u, lekt dh vksj

Towards a new dawn

ECCE
TRAINING MODULE
FOR
ANGANWADI WORKERS

Ministry of Women and Child Development

Government of India
New Delhi

September, 2017
ECCE
TRAINING MODULE
FOR ANGANWADI
WORKERS

Ministry of Women and Child Development

Government of India
New Delhi

September, 2017
Designed by: UNICEF India and CECED, Ambedkar University Delhi
INTRODUCTION TO THE TRAINING MODULE

This training module is part of the job training module for Anganwadi Workers and focuses
only on the early childhood care and education (ECCE) part of the training. This module is
planned for a period of 5 days out of the 26 days allocated for the job training. The purpose
of this module is to guide trainers to train Anganwadi Workers so that they are able to plan
and conduct appropriate ECE activities for 3 to 6 year olds.

It is designed to provide the Anganwadi Worker a basic understanding of the ECCE

curriculum and pedagogical approaches to ensure optimal and holistic development of
young children so that they are ready to start formal schooling at the age of six years. It also
includes a component on psychosocial development of children below the age of 3 years, to
help Anganwadi Workers counsel parents/caregivers on early stimulation.

It is expected that this training will be followed by periodic refresher or thematic trainings
for further knowledge and skill enhancement.

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S. No SESSION DURATION TIME Annexure and Video
DAY 1
Warm up ¼ hour 9:00 – 9:15 am
Session 1 Introductory session 1 hour 9:15 – 10:15 am Video 1: Windows of op-
- Brain development and portunity
holistic development of the
child: Importance of the first
six years of life.
- ECCE for birth to six years:
Aims and importance for
school readiness and lifelong
learning
Session 2 Birth to three years of age 1 hour 10:15 – 11:15 Annexure A: Develop-
- Key aspects of develop- am mental milestones for
ment of young children children from birth to six
- Developmental domains years
and milestones Annexure B: Discussion
sheet on care for child
development
Session 3 Early stimulation 2 hours 11:15 am – Annexure C: Early stimu-
- Importance 1:15pm lation activities
- Early stimulation activities,
infant games and develop-
ment of play materials
Lunch 1 hour 1:15 – 2:15pm
Session 4 Introduction to Mother and 1 ¼ hours 2:15 – 3:30 pm
Child Protection (MCP) cards
Session 5 Use of MCP cards for parent 2 hours 3:30 – 5:30 pm
counselling for early stimula-
tion
DAY 2
Warm up ¼ hour 9:00 – 9:15 am
Session 6 Three to six years of age 1 hour 9:15 – 10.15am Annexure A: Develop-
- Developmental domains mental milestones for
and milestones children from birth to six
- How children learn : Impor- years
tance of play Annexure D: How young
- What is school readiness? children learn
Video 2: Children en-
gaged in outdoor play
Video 3: Exploring
school readiness

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Session 7 Introduction to ECE curricu- 3 hour 10:15am –
lum and routine 1:15pm
- What is a balanced ECE cur-
riculum?
- Principles of planning an
ECEschedule/routine
- Introduction and shared
reading of ECE state curricu-
lum, ECE routine and AWW
handbook (if applicable)
- Theme based planning:
yearly, monthly, weekly and
daily plansUse of activity
books
Lunch 1 hour 1:15 – 2:15pm
Session 8 - Developing developmen- 3 ¼ hours 2:15 – 5:30pm Video 4: Creative activi-
tally appropriate activities for ties with children
children across domains and
low cost play material
DAY 3
Session 9 Field visit 4 ¼hours 9:00 am – 1:15
- Set up of an AWC to pro- pm
mote activity based learning
for preschoolers—activity
corners, organization and
management of time and
space
- Demonstration of 3-4 hour
ECE routine by trainer in
model Anganwadi Centres
using PSE kit and existing
teaching and learning mate-
rial followed by Discussion.
Lunch 1 hour 1:00 – 2:15pm
Session 10 Early identification and refer- 1 hour 2:15 – 3:15pm Annexure E: Four post-
ral ers on early signs of
disabilities
Session 11 Inclusion of children with dis- 1 ¾ hours 3:15 – 5:30 pm Annexure F: Four post-
abilities ers on management
strategies for children
with disabilities
Annexure G: Strategies
for inclusion of children
with disabilities

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DAY 4
Warm up ¼ hour 9:00 – 9:15 am
Session 12 Skill building 2 hours 9:15 – 11:15am Video 5: Story telling
- Developing stories and through pictures
storytelling aids
- Storytelling
- Action songs and rhymes
Session 13 Skill building 2 hours 11:15am Video 6, 7 and 8: Free
- Organizing free and out- -1:15pm play (doll house, blocks
door play corner, outdoor ball
games)
Lunch 1 hour 1:15 – 2:15pm
Session 14 Skill building 1 ½ hours 2:15 – 3:45pm Video 9: Guided conver-
- Free and guided conversa- sation
tion
Session 15 Skill building 1 ¾ hours 3:45 – 5:30pm Video 10: Emergent
- Activities for emergent literacy- Letter sound
literacy and numeracy identification
Video 11: Emergent
literacy- Story reading
using a book
Video 12: Emergent
numeracy
Video 13: Child doing a
pre-number activity
Video 14: Print aware-
ness
Video 15: Emergent
writing activities
DAY 5
Warm up ¼ hour 9:00 – 9:15 am
Session 16 Assessment of young children 2 hour 9:15 – 11:15am
- Portfolios
- Observation
- Child assessment cards
Session 17 Planning for 4-hour ECE 2 hours 11:15am – Annexure H: Recom-
routine 1:15pm mended ECE routine
from IECEI study
Lunch 1 hour 1:15 – 2:15pm
Session 18 Planning for 4-hour ECE 1 hour 2:15 – 3:15pm
routine
Session 19 - Guidelines and planning for 1½ hours 3:15 – 4:45pm Annexure I: Guidelines
celebration of ECCE day for celebration of ECCE
- Advocacy for importance of day
ECE
Session 20 Feedback from trainees ¾ hour 4:45 – 5:30pm

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DAY ONE

SESSION 1 : INTRODUCTORY SESSION

Duration:1 hour

Expected learning outcomes:

The participants will:

a) Understand the process of brain development and related importance of early years

b) Understand the concept and significance of ECCE and school readiness

Materials Required:

White board, felt pens, flip charts, flip boards, Video 1: Windows of opportunity, Early Childhood
Education Programme, Venita Kaul,NCERT (pages- 17-21)

Method:

Activity 1: Sharing of one‘s own childhood experiences (30 minutes)

a) Ask participants to share one pleasant and one not so pleasant memory eachof their childhood
days. After 10 minutes, start sharing your own personal memory to help participants to open
up.
b) While participants share their personal memories, take cues from the experiences shared and
write them on the flipchart.
c) Extend the discussionwhile emphasizingthe role of thechildhood days andmemoriesand
how they have a lifelong impact. Use example of how we remember rhymes learnt in early
childhood even as adults.
d) Showcase Video 1: Windows of opportunity to discuss the importance of brain development
during early years.
Activity 2: Role of the AWC in addressing children’s developmental needs (30 minutes)
a) Write down few questions on the board and ask the participants about their opinions on them.
Some of the following questions can be used:
 Most of you have been working with young children? Have you observed their
behaviour? If yes, what were your observations?
 What do you feel are some of the developmental needs of young children?
 What kind of environment is required for the development of the young child?
 Why is it important to engage with young children?
 What role do Anganwadi Centres play in ensuring and facilitating good quality early
childhood care and education?

