Abstract
In India, ICDS provides early childhood education to children (3–6 years) under the supervision of Anganwadi Teacher (AWT). The study concluded that out of 42 AWTs, the majority are Schedule caste (SC) teachers and have more than 10 years of experience and only half of the AWTs have an intermediate and above qualification. The study also revealed that three-quarters of preschool children were from the SC community, and the rest came from other communities. The vast majority of AWCs have building blocks, charts, picture books and carpets, but the vast majority (65%) lack a first aid box. As per the study, the most difficult challenges for SC AWTs in organizing preschool education are as follows: insufficient space for class activities, material storage and indoor games; children’s irregularities, other responsibilities; parental migration, English medium schools and a lack of basic amenities, all of which impede proper pre-school education implementation.
Keywords
Introduction
Cognitive development is one of the most significant changes that occur in a child between the ages of three and four. According to learning assessments, literacy skills are also low in the early primary grades. These issues emphasize the importance of preparing children for school, especially those from marginalized groups and first-generation families, through a high-quality Early Childhood Care and Education (ECCE) programme. The Central and State governments recognized the importance of children’s programmes in national human resource development plans and established institutions to ensure their effective implementation. In 1975, the Central Government established the Integrated Child Development Scheme (ICDS) in accordance with the national policy for children adopted in 1974 (Sachdev & Dasgupta, 2001). As per the Ministry of Women and Child Development (W&CD), the ICDS provides preschool services to children aged three to six years at Anganwadi Centres (AWCs). Along with preschool education, other services such as supplemental nutrition, immunization, health check-ups, referral services, and nutrition and health education are provided. AWC’s organizational structure comprises the Anganwadi Teacher (AWT), the Anganwadi Helper (AWH) and Anganwadi Supervisor. A Supervisor and a Child Development Project Officer (CDPO) supervise and monitor these functionaries’ activities.
ECCE or preschool is one of the components carried out at the community level through AWCs with the goal of promoting children’s psychosocial development and school readiness (Ministry of Women and Child Development, 2017a). Preschool studies show that education helps children improve cognitive development, social interaction, knowledge and self-confidence, all of which have a significant impact on the child’s aptitude and attitude later in life. Young children, on the other hand, learn best when they can interact with their peers and develop a basic foundation in language as well as a positive outlook on life. However, supportive family and community care practices, proper nutrition and healthcare, and learning opportunities all play a role in shaping early experiences. Despite government efforts, there are still a significant number of children who are not enrolled in preschools. The National Family Health Survey 1 -5 (NFHS-5) (Ministry of Health and Family Welfare, 2020) data show that half (53.2%) of the kids who only went to preschool or early childhood care enrolled in an AWC, compared to the NFHS-4 (Ministry of Health and Family Welfare, 2016) period’s estimated 39.7%. It indicates that the coverage of preschool children is growing at AWCs. The effectiveness of AWC programmes, including preschool education, is, however, heavily reliant on AWT commitment. In this regard, micro-level research is critical for understanding the phenomenon.
