Pedagogical Misalignment and the Path to Holistic Early Childhood Education in Nepal

Abstract Early Childhood Development (ECD) in Nepal is governed by progressive policy frameworks, notably the National Curriculum Framework 2076 and the ECD Curriculum 2077, which mandate play-based, holistic learning. However, a significant gap exists between these policies and classroom realities. Driven by socio-economic competition and parental pressure, many Nepalese preschools subject four- and five-year-old children to premature academic rigor, rote memorization, and forced English-medium instruction. This article examines the biological and neurological constraints of early learning—specifically carpal bone ossification and working memory capacity—to demonstrate the physiological harm caused by extended handwriting drills and cognitive overload. By contextualizing the five core developmental domains (social-emotional, physical, language, cognitive, and creative arts) within Nepal's diverse socio-cultural landscape, this paper advocates for a rigid shift away from summative…