Smt.K.Lakshmi,
Chairperson & Hon.Director,
SRC ECE, Andhra Mahila Sabha, A.P
Presentation at Meeting of National Thematic Workshop on BBBP
at Panipat – 20.1.2015

In tune with the avowed objectives of AMS to work for women and
children, AMS entered the area of ECE as an act of dedication to the
memory of its founder Dr.Durgabai Deshmukh.

Recognizing the crucial importance of early childhood education in terms
of fostering and promoting all round development in children and also to
bridge the wide gap between the needs and facilities catering to this age
group, Andhra Mahila Sabha started a Post Graduate Diploma course in
Early Childhood Education in the year 1984 to train a cadre of teachers to
work with 3 to 8 years age group.

With support of UNICEF and collaboration of NCERT, AMS took up a
project to support preschool component of ICDS and was recognized in
1990 as State Resource Centre – Early Childhood Education (SRC – ECE)
for Andhra Pradesh. UNICEF supported activities till 2000. Since then
SRC ECE AMS continues to work for the cause.
2
 Strengthening ECE programmes
 SRC is collaborating with ICDS
programme of WD&CW
Dept.
 SRC is working with Save the Children , PRATHAM and
other NGOs like CDR in training the field functionaries.
 Designing and Development of material related to ECE
programmes.
 SRC – R&D Cell – DDCD is working with CECED –
Ambedkar University on a longitudinal study as strand B
 SRC is coordinating Case study –Strand C in AP
 SRC is working with SSA on developing School
Readiness Package.
 R&D cell is also working on developing a mathematical
kit
 Documented good ECE programmes in AWCs of the 3
regions of the State
 Conducted a discussion with stake holders on ECE policy
Frame work
3
The first few years are forever
What happens or does not happen to children in the
earliest years of their lives is of critical importance
both to their immediate well being and to their
future.
Hence responsive care , early stimulation and
active learning opportunities in the first few years
are critical for promoting brain development and
enhanced life long learning capacity.
4
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Every child deserves a good start in life
The child’s early experiences create the base for all subsequent learning
ECCE a critical component of Human Resource Development
Strong early childhood foundations can help easier transition to primary
grades for better completion rates
Reduced poverty
Increased social equity
High economic returns
Hence need for effective ECCE programmes
 Only quality ECCE programme has a strong and lasting impact.
 Two critical components that have direct implication are the curriculum
and capacity building
5
Special Features of AP ECE Programme
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The programme has been tuned to meet diverse needs of multi-age group
children.
Highly flexible but moves within a broad frame.
Built-in evaluation is a critical component in the programme.
Right from the day one children are initiated towards School Readiness
Activities.
Habit formation, exposure to scientific experiences
Culture & local specific, songs & games are from different regions.
Introduction of English through rhymes, social etiquette and simple
vocabulary.
The whole programme is informal and provides scope for a lot of flexibility
and innovation. It is a broad framework with cues on areas, concepts and
material that could form the basis for a good developmental programme.
The effectiveness of even the best programme depends on the support
system.
6
ECCE needs capacity building multi-dimensionally



Preparation of personnel to function at different levels
Preparing various stake holders in playing their roles effectively
- parents,
- elected representatives,
- community
Preparation of needed materials
It is not merely the personnel even facility and material needed do not get any
serious attention. As a result the markets (in the context of globalization) are
getting flooded with materials which are useful, not so useful and never useful. It is
the luck of the child which decides what she/he gets.
Hence SRC designed the material that was supplied by the Dept. and provided
needed training to the functionaries in multiple usage
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A)
 Teachers , Child Care workers ( AWWs, BWWs,
Creche/Day Care Workers)
 Supervisory Staff
 Trainers and Trainer of Trainers
 Curriculum framers
 Material Manufactures
 Monitoring and regulatory personnel
B) Policy makers and policy implementers.
C) Community.
8

Lack of trained personnel in ECCE both in terms of adequate
numbers and of appropriate quality, even to meet the minimum
standards.