ICDS Projects and AWCs
According to the Ministry of W&CD, the AWC serves as the focal point for the implementation of ICDS-sponsored initiatives. AWC also implements programmes for children, adolescent girls and pregnant women. Each AWC serves 400–800 people, while mini AWCs serve 150–400 people in a village. In tribal areas, however, AWC and Mini AWCs are established to serve approximately 300–800 people and 150–300 people, respectively. As per the State W&CD (2015) data, Telangana State has 149 ICDS projects, with 99 in rural areas, 25 in urban areas and 25 in tribal areas. In total, 35,700 main/mini AWCs are in operation across the districts. The latest W&CD (2022) data revealed that Nalgonda district has the most AWCs, followed by Bhadradri and Khammam, while, Wanaparthy and Rajanna districts have the lowest AWCs. Only six districts, Mulugu, Bhadradri, Kumaram Bheem, Mahabubabad and Adilabad, have more than 175 AWCs per one lakh population. Medchal and Hyderabad have the lowest coverage (below 35) per lakh population. The study was done in SC AWCs which means the AWCs located in SC colonies that provide services to both SC residents and members of other communities. As per the W&CD (2022) data, the State has a total of 5,353 (15% of total AWCs) SC habitations AWCs in operation. Khammam has the most SC AWCs (406), followed by Mulugu (53) and Wanaparthy (47). There are 99 SC AWCs in the State for every lakh SC resident. The district of Kumaram Bheem has the most SC AWCs per lakh SC population, while the districts of Wanaparthy and Medchal have the lowest (50 SC AWCs). In the State, a total of 28.5 lakh beneficiaries are covered by the AWCs, with SC beneficiaries accounting for 5.5 lakh (19%), slightly more than their population in the State. Out of 5.5 lakh SC beneficiaries, a total of 86.7% of children under the age of 6, 8.6% of pregnant women and 4.7% of lactating mothers benefited.
Review of Literature
According to studies and government reports, ICDS has experienced unprecedented growth over the decades. Comprehensive programmatic, management and institutional reforms are required. Between 2006 and 2016, the International Food Policy Research Unit (IFPRI) observed a significant increase in the proportion of respondents using ICDS. However, the poorest segments of the population were still excluded, particularly in states with the highest rates of malnutrition. According to another Ramani V study (2019) 50 districts rank near the bottom of the table in international child stunting comparisons. According to the studies, children enrolled in AWCs have better cognitive skills and motor development than children who are not enrolled in AWCs. National Institute of Nutrition (1993) study found that higher psychosocial development benefits were more applicable to the younger age group (3–4 years) than the older group (4–6 years). Both groups, however, outperformed the non-ICDS group. Based on this significant observation, the possibility of implementing an age-specific curriculum should be investigated. Anjaneyulu (2020) also made note of the SC colony AWCs’ inadequacy for a classroom, lack of space for equipment storage, lack of electricity and inability to host indoor games.
Objectives of the Study
To examine the availability, accessibility and quality of preschool infrastructure to the children across the SC AWCs;
To study the role of AWTs in improving the cognitive development and physical, social skills of child and school readiness.
Methodology
A total of 42 AWCs (located in SC colonies) were chosen for the study from four districts (Suryapet, Kamareddy, Mahabubnagar and Bhadradri) with weightage based on the percentage of the SC population in the district, which is 15.4% of the total population of the State. The average number of AWCs per district is (see Table 1). Furthermore, 582 beneficiaries available on the day of our visit to the respective AWC are selected for the study. Primary data was collected from November to December 2018 using a structured questionnaire and personal interviews. Other secondary or pertinent information obtained from official sources. Purposive sampling is used to select AWCs and beneficiaries.
Selected Sample AWCs for the Study.
Study Findings
AWCs Infrastructure Facilities
The availability of infrastructure facilities in any AWC is critical to providing all six ICDS services to beneficiaries. The inadequate facilities also create health issues. In this regard, the study looked at the availability of the facilities at AWCs and revealed that out of 42 AWCs, 78% AWCs function in government buildings and the rest of the 22% are housed in rented buildings. The study also finds that government buildings are that they are not equipped with the essential facilities such as electricity connections, fans, furniture, toilet facility and hand washed facility which are relatively better in AWCs housed in rented buildings. Half of the AWCs have water facilities for cooking and general purpose and the rest of them are fetching water from public taps and nearby houses. There are also instances where the AWCs like Tekumatla (Suryapet) are purchasing water tankers for regular and drinking purposes. A total one-fourth of the AWCs are having toilet facilities. Due to this children are suffering and forced to go outside. Added to this, except in five centres, in all other centres there is no hand-wash facility. However, in certain cases, the children are using soap for cleaning their hands.
