Capacity Building for Effective Early
Childhood Education within
Anganwadis
A Model Developed and Implemented by
Centre for Learning Resources (CLR)
Focus on
• Acquisition of knowledge
• Acquisition of skills
• Developing the attitude needed to
work with children
• Evaluation
Participants – Anganwadi Workers, Anganwadi Helpers,
Supervisors, CDPO, Trainers at AWTC, Trainers at
MLTC, and Parents & Community
Capacity Building Process
1. Developing ECE Program Outcomes
and Indicators
2. Deciding the implementation Strategy
3. Adopting & Contextualizing CLR’s
Developmentally Appropriate ECE
Curriculum
Physical Development /
Health / Hygiene
Development of positive self
concept, self confidence,
sociability with peers and
adults.
Cognitive Development
(‘Thinking Things Out’)
Development of concepts
related to the child's world;
reasoning abilities;
divergent thinking
Social and Emotional
Development
CLR Eclectic
ECE Curriculum
(Activity-based)
Language Development :
Receptive and expressive
language skills
Emergent Literacy
Phonological and
phonemic awareness;
orientation to print;
readiness for writing
Creative Expression
Art activities; music and
movement; creative
play
Beginning Mathematics
Early number and spacial
concepts, and related
vocabulary
Capacity Building Process
4. Putting together an ECE kit
CLR ECE Kit
• A set of easily replenishable
learning materials correlated
with the curriculum with a
guidebook
• Play materials
• Material collected from the
environment
• Teacher Prepared TLMs
Attention to appropriate storage
for easy retrieval of materials
Capacity Building Process
5. Developing Training Content
and Training Aids
Focus Areas
• Trainees’ understanding of herself as ECE worker
• Understanding children’s rights and developmental
needs
• Activity-based ECE curriculum and methods
• Attitudes of the Anganwadi Worker
• Making and using learning materials
• Managing activity-based learning
• Monitoring and self-evaluation
• Parent and community awareness / involvement
Capacity Building Process
6.
7.
8.
Developing a Monitoring & Mentoring
Design
Developing a Tool to Monitor and Assess
ECE Classroom Process
Developing a Tool to Assess School
Readiness
Phase 1:
Building capacity of motivated Anganwadi
Workers to Develop Centers were Best
Practices where Observable
– Observation Anganwadis
Phase 2:
Developing an ECE Block Resource Team
(BRT)
• ICDS Supervisors (9)
• Balshikshan Prasar Karyakartas (3)
recruited by CLR
• Program Officer
Building Capacity of the ECE BRT as:
• Field Based Trainers
• Reflective Supervisors
• Mentors
Phase 3
Training of Anganwadi Workers by BRT
Training Strategy:
•
•
•
•
decentralized
at circle level
recurrent
from familiar to
unfamiliar
• simple to complex
Training Design:
• Observe ‘real time
process with
children’
• Theoretical Input
• Practice Skills
• Input on Ancillary
Information
• Plan Individual
Time Table for
ECE
Phase 4
Monitoring and On-Site Mentoring by
BRT
Plan
Reflect
Implement
Strategy
• Frequent visits
• Focus on demonstration &
not instruction
• Mentor – Anganwadi
Worker/Helper
relationship important
• Recognise and appreciate
effort
• Tele-mentoring
Phase 5
Diffuse Intervention to Develop a Critical Mass of
Anganwadis showing ‘Good ECE Practices’ within each
Supervisory beat
120 Aws
90 Aws
Mentoring support
Shikshan sakhis
36 Anganwadis
18
Anganwadis
Impact
Improvement
in ECE Quality
76.00
81.50
91.50
32.00
50
79.50
84.00
August 2012
43.86
60
72.00
86.00
86.50
61.00
70
40
December 2012
30
February 13
20
10
Bijudhawadi Beat
Titamba Beat
Bairagad Beat
Kalamkhar Beat
Harisal Beat
0
Chakarta Beat
• Self confidence
• Perspective &
attitude towards
ECE
• Ability to reflect
on ones own
program
80
61.14
90
80.71
72.00
75.86
83.43
100
83.57
88.57
Improvement in the Quality of ECE