The objectives of the study are: (1) To make a critical appraisal of the present status of Early Childhood Education programme run in Nepalese schools in relation to stated goals, infrastructures, facilities, background of the teachers, activities performed and problem in the functioning of Early Childhood Education programme. (2) To study the impact of Early Childhood Education programme on the holistic development of children. (3) To compare the achievement and school adjustment of grade I students with and with out Early Childhood Education background. (4) To compare the achievement of grade – I Early Childhood Education students due to gender (boys and girls), location (urban and rural), belt (plain and hill) and sector (public and private). 

The hypothesis of the study were: (1) There is no significant difference between the mean achievement of grade I students with and with out Early Childhood Education background. (2) No significant differences exist between the school adjustment of grade I students with and with out Early Childhood Education background. (3) There is no significant difference between the mean achievement of grade I Early Childhood Education boys and girls. (4) There is no significant difference between the mean achievement scores of grade I Early Childhood Education students in urban and rural schools. (5) There is no significant difference between the mean achievement scores of grade I Early Childhood Education students of plains and hills. (6) There is no significant difference between the mean achievement scores of grade I Early Childhood Education students attending in public schools and private schools. 

The sample comprised 417 Students, 79 Teachers and 70 Parents from 16 Schools of Nepal. The sample was selected using Multi Stage Sampling Method.

The researcher developed Survey Form, Classroom Observation Form, Interview Schedule and Achievement Test (KR – 20 coefficient = 0.93 for Nepali, KR – 20 coefficient = 0.88 for Maths and KR – 20 coefficient = 0.91 for Social Study) for collecting data.

The data were analyzed by computing Mean, SD, CR and Chi – Square.

The findings of the study are: (1) Preparation of children for primary education and developing habit of schooling from an early age were mainly goals of Early Childhood Education envisaged by teachers of shishu kaksha and nursery and KG programmes. (2) Both the shishu kaksha and nursery & KG programmes are not effectively run, as their implementation was not in accordance with the main goals of Early Childhood Education. (3) Most of necessary infrastructures and facilities, such as, building, seating provision, latrine, play equipment etc. were lacking and those which were available were not adequate in either of the two programmes: shishu kaksha and nursery and KG schools. (4) Nursery & KG teachers were better qualified than the shishu kaksha teachers. While shishu kaksha teachers were more experienced and trained than the nursery & KG teachers. (5) Only few extra curricular activities, like, games and sports, dance and drawing suited to pre school children were carried out regularly. (6) The programme did not help the holistic development of children. It helped only in preparation for primary education than other development aspects. The physical and intellectual aspects were least developed. (7) The Early Childhood Education programme had a positive impact on the achievement of grade I students as the students with Early Childhood Education background achieved significantly higher than their non Early Childhood Education counterparts. (8) Early Childhood Education programme had positive impact on the school adjustment of grade I students as grade I students with Early Childhood Education background were found to be better adjusted as compared to their non Early Childhood Education counterparts. (9) The impact of the programme did not show differences due to gender as both boys and girls performed at equal level in achievement. (10) The impact of the programme showed differences due to location as rural Early Childhood Education students of grade I achieved higher than their urban counterparts. (11) The impact of the programme did not show the differences due to belt as both students of plains and hills performed at equal level. (12) The impact of the programme was obvious more on private school Early Childhood Education students of grade I than on public schools Early Childhood Education students. The students of nursery and KG programme had an edge on shishu kaksha students.