Hygiene Kits

Hygiene kits given to Anganwadi workers have been in active use. These kits are

nicely packed with the things like soap, oil, brush-paste, comb, powder, nail

cutter, handkerchief and a mirror. In Tamilnadu, the anganwadi workers are using

them effectively to communicate desired messages to children addressing their

concerns when children are not always wearing proper dress or careless about

combing hair, brushing – pasting or getting up and bathing early morning.

This kit is also useful to train parents on how to groom their children before

sending them to Anganwadi centres in the morning. A very interesting silent

activity has been designed by Tamilnadu anganwadi workers which engage

children for 15 minutes in performing mock grooming habits in an innovative

manner.

It is important to mention here that this activity was tested with preschool

teachers in New Delhi during a training session organized solely for the purpose

of evaluating the impact of the silent activity clubbed with the hygiene kit and the

recall among children was highest after 5 silent activities performed for a week on

regular basis. It was also appreciated as an innovative teaching method by

educators working with preschool education.

Interview of an Anganwadi worker in Tamil Nadu demonstrating the kit Good children take bath with soap daily. They use nail cutter to cut their nails properly. They comb the hair. They use face powder. Daily they put handkerchief on the dress. So they should come to the school in neat and clean manner. So this is the tool to make children aware about hygiene that they have to brush their teeth, they have to comb their hair.

Six good habits

followed in Anganwadis

in Andra Pradesh An effective use of Good habits Chart inculcating six important habits in Andhra

Pradesh Anganwadis deserves a special mention in this study.

Whenever the child comes to Anganwadi centre,

1. They leave their sleepers in the room. It should not go haphazard.

It is a good habit.

2. Whenever they meet elders, they wish. They say good morning, good afternoon

and all.

3. Then kids are taught the use of handkerchief to clean their nose and all.

4. They have to wash their hands. Whenever we use our hands for something, or

for some activity with hand, then you immediately have to go and wash it.

5. Now standing in a queue. Every time anywhere we see that people go in a

group.

So it is a habit from the childhood. So right from childhood itself, let children

learn to go in a queue for wherever they go. They here go in a queue to wash their

hands in Anganwadi centre.

6. Then use of toilet few years back was very rare. Now the use of toilet from

childhood itself has been inculcated. Now many anganwadi centres have toilets

and these toilets are used by the children and after using the toilet, they have to

leave the toilet clean. And also wash their hands so that the hygiene practices are

taken care of. These are six good habits which are followed in our state.

Poems/ Stories to

inculcate sense of Hygiene

-1- vkvks cPpks rqEgsa fl[kk;sa vPNh vknr jkst+ dh

vPNh vknr ftUnkckn---- ftUnkckn--- ftUnkckn

lqcg dks mBuk] “kkSp dks tkuk Mkyks vknr jkst+ dh

vPNh vknr ftUnkckn---- ftUnkckn--- ftUnkckn

“kkSp ls vkuk] gkFk dks /kksuk

eqWg dks /kksuk] dqYyk djuk Mkyks vknr jkst+ dh

vPNh vknr ftUnkckn---- ftUnkckn--- ftUnkcknA

-2- gqvk losjk fpfM+;k cksyh

lc cPpksa us vkWa[ksa [kksyh

vPNs cPps eatu djrs

eatu djrs dqYyk djrs

dqYyk djrs eqWg dks /kksrs

eqWag dks /kksrs jkst ugkrs

jkst ugk dj [kkuk [kkrs

[kkuk [kkdj i<+us tkrsAA

- 3 - esjh fcYyh dkyh fcYyh

esjh fcYyh dkyh fcYyh

cjlkr ds ikuh ls gks xbZ xhyh

cjlkr ds ikuh ls gks xbZ xhyh

xhyh gksdj yxh dkWaius

xhyh gksdj yxh dkWaius

eSaus dgk & dqN rks lh[k

eSaus dgk & dqN rks lh[kA

fcuk :eky dHkh u Nhad]

