– By Aftab Shaikh, Sr. Communication Associate, Rocket Learning
In the latest installment of our “Drivers of ECCE” series, we sit down with Namya Mahajan, Co-founder of Rocket Learning, to discuss the transformative potential of inclusivity in Early Childhood Development (ECD). Namya shares her insights on how gender shapes experiences and aspirations from an early age and the critical role inclusivity plays in building a strong foundation for every child.
She sheds light on the recently launched #ProjectIncludED, Rocket Learning’s initiative to embed inclusivity across all aspects of their work. From engaging with Anganwadi workers to empowering parents and caregivers, Namya’s vision reflects a holistic approach to addressing inequalities and driving sustainable impact. In this candid conversation, she also reflects on her personal journey as a mother and the unique perspectives it has brought to her work.
Q: What does inclusion in early childhood development (ECD) mean? What is the thought process behind it, and why is there a need for this?
Namya Mahajan: Early childhood is when the majority of our brain and body development occurs. Around 85% of brain development happens during this time. Additionally, this period is critical for shaping beliefs and self-perception.
Research shows that girls begin internalising gender stereotypes as early as three or four years old. These early years also present an opportunity to intervene and set a strong foundation of equality for all children. By doing so, we can foster equal beliefs, perceptions, and attitudes, which will impact outcomes later in life.
Inclusivity, to us, means addressing diversity across multiple dimensions—gender, developmental levels, learning stages, cultural contexts, and languages. It’s about serving every child equitably and helping them reach a level-playing field.
Q: We’re working on a project called IncludED, and we’re building out a series called FutureFirst. Can you share what these initiatives are and how they’re correlated? What is the thought process behind their development?
Namya Mahajan: IncludED is our initiative to bring inclusivity into every part of Rocket Learning’s work. In our messaging and content, we ensure equal representation of boys and girls, promoting the development of similar skills. IncludED aims to make every child feel seen and heard, showcasing diverse communities and experiences. It also extends to our research, ensuring that we’re measuring our impact on boys and girls equally and considering other inclusion parameters. Furthermore, within our organisation, we strive to foster an understanding of inclusivity and equity among our team.
FutureFirst complements IncludED by extending the concept of inclusion beyond Rocket Learning to the broader ecosystem. We’ve observed that while many organisations focus on early childhood education or inclusion, there’s often a gap in integrating both. FutureFirst aims to bridge this gap by developing and sharing practical tools—like our gender checklist for content creation or classroom observation tools for gender-inclusive practices—that can be used across the sector.
This initiative invites collaboration with other early childhood education organisations to amplify the voice of children, caregivers, and Anganwadi workers.
Q: You’ve been deeply involved in the ECD sector for a long time, starting with SEWA and now at Rocket Learning. What are your key learnings about applying a gender lens in ECD?
Namya Mahajan: My journey in early childhood education began at SEWA, where I interviewed nearly 200 mothers in urban communities. I was inspired by their love for their children and their aspirations for better opportunities for them. This passion is reflected in Anganwadi workers as well. These women are not only educators but also pillars of their communities, contributing to nation-building by nurturing the next generation. Their work profoundly impacts the cognitive and emotional development of children.
In the gender inclusion work we’re doing now, we’re focusing on supporting girls while also acknowledging the significant impact on Anganwadi workers and mothers. These women deserve respect and recognition for their essential contributions. Fathers, too, have an important role, and we aim to involve them more actively in early childhood education.
Q: As a mother, how has your perspective on gender in ECD evolved? What new experiences or observations have shaped your views?
Namya Mahajan: Last year was significant for me as I became a mother to a little girl. Becoming a mother has deepened my passion for creating a world where my daughter and other girls have role models and opportunities to pursue their dreams without gender-based limitations. I now have a greater appreciation for caregivers and the challenges they face in engaging and educating young children.
Observing my child’s caregivers has amplified my respect for Anganwadi workers, who manage classrooms full of young children with patience, love, and helping them discover who they are every day. These things have become real to me now through Maya’s (daughter) eyes in a way that it never could have been possible.
Q: How do you use your experiences to bridge the gap between grassroots realities and systemic understanding of effective inclusion?
Namya Mahajan: Meeting parents where they are! Parents and Anganwadi workers often surprise us in great ways – for instance almost every parent we spoke to told us that of course they’re planning to send their girls to school. So the massive systemic push for enrolling girls in primary school seems to have worked. But the barriers might have shifted upwards or sideways – in why that education is important for girls not only to be better mothers but also perhaps to reach financial empowerment in their own right, or whether boys should be able to cry when they get older. We keep uncovering new ways that we can promote gender transformative learning and it’s our privilege to share that with the system.
Q: How do you ensure Rocket Learning’s inclusive practices reach all children?
Namya Mahajan: By making sure they reach our team! Our team of 455 drives how we make the world kinder and more inclusive for our children and their communities – whether by showing boys crying and girls getting messy in our content, doing campaigns about dads who are equal caregivers, or celebrating the superpowers of our all women champions, the Anganwadi workers.
Q: What opportunities do you see in promoting gender equity in early childhood education?
Namya Mahajan: We call it prevention is better than cure. Gender biases creep up at this age and then get more entrenched with age. We hope that if we can uproot them early, giving kids of all genders the courage and confidence to be true to themselves as people, we can prevent them from becoming insurmountable as kids get older. Read our substack to know more!
Q: Do you have any additional observations or experiences related to inclusion in ECD that you’d like to share?
Namya Mahajan: One encouraging trend we’ve seen in our research is the shift in parental attitudes. Many parents are now equally committed to educating both boys and girls and are helping boys develop social-emotional skills and share household responsibilities. This progress reflects years of hard work by the government, organisations, and individual role models.
Through IncludED, we aim to address deeper issues, such as the stereotypes and beliefs that girls internalise early in life about their abilities and career options. By introducing young children to diverse opportunities and perspectives, we hope to empower them to reach their full potential. This work builds on foundational efforts in nutrition and basic education and advances toward achieving true equality of opportunity.