Preschool Education
In the early stages, children need to grow in the safe hands of their mothers. Similarly, the AWTs are attempting to provide all facilities at AWCs while emphasizing the importance of hygiene and early childhood education. As per the National ECCE Curriculum Framework (Ministry of Women and Child Development, 2007), the main goal of preschool education in schools is to create an environment for the child that encourages learning with all five senses (see, hear, taste, feel and smell), as well as to ensure parent participation as an integral part of the programme, making each parent more knowledgeable about their child’s development, behaviour patterns and positive guidance techniques. For children aged three to (see Figure 1) the Ministry of W&CD created activity books. The development of fine motor, creative and cognitive skills should be supported with worksheets for children aged 3 to 4. Worksheets for kids ages 4 to 6 also aid in the development of their fine motor, creative, cognitive, emerging literacy and numeracy skills. About the child enrolment in AWCs, the first step in preschool education is to enrol children in AWC. According to the Telangana State W&CD data, there is an increase in the enrolment of SC children during 2014–2015 to 2018–2019. It is mostly due to supply of nutritious food (hot cooked food) during the day.
Preschool Children at Dharmaraopeta.
As per the State W&CD data, 4.7 lakh SC children (0–6 years) are enrolled in State AWCs as of August 2018. Data from 2014 to 2018 show that enrolment is higher in Rangareddy, Medchal, Nalgonda and Hyderabad districts, and lower in Komaram Bheem, Wanaparthy and Rajanna districts. These trends indicate that there are differences in child enrolment across districts. Enrolment is higher in urban areas than in rural-tribal and backward districts. Thus, the study reveals that the scheme is mostly used by the relatively better-off SC communities. One of the Scheduled Castes Development Department’s (SCDD’s) concerns is to take special measures to improve the enrolment of children in rural areas as well as the poorest of the poor households.
The study finds out that, the total number of children enrolled between 0 and 6 years in 42 AWC, during 2018 is 1938, which works out to be 46 children per centre. Of the total children, nearly three-fourths (70.7%-1,371) belong to SC community; one-fifth (20%) are BCs; and STs and others account each 4%. During the field survey it is observed that enrolment of children in AWCs, over the months, is varying. Of 42 AWCs, strength has increased in 11 AWCs, while it declined in 21 AWCs and in the rest of the 10 AWCs, it is almost the same number. A total of 736 children in the age range of 3–6 years in the total number of enrolled schools, accounting for 37.9% of total children; and 72% of SCs in the age group of six years-preschool (see Table 2). The study disclosed that the reasons for the decrease in child enrolment are the migration of parents to urban areas in search of work, the long distance between AWC and children’s residence, and parents’ preference to enrol their children in private schools. Parental migration is more common in backward and rural areas of selected villages among SC households. These trends are legitimate concerns and challenges for AWT in terms of motivating parents to enrol and keep their children in preschool education.
Status of Children Enrolment across the Sample AWCs.
In the case of the medium of instruction, the medium of instruction in English at the primary level also contributes to an increase in child enrolment. Parents, regardless of class/community/gender/area, prioritize admission to English medium schools for their children. The introduction of English medium education at the preschool level prompted poor households, including SCs, to enrol their children in AWC-organized preschools. The government has recently implemented English medium education at the primary and secondary levels, as well as in Gurukulam schools. In line with this process, the government intends to introduce English medium instruction at AWCs in order to increase student enrolment in state-run educational institutions. It is also promoting pre-primary teacher training courses for AWTs in order to assist them in teaching children in English.
Prerequisites at AWC
Preschool learning devices are toys designed to stimulate learning in young children. They are frequently designed to serve an educational purpose, such as assisting a child in developing a specific skill or teaching a child about a specific subject. As per ICDS ECCE Module (Ministry of Women and Child Development, 2017a), building blocks; puppets/dolls for role plays; props of dramatic play toys (medical kits, kitchen/cooking sets); educational toys puzzles, human body, animals, etc.; colour balls; and other items important for a child’s cognitive development are included in Preschool-Education for 3–6-year-olds. The ICDS programme has made a Pre-School Education Kit (PSE Kit) available at AWCs due to the importance of play and playthings. According to the W&CD PSE Kit (Ministry of Women and Child Development, 2017b) study, the materials should be simple to view, accessible for play, in a sufficient amount, suited for children’s needs in terms of both culture and surroundings and safe for them. The study found that the vast majority of AWCs were maintaining the PSE Kit in accordance with the ICDS criteria.