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Facilitator’s note:

Sum up the discussion by highlighting:

• Criticality of early years and brain development

o First three years are the most important in a child’s life.

o Brain is most plastic, grows fastest and is most responsive to the outside world in
these years.

o While genes, nutritional and health status play an important part, the environment
of the child is very important for his/her growth and development.

• Importance of ECCE in providing a stimulating environment that promotes school

readiness, especially for underprivileged children who may not have adequate
resources at home.

• Nature of ECCE:A holistic intervention covering health, nutrition and care,including

psycho-social and emotional needs period.

• Role of parents, community and ICDS in promoting school readiness and all round
development of the child period.

• School readiness: In the broadest sense, refers to how ready are children for school?
How ready is the Anganwadi for school for the children? And how enabled are the
parents and families for supporting children’s early education?

• Discuss that children are not innately “ready” or “not ready” for school. It is lack of
opportunities that is the problem.

SESSION 2: BIRTH TO THREE YEARS OF AGE

Duration: 1 hour

Expected Learning Outcomes:

The participants will:

a) Learn about key aspects of child development continuum

b) Acquire knowledge on the developmental domains and milestones

Material Required:

Handout on domains of development and developmental milestones, cards/chits made of chart

paper with developmental milestones written on them, markers, National Early Childhood
Care and Education (ECCE) Curriculum Framework (25-29 pages)

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Method:
Activity 1: Introduction to early development continuum, domains and milestones (30 minutes)
a) Ask the participants to name a few children in their families and communities. Ask them what
ages they are and what they are able to do (for example, a six-month-old can hold her head
upright, a nine-month-old can sit without support).
b) Ask the participants if they can say that these children are progressing well. How can they say
that?
c) Discuss with the group about the domains of development and milestones for birth -3 years
using ANNEXURE-A.
Background note:
A child’s development is holistic in nature, but can be categorized under different domains— phys-
ical/motor, cognitive, language, socio-emotional and creative and aesthetic appreciation. These
five domains are interdependent—each domain is linked with the other and affects its develop-
ment and each skill is a blending of other skills. For example, recognizing and naming the colour
of an object is a combination of cognitive and linguistic skills. Development in each of these areas
is dependent on appropriate stimulation and opportunities to learn.
Accomplishments or major achievements along the developmental continuum across these five
domains are called developmental milestones. These developmental milestones are an orderly se-
quence of steps and appear within a fairly predictable age range. At the same time, it is important
to note that each child is unique and develops at her/his own pace and all children do not acquire
the same set of skills at the same age.
Activity 2: Understanding the sequence of developmental milestones from birth to 3 years
(30 minutes)
a) Divide participants into groups of 4-5.
b) Distribute cards with skills from different domains of development, with examples written on
them.
c) Ask the participants to sequence the cards age-wise.
d) Continue till all groups have sequenced the cards in correct order.
Facilitator’s Note: Summarize the session
Ask why it is important to know the milestones and how this knowledge is useful for providing age
appropriate experiences to children. Present the true/false sheet on child development. Read out
the statements and invite participants to answer true or false. Refer to the answer sheet given in
ANNEXURE B for steering the discussion.

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SESSION 3: EARLY STIMULATION
Duration: 2 hours

Expected Learning Outcomes

The participants will:
a) Understand the importance of early stimulation
b) Develop skills to plan and conduct stimulation activities and counsel parents
Material Required:

Chart paper, cardboard box, old pictures, thread, glue, and ‘waste materials’ for making toys.

Method:

Activity 1: Importance of responsive care practices and early stimulation (30 minutes)

Now that the participants have learnt about how children develop,
a) Ask the participants their views on what young children need for their optimal development
and how adults can foster acquisition of skills across all domains of development.
b) Explain how early stimulation affects child development and why. Discuss the importance
of responsive caregiving, adequate and early stimulation—play and communication with
children.
Facilitator’s note:
Play and communication, as well as proper feeding, help a child grow healthy and learn.
Some participants may think that a newborn is too young to talk to or play with. Point out
that the following are all examples of stimulating activities that foster development of
various domains:making eye contact with a newborn, rocking a newborn lightly, making
repetitive sounds to a child, responding to the sounds made by a child, giving him/her toys
and objects to hold and other such interactions.

Activity 2: Responsive care activities for children (15 minutes)

a) Ask participants about the common play and communication activities they have seen
parents doing with their children and how these benefit young children.

b) List answers on a flip chart and link these to the next activity.

Activity 3: Developing age appropriate early stimulation activities and play materials (1 hour 15
minutes)

a) Prepare cards noting different ages of children between birth and 3 years and milestones/
development domains.

b) Divide the participants into groups of 4-5. Distribute the cards to the participants.

c) Ask the participants to plan play and communication activities and prepare related play and
learning materials.
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d) Mention some suggestive age appropriate stimulation activities as given below:
 Newborns: Simple actions such as making eye contact, smiling at, singing or talking
to, and even holding a baby are age-appropriate activities for a newborn. Providing
opportunities and space to the child to move their arms and legs freely is important.
 1-6 months: Looking into the eyes of the baby, smiling and talking to the baby, are
useful for babies in this age. Responding to the baby’s sounds and gestures is very
useful.
 6-12 months: Letting the child do things on her/his own, for example eating, letting
her/him play with common household items.
 12 months to 2 years: Giving things to stack, put into containers, giving toys to push/
pull, encouraging the child to walk, asking simple questions, responding to child’s
question, showing things in the immediate environment and labelling them, playing
word games.
 2 years and older: Helping the child count, compare things—match, sort, classify, using
simple homemade toys, providing opportunities to draw. Asking simple questions
and encouraging the child to talk, sing songs, recite and act out rhymes, and listen
to stories using picture books. Using traditional stories and games to foster desired
behaviours, as children at this age can understand what is right and wrong. Modeling
good behavior and gently correcting is better for their socio-emotional development
than scolding children for misbehaving.
e) Ask the participants to present their activities and materials to the rest of the group.
Facilitator’s note:
Summarize the session by emphasizing that early childhood stimulation aims at providing an
enabling environment such that a child can achieve her/his optimum potential. The detailed
session on activities is attached as ANNEXURE C.

