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
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