IMPLEMENTATION STATUS OF PRESCHOOL CURRICULUM BY ANGANWADI CENTERS IN TRIBAL AREAS OF VISAKHAPATNAM DISTRICT
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Date
2022-08-23
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guntur
Abstract
ABSTRACT
Early Childhood Education contributes to the universalization of primary education, by providing necessary preparation for primary schooling to the child. Early childhood education for the children aged 3-8 years is one of the services provided under the ICDS. It is directed towards providing a natural, joyful & stimulating environment with emphasis on necessary inputs for growth and development. There appears to be only few research studies conducted on early childhood related to ICDS particularly in tribal areas. Most of the studies were conducted on services provided at Anganwadi centers related to health and nutrition aspects. Further there are no research studies done implementing the preschool curriculum with effect in developmental outcomes of children in all areas of holistic development. To plan or to improve implementation status of preschool education at tribal Anganwadi centers more empirical research is required. Hence the present study was taken to fill the gap in research.
The present study was carried out in tribal area of Visakhapatnam district on the implementation status of preschool curriculum by Anganwadi centers in tribal areas. An Ex-post facto research design was adopted for conducting the study. Random sampling technique was used to select 120 preschool children between the age group of 3-6 years and 30 Anganwadi workers (AWWs), 30 Anganwadi Helpers (AWHs) between the age group of 21-60 years. The independent variables in the study were profile of Anganwadi workers, Anganwadi helpers and preschool children, infrastructure facilities available at selected centers, knowledge levels of Anganwadi workers and Anganwadi helpers. The developmental outcome of children and pedagogy process was considered as the dependent variable.
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The tools used for data collection were general information schedules, questionnaire prepared by the investigator to assess the knowledge levels of Anganwadi workers and Anganwadi helpers and constraints related to implementation of Anganwadi curriculum, Observation checklist on implementation of curriculum, and data related to Developmental out comes in children was collected by using Child Assessment Card (3-6 years) developed by the Department of Women Development & Child welfare, Govt. of Andhra Pradesh.
The results showed that most of the Anganwadi workers (40%) were in the age group of 31- 40 years and majority (43%) of the Anganwadi workers educational status was below 10th class. Majority of the selected sample AWWs (63%), AWHs (53%) and children (67%) belong to nuclear type of family. Maximum percentages of children were in the age range of 4-5 and 5-6 years and 42 per cent were found in the class of UKG (Upper Kindergarten).
More than half (65.9%) of the children were able to complete the task on overall developmental outcomes of children based on child assessment card (3-6 years). Boys and girls performed almost equally on all areas of development. Girls performed better than boys in the area of physical (40%), cognitive (12.5%), socio-emotional development (39.1%) and creativity (36.7%). Boys performed better than girls in the area of language development (20%) only.
The majority of the Anganwadi workers were in the average level (86.7%) related knowledge levels in preschool curriculum and majority of Anganwadi workers were not capable to focus on cognitive (75.9%)& language (62.5%) development related activities in Anganwadi centers. Maximum percentage (70%) of Anganwadi workers were performed activities in implementing the preschool curriculum activities effectively. The performance levels of Anganwadi helpers revealed that all the Anganwadi helpers (100%) were maintaining good levels of personal hygiene, child care and storage area component.
The results related to infrastructure revealed that in most of the Anganwadi centers had no proportionate play area for indoor (67%) and outdoor (90%) play activities. Maximum percentage of Anganwadi workers had attended job course training (90%) for two weeks and refresher trainings (74%) for one week and Anganwadi helpers had attended job course training (47%) for two weeks and refresher training (83%) for one week. Results related to constraints in implementation of curriculum were lack of toilet facility (53%), availability of fans (10%), no space for science corners, doll & books (93%), lack of own buildings (37%), lack of sufficient staff (100%), not expected salary (83.3%) and no cooperation from parents (53.3%).
The results of the present study showed that there was a gap in implementation of preschool curriculum by Anganwadi workers based on their knowledge levels on curriculum and developmental outcomes of children based on preschool activities done by them. Hence measures should be taken by the Integrated Child Development Service (ICDS) to improve the implementation status of preschool curriculum by Anganwadi workers, more focus should be provided on preschool education (PSE) programmes than the other services provided at Anganwadi centers. As the Anganwadi workers have more additional workloads it is difficult for them to focus on the implementation of the curriculum. So, one more helper can be recruited by the government to carry out additional duties of the Anganwadi worker and also have more preschool education trainings or Early Childhood Care & Education (ECCE) training to enhance the growth & developmental needs of children in an effective manner.
Description
IMPLEMENTATION STATUS OF PRESCHOOL CURRICULUM BY ANGANWADI CENTERS IN TRIBAL AREAS OF VISAKHAPATNAM DISTRICT