SESSION 4: MOTHER AND CHILD PROTECTION CARD

Duration: 1 hour 15 minutes

Expected Learning Outcomes:

The participants will:
a) Understand the importance of the Mother and Child Protection (MCP) card
b) Learn to make effective use of the Mother and Child Protection card for early stimulation
Material Required:
Mother and Child Protection Card
Method:

Activity 1: Introduction to the Mother and Child Protection Card (1 hour 15 minutes)
a) Ask the following questions to check participants’ awareness regarding the MCP card period.
 What is the purpose of the card? To learn, understand and adopt better practices for
children.

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 Who keeps the card? Mother and other family members
 Who uses the MCP Card? AWWs, ANMs, ASHAs, parents and other caregivers
 Who are the caregivers in the community? Mothers, fathers and other family members,
such as grand mothers/grandparents
b) Show the MCP card to the group and discuss the importance of nurturing and responsive care.
c) Discuss the activities illustrated in the MCP card and their role in promoting the child’s growth
and development.
d) Explain why each component is important and how each of these—health, responsive feeding
and early stimulation – are interlinked.
e) Take the participants through the guidance provided for different age groups and give examples
from the stimulation activities presented in the previous session.
Background note:
The Mother and Child Protection card is a tool to support parents and caregivers in promoting
the essential elements of stimulation, health, nutrition and protection. It draws from evidence
in neuroscience on the importance of stimulation, nutrition and protection of children, including
children with disabilities, for their optimal development. It provides information on immunization,
complementary and responsive feeding and early stimulation to parents and caregivers.
Anganwadi Workers can use the card to explain a child’s progress and to inform parents about the
age-appropriate developmental milestones, their significance and how these can be promoted
through early stimulation activities. It is important to emphasize the parents can promote
their child’s development through early stimulation during all contact times with the child by
combining this with other daily routine activities such as feeding, bathing, and dressing the child.
For example, the mother can look into the child’s eyes, smile at, talk, and sing to the child while
feeding. Emphasize that it is equally important for fathers to spend time and interact with their
child.

Facilitator’s note:
Summarize the session by highlighting that the home environment in early years lays the
foundation for the future growth of a child. Anganwadi Workers should establish strong
partnership with parents and other caregivers and support them in creating a caring and
nurturing environment to support their child’s optimal development.

SESSION 5: USE OF MCP CARDS FOR PARENT COUNSELLING FOR EARLY STIMULATION

Duration:2 hour 15 minutes

Expected Learning Outcomes:

The participants will develop skills to counsel parents on activities to stimulate the growth and
development of their young children.

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Method

Activity 1: Dialogue with families about responsive care and early stimulation (45 minutes)
a) Divide participants into groups for role play. Ask that one of the group members plays the
role of an Anganwadi Worker while the other plays the role of a parent/caregiver. Ask that
the group member playing as the Anganwadi Worker recommend age appropriate
stimulation activities to the person playing as the parent/caregiver. Check for understanding
on items that can be used for organizing play activities at home and how these itemscan be
used.
b) Introduce an activity recommended on the Mother and Child Protection card and demonstrate
how to conduct a counselling session with caregivers while emphasizing the following points:
 Hold regular meetings with parents
 Listen to mothers and observe them
 Find out about existing practices
 Praise parents/caregivers for what they are doing well
 Provide advice if any gaps are observed in the existing knowledge and/or practices
 Explain each activity mentioned on the card, along with its importance
 Explain the milestones and help the parent/caregiver understand her/his child’s
development
 In case a child has not achieved the expected milestones, guide the parent/caregiver on
how to conduct stimulation activities at home
 Encourage parents/caregivers to spend more time with the child and explain how they
can do this with daily, routine activities
Background note:
Coaching caregivers on conducting stimulation activities
Most families try to do their best for their children. Their efforts must be praised and they should
be empowered to continue early stimulation in home settings. They may not know that play
and interaction are essential to promote the optimal development of their child. They should be
counseled to:
- get the child’s attention
- communicate with their child, respond to their child
- introduce play activities gradually, in a sensitive and responsive manner, selecting activities
that are appropriate for the age and skills of their child
- follow the child’s lead during the activities
- help the child with a new task, and praise the child for her efforts
c) Discuss with the group that some children may not achieve the milestones as per their age.
Demonstrate how the MCP card can be used to counsel parents/caregivers on early stimulation
and care for their children.

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Background note:
Children with developmental delays, disabilities or who are malnourished may require additional
support to develop optimally. While caregivers are often able to recognize when a child is slow
in achieving the developmental milestones compared to other children in their families and
communities, they need support to plan and implement appropriate stimulation activities for
their child. Caregivers may not always feed or communicate with these children as frequently as
needed, and it is important that they are aware of the special needs of these children and their
capacities.
Activity 2: Supporting families to promote child development and care during early years (45
minutes)
a) Prepare cards with examples of situations in which children have not achieved the milestones
(e.g., a one year old child who does not stand without support).
b) Divide the participants into groups of 4-5. Distribute the cards to the participants.
c) Ask them how they would counsel the parents using the MCP card and what stimulation and
play activities they would recommend for the situations on their cards.
d) Ask the group representatives to make presentations to the whole group.
Activity 3: Holistic development of young children-addressing challenges and concerns(30 minutes)
a) Ask the participants to list the challenges they may face in counseling parents/caregivers, and
also the challenges that caregivers may face with their children.
b) Invite the group representatives to share the challenges and concerns.
c) Facilitate in identifying feasible solutions.
Facilitator’s note:
Remind participants that they will learn more about nutrition and health needs of and care for
children in other parts of their training programme. While, for the ease of transaction of the
training programme, they are learning separately about development, nutrition and health during
early years, they should ensure that they look at the child holistically and address the issues in an
integrated manner while counselling the parent.
Draw the attention of the participants to the need for linkages with health and nutrition sectors,
including for referrals in cases of poorly nourished children and children with disabilities and
developmental delays. Emphasize the importance of working in coordination with ANMs and
ASHA Workers, with Nutrition Resource Centres in cases of children with severe and acute
malnutrition (SAM) condition, and with District Early Intervention Centres in cases of children with
developmental delays and disabilities.

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DAY TWO
SESSION 6: THREE TO SIX YEARS OF AGE
Duration: 1 hour
Expected Learning Outcomes:
The participants will:
a) Be aware of age appropriate milestones for 3- 6 years
b) Understand about how young children learn
c) Understand the importance of play for learning and development
d) Learn about the concept of school readiness
Materials Required:
Chart paper/VIPP cards, felt pens, bowl, Video 2: Children engaged in play, Video 3: Exploring
school readiness
Method:
Activity 1: Passing the parcel (10 minutes)
a) Divide the participants into groups and prepare chits from the chart paper wherein
developmental milestones related to all aspects of development for the 3 to 6 years age group
are written beforehand.
b) Put all the chits in the bowl and pass it around to all the groups while creating some music or
sounds by clapping or singing. When the music/sound stops, whichever group has the bowl
should ask any one of its members to pick a chit and read out the given indicator and the group
members can collectively do three things:
 look at the milestone written on the chit and identify what domain it belongs to
 state the relevant age group
 Suggest one activity related to the milestone for a child in the given age group. For
example, if the chit says “identifies colours and shapes and classifies blue circles”, the
group who gets the chit will state that it is for cognitive development domain and will
identify which age group it is appropriate for. For example it could be for children who
are 4-5 years of age. Then the group would discuss among themselves and suggest one
related activity for cognitive development of 4-5 years old. Passing the parcel activity
can be repeated again as described above.
c) After the above activity, ask the participants:
 How the age and level of development of a child is important in selecting activities.
 What the indicators would be to know if an activity is not developmentally appropriate
for the child.
Facilitator’s note:
The idea is that through the game the whole group engages in discussion and comes to a common
understanding of age-specific development indicators. They can refer to the development
milestones for 3- 6 year olds given as ANNEXURE A.