fcuk :eky dHkh u NhadAA

- 4 - cSBk Fkk ,d Mky is canj

Hkhx jgk ikuh ds vanjA

Fkj Fkj & Fkj Fkj dkWi jgk Fkk

dgkWa NqiwWa ;s >kWad jgk FkkA

fpfM+;k cksyh & canj ekekk rqeus ekuk

cuk ugha ?kj Hkhx jgs gk

vkW---Nh--- vk----Nh--- Nhad jgs gks

lqu ekek dks xqLlk vk;k

fpfM+;k dk ?kj rksM+ fxjk;k

pha pha pha pha fpfM+;k jksbZ

cSB Mky ij oks Hkh lksbZ

Interview of an Anganwadi trainer in New Delhi After singing these songs to kids anganwadi workers do a question answer session. Like for this song… they would be asked questions like Who destroyed the house of the bird? What happens when you catch cold? (sneezing) Do you cover your nose and mouth when you sneeze? How should we sneeze? The children are taught that they should cover their faces when they sneeze. If they do not do so, it can infect others. This also helps in inculcating good habits among children. Children also learn that they should not mistreat the other. They should not destroy someone’s house or things.

Poems to learn counting This is the number chart we have hanged here. We use it to teach kids about

numbers.

You can see these number cards which are hanged here in our Anganwadi.

In similar way we train kids on week days. In First week, we only teach them

numbers till 5. In second week, we teach them from 11 till 20.

Learn to count (Uttar Pradesh)

• ,d ,d ,d

ukd gekjh ,dAA

nks nks nks---

• dku gekjs nksAA

rhu rhu rhu

fjD”ks ds ifg;s rhuAA

pkj pkj pkj

vkvks pysa ckt+kjAA

ikWap ikWp ikWp

ukp canfj;k ukpAA

Learn to count (Orissa)

• :edq>qek & :edq>qek js

:edq>qek & :edq>qek js

• vkeh ukphck

vkeh xkbZck

eksjks vksnks nksek js

vksnks nksek js

eksjks vksnks nksek js

:edq>qek & :edq>qek jsAA

• ,d ,d gksbZ vklk

nwbZ nwbZ djh cklk

rhuh ctk xhuh

eksjks vksnks nksek js

vksnks nksek js

:edq>qek & :edq>qek jsAA

vkeh ukphck

vkeh xkbZck

eksjks vksnks nksek jsAA

Poems to learn concepts The activities are examples of experiences that build the skills and understandings in

preschoolers. They are designed for a range of skill development and are useful for

planning curriculum and self-evaluation. Poems are great tool to make children

aware of directions concepts like left, right, up, down etc. Also lullabies in

regional local dialect plays an important role in Anganwadis and make a great

tool for learning. Some of the examples are given below

- 1 - ratk owj cksEebZ

RkV~Vh mVk raMjkbZ

ry;b & ry;b vkVh

rkjks vkMs cksEebZ

lqRRjh lqRRjh oanbZ

rM+obZ oSYn fyanjh

ry;b vkVks cksEebZ

ratk owj cksEebZ

;kj lsnS cksEebZ

nku lsSnk cksEebZ

ratk owj cksEebZ

rV~Vh mVk yaMjkbZ

ry;b & ry;b vkVh

rkys vkMks cksEebZ

- 2 - Learning outcome includes making children aware of directions like left, right, up,

down etc. rkyh nks HkbZ rkyh nks

rkyh nks HkbZ rkyh nks

ukd ds vkxs rkyh nksAA

rkyh nks HkbZ rkyh nks

iSj ds uhpss rkyh nks AA

rkyh nks HkbZ rkyh nks

nkfgus cxy esa rkyh nksAA

rkyh nks HkbZ rkyh nks

ck;sa cxy esa rkyh nksAA

rkyh nks HkbZ rkyh nks

lj ds mij rkyh nksAA

rkyh nks HkbZ rkyh nks

?kwe ?kwe dj rkyh nksAA

rkyh nks HkbZ rkyh nks

New Initiatives There have been interesting work being done in Orissa where “Arunima”work

books and books are being developed for Anganwadi workers and children to

follow a guiding framework for all the 12 months. It has divided the activities in a

sequence covering various skills that are to be developed among preschool

children in order to make learning more interesting, engaging and result oriented.