The micro-level study reveals that overwhelming of AWCs (more than 90%) have building blocks, charts, picture books; mats/carpets and toys (76%); and charts and tables (46%). Unfortunately, majority (65%) of the AWCs do not have first aid box, which is important to protect child in (see Figure 2). The study revealed that the AWTs have expanded their efforts at the Centres to improve children’s mental, physical and cognitive development. The preschool mothers were also impressed. They stated that there is no discrimination in the centres and that all of the children play with each other in a safe environment, which is very beneficial to society.
Availability of Preschool Learning Devices in the Study AWC.
Academic Activities at AWC
For Anganwadis workers or teachers, the Ministry of W&CD developed an ECCE Training Module, in 2017. As per this, a child’s development is holistic in nature, but it can be divided into different domains: physical/motor, cognitive, language, socio-emotional, and creative and aesthetic appreciation. Each domain is linked to the other and influences its development, and each skill is a synthesis of other skills (W&CD report, 2017). The ECCE module (2017) framed the following activities to be provided at each AWC to promote learning habits in order to improve these skills. They are; walking, running, jumping, climbing, crawling and hopping activities for motor development. According to Nimkar (2020), Anganwadi education in rural regions consists primarily of teaching stories and a few songs and poems. The study also finds that, in 42 AWCs, AWTs are primarily emphasizing action song; storytelling (100%), indoor activities (97.6%) and physical exercise (69%).
However, a sizable proportion (more than 50%) of AWC/teachers do not give enough time to outdoor activities, role play, field trips and nature walks (see Figure 3). However, the rented buildings lack adequate blackboards and space for organizing indoor and outdoor activities. As per the study, AWCs located in either government schools or own buildings have enough open space for all outdoor activities. For instance, only four AWCs, Ippalagumpa and Patabangaru Chelka (Bhadradri); Faridpet and Posanipet (Kamareddy), carried out all seven activities depicted in Figure 3. Out of 42 WCs, 8 (19%) of the following AWCs teachers performed very poorly in conducting only three academic activities during the previous one-month period at the Pothangal Kalan, K. H.B Longaon, Maddigatla, Vepoor, Boneed, Manthangoud, Madhwar and Chinnaporla centres.
Conducted Activities from Last One Month by AWTs.
AWTs and Preschool Education
An AWT is essential in providing services to mothers and children while also contributing to their growth and development. The AWT’s functions and responsibilities include conducting regular surveys of all families, organizing preschool activities, providing health and nutrition education to families, motivating families to use family planning, educating parents about child growth and development, educating teenage girls and parents, organizing social awareness programmes, identifying disabilities in children, and assisting PHC staff in the implementation of village-level health programmes (W&CD report, 2017).
The success or failure of AWC programmes, including preschool education, is heavily dependent on the commitment of AWTs as well as community and parent support in general. In this regard, the AWTs keeps a growth card; a referral card for referring cases to sub-centres/PHCs; child cards for children under the age of six; organizes non-formal preschool activities for children (3–6 years) to assist in the design and manufacture of indigenous toys and play equipment for use in Anganwadi; organizes supplementary nutrition feeding for children aged 0–6 years; and maintains files and records as prescribed.
Age, Qualification and Social Status of AWTs in Study Area (N = 42).