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Activity 2: Activities for Children and their significance (20 minutes)
a) Divide participants in groups of 4. Give them two questions to discuss:
 What are the activities and tasks that children enjoy doing? Why so?
 What do you think they learn from these activities?
b) Ask all groups to share their responses to the questions, noting the reasons behind selecting
the activities they identified. List down all the reasons on chart paper.
Facilitator’s note:
The trainer can take cues from the discussion and guide the discussion towards the characteristics
of young children and how they learn. This can be further followed with some key inputs from
the trainer’s side (e.g., preschool aged children do not learn by merely listening to adult;they
learn by observing others, including elders; through play; by exploring the world around them;
through experimenting, trial and error; and by asking questions). Detailed information on how
young children learn is attached as ANNEXURE D.
Activity 3: Importance of Play for Children’s development (15 minutes)
a) Elaborate on the types and role of play in the development of children by showcasing the Video
2 on children engaged in play in an ECE setting. Discuss how younger children play alone or in
groups of two and how they learn to play in groups and teams and follow rules as they become
older.
b) After the video, initiate a discussion on the importance of play and use the following questions:
 What are children doing in the video?
 Do you think they are learning anything? If yes,what?
 How do you think that play can enhance learning?
Facilitator’s note:
Sum up by highlighting the importance and role of play in promoting development in all domains:
 Gross motor skills are developed as a child learns to reach, grasp, crawl, run, climb and
balance. Fine motor skills are developed as children handle small toys, thread beads etc.
 Children learn to solve problems through play. As they explore the world around them,
they learn colours, numbers, sizes and shapes. They learn to compare and analyze, which
helps to develop in them a scientific temper.
 Children develop language and literacy skills as they listen to others and re-enact their
roles and responsibilities through dramatic play.
 During play they are required to cooperate, negotiate, take turns and play by the rules,
which are important skills for socialization. They begin to develop and understand rules
and negotiate them, as well as learn about social roles in real life.

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Activity 4: School Readiness: Concept and Significance (15 minutes)
a) Ask the participants what they understand of school readiness and to write their answers on
the flip chart.
b) Show Video 3 on school readiness to the participants.
c) Follow up with a discussion around what school readiness is and why it is important for children
to be school ready before leaving Anganwadi Centre and joining primary school. Trainer may
refer to page number 23 and 24 of National ECCE Curriculum Framework to further get detailed
understanding on school readiness.

SESSION 7: INTRODUCING THE ECE CURRICULUM AND ROUTINE

Duration: 3 hours
Expected Learning Outcomes
The participants will:
a) Become familiar with the state ECE curriculum
b) Be able to use the given material as reference while planning sessions on their own.
c) Learn to develop yearly and monthly/weekly and daily plans, based on the state curriculum
and by following principles of program planning
d) Understand the appropriate use of activity books and other materials for children
Materials Required:
Power Point presentation of key features of the state ECE curriculum; copies of the state ECE
curriculum, AWW handbook, ECE kit, activity books, National Curriculum Framework on ECCE,
Early Childhood Education Programme, Venita Kaul, NCERT (42-45) and chart paper.
Method:
Activity 1: Planning for ECCE: Shared readings and group presentations (1 hour)
a) Introduce all the state-specific materials to the trainees. Conduct a 10-minute presentation and
show all the materials to the participants, discussing the rationale behind the development of
the material.
b) Talk about the state ECE curriculum and highlight ways of integrating it with Anganwadi
Worker handbook/ activity bank, activity books, pre-school education (PSE) kits while
conducting an ECE routine in an Anganwadi. Please use the figure given below for reference.
Activity book
Assessment card
Will help to reinforce concepts introduced
in class through individual activity, twice a Will be based on indicators as identified in
week performance on activity books will in state curriculum and children’s performance
turn provide feedback for curriculum will give feedback to curriculum renewal

State
ECE curriculum

Balanced routine Preschool kit

Curriculum should provide content for Will help to reinforce concepts in curriculum
developing schedule and activities and will and support free play activity as emphasized
also give feedback for curriculum renewal in curriculum and routine.

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c) Thereafter, divide participants into 4 groups and give one section of the state ECE curriculum
to each group for shared reading and to discuss and identify ways to make connections with
existing ECE reference material such as an ECE routine, AWW handbook, activity books, and
assessment cards.
d) Ask the participants to make a group presentation summarizing the curriculum content and
connections with existing ECE materials and present any gaps identified in the process. The
remaining groups can then ask questions after the presentations.
Activity 2: Theme based planning: Yearly and monthly, weekly and daily plans (1 hour 30 minutes)
a) Ask the participants if they make any short term and long term plans for themselves or their
families. Do they plan their finances? Are these plans guided by any objective?
b) After listening to a few responses from the participants, orient them on the importance of
planning curricula for the long term, medium term and short term (Refer to page 52-54 of the
National ECCE Curriculum Framework).
c) Share basics principles of programme planning (Refer to page 42-45 of the Early Childhood
Education Programme, Venita Kaul, NCERT). Note that planning should:
 reflect a balance of indoor and outdoor activities, free and structured activities,
individual group activities, large and small group activities
 be flexible to accommodate immediate needs and situations
 address age as well as developmental levels of children
 be based on long term objectives and expected outcomes and should lead to their
achievement
d) Discussthe state ECE curriculum in terms of objectives, broad structure and learning
outcomes of the curriculum. Discuss the themes that can be covered with pre-school children.
Some themes can be: My Family and I, Environment (including animals, plants and water),
Communication, Transport, Fruits and Vegetables, Festivals etc. Note that one or more themes
can be selected each month and activities can be planned accordingly; in all, about ten themes
in a year is feasible.
e) Ask participants to develop a monthly plan using the template below.
Months Themes Language Cognitive Creative Physical Emergent
literacy &
numeracy (4-5
years)
April-May Myself, Parts of the
Body, Senses
Jun-July My Family, My
Home, My School
Aug-Sept Environment
(Plants, Food)
Oct-Nov Environment
(Animal)