The activities covered in these books aim at

It also helps Anganwadi workers to evaluate children on basis of what has been

taught in various months. The response of anganwadi workers to these tools

have also been encouraging. There have been sessions by the trainers for

Anganwadi workers on how to use these tools to making learning interesting.

Language development

Social development

Cognitive development

Physical development

Emotional development

Arunima We are developing tools titled “Arunima” It contains One book and two workbooks. One is aimed for kids from 3 to 4 years and other is aimed for kids from 4 to 6 years.Every child is entitled to and has one workbook. We are teaching new types of songs to children in Anganwadis. The booklet contains themes for the entire year i.e12 months. All the themes have a set of activities designated for the same. Like : Naming game. Through name game, children would be familiar with each other’s name. Other interesting activity is poetry based like

Ckkgj dks ckgj dks pyhck

Hkhrj dks Hkhrj dks pyhck

pkyh pkyh vkes iw.kh

xksy djh pyhck Children would learn the concepts like Outside – Inside – Circular motion through action songs like this. 2. Prewriting skills would help the child in language development skill. 3. Memory game for cognitive development.

Tribal Languages It is important for preschool learning tools to be inclusive in approach and

wherever needed, they should be adapted to suit local needs to enhance

teaching-learning in Anganwadis. Efforts in Orissa deserve a mention in this

study for their constant effort to evolve preschool learning materials in tribal

languages to match the needs of kids in Anganwadis in tribal areas where

Anganwadi workers are from tribal communities.

For such target groups a special effort is in process where ‘Arunima II’ is being

developed to enable participation of tribal preschool children with their peers to

the fullest extent possible. While designing and adapting the learning framework

for special target groups trainers had been aware to follow certain questionnaire

like

Can all children access this activity as it is?

How will a child in tribal area relate to this activity?

What adaptations can be made including regional/dialect input from the target

community?

Interview of Anganwadi trainer in Orissa There is a special attempt in our state to translate all this in tribal language. The area in which tribal anganwadi workers are there, they have the books in tribal language for their reference and they teach kids from those books. Since those tribal anganwadi workers are not well literate, they feel confident in their own language curriculum. She has the local language book with local language songs and it becomes very handy for her. She is able to teach children better this way.

Scientific Temper The term “Scientific temper” in this research study may sound complicated for

preschool children; however, physics relates to concepts in balance and motion,

and young children can build beginning concepts in physics through very

appropriate experiences such as block building and exploring wheeled vehicles.

These suggestions are not intended to be implemented through direct instruction

but rather through developmentally appropriate play experiences in the typical

daily preschool setting.

Some of the excerpts of the video interviews with trainers of anganwadi workers

on preschool education with the researcher:

During our discussions, very interesting thing came out and I asked you that

If I have to develop scientific temper among preschooler, How do you do it?

What are the things that you focus on training anganwadi workers to achieve

this?

In training we ask Anganwadi workers to use imaginative game. Children love

imagination. For example there is a balloon imagination game.

Children are asked to hold a balloon in pure imagination.

They hold both their hands together imagining a balloon inside.

Now they are asked to hold it and pump in air from the mouth in imaginary

balloon.

They are asked to do it slowly.

The kids pump in air and slowly move hands apart imagining that balloon is

swelling with air. Now balloon has become bigger so tie this. Now squeeze the

balloon and burst it.

Children love to play this game and it involves learning outcomes like cognitive

development and physical development as it involves lot of breathing exercise,

hand exercise. Moreover it helps the child to understand the process of how air is

pumped into the balloon and how air helps balloon to swell up. This helps them

to develop scientific temper.