Private sector, which is a major employer is not under any
regulation. The teacher preferences of this sector range from
highly, but inappropriately qualified persons to totally untrained
teachers, who had no concept of ECCE. When employers are not
interested in hiring specifically trained workers, potential workers
have no incentive in getting trained. This in turn is affecting the
demand for ECCE training resulting in closure of such training
institutions.
9
MTTC (Master Trainers Training
An Innovative Initiative in A.P
Centre)
-
SRC took up the task of capacity building for initiating various ECE
Programmes by giving required training to personnel at different
levels on different components for more than 2 decades. Recognizing
the criticality of ECCE and the expertise available at SRC ECE
AMS, WD & CW of AP assigned a Specialized Training Centre in
ECE “MTTC” – Master Trainers Training Centre so as to organize
and conduct a number of exclusive Training Programmes for
different functionaries in the State on ECE.
10

In a 2 year period special training was given to 330 CDPOs,
1569 Supervisors and 72 AWTC Instructors on the revised
ECE programmme of ICDS- AP.
11
12
Hands on training
CDPOs and Supervisors
were taken to the AWCs
where they trained the
workers on the ECE
component one on one
basis
13
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CDPOs, Supervisors and other ICDS functionaries gained clarity on pre
– school content and material
Focused sector / project meetings on pre-school component were
initiated
To strengthen the capacities of AWWs, more organized trainings in small
groups through demonstration and practice were introduced
Utilization/ usage of kit by AWWs and children has drastically improved
providing more opportunities for more hands on experiences for
children.
Hands on experience of Supervisors/ CDPOs facilitated improved
monitoring
Slight increase in enrolment and regularity of children
Motivated supervisors developed model AWCs in their sectors. Better
monitoring, continuous feedback were observed in the shared videos
Evaluation check list developed by AMS facilitated in improving
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monitoring system

Pre-school curriculum of AP
observed to be developmentally
appropriate programme catering to
the holistic development of the
child

Periodical training supportive
monitoring
helped for easy
implementation of the program

Joyful Hand- On – Experiences to
children

Display of assessment of 3+ & 4+
Anganwadi children term wise
represented by Bar graphs
15

Skill of AWW enhanced in
evaluating and grading of 3+
& 4+ children

Grading
of
centres
by
supervisors and CDPOs as per
the assessment process

Performance
of
AWWs
improved
under
focused
periodical
monitoring
by
supervisors, CDPOs and SRC
ECE AMS
16
•
In most of the centers, display of
monthly Time-table was seen.
•
Stories are being narrated by
AWWs to the children mostly with
expressions and dramatization.
•
Kit material is being used by
AWW as well as by children in
50% of the centres
•
Some of the good habits such as
“Wishing Elders”; “Keeping the
slippers
on line”; Personal
Hygiene; Good eating habits; Use
of
Handkerchief
are
being
followed by the children of AWC
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18
Stimulating activities - Science Experiences
Age-specific activities
Indoor activities in small groups
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To make the training and monitoring more effective SRC ECE initiated the
following …
Indira Darshini
A monthly magazine printed and supplied to centres by the
Department of WD&CW –Contributing guidelines in the magazine
as a ready reference for the field Workers for implementing the
programme at the centre..
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Mana TV –
-
MTTC staff participated in the live teleshow through MANA TV
channel and demonstrated school readiness programme to be taken
up by the Anganwadi Workers during the month of April for
preparing 4+ children to formal school.
- In addition to the training given on the usage of materials to
different functionaries MTTC faculty demonstrated multiple usage
of the material supplied through MANA TV
21
Support for developing
materials

Developed a checklist for
observation of programme at
Anganwadi Centres in the state.

Developed an observation record
for monitoring progress of the
child in different developmental
areas during the year.