In the social background (age, caste, education and service experience) of the AWTs, one-sixth of the 42 AWTs’ teachers are very young, or under 30 years old. Another 40% of teachers are between the ages of 30 and 40. Almost a third is between the ages of 40 and 50. The remaining 12% are older than 50. Age of AWT also has an effect on discharge responsibilities. For instance, out of 18 above 40 years teachers, only 5 to 6 2 (30%) teachers very active in the following activities such as conduct prayer, learn good habits and guide children to write alphabets/numbers etc., revealed by the study. Another aspect is that AWTs are unable to focus on their primary duties, which include looking after preschoolers, because they are completing several activities, such as preparing and serving food, in 19% of AWCs due to the lack of a helper.
Regarding to Caste/Community, nearly two-thirds of AWTs (62%) are from the SCs, while one-fourth (23.8%) are from BCs; STs and OCs account for 7%. The AWTs’ communities were studied with the assumption that differences in their social backgrounds would have an impact on their interpersonal relationships and teamwork in carrying out their responsibilities. The differences can sometimes cause communication issues, which can lead to a lack of coordination among functionaries, affecting the overall performance of AWCs. However, the study finds, other community beneficiaries were also receiving benefits without any social discrimination, which is a very good sign in the villages for creating a healthy environment.
Regarding the education details, two-fifths (38%) of AWTs completed SSC; one-third (31%) have intermediate and only 14.3% have undergraduate. It is also worth noting that one-fifth (16.7%) have low (SSC) educational qualifications (see Table 3). Out of 42, 18 teachers (or 42% of them) are over 40 years of age. Of all the AWTs, more than half (10) were unable to explain all six ICDS services, with less than three services being properly explained. Most of these have education levels that are below intermediate.
Regarding the experience, three-fourths (76.2%) of AWTs have more than 10 years; nearly one-fifth (23.8%) have below 10 years; half of them have 10–20 years; and one-fifth (19%) have above 20–30 years’ experience. As previously stated, each AWTs should be aware of the six ICDS services that will be provided at the AWCs. During the field survey, it was discovered that 15 AWTs (35.7%) have in-depth knowledge of all services remaining have in-depth knowledge of three to five services. Unfortunately, 10 AWTs (23%) who completed above intermediate level have little knowledge of ICDS services. These individuals may be knowledgeable, but they are unable to explain the proper ICDS services. According to the study, there is a need for proper training or a focus on the services at training sessions conducted by higher officials.
The support of government school authorities, as well as financial assistance from teachers, has allowed AWTs to effectively organize the centres and provide children with a solid foundation for holistic development. Three AWCs with a total of 60 children are operating in Vempati, Suryapet (see Figure 4). The LKG and UKG classes are supervised by two ‘Government School Vidya volunteers’, while the nursery children are supervised by AWTs. Since 2018, a primary school Physical Education Teacher (PET) has been assisting preschool children in playing games in the school playground. The Head Master has granted permission for AWC functionaries/children to use existing toilets. Teachers are providing dresses and hand washing materials to children, as well as paying the AWC’s electricity bill and the salaries of two Vidya Voluntaries out of their own pockets. This type of coordination, as well as community participation, is required for successful implementation. Children from nearby villages, such as Ravulapalli and Thungathurthi, have enrolled in this AWC because the learning environment is conducive.
Vempati Anganwadi Centre in Suryapet.
The study also looked into the AWT’s issues. The majority of AWCs lack separate space for cooking, classrooms and dining halls. However, the AWTs manage all services, including single rooms. The study revealed that this greatness belongs entirely to them. For example, Etoor AWC in Suryapet district has two separate rooms with ample space that can accommodate three AWCs. The three AWTs are extremely helpful to one another, and they prepare food in a single room with separate cylinders, which is also extremely dangerous to all. The preschool activities are only taking place in Veranda. Some teachers enjoy their jobs. For example, when the Dharmaraopeta AWC in Kamareddy AWT performs a dance, the children do the same. The majority of the activities were carried out in front of the study team by all of the preschool children. In this context, the majority of AWTs stated that a dress code and ID card for children, chairs, playing kits, nutrition food-milk, fruit, fine rice, safe drinking water and toilets, permanent building and so on are important for the development of children. AWTs are also overburdened 3 with government activities that are not part of their job description. This results in a disregard for regular duties and has an effect on the operation of AWCs.