It was discussed with preschool educators and trainers that there is a need to have

scientifically accurate books about animals and their environments such as field guides,

as well as fictional stories. In all activities, anganwadi workers can be trained to make

sure that they use, and encourage children to use, the precise language of science.

It was demonstrated to them during research with examples from Media Ltieracy tools

with preschool films like “Butterfly” and “Peacock” that the skills and processes of

inquiry and exploration are fundamental to all the sciences. At the early childhood level

the processes of experimentation may require preparation of the anganwadi

environment, routines and materials as well as attention to how children operate and

utilize materials. It was explained to them using the following points

The Earth and Space Sciences describe the properties of the earth, ocean,

atmosphere, and universe (what things are called; what they do;how they look, act, and

react to various stimuli). It includes geology and astronomy. Geology deals with the

formation of the earth, its layers, forms and substances. Although young children can

observe, discuss, andvisit features of the earth such as mountains, lakes, beaches,

oceans, rocks, and fossils, their concepts are limited to those things they experience

repeatedly.

Astronomy deals with the universe beyond the earth’s atmosphere. Children can

observe the cycle of day and night, the movement of the sun, the waxing and waning of

the moon, and the stars in the sky.

The Physical Sciences investigate natural forces and the basic elements in natural

substances.

Physics is the study of matter, energy, motion and force. It deals with speed, leverage,

balance, gravity, and mechanical systems. Young children can grasp these concepts

through exploratory play — they drop a toy and watch it fall to the floor; their

unbalanced tower of blocks falls over; a cork floats in the water table while a rock sinks.

Many repeated experiences help children grasp that these are predictable phenomena.

Chemistry deals with the composition, properties, and transformations of

substances. For example, earth combined with water makes mud; play dough

disintegrates in the water table; oil separates from salad dressing; sugar dissolves in

liquid; food coloring combines with water. Through cooking, mixing, and art

experiences, children can observe how chemical transformations take place through

heat,moisture, and combining substances.

The Life Sciences include the study of living things (what they are, how they

survive, their life cycles, how they change). Young children need concrete experiences

that enable them to observe, categorize, compare, and contrast living things. The three

major components of the life sciences are biology, physiology, and ecology.

Biology is the study of plants, animals, their structure, origin, growth, and reproduction.

Physiology deals with the processes and functions of living things. Children learn

about these concepts by identifying parts of their bodies, learning about their five

senses, and observing a variety of living creatures and plants.

Ecology deals with relationships between living things and their environment.

Children can be taken on nature walks to see how living things have adapted to different

environments.

Technology/Engineering involves finding out how things are constructed and

work, and thinking about what can make them work differently/better. Science tries to

understand the natural world; the goal of engineering is to solve practical problems

through the development of technologies. Technologies developed through engineering

include the systems that provide our houses with water and heat; roads, bridges,

tunnels, and the cars that we drive; airplanes and spacecraft; cellular telephones;

televisions and computers; many of today’s children’s toys,and systems that create

special effects in movies.

Preschool children can begin to develop concepts in engineering as they design, build,

and test solutions through their play — as they construct sand castles and build cities

out of blocks. They can also begin to understand that tools help people do things better

or more easily,or do some things that could otherwise not be done at all.