Documented success stories of
persons
who
had
their
foundation at the Anganwadi
Centres.
Name of the Student: M. Sringala Devijan
MBBS
Name of the AWW: Prasanna
When I was a child, I used to go to Anganwadi
center in which our teacher (Prasanna) taught us
Telugu and English rhymes, several charts of
flowers, animals, alphabets etc. She made us to
play many games. Always she encouraged us to
study well and taught us decent behaviour. I
really love my first school and teacher.
M.Sringala Devijan MBBS
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Building training capacity in ECCE, in all the
sectors, for all types and levels of programmes,
is perhaps the single most important task
Intensive professional
child outcomes
development
improves
The Capacity building initiatives in the area of ECCE
ended up with
•
•
•
•
Assorted adhoc interventions
Lack of linkages or continuity
Isolated structural formats
Highly formalized training in negligible slots

ECCE training needs urgent regulation and monitoring

Professional inputs are needed

Lack of good role models

Training institutions are unable to demonstrate or place trainees in
model ECCE programme in the field. Most of the teacher training
programmes give theoretical exposure or practice in a unrelated
situation , at best in a simulated situation

Hence every training institute should adopt 20 to 25 model ECCE
centres(POA)

Prepare modules
teachers/caregivers
to
upgrade
skills
and
knowledge
25
of
 Refresher
courses for teachers atleast once in five years
 Good
training depends on practical exposure during training
period. Good practical exposure is possible when good centres
are available. A good centre needs to follow a good programme
 Training
along with institution of regulation and control will
emerge as the most critical element which impacts on the
quality of ECCE programme
 Multiple
models & multipronged approaches are needed,
program specific vocational training courses, mobile training,
formal University/ professional courses and open distance
learning

Modular courses with facility of credit accumulation for career
mobility across levels should form part of planning
26
Address diversity by catering to a variety of situations, contexts,
components and levels (from helpers to teacher-educators)


Encourage flexibility and innovativeness.
Emphasize practical “hands-on” training rather than resort to outdated
formal and heavily theoretical approaches, particularly for the grassroots
level

Develop innovative and practical in-service courses through distance
education for the “untrained” especially in the private sector

Certify and recognize ECCE training to promote both self-employment
and public employment

Strengthen inter-sectoral collaboration by sharing and networking of
resource expertise and resource materials in ECCE

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Bridge Courses
These are intended to enable the certification of those with long experience but
without formal training or even minimum qualifications.
All training programmes should be recognized ones conducted by approved
institutions
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The design of the course must include field work in real-life settings, skill practice
and experience
Resource and instructional materials for training must be developed in all mediaprint, audio-visual and electronic to reinforce trainers
Trainers must be prepared through TOT before courses are launched
The existing body of research related to capacity building needs to be strengthened.
There is a need to venture into other crucial areas. ECE should benefit from
advances in other disciplines.
University departments should be alerted to take research in this area.
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Manpower needs
A
Programmes needed
Field Level Functionaries
1. 0 - 3 years
AWWs, CCWs, Day
care worker
Certificate course after
10th class – one year
2. 3 - 6 years
AWWs, Pre-school &
Nursery teachers
ECE training after +2 –
one year
3. 3 - 8 years
ECE Functionaries
- Integrated pre and
early Primary
Training
- U.G Professional
course after + stage
B
Middle Level Functionaries
C
4. Supervisors
5. Trainers of field
functionaries
6. Organizers and
Managers of programs
Professional Experts
7. Professionals
8. Specialists
9. Policy Providers
Structures to be
built/strengthened
RECOGNISED TRAINING
CENTRES
- Approved training institutions
- Mobile training institutions
-do -
DIETS/Recognized Training
Institutions
SCAFFOLDING CENTRES
Professional training
after graduation level
In-service and refresher
programmes
- Trainers of Trainers
- Technical support
groups
- Masters in ECE with
field experience
Professional orientation
MLTCs, Teacher Training
Institutions, University
Departments
KEY PROFESSIONAL
CENTRES
NCERT/ NIPCCD/ NCTE/
Advanced Institute of Education
Research and Professional
Institutions
-do-
Certification and Sector
CORE PROFESSIONAL
COURSES
- Govt. voluntary Pvt.
Training institution
- POST MATERIC
CERTIFICATE COURSE
- DIPLOMA COURSE
Government/
Universities/
Recognized Private
Institutions
PG DIPLOMA in
ECE/BACHELOR DEGREE
in ECE
Government/
Universities/
Recognized Private
Institutions
MASTER in ECE
M.Phil & Ph.D
Government and Professionals
Organisationa
NIEPA & ASCI
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
Contextualisation
Curriculum: A short intervention for reviewing the existing pre-school programmes in
the Southern States as a part of contextualisation of the programme helped in redefining the roles of Teachers/Workers , role clarity for supervisors and ICDS
hierarchy
 Contextualisation of content for pre-reading and picture reading skills - bilingual
methods adopted for tribal groups.


