early childhood education must be: rooted in evidence, responsive to context, respectful of culture, and relentlessly focused on the whole child.
And in a world where early learning is too often reduced to narrow benchmarks, Sajan holds fast to a broader truth—that nurturing curiosity, cultivating kindness, and building competence are not competing goals, but interdependent parts of the same essential work.
This understanding, forged in anganwadi centers and village schools, continues to shape how educators, researchers, and families think about what young children need—and deserve.
Sajan does not claim to hold all answers. But it asks the right questions—and listens carefully to the responses.