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Dec-Jan Environment (Water,
Air)
Transport/
Feb-Mar
Community Helpers
f) Ask one or two groups to share their plans, to be reviewed to see if there is sufficient time
allocation for all developmental domains, including activities for each day and having separate
plans for younger and older children, with the plans for older children focusing more on building
school readiness skills.
g) Based on the sample month’s plan, ask the participants to further divide it into week-wise
planning based on the given template and apply this to a day’s routine.
h) Ask participants to present their group work and discuss the feasibility of the monthly plan
from the implementation perspective.
Month
Theme
Sub theme
Week 1 Week 2 Week 3 Week 4
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Activity 3: Introduction to the activity books (30 minutes)
a) Introduce the activity books for different ages to the participants and discuss the importance
of the books for children. Emphasize that activity books are not a substitute for classroom
processes, but rather, should be used to reinforce the concepts introduced in class through
individual activity. Discuss the dos and dont’s of using the activity books with children:
 Introduce activity sheets from the activity books to children with clear instructions
 Be flexible in the use of activity books as per the child’s needs and pace of learning
 Clarify to children that there is no compulsion to complete activity sheets neatly or
within a stipulated time
 Do not use activity books every day. Two worksheets per week are enough to engage
young children.
 Use the activity book to give insights to parents regarding the progress of their children.

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SESSION 8: DEVELOPING DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR CHILDREN
(ACROSS DOMAINS) AND LOW COST TEACHING AND PLAY MATERIAL
Duration: 3 hour 15 minutes
Expected learning outcomes:
The participants will:
a) Develop age appropriate activities for development of language, cognitive and school
readiness competencies
b) Develop teaching learning materials (TLMs) that can be used to make learning interesting
c) Become familiar with the components of the PSE Kit and strategies for using it
Materials Required:
Old newspapers, papers, sketch pen, colour crayons, scissors, cello tape, chart paper, empty
boxes, cans, story books, PSE kit guidelines, Video 4: Creative activities with children.
Method:
Activity 1: Recall domains of development (15 minutes)
a) Divide participants in 4 groups and ask following questions:
 Can you recollect the domains of development? List out the domains.
 What kind of activities should be carried out in each domain, specifically for 3-6- year-
old pre-school children? List out a few of them for each domain.
 Do you think all children achieve the milestones at the same time? Why?
Facilitator’s note:
Discuss the fact that there is diversity among young children. There are differences in children’s
development and growth in each domain. The pace of learning for every child is different. Children
with special needs develop differently than children who are developing at what scientists have
determined is an average pace. There are children who show a developmental acceleration
function at a level more like older children. There are also children who show a developmental
delay function more like younger children. There are also some who are late bloomers.

Background note:
Recapitulation of domains of development
 Large/Gross motor skills: Using large groups of muscles to sit, stand, walk, run, and keep
balance, etc.
 Small/Fine motor skills: Using eye and hand coordination to be able to eat, draw, dress, build
blocksplay, write, and do many other things.
 Language and Literacy skills: Speaking, using body language and gestures, communicating,
and understanding what others say, seeing meaning in reading and writing and pre literacy
skills.
 Cognitive skills: Thinking skills, including learning, understanding, problem solving,
reasoning, and remembering, classifying objects, thinking in sequence, concept formation.
 Social/Emotional skills: Interacting with others, having relationships with family, friends,
and teachers; cooperating, and responding to the feelings of others, respecting diversity;
respecting others rights, regulating emotions, inner discipline.

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Activity 2: Development of domain specific activities (1 hour 15 minutes)
a) Referring to state ECE curriculum, trainer will select and demonstrate at least two activities
in each of all 5 domains of development: language, cognitive, socio- emotional and creative
development.
b) Participants will observe the demonstration while keeping in mind one crucial question:
 What skills, concepts or capacities do these activities cater to?
c) Show Video 4 on creative activities for children
d) After conducting the activities, ask participants to write all the responses on the chart paper.
Trainer will further elaborate on them by providing essential information to the participants
regarding language, cognitive and socio-emotional development.
e) Divide the participants in groups to design and present at least three activities each under all
the above domains. Remaining groups will suggest changes, if required.

Background note:
While planning activities, participants needs to focus on the following skills and concepts listed
under each domain:
Under cognitive development:
 Identification of shape, colours, body parts, object names, etc.
 Development of Sensory organs – hearing, touch, sight, taste, smell
 Development of Pre-number concepts
 Development of cognitive skills of – Identification, matching, classification, sorting, sequence
thinking, serial thinking, pattern making, concentration and attention span.
 Problem Solving
 Identification of Number and Numerals
Under creative development:
 Building imagination
 Building creativity
 Expressing through arts
 Appreciating others
 Fine motor coordination
 Concentration
Under language development:
 Listening - conversation, stories, songs and poems, objects, events, festivals, family and
others
 Speaking -expressing own views , sharing experiences, asking variety of questions, responding
in full sentences, extending sentences, adding/creating new words, using imagination,
explaining about objects and things that are around

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 Emergent Reading
• Extending vocabulary and verbal expression
• Strengthening comprehension in the AW language
• Print Awareness
• Developing interest in story books and reading as an activity
• Phonemic Awareness
• Identification of various words and letters
• Book handling – how to hold, and turn pages etc. How to do pretend reading…etc.
 Emergent writing
• Seeing meaning in / connecting writing as an activity with their daily life
• Making drawing based on heard stories
• Making character that they liked in particular story/ poem
• Doing make-believe writing
• Free drawing
• Inventive spelling
 Cutting and pasting in a particular shape
 Book handling – how to hold a book, turn pages, pretend reading etc.

Activity 3: Introducing Pre-school Education (PSE) Kit (30 minutes)

a) Introduce and share Preschool education kit with the participants.
b) Emphasize on three categories of materials available to the Anganwadi Worker:
 Preschool Education (PSE) kit: Material that can be procured from market by
department
 Material which can be prepared by Teacher/Anganwadi Worker
 Locally available low cost material in the environment

Facilitator’s note:
Highlight that the selected material should be safe, hygienic and child friendly. List of material that
is locally available and can be used: old and clean clothes, bottle caps, old tyres, plastic bottles,
wooden toys, coconut shells, used paper, leaves and pebbles etc.
c) Display the sample PSE kit of the state and introduce the items. Ask the participants to work
in groups to do the following tasks:
 Map the items of the kit with respect to the domains it caters to
 Arrange PSE kit material in 4 learning corners i.e. blocks corner, book corner,
pretend play corner and art & craft corner
 Each group will demonstrate one activity each using PSE kit

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Activity 4: Development of domain specific teaching and play material (1 hour 15 minutes)
a) Expand the discussion towards the teaching learning material that can be developed by
Anganwadi Workers.
b) Conduct a session on developing following materials and discuss the use of all the materials
developed during the session. Allow time for practice with the use of materials.
Some Suggested Play/Learning Materials to be developed by Anganwadi Worker
Sensory and cognitive development Oral language and emergent literacy
Touch boards Picture cards – word and letter identification and
Seriation cards discussion
Sequential thinking cards Flash cards with numbers, pictures, alphabets
Four and eight piece puzzles etc.
Flash cards of vegetables, fruits, animals, Picture Books
vehicles etc. Puppets/ Masks for a particular story or concept,
Dominoes made on cardboards picture books, charts etc.
Pretend play
Finger or cloth puppets
Making rag dolls
Making a puppet or head mask

