INTRODUCTION

As, the need for a holistic development of a child is recognised, Early Childhood Care and

Education (ECCE) has been given high priority. The National Policy on Education saw the need to

Strengthen the ECCE programme. The integrated Child Development Service (ICDS) was initiated in

1975 to look into the essential needs of the Children. It is the largest programme under the ECCE.

ICDS primarily aims to fulfill the needs of Children and working mothers. Also, other related

schemes were also integrated under the ICDS project. The Pre-school Education is an important

component of the ICDS programme. The Anganwadi worker (AWW) has to play an important role in

achieving the various objectives through different activities. However, efforts must be done to

strengthen the programme.

The above poem reflects about God's precious creation... the children. Childhood is the most

crucial period in one's life. It lays the foundation for later development of an individual. Psychologists

and educationists agree that the growth and development of children (i.e. physical, mental. emotional,

social and moral) in the first three years is faster than in any other stage of development. The

childhood is thus, very important from the point of view of overall development of the child in later

period, Recognising the holistic nature of child development viz., nutrition, health and social, mental,

physical, emotional and moral development. Early Childhood Care and Education (ECCE) has been

given high priority, Recognising the importance of first six years of child's life to be critical, the

National Charter for children ensured that 'no child remains illiterate, hungry or lacks medical care' by

the end of the ninth plan. Recognising the crucial importance of early childhood education, The

National Policy On Educarion -1986 recommended for strengthening ECCE programme not only as

an essential component of human development but also as a support to Universalisation of Elementary

Education (UEE) and a programme of women’s development.

The NPE - 1986 emphasised the importance of pre-primary education and termed it in

broader perspective as Early Childhood Care and Education (ECCE). According to NPE - 86, ECCE

and pre-primary education should be integrated fully to strengthen primary education in particular and
develop human resources in general. Besides, the Revised Policy Formulation, 1992 has suggested the

following for the pre-school education:

 Regular and timely medical check up of children with appropriate follow-up action when and

where needed.

 Provision of additional nutrition to make up nutritional deficiencies of children.

 E n s u r i n g o f n o r m a l g r o w t h in height and weight through maintenance of monthly

and bi-monthly records;

 Provision of language development;

 Promotion of neuro-muscular development and coordination;

 Promotion of creative talents.

 Fostering of ecstasy and confidence in one’s self.

 In 1974, The National Policy for children recognised the children to be 'supremely important assets' of
the

In 1974, The National Policy for children recognised the children to be 'supremely
important assets' of the 66 The Primary Teacher : July, October 2008 and January 2009
nation and suggested that the nation should look to their 'nurture and solicitude' . This policy
recommended the state Governments to provide adequate services to Children, both at the
pre-natal and post-natal stage to ensure their development in all aspects. Looking to the
essential demands, the scheme of 'Integrated Child Development Services (ICDS)', was
initiated in the year 1975. The ICDS is the largest programme.
The Primary Teacher : July, October 2008 and January 2009 nation and suggested that the nation

should look to their 'nurture and solicitude' . This policy recommended the state Governments to

provide adequate services to Children, both at the pre-natal and post-natal stage to ensure their

development in all aspects. Looking to the essential demands, the scheme of 'Integrated Child

Development Services (ICDS)', was initiated in the year 1975. The ICDS is the largest programme

Under ECCE. It is an intersectoral Programme, which attempts to directly reach out to

children in vulnerable and remote areas and give them a head start by providing an integrated
programme of health, nutrition and early childhood education. Its package of services include

supplementary nutrition, immunisation, health checkup, referral services, non-formal pre-

school education, and nutritional and health education for children

The Primary Teacher : July, October 2008 and January 2009

below six years and to pregnant and nursing women.

Objectives of ICDS

The objectives of this Integrated Child Development Services have been identified as

follows:

(1) To improve the nutritional and health status of children in the age group of 0 to 6 years;

(2) To lay the foundations for proper psycho-physical and social development of the child;

(3) To reduce the incidence of mortality, morbidity, malnutrition and School drop outs;
(4) To achieve effective coordination of policy and implementation among the various

departments to promote child development; and

(5) To enhance the capability of the mothers to look after the normal health and nutritional

needs of the child through proper nutrition and health education.

Even though ICDS primarily aims at children and nursing mothers, efforts are also made to

bring other related schemes under ICDS project such as safe drinking water supply,

sanitation, Adult Literacy etc.

THE BENEFICIARIES AND SERVICES OF ICDS

The main beneficiaries under the project (ICDS) are stated below:

Beneficiaries

1. Expectant and Nursing mothers

Services

(a) Health check up,

(b) Immunisation against Tetanus,
(c) Referral services,
(d) Supplementary Nutrition, and
(e) Nutrition and Health Education.

2. Children less than 3 Years of age

a) Supplementary Nutrition,
(b) Immunisation,
(c) Health check up,
(d) Referral Services, and
(e) Growth Monitoring.

