1) What do you mean by Early Childhood Care and Education (ECCE) and why is it
important for inclusion? (80–100 words)
Early Childhood Care and Education (ECCE) refers to the holistic development of children
from birth to six years of age, focusing on their physical, cognitive, emotional, social, and
language growth. It lays the foundation for lifelong learning and well-being.
ECCE is crucial for inclusion as it ensures that all children irrespective of their abilities,
gender, caste, or socio-economic background—receive equal learning opportunities in a
supportive and stimulating environment. Inclusive ECCE nurtures empathy, acceptance, and
diversity from an early age, promoting equitable participation for every child.
For example, if a child with a speech delay is encouraged to express through gestures,
pictures, and peer interaction, they feel included and confident. Such inclusive practices promote
empathy, respect, and a sense of belonging among all children from the earliest years.
2) Which government department runs the Anganwadi project, and under which scheme?
What are the main services provided by Anganwadi centres? (4 marks)
The Ministry of Women and Child Development (MWCD) implements the Anganwadi
project under the Integrated Child Development Services (ICDS) Scheme — India’s flagship
programme for early childhood care and development.
Objective and beneficiaries
ICDS aims to improve the health, nutrition, and developmental outcomes of young children and
mothers. Primary beneficiaries are children (0–6 years), pregnant women, lactating mothers, and
adolescent girls in the community.
Main services provided by Anganwadi Centres (AWCs):
1. Supplementary Nutrition
a. What: Provision of cooked meals, take-home rations, or dry rations that
supplement family food for children (especially 6 months–6 years), pregnant
women, and lactating mothers.
b. Why: To prevent and reduce malnutrition, support growth and cognitive
development, and improve maternal nutrition.
c. How: Daily hot meals (where facilities exist) or weekly supplies are provided at
the AWC; quantities and eligibility vary by state and target group. Growth is
monitored to identify children needing therapeutic support.
2. Non-formal Pre-school Education (Early Childhood Education)
a. What: Play-based, age-appropriate early learning activities for children aged 3–6
years, focusing on language, numeracy readiness, motor skills, social skills, and
creative play.
b. Why: To build school readiness, stimulate cognitive and socio-emotional
development, and reduce learning gaps before primary school.
c. How: Daily sessions at the AWC using songs, stories, drawing, puzzles, block
play, and group activities. Caregivers (Anganwadi workers) follow simple lesson
plans and use low-cost teaching aids.
3. Health Check-ups and Referrals
a. What: Regular monitoring of child growth (weight, height), screening for
common illnesses, and referrals to health facilities for treatment or specialist care.
b. Why: Early detection of malnutrition, developmental delays, or illnesses allows
timely intervention and reduces risks.
c. How: Growth monitoring at set intervals, maintenance of growth charts, periodic
health camps, and liaison with local Primary Health Centres (PHCs) for referrals.
4. Immunization Support and Health Education
a. What: Support for immunization drives (linking children to routine vaccination
schedules) and education on hygiene, sanitation, breastfeeding, family planning,
and common childhood illnesses.
b. Why: To prevent vaccine-preventable diseases and build caregiver knowledge for
healthier practices at home.
c. How: Anganwadi centres act as mobilizers for immunization sessions (often
organized with the health department); workers provide counselling and demo of
hygiene practices (handwashing, safe food).
5. Nutrition & Health Awareness for Mothers and Community
a. What: Group counselling, home visits, and community meetings focusing on
infant and young child feeding (exclusive breastfeeding, complementary feeding),
maternal nutrition during pregnancy and lactation, and sanitation.
b. Why: Behaviour change at the household level is essential to sustain
improvements in child nutrition and health.
c. How: Mother’s meetings, growth monitoring days where mothers receive
counselling based on their child’s growth, and distribution of educational
materials. Anganwadi workers involve ASHA and ANM for technical inputs.
3) Mention one or more national policy documents that emphasize inclusion and equity in
early years or school education. Briefly describe their focus. (3 marks)
Several national policy documents in India highlight the importance of inclusion and equity in
education.
● The National Education Policy (NEP) 2020 focuses on ensuring universal access to
quality Early Childhood Care and Education (ECCE) for all children, especially those
from socio-economically disadvantaged groups, children with disabilities, tribal
communities, and linguistic minorities. It emphasizes flexible, play-based learning and
early identification of developmental needs.
● The National Policy on Education (1986, revised 1992) recognizes ECCE as a critical
stage that lays the foundation for lifelong learning. It stresses reducing social inequalities
and ensuring equal learning opportunities for marginalized children.