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DAY THREE
SESSION 9: FIELD VISIT

Duration:4 hours

Expected learning outcomes:

The participants will:

a) Understand what constitutes a child-friendly learning environment
b) Learn to organize space and activity corners
c) Develop skills in conducting core preschool education activities
Materials Required:
Stationary (e.g., crayons, sketch pens, paper, scissors, cello tape, stapler, glazed paper), TLMs
developed in the previous session, white board, National ECCE Curriculum Framework Pages 81-97
Method

Activity 1: Demonstration of 3-4 hour routine(3 hour)

a) Visit a nearby model AWC which meets most of the criteria of a vibrant ECCE centre.
b) Divide the group into 2 and visit two model AWCs, with a trainer to accompany each group.
c) Each trainer should plan and demonstrate a 3-4 hour ECE routine in one of the model
Anganwadi Centres using the state ECE curriculum, PSE kit and existing TLMs.
d) Ask trainees to observe the centre and a day’s routine based on the following questions:
 Observe classroom environment, both indoor and outdoor, at the AWC
 Is it clearly evident that a routine was followed? Was there enough time for each
activity?
 How did the trainer introduce concepts?
 What materials were used?
 How did the trainer transition from one activity to another?
 How had the trainer organized activities to cater to different age groups?
 Were all children involved in the activities? If yes, how did the trainer ensure that? If
not, what could she have done?
Activity 2: Observation sharing (45 minutes)
a) After coming back to the training centre, conduct a sharing session on the above questions
after the completion of field work.
b) Ask participants to share their observations in detail including at least one positive element
and one concern.

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Facilitators’ note:
Emphasize the following key elements that should be part of a day’s routine:
• Activities cover all domains of development
• There should be a mix of free and structured play
• There should be a mix of group and individual activities, mix of quiet and active activities etc.
• Opportunities to be provided for all children to participate.

Background note:
Learning environment
Indoor Environment Outdoor Environment
 The centre is neat, clean, safe, organized  Safe and clean drinking and cooking water
and attractive. is available.
 There are some daris, mats for classroom  There are handwashing facilities, including
activities and in case the children want to soap.
sleep.  Adequate, safe space/playground for
 Walls displaychildren’s work, thematic games and activities, with age appropriate
charts and posters at children’s eye level. outdoor play material and equipment
 A daily routine chart is displayed for the are available (e.g., balls, tyres, sandpits,
AWW/ teacher to follow easily. swings).
 There are3-4 activity/ display corners  The centre is fenced and has a lockable
(e.g., manipulative and construction toy gate.
corner with puzzles, blocks, pretend play
corner with dolls and other toys, story
book corner and art and craft corner).
 There is a low black-board at children’s
height with chalk for children to scribble/
draw.
 Objects are labelled, children’s name
cards are displayed and reading materials
are available for a print-rich environment.
 Furniture and materials are suited for
children.
Activity 3: Hands-On Experience: How to Set Up the Learning Environment (15 minutes)
a) After coming back to training centre, divide participants into small groups and allocate one
corner to each group.
b) Ask each group to set up the allocated corner in the training room as observed in the model
AWC. The corners can be set up using the PSE kits and the teaching learning materials(TLMs)
developed by the groups in an earlier session.
c) Ask each group to present their corners to the other participants, explaining the materials
and set up of each corner, how they will be used by children and how this will benefit the
children.

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SESSION 10: EARLY IDENTIFICATION AND REFERRAL

Duration- 1 hour

Expected Learning Outcomes:

Theparticipants will:
a) Understand the signs of major disabilities, viz., physical-motor, visual, hearing and intellectual
b) Learn about the importance of referral and intervention
Materials Required-
1. Visual Aid: Four posters on early signs of disabilities(ANNEXURE E)
Method

ACTIVITY 1: Concept and importance of early detection of disabilities

a) Ask the participants to identify all the children/adults that they know in their village/
neighbourhood/family who have a disability. Let all the participants discuss the different types
of disabilities.
b) On chart paper, list out the information discussed as below.
Name of Type of disability How did you come to What are the things that the person
child/person know/What were the cannot do? What can the person do?
indicators?

Facilitator’s note:
The discussion should lead the participants to understand how disability restricts the development
and functioning of the individual. The point to be highlighted here is also that disability restricts
capacity only in limited areas, while the person with disability can do many things. For example,
in the case of a child who is blind, while she may not be able to see, she has the ability to learn,
participate in class, play with her friends, etc.

c) Discuss the concept and importance of early detection of disabilities. Discuss how disability
impacts the development of the child. Present early signs of all the four major disabilities. Use
the posters to further explain the early signs (posters in ANNEXURE E).
d) Talk about the importance of referral to the participants. Inform them that when they feel
that a child is developmentally not on track, they should refer the child for comprehensive
assessment and further intervention to hospitals/NHM-RBSK/ PHC/District Early Intervention
Centres (DEIC) for treatment and intervention or contact the ASHA/LHVs and seek assistance
for referral.

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SESSION 11: INCLUSION OF CHILDREN WITH DISABILITIES

Duration- 2 hours30 minutes

Expected Learning Outcomes:

Theparticipants will:
a) Understand the concept of inclusion
b) Understand the importance of inclusion of children with disabilities (CWD) in AWC
c) Learn the basic strategies of managing CWD in AWC
d) Learn to adapt activities and aids for inclusion of CWD in AWC
Materials Required:
a) Four posters on management strategies for children with disabilities(ANNEXURE F)
b) Chart paper, cardboard, worksheets for colouring, empty match boxes, chickpeas, sand,
pebbles, branches, cushions, chunnis.
c) Handout with examples on strategies for inclusion of children with disabilities (ANNEXURE G)
Method

Activity 1: Introduction to the concept of inclusive ECE (30 minutes)

a) Discuss the concept of inclusive ECE, its importance and management strategies using the
posters.
b) Follow this with a question-answer session.
Activity 2: Case Studies: Focus group discussion (45 minutes)
a) Divide participants into groups of about 5-6 members each.
b) Ask them to read and discuss the two cases presented below, answering the following
questions:
 What are the stimulation and development opportunities available to Suresh and
Deepak?
 How important is early childhood education for children with disabilities?
 Could Deepak be included in an AWC? If so, how can an AWW include him in the class/
activities?
Case 1
Suresh is 4year old. He attends the local preschool centre. His grandmother leaves him at the
preschool centre daily on the working days at 9.45 am. He wishes the Anganwadi Worker ‘Namaste’
on arrival at the centre. He participates in all the activities of the preschool, such singing of rhymes,
exercising, playing games, colouring, and listening to stories told by the Anganwadi Worker. He
has learnt to wash his hands before and after eating. He carries his tiffin with him, eating his food
from home and supplementary food received at the AWC. He interacts and communicates with
other children at the [Link] times, he fights with the other children. His immunization record is
maintained by the Anganwadi Worker.