3. Children between 3 and 6 Years

(a) Supplementary Nutrition,of age.
(b) Immunisation,
 (c) Health check up,
(d) Referral Services, and
(e) Non-formal Pre-School Education.
4. Adolescent Girls between 11-18 years and other women 15-45 Years Age
(a) Nutrition and Health Education,
(b) IFA supplementation and deworming intervention,
(c) Non-formal education,
(d) Home Based skill training and vocational training,
(e) Supplementary nutrition

Pre-school Education in ICDS

Pre-school Education implemented in a non-formal way is an important component of

the ICDS programme. This initiates and causes all round total development of the children.
Thus, Anganwadi education becomes the first stage of education process as it initiates
children's development in different aspects and also prepares them for better adjustment in
formal schools.
Pre-school Education (PSE) in ICDS
• Pre-school Education in ICDS is a child centered programme for 3 to 6 years old children
which follows the play way activity approach using toys, play equipments etc. which is of
indigenous origin, inexpensive.
• PSE activities are organised daily at AWC for about 2 hours.
• P S E f o c u s s e s o n h o l i s t i c development of the child and provides a stimulating
play environment for his/her physical, cognitive and psychosocial development.
• PSE encourages interaction with the environment, active participation in group activities
and promotes problem solving ability in children.
• PSE does not have syllabus for teaching the 3 R's, but lays the foundation for the same i.e.,
development of reading, writing and number work.
• PSE is flexible to children's needs and does not focus on school achievements.
• P S E p r o g r a m m e d o e s n o t emphasise on passive listening or rote learning in
children.
The main objectives of Pre-school work under ICDS are as follows:
1. To develop in the child a good physique and proper muscular coordination with motor skills;
2. To develop its creativity and imagination, initiative and curiosity;
3. To develop attitudes of social responsibility and desirable relationship;
4. To control the child's natural aggressiveness and to rechannelise spontaneous and surplus energies to
good behaviour and work, and to inculcate in them human values;

5. To help the child to grow emotionally and acquire the ability to express the feelings in its own language;
6. To develop good habits of health and hygiene.
 Hence, an Anganwadi worker (AWW) has to play an important role in achieving the above objectives
through different activities like:
(a) Outdoor games and play.
(b) Indoor activities and play.
(c) Story telling
(d) Singing songs with action.
(e) Observation, Exploration activities.
(f) Drawing, Painting and clay modeling.
(g) Free conversation with peers and elders.
ICDS was universalised in the year 2002. After the universalisation of ICDS, 326 ICDS projects are
working in all the 314 blocks of 30 districts and in 12 urban areas of Orissa. (Records of Women & Child
Welfare, Govt. Of Orissa (2005).
OBJECTIVES OF PRE-SCHOOL EDUCATION PROGRAMME IN ICDS

Early Childhood Care and Education : Role of ICDS

Suggestions to strengthen ECCE programme in ICDS.

Though ICDS programme is running successfully, still some suggestions are made which will
strengthen the programme.
 Along with the nutrition, health and immunisation, ICDS should give more priority to
pre-school education. Budget allocation of funds for pre-school education should be
enhanced. so that it can be spent for constructing a good school building, purchase of
play kit and other materials required for children and for orientation of anganwadi
workers.
  There is shortage of personnel for pre-school education. The anganwadi workers
(AWW) are over burdened with their work loads at anganwadi centres. So sufficient
number of personnel should be appointed.
 There is a need of inspection of pre-school education by school inspectors at regular
intervals.
 For proper work, motivation to AWWs by enhancing their salary and providing
community support to them are among achievable means.
 There must be proper monitoring of the programmes and there must be proper
coordination among the functionaries of ICDS which will facilitate the functioning of
the programme.
 Education of the parents is to be looked after for the success of the programme.
 If pre-school education can be given in tribal language in tribal areas as medium of
instruction, the parents and children will be motivated and encouraged.
 NGOs shall be formed and entrusted with the work of successful implementation of
the pre-school education programme of ICDS.

CONCLUSION

Systematic provision of ECCE helps in development of children in a variety of ways

such as group socialisation, inculcation of good habits, stimulation of creative learning
process and enhanced scope for overall personality development. In the poorer sections of the
society, ECCE is essential for catering to the physical, intellectual, and emotional deprivation
of the child. For universalisation of primary education, ECCE is a support, and it also
indirectly influences enrolment and retention of girls in primary schools by providing
substitute care facilities for younger siblings. Again, ECCE is promoted as a holistic input for
fostering health, psycho-social, nutritional and educational development of the child. So
ICDS works as a support service for univer-salisation of primary education targeting full
integration of child care and pre-primary education. All schemes and programmes related to
child development and education, like the Mahila Samakhya, ICDS, Mid-day- Meal scheme,
school Health Programme, and Non-formal education should come under one umbrella with
coordinated Planning and implementation. This will lead to integrated development of
children with optimal utilisation of resources, which would lead to improved quality of life
and opportunities for children in the new millennium.
 REFERENCES

• Department of Women and Child Development. 1997. Annual Report 1996- 97. Ministry
of Human Resource Development, Government of India, New Delhi.
• Dey, J. 2004. Pre-school Education through ICDS in Orissa: A study of Kuliana block.
Unpublished Ph.D thesis. Utkal University, Bhubaneshwar, Orissa.
• Govinda, R. 2002. India. Education Report. NIEPA, New Delhi.
• Mohanty, J. et al 1994. Early Childhood Care and Education (ECCE). Deep & Deep
Publications, New Delhi.
• Records of the department of Women and Child welfare, 2000. Govt. of Orissa,
Bhubaneshwar.
• Records of Women & Child Welfare. Govt. Of Orissa, 2005. Year 2000 Assessment.
Education for All. NIEPA, New Delhi.
• Department of Education. 1986. National Policy on Education, 1986. Ministry of Human
Resource Development. Government of India, New Delhi.