Media Literacy Modern science confirms what the early childhood community has known for years—that infants, toddlers, and young children learn through exploring with their whole bodies, including all of their senses. For optimal development, in addition to food and safety, they need love. They need to be held, and they need plenty of face-to-face positive interactions with caring adults. Developing children thrive when they are talked to, read to, and played with. They need time for hands-on creative play, physically active play, and give-and-take interactions with other children and adults. They benefit from a connection with nature and opportunities to initiate explorations of their world. In the last few decades, discoveries in the neurosciences have made clear why the early years of life are so critical. The basic architecture of the human brain develops through an ongoing, evolving, and predictable process that begins before birth and continues into adulthood. Early experiences literally shape how the brain gets built. A strong foundation in the early years increases the probability of positive outcomes later. A weak foundation does just the opposite. Babies begin life with brains comprised of huge numbers of neurons, some of which are connected to each other, and many of which are not. As children grow and develop, everything they experience affects which neurons get connected to other neurons. Repeated experiences strengthen those connections, shaping children’s behavior, habits, values, and responses to future experiences. The experiences young children don’t have also influence brain development. Neurons that aren’t used—or synaptic connections that aren’t repeated—are pruned away, while remaining connections are strengthened.31 This means that how young children spend their time can have important, lifelong ramifications. Beginning in infancy, screen technologies dominate the lives of many young children, and they have significantly altered childhood. But how do we best support young children’s health, development, and learning in a digital world? For children over 3, studies show that some exposure to thoughtfully constructed media content can promote pro-social behaviors and contribute to learning, especially when a caring adult is actively involved.

The examples of media literacy tools in this research are not intended as a

complete stand-alone curriculum. Nor should they be interpreted as required

activities, or as limitations on the curriculum. They are offered as a tool to

evaluate and enhance each program’s curriculum.

Q1 Have you ever got a media tool in Anganwadi for teaching children?

Ans. No we never got any media tool.

Q2 If you are given some media tools which have short films for children,

poems for Children in CDs and other video elements, do you feel it would make

your work interesting and easy?

Ans. Yes, if we are given such tools, our job would really become interesting. It

would also make parents happy and enthusiastic. Like having laptops, media

tools which we have been shown and demonstrated just now.

Media Literacy

vis- a- vis

Angawadi Worker

Awareneess Level

37 %

Access to Media Literacy

Tools

1%

Enthusiasam

100 %

Infrastructure for Media Literacy

Available

CHINH Filmy BASTA screenings.

A package of quality children programmes from world over for children to suit local culture and film appreciation sessions by filmmakers from CHINH for member schools and organizations. CHINH prefers reaching rural children in all ts endeavors and activities

The demonstration of Children media literacy tools showcased by CHINH in our

Anganwadi has been received very well by children. Kids have shown great

enthusiasm and interest in this session.

What all you saw? What did you like?

We liked what we just saw. Cock, Snake, Bird and parrot.

The demonstration of Children media literacy tools showcased by CHINH in our

Anganwadi has been received very well by children. Kids have shown great

enthusiasm and interest in this session. If we use such methods, I am sure

children would love to be taught like this and it would also bring happiness to the

parents once the children would go back and share their experience with them.

If such tools that you just showed come to Anganwadis, it would really enable

children to learn in a much more interesting and joyful way.

Rozy : After 11 o clock it would be very nice to schedule media literacy i.e audio

visual tools including films in Anganwadis. Children would not cry. They would

always enjoy, jump when they see movies as a child.

I also tell children and their mothers that kids should not bring junk food.

Q Do you have audio visual tools in your preschool learning material?

Ans. No. We only have a regular preschool kit.

Q How do you react to the idea of giving Anganwadi workers the media tools

containing story telling, songs, short films in accordance to the preschool

curriculum?

Ans. This would be the best if it happens. What could be better when a child is

able to see and experience everything that is taught to him through visuals and

sound. It is just the way we enjoy movie more than hearing its story, it would be

same applicable for kids as well. It would be a welcome change for us from the

Ministry or the department.

Executive Summary The outcomes

Based on the tools used by the Anganwadi workers in given settings, the research study

has been able to evaluate following broad points.

1. All young children are capable of learning. All children are capable of positive

developmental outcomes. Preschool teachers should hold high expectations for all

young children.

2. Children show individual differences in development. Although children develop

skills and competencies through a generally predictable sequence of milestones, they

do not develop them in exactly the same way or at exactly the same time. Some

children may have a developmental delay or disability that requires individualized

expectations, experiences, and materials

3. Knowledge of child growth and development is essential for program

development and implementation. Decisions about appropriate curriculum for groups of

children and for individual children should be based on knowledge of child development

and on careful observation of children at play.