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Case 2
Deepak is also 4years old like Suresh. Deepak has poor vision and falls frequently while moving
around. His mother does not allow him to move around too much. Hence, he is always at home. He
sits in a corner in his house, and keeps rocking his body. His siblings go to school, so there is no one
at home to talk to him. His mother feeds him. She does not like it if he eats by himself, as he tends
to get messy.
Facilitators’ note:
Facilitator will discuss with the participants the importance of ECCE and how it helps in overall
development of children-identify the benefits of sending a child to AWW. The facilitator can
then stretch the discussion to how children with disabilities (CWD) are denied this basic right to
opportunities for equal development. Highlight how unfair this is. Link it to attitudes, barriers in
inclusion of CWD in [Link] to sum up positive and facilitative ideas which the group suggests
for inclusion of CWD in the AWC.
It is also important to point out to participants that children with disabilities are a heterogeneous
group. This means that all children with disabilities, are not the same. For example, say, in case
of children with visual impairment, some would have low vision, some partial blindness, some
totally blind, some with a tunnel vision. So, each child is unique, and depending on the extent of
disability, would require suitable adaptations in the setting of the AWC, activities and aids and
medical help.
Activity 3: Adapting and preparing aids and activities for a CWD in an AWC (60 minutes)
Facilitators’ note:
The biggest barrier to including children with disabilities in is that the AWW does not know how
to engage the child in the classroom activities. Majority of CWD can be included in the AWC by
making minor modifications in aids, activities and setting of the centre.
Divide the entire group into 7 small subgroups. Ask each sub-group to choose one of the tasks listed
below. Give the materials to them to prepare. After 30 minutes of group work, ask the participants
to share their work with the whole group.
 Activities involving colouring: Give some colouring worksheets to the participants and ask
them to adapt the sheets so that a visually impaired child can colour.
 Activities involving tearing and pasting: Give some worksheets for tearing and pasting
and ask the participants to adapt these for a child with visual impairment. Also ask the group
to discuss what would they have to keep in mind while using these for a child with hearing
impairment or a child with intellectual impairment.
Facilitator’s note:
Worksheets for colouring could be adapted by putting straws, match sticks, wool, thread, strings,
twigs, fevicol etc. or pin pricks on the entire outline of the figure to be coloured, which a child
with visual impairment can feel and colour within. Before the child can colour, give plenty of
opportunities to hold crayons and scribble. Ensure that the paper to be torn and glue or the crayons
are put in the child’s hand, as the child cannot see. Allow to explore the materials before she actually
starts to use it. For a child with hearing impairment, ensure that the child has followed what is
to be done. For a child with intellectual impairment, the child may require multiple instructions
and demonstrations. The child may not be able to follow multiple instructions. So, make the task
simple. How would they do that? Can this child first learn just tearing?

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 Sound discrimination and awareness of sounds: Ask the group to make sound boxes for a
child with hearing impairment. Use empty cans/empty match boxes and fill two cans/boxes
each with materials like pebbles, sand, dal, rice. The boxes are to be matched on the basis of
the sounds they produce. Can the group think of more sound based games?
Facilitator’s note:
This activity would help a child with sound discrimination. Ability to screen out unwanted sounds
and selecting the sounds that you want to hear is important in the hearing process. Children with
hearing impairment may have difficulty doing this. Activities on sound discrimination help a child
become aware of the sounds in his/her environment. Facilitator could also initiate an activity of
making sounds using body, for example, clicking of fingers, clicking of tongue, breathing sound
and rhythmic clapping (Refer Annexure G).
 Story Telling: Ask the participants if they have to tell a simple story (say, ‘A thirsty crow’), to
a child with hearing impairment, what adaptations would they need to make? Ask them to
demonstrate a story with appropriate storytelling aids. (For example, flash cards, cut-outs for
the story).
 Shapes and Sizes: Ask the group to prepare 3-dimensional cut-outs of shapes (triangle, circle
and square) in 3 sizes (small, bigger, and biggest) and to demonstrate their use to foster
the concept of shape and size fora child with visual impairment and a child with intellectual
impairment. Ask the participants what other concepts would require adapted materials and
how could the TLMs be adapted?
Facilitator’s note:
All children, particularly children with disabilities benefit from the use of teaching learning
materials, which keep them engaged, focused and actively learning. AWW could prepare and cuts
outs of shapes and sizes from card-board/thermocol. These 3-dimensional shape-size aids could
be used for example, for a child with visual impairment, who can learn the concept of shape by
feeling the cut-outs and also tracing them. The AWW could also provide blocks of different shapes
and sizes. Worksheets on shapes and size concept can be adapted by putting thick cloth/sand
paper/card board/thick paper cut-outs on the shapes drawn on the worksheets, which the child
touches, feels and learns (Refer Annexure G).
 Ask the group to discuss adaptations needed for a child with cerebral palsy whose body and
hands are stiff:
• How to help a child who has a very stiff body and cannot sit in class, to sit up in a chair?
• While other children can holding crayons and colour, what fine motor activities can you
alternately give to this child who has very poor grip so that she does not feel left out?
Facilitator’s note:
The facilitator can discuss importance of proper positioning/seating of a child with cerebral palsy.
This helps the child to participate in the activities as he can now sit up and look around to know
what is happening. For a child who cannot sit on his own, the AWW could use pillows to support,
or use cloth/chunnies to hold them up in proper position on a chair, or use old tyres to help the
child to sit up. As worksheets mostly involve hand activities, a child with stiff hands/no hand grip/
hands remaining in a fist, may have difficulty with these. While other children do colouring/tearing/
pasting/folding, such a child can be given activities for opening up of hands and strengthening of
hand muscles, for example kneading of plasticine, rolling of rolling pin, crushing of paper, scooping
sand and releasing it, kneading of paper for paper-machie, rolling out ‘snakes’ from clay balls,
squeezing soft balls,and other such activities which provide opportunities to exercise t hands,
palm and fingers. Adaptations may also be required for the teaching learning materials, such as,
using elastic or ‘gripper’ for improving the grip of the child on a crayon (Refer Annexure G).

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 Present to the group the case of a child who is very slow and is not able to learn a simple task
such as holding a crayon in her hand, even after many days of instructions. She is perhaps,
intellectually challenged. How would they teach this to the child?
Facilitator’s note:
Whatever the child needs to do, should be explained slowly and in simple language. You may even
need to demonstrate the activity. For example, if the child is to be taught to hold a crayon or a
pencil, this should be explained and this seemingly simple activity would need to be broken down
into smaller steps- like pick crayon, hold between finger and thumb, hold at a place that you can
use it for colouring, grip should not be loose.
Multi-sensory approachis very useful, and helps all children, including children with disabilities.
One can make use of real materials, visual cues such as flash cards, body movements and rhymes,
for example, for reinforcement.