School readiness programmes
Tailor made programmes for children from various settings- tribal , rural and urban

Joint training of partners from the sectors involved
Anganwadi workers and class I teachers were provided joined training under DPEP –
built better links between Anganwadi centre and primary school.

Community based centres .
Balabadis under SERP
Balabadis started with the support of SERP in A.P
Active participation of the community.
Functioned as best practices under innovation.
However could not been scaled up for want of coordination and convergence between the
different departments
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31

ownership of ECCE

quality and regulation of ECE

development based and age appropriate programme

linkage with primary school programme

effective communicative strategies

advocacy
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Quality ECCE program depends on
 Trained
and committed professional
 Appropriate
ECCE environments
 Context-sensitive
curricula and materials
 Shared
responsibility across sectors and
departments, parents, communities and private
sector
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
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Plan alternative interventions move from traditional approach to
a business plan approach
Shift from centralised standardized planning to contextualised
decentralised and convergent planning as a village plan for
children.
Provide for training and support during transition period for
necessary capacity building.
The village plan should be
 Comprehensive outcomes based one
 Focussed on a specific geographical area
 Identifiable target groups
 Facilitates convergence of all provisions in a consistent and
complementary way to promote development of children.
 Draw on existing schemes across the sectors.
Establish National/State Resource Centres for ECCE 34
 Sishu
Vikas Kendras providing online support to care
givers
 Expansion of child line facility
 Develop Research tested and contextualised curriculum
 Web based professional development
 Technology driven monitoring of child’s learning
 Collaborative initiatives with electronic media for
advocacy, on-job training to field functionaries,
provision of stimulating experiences to children
 Create facilities for manufacturing quality learning and
play materials at affordable rates
 Finally establishment of a National University for
children
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
The message we draw from various studies clearly emphasises
the need for a comprehensive multi-spectral and integrated
approach in addressing child development and child education
matters.

High quality pre-school programmes can have a remarkable
long losting impact on lives of children both educationally and
in terms of life long productivity.

It is therefore imperative on our part to pool all our efforts in
raising the overall quality of pre-school education. It is nonnegotiable as children in vulnerable settings benefit only when
it is of high quality.
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SRC-ECE of AMS today enjoys the privilege of being an expert ECE agency in
the State of AP. It has been associated with

Women Development & Child Welfare Dept. of A.P - to design different training
courses; prepare training packages; organize a number of training programmes for
ECE functionaries, etc.

DPEP (Education Dept.) – to prepare the programmme of ECE training of key
resource personnel, etc.

NCERT – to implement nationally approved programmes

Different agencies for developing prototypes of materials and training modules

Voluntary organizations to provide training support

Different organizations for taking up studies related to ECE
Associates

UNICEF

NCERT

DPEP

NIPPCD

NIMH

NIMH

Home Science Department

State Department of Women and Child Welfare

Various NGOs – RDF (Rural Development Foundation),
Samskar, PLAN, Seva Bharti, etc.
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