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

CLR EclecticECE Curriculum

(Activity-based)

Physical Development / Health / Hygiene

Cognitive Development (‘Thinking Things Out’)

Development of concepts related to the child's world; reasoning abilities; divergent thinking

Language Development :Receptive and expressive

language skills

Emergent Literacy Phonological and

phonemic awareness; orientation to print; readiness for writing

Beginning MathematicsEarly number and spacial concepts, and related vocabulary

Creative ExpressionArt activities; music and

movement; creative play

Social and Emotional Development Development of positive self concept, self confidence, sociability with peers and adults.

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

4. Putting together an ECE kit

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. Developing a Monitoring & Mentoring Design

7. Developing a Tool to Monitor and Assess ECE Classroom Process

8. 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

ImplementReflect

Strategy•Frequent visits

•Focus on demonstration & not instruction

•Mentor – Anganwadi Worker/Helper relationship important

•Recognise and appreciate effort

•Tele-mentoring

Phase 5Diffuse Intervention to Develop a Critical Mass of

Anganwadis showing ‘Good ECE Practices’ within each Supervisory beat

18 Anganwadis

36 Anganwadis

120 Aws

90 AwsMentoring support

Shikshan sakhis

ImpactImprovement in ECE Quality

•Self confidence

•Perspective & attitude towards ECE

•Ability to reflect on ones own program