One of the issues with AWC is the failure of its employees to perform their duties. For example, in AWC Chukkapur in Kamareddy district, both AWT and AWH were removed by the government for negligence in performing their duties, which resulted in the death of a child due to iron tablet consumption, revealed by the AWT. As a result, parents are unwilling to send their children to AWC, and enrolment is gradually declining. This has made WD&CW official to the village/s’ club AWCs and housed in the school building. According to the AWTs, a newly constructed building, AWC Amardha Colony and Patwarigudem in Bhadradri district, lacks proper sanitation facilities, and the toilet room/s are not being used due to a lack of a door and running water, which also has an impact on the preschool at AWCs.
Concluding Remarks
As per the micro-level study, AWCs are available to all social groups, particularly SCs and backward classes. SC enrolment in AWCs increased in the State from 2017 to 2018. Rangareddy has the highest enrolment, while Rajanna has the lowest enrolment. The following major factors contributed to increased preschool enrolment in AWCs: the provision of hot cooked food to children during the day, increased parental awareness of their child’s need for preschool education, the ongoing efforts of AWC functionaries to influence pregnant & lactating (P&L) mothers to visit AWC with their preschool going child, the voluntary support of village elite-teachers to the programme. The involvement of AWTs in the activities other than their regular duties is constraining them to focus their efforts on the well-being of women and preschool children. However, migration of parents and parents’ preference to admit children in private schools are real concerns and challenges to AWTs to motivate parents to admit children and retain them in preschool education. However, a child’s learning abilities are largely determined by family members’ support and learning opportunities, both at AWC and at home. In light of parents’ strong desire to enrol their children in private schools and English medium schools at the nursery level, it is preferable to train AWTs in the skills required to teach English to preschool children. This would prepare the child for the challenges of higher-level studies.
The study concluded that the majority of AWTs come from the SC community, and other community teachers also fulfil their duties at the SC AWCs without experiencing any discrimination. The fact that the beneficiaries shared the same insight which is very encouraging for establishing a healthy environment in the villages. As per the study, at the selected AWCs, half of the good qualified (above intermediate level) teachers are observed. Among all 19 teachers, half of all teachers maintain all preschool learning devices or toys, while only three AWTs (Amerdha Colony, Durki and Pandurangapuram) are very active in teaching all academic activities to children. The research team determined that the remaining teachers have the ability to carry out all of the activities at AWCs that will benefit preschool children. However, AWCs such as Ippalagumpa, Patha Bangaru Chelka, Fareedpeta and Posanipet teachers who have less than an intermediate level of qualification is conducting all seven academic activities. The study came to the conclusion that most AWCs were maintaining the PSE Kit in compliance with the ICDS requirements and that the majority of Anganwadi education consisted of teaching stories and a few songs and poems.
The main difficulties faced by AWTs in organizing preschool education for Scheduled Caste children include: a lack of space for organizing class activities; storage of materials and indoor games; irregular attendance of children; a lack of AWT attention to each student; a dress code and child ID card. Other problems include the lack of safe drinking water and toilet facilities, a lack of electricity for fans, a propensity for mosquitoes, and the entry of pigs, stray dogs and monkeys onto the centre’s premises. In a few particular villages, SC households are more likely to experience parental migration in the poorer, rural areas. In order to keep parents from withdrawing their children from preschool, AWT faces a significant challenge.
Recommendations
Refresher training: This study also suggests that AWTs who are below the intermediate level require refresher training in all six ICDS services.
Footnotes
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.
Funding
The author disclosed receipt of the following financial support for the research, authorship and/or publication of this article: The author received financial support for the research, from the Scheduled Castes Development Department (SCDD), Telangana State.