● The Right of Children to Free and Compulsory Education (RTE) Act, 2009 legally
guarantees free, equitable, and non-discriminatory education to all children aged 6–14
years. It prohibits discrimination in schools based on gender, caste, ability, or economic
background and promotes inclusive classrooms where every child learns together.
4) According to you, what should a model Anganwadi or school be like? (Maximum 150
words)
A model Anganwadi or school should be a warm, welcoming, and inclusive space where every
child feels safe, respected, and valued. The physical environment must be clean, well-ventilated,
child-friendly, and equipped with age-appropriate play and learning materials that reflect local
culture and language. Teachers and caregivers should be trained in play-based and child-centered
approaches that encourage exploration, curiosity, and social interaction. The centre must be
physically accessible, with ramps, adapted seating, visual schedules, tactile materials, and
sensory corners to support children with diverse needs and disabilities. Health, hygiene, and
nutrition should be integrated into daily routines through healthy meals, handwashing practices,
and regular growth monitoring. A model centre should actively involve parents, local health
workers, and community members through meetings, home visits, and awareness activities. This
collaboration ensures continuity of learning and builds a shared responsibility for each child’s
holistic development and inclusion.
5) Plan a one-week (6-day) schedule for children aged 3–6 years in an inclusive Anganwadi
or preschool. (5 marks)
Daily Routine Structure (common for all days)
Time Activity Purpose
9:00 – 9:20 Welcome, Free Play & Settling Builds comfort, social bonding
9:20 – 9:40 Circle Time (songs, greetings, Language, participation &
calendar, weather) belonging
9:40 – 10:10 Theme-based Learning Activity Cognitive & concept development
10:10 – 10:30 Snack Time (Nutritious Meal) Health & social skills
10:30 – 11:00 Outdoor / Gross Motor Play Physical development &
cooperation
11:00 – 11:20 Storytelling / Music / Rhymes Language, imagination,
self-expression
11:20 – 11:30 Reflection & Goodbye Emotional regulation & closure
Weekly Theme: “My World and Community”
Day Theme / Concept Activity Plan Learning Inclusion Strategies
Areas
Day 1: My Understanding Children Language, Provide picture cards for
Family different families draw/paste emotional children with speech
pictures of family expression delays; peer buddy support.
members; share
about family in
circle time.
Day 2: My Knowing body parts Action song Physical Use gestures, visual charts,
Body and & hygiene “Head, Shoulders, awareness, and adapted brushes for
Self-Care Knees, Toes”; health habits children with motor
handwashing challenges.
demonstration.
Day 3: Identifying and Sorting colourful Cognitive skills Offer thick grip crayons,
Colours sorting colours objects, finger & fine motor textured materials for
Around Me painting activity. skills children with low muscle
strength.
Day 4: Nature Observing Short supervised Environmental Provide tactile alternatives;
Walk & environment walk to collect awareness, allow slower pacing;
Sensory leaves, stones, sensory ensure safe and accessible
Exploration flowers; sensory processing pathways.
tray play.
Day 5: Story Creative expression Puppet story “The Language Provide picture-supported
and Music through stories Lion and the development & storytelling for children
Day Mouse”; group confidence with hearing/language
singing and easy needs.
rhythm play.
Day 6: Understanding roles Role-play (doctor, Social learning, Offer props, visual role
Community in community teacher, farmer, cooperation, cards; assign supportive
Helpers shopkeeper) + identity roles to build participation
pretend play for shy children.
corner.
Key Features of Inclusion in this Plan
● Multiple modes of learning: visual, auditory, touch-based, movement-based.
● Peer Buddy System: children learn in pairs to promote cooperation.
● Flexible seating: floor mats, cushions, low tables, standing option.
● Use of local language and simple vocabulary so all children can participate.
● Teachers model patience, acceptance, and positive communication.
6) Describe one activity or approach you would use to engage parents and community
members to support children with disabilities. (About 100 words)
To engage parents and the community, I would conduct an “Inclusive Awareness and
Partnership Day” at the Anganwadi. The event would include interactive demonstrations,
where teachers and health workers show how simple daily activities—like storytelling, play, and
household routines—can support children with disabilities. Parents of children with disabilities
would be encouraged to share their experiences, helping others understand challenges and
strengths. Small group discussions and role-plays would help reduce stigma and promote
empathy. Community volunteers, local youth, and self-help groups would be invited to assist in
creating support networks. This collaborative approach builds ownership, awareness, and a
shared responsibility for every child’s development.
SHIFA
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