Such findings raise the exciting potential of electronic and emerging media to impact children's school readiness. As per the Census 2011, there are 164.48 million children in India between 0 6 years of age. Recognising the need to provide quality pre primary programmes, a number of constitutional and policy provisions were made by the government such as the 86th Constitutional Amendment which introduced Article 21A on the Right to Free and Compulsory Education (RTE) for 6 14 year old children, guaranteeing children the right to quality elementary education. The Ministry of Women and Child Development (MWCD) is the nodal department for ECCE, responsible for the Integrated Child Development Services (ICDS) programme on the ground, covering around 38 million children through a network of almost 1.4 million anganwadi centres. However, the anganwadi 'workers' as they are called, function under several constraints — they are poorly paid, have extremely limited resources to run a centre and are not skilled or equipped to be preschool educators. In addition, there are still substantial numbers of children not enrolled in preschools, or those who show poor learning skills in early grades. Unlike the K 12 system covering the primary, secondary and senior school education, ECCE is not regulated or standardised. There is a considerable discrepancy in the way ECCE providers deal with admission criteria, curricula, education quality, and teachers' qualifications. Learning abilities of young children are assessed unfairly and parents see ECCE more as a ticket out of poverty, presenting new opportunities they themselves could not access during their school years. An active public private partnership must be initiated to reformulate policies for providing universal access to high quality, educational content for young learners. The power of emerging media and advanced communication can be used effectively to help children, especially those from disadvantaged backgrounds, reach