4. Children’s language skills are the best predictors of academic success.

Development of children’s anguage skills should be a major goal of the preschool

curriculum. Early childhood is a critical time in the development of vocabulary and other

language skills. These skills provide the foundation for learning to read and write and for

later academic achievement.

5. Developmental domains are highly interrelated. Developmentin one domain

influences the development in other domains. This interrelationship must be considered

in planning preschool programs. For example, children’s mathematical learning may

occur on the playground, in dramatic play, and while using sensory materials.

6. Young children learn by doing. Teachers should provide opportunitiesfor children

to explore materials, to engage in physical activities,and to interact with peers and

adults. A balance of child-initiated and teacher-selected activities will maximize

children’s learning.

7. Families are the primary caregivers and educators of their young children.

Program staff must give families the information they may need to support their

children’s learning and development. Program staff and families should also work

together to ensure that children are provided with the best learning experiences

possible at home and at preschool.

CONCLUSION The preschool learning tools used by Anganwadi workers are aimed at

These tools can primarily be divided into following groups

Community based learning tools

This includes traditional rhymes based on oral traditions from old generation passed on

to young ones in their regional local dialect. These rhymes address varying needs of the

children in terms of overall development

Facility based learning tools

Learning and training kits including

Pictorial Charts / Flash card/ Counting Frames/ Picture Books/ Puppets/ Hygiene kits

provided to Anganwadi workers including set learning framework guided on following

outcomes ie Language t,Cognitive, Social, Physical and Emotional development

Language development

Cognitive development

Social development

Physical development

Emotional development

Innovation in Learning

Traditional Low cost material

Innovative learning tools including low cost tools aimed at enhancing eye and hand co-

ordination, motor skills eg. Materials developed by Department of Women and Child

Welfare, Govt. of Andhra Pradesh

Books/ Picture Books/ Work Books & Adaptation of Learning tools to cater special

groups/communities

Need based learning tools including tribal language based materials and books eg

Materials developed by Women and Child Development Department, Orissa

Media Literacy Tools

Wordless Films

Audio CDs of Rhymes/ songs

DVDs of indigenous learning tools developed with anganwadi workers/trainers

through media literacy workshops to suit the local needs.

Popular Tools that found instant connectivity and make the teaching-learning

atmosphere rich and engaging

1. Games 2.Stories 3.Rhymes 4.Media Literacy (children films)

Popular character that can be banked on creating media literacy tools for children in

Anganwadi centres is – Bird ( an animated series can be developed based on the bird

covering the framework of learning-teaching in preschool education)

Media Literacy tools developed in Research

1.Ka Hei Lamba Ka Hei Gol ( Uttar pradesh)

uploaded on www.chinh.in under Rural Media Literacy button at home page

Ka hei Lamba Ka hei Gol is an animated live action media tool to teach preschoolers

about shapes, this tool was developed with primary teachers in UP where Kohl tribes

are in abundance. This tool was used as one of the fine example of using local talent in

their own surroundings to create universal tool that applies to all and yet carry a strong

cultural identity of the region and generate respect and dignity for the life in remote

areas and their unique creative sensibilities.

2. Butterfly ( Delhi )

This is a preschool documentary of 3 minutes duration developed with preschool

educators

Observations on Usage of Preschool Learning material and tools by Anganwadi

workers

While observing the regular days at different anganwadis of interaction between

anganwadi workers and children using pictorial materials it was concluded that

young children need many and varied opportunities to:

Plan: Children consider what they are going to do with materials and how they

are going to do it.

Play: children use materials and equipment in ways that best suit their personal

curiosity and understanding.

Reflect: children recall things that happened to them, reinforcing or questioning

their understandings.

Revisit: children practice skills and replay experiences in many different ways,

with each activity refining or modifying previous learning.

Connect: children, with the help of staff, connect new knowledge with past

experiences, creating links among subject areas and areas of skill development.

The most common tools of learning that were found out in this research study in

all the Anganwadis across different states covered were pictorial charts.

These charts were used for varied learning purposes.

RECOMMENDATIONS The recommendations and suggestions offer ways of meeting the challenges and

difficulties in Pre-School Education in catering to children with disabilities,

children from tribal regions and inclusion of modern age media literacy tools

which should become a part of preschool teaching learning method to cater to

needs of this century.

1. Inclusion of three dimensional objects.

2. Crayons, pencils, papers, cards, erasors, drawing files should be

subsidized and made available to children to explore, experiment and

develop skills.

3. Inclusion of more interesting illustrations in bold sizes for kids in pictorial

charts for the small age group children to enable them to access

information based on the distance of the kids from the wall. Potential

illustrators should be identified and trained so that they can provide

appropriate services and offer expertise to the preschool education area

which has its unique needs.

4. Adaptation of the preschool learning material for children with disabilities

by addressing simple questions on exisiting tools like

How will a child with vision or hearing disabilities relate to this activity?

What adaptations can be made to increase sensory input?

How could a child with delayed cognitive development participate

successfully in this activity (e.g., would manipulatives enhance

comprehension?)

How can group time be relaxed to allow children with short attention spans

or behavioral issues to participate successfully?

5. Developing more material and indigenous tools for Anganwadis in tribal

regions.

6. Preparation of Media based tools to meet the demands of changing times

for kids and parents who are now exposed to television and aspire for their

children for a regular school.

7. Media literacy tools would help parents to look at Anganwadis as a holistic

learning centres matching the contemporary needs of the children who

would be looking at admissions in regular schools after their stint with

Anagnwadis and help parents not to fall into trap of mushrooming

preschools which may lack the right tools and environment needed for

development of children in vulnerable age group of 0-6 years.

8. In conclusion, it is hoped that the provision of training and in-service

training to artists and teachers would go a long way in providing Pre-

Schools with good Pictorial Materials.

9. In-service training should be organized frequently for the Pre-School

teachers to enable them update their knowledge and skills.

10. The Anganwadi centres have the infrastructure in terms of space and light

required to use media literacy tools and it is recommended that in due

course of time, electronic media tools like laptops, DVDs and media literacy

tools should be made accessible to Anganwadi workers for ideal results in

preschool education framework in ICDS.

Acknowelegements For this research study we video- interviewed anganwadi workers, helpers, trainers from

Tamil Nadu, Andhra Pradesh, Orissa, Uttar Pradesh, Haryana, Delhi, Punjab and

Rajasthan. The videos are enclosed in the DVD attached with the study. Some of the

excerpts from the interviews are printed as transcriptions from the footage in the study.

Tamil Nadu

J. Loganathan

Assistant Director (IEC)

Commissionerate of ICDS

S. Ramachandran

IEC , Faculty

P. Adalarasu

IEC, Faculty

I. Freeda

Supervisor, ICDS Project 2

Y. Edna

Supervisor, Tiruvaller District

R. Dhanalakshi

Anganwadi Worker

Project 5, Villiwakkam

P. Rosi Siriya Pushpam

Anganwadi Worker

1000 Light Project 3

Orissa

Pushpajal Mohapatra

Instructress M.L.T.C. Bhubaneswar , Odisha

Jayanti Dey

Assistant Instructress

Bhubaneswar , Odisha

Andhra Pradesh

Atiya Bano

Supervisor Grade 1, Hyderabad

Punjab

Dharamshilla

Maloya Colony

Chandigarh

ICDS Project 2

Devender Kaur

hallomajra, ICDS 3

Sudesh

Supervisor

Santa

Anganwadi Worker

Rajasthan

Monika

Anganwadi Worker

Khera Nihalpur, Rajasthan

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