To enrich the discussions, refer to the detailed handout for more examples on strategies for inclusion
of children with disabilities which is attached as Annexure G.

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Day 4

SESSION 12: SKILL BUILDING - STORY TELLING, ACTION SONGS AND RHYMES

Duration: 2 hours

Expected Learning Outcomes:

The participants will

a) Learn how to develop stories
b) Learn how to develop material required for storytelling
c) Learn to more effectively tell stories and teach action songs and rhymes
Materials Required:
Whiteboard, felt pens, flip charts, Video 5: Story telling through pictures, locally available material
for development of storytelling aids i.e. old newspaper and magazines, pictures, used cloth, etc.),
appropriate sample of picture books and story books, storytelling aids
Method

Activity 1 – Understanding story development (20 minutes)

a) Showcase the Video 5 of an Anganwadi Worker telling a story to children. Ask participants
to observe the session while looking for the following aspects of the story: context, length,
appropriateness for the age group, characters, use of language, voice modulation and sequence
of events.
b) After the video ends, open the floor for the participants to talk about the video/story telling
session and their observations. Use a flipchart to write the comments of the participants.
c) Club the comments into themes, such as length of the story, context, characters, language,
sequence and end of the story.
a) Follow this with a discussion on what makes a story interesting for children in terms of length,
theme, and presentation.
b) Discuss the purpose and techniques of storytelling: Lead the discussion towards story telling
as an important tool to foster language skills, creativity and imagination among children as
well as to foster good habits.
Activity 2 – Developing a story and storytelling aids for young children(45 minutes)
a) Divide the participants into groups of 4-5 and ask them to develop a story for young children.
b) Ask each group to develop one type of story-telling aid (e.g., story cards, finger puppets, hand
puppet) for the story the group has developed.
c) Sum up the session by talking about why story selection is important and recapitulate the
aspects to be kept in mind. Tell the participants that the story they have developed will be
presented while using the aids.

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Facilitator’s note:

While developing the story, keep following key concepts in mind:

 A story has a beginning, middle, and an end
 Stories may have many characters but there should be one main character around which the
story should revolve
 A story has a setting that tells where the story takes place
 The main character has a problem that needs to be solved
 The main character takes action to solve the problem
Source: McGee, Lea M., and Donald J. Richgels.  Designing Early Literacy Programs: Strategies for At-Risk Preschool and
Kindergarten Children.

Activity 3 – Demonstration of storytelling (40 minutes)

a) Ask one participant from each of the groups from the story development session to come and
do a storytelling session using the story and the aids developed by them.
b) Ask all the participants to observe the storytelling sessions very carefully.
c) After all the demonstrations, ask participants to critically evaluate the story and the storytelling
techniques observed, providing suggestions on improving the quality of story development
and storytelling.
d) Sum up the session by emphasizing the importance of storytelling for young children and
highlighting the important aspects of storytelling, such as voice modulation, intonations,
seating arrangement, and use of visual aids.
Activity 4 – Demonstration of action songs (15 minutes)
a) Ask the participants to sit in a circle and ask one of them to demonstrate an action song/rhyme.
b) Follow up the demonstration with a discussion on the benefits of action songsversus songs
without the actions.
Facilitator’s note:
Talk about introducing the children to kinesthetic movements, rhythm and rhyming words and its
importance. Movement allows children to connect concepts to action and to learn through actual
experience. Mere repetition of songs and rhymes become rote memorization.
Sum up the session by talking about having storytelling and action songs session every day for
young children as they help them to develop language competencies. Explain to the participants
that it provides young children with the opportunities to:
 Build imagination and curiosity
 Increase their vocabulary
 Enhance listening and speaking skills
 Introduce them to different settings through stories
 Learn to articulate in complete sentences
 Comprehend instructions
 Develop questioning skills
 Learn through experience and connect concepts to action

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SESSION 13: ORGANIZING FREE AND OUTDOOR PLAY: SKILL BUILDING

Duration: 2 hours

Expected Learning Outcomes:

The participants will:

a) Understand the importance of planned free play for creativity, socio-emotional, cognitive
and language development, and for learning to persevere and complete a task as well as by
providing a means of channelizing their emotions.
b) Learn to organize and manage free play activity so that all children get opportunities to play in
the corner of their choice
c) Learn to facilitate free play.
Materials Required:
Play material for the four corners (i.e., pretend/imaginative play corner, art and craft corner, picture
book corner, and construction/manipulative play corner; see list of materials under Activity 1), ball,
a baton for relay race, National ECCE Curriculum framework (pg.44-48), video 6 and 7 on free play.

Method:

Activity 1: Understanding organized free play(40 minutes)

a) Show Video 6 and 7, where children are involved in free play. After the video, ask the following
questions to initiate discussion:
 What did you observe?
 What were children doing in the activity corners? What were they talking about?
 Was any planning evident in organizing the free play?
 What was the Anganwadi Worker doing during free play?
 What kind of learning/development opportunities did you observe children were
getting during free play with respect to the different domains?
 How could it have been done better?
Facilitator’s note:
Record all the responses and sum up the session by emphasizing the role of free play:
 Children learn to make choices and simple decisions and become more independent
 They are active participants and not just passive recipients.
 Free play serves as a natural way for children to express their ideas and emotions, get
socialized and explore the world around them. They also learn some executive skills like
persevering a task or concept and experiencing the joy of completing it.

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Activity 2: Organizing the classroom and material for free play (35 minutes)
a) Divide participants into 4 groups. Assign each group to set up one activity corner.

Description of the 4 corners and examples of materials they could include:

 Pretend/imaginative play corner: Various kinds of dolls, doll-sized furniture and
clothes, doll-sized cooking utensils (e.g., pots,dishes, spoons), pretend food (vegetables
or fruits made of clay), dress-up clothes (e.g. scarf, cap, stole, jacket, small sari, long
pieces of cloth), combs and a mirror, doctor’s set
 Picture book corner: A variety of children’s books, children’s magazines and books
made by children in the classroom; these can include large board books, picture books,
local folk tales, simple story books, and theme-related books
 Construction/manipulative toy corner: Blocks of different colours, shapes and sizes;
puzzles; matching cards; lacing strings or lacing cards; threading strings and beads;
small toys such as cars, trucks, animals, figures and other toys that relate to children’s
current interests or objects from the environment
 Art and craft corner: Different types of paper;pencils;different coloured chalk, crayons,
washable markers, and paints; slates;paintbrushes; tape; playdough or clay; rolling
pins and boards;ice-cream sticks; old newspaper and magazines for collages
b) Once the corners have been set up, ask respective groups to present their corners to the rest
of the participants. Provide and seek feedback, recommending any additional materials or
modifications to improve the corner to facilitate children’s play.
Activity 3: Demonstration of guided outdoor play activities
a) Demonstrate a few guided outdoor activities as follows, and then ask participants to take part
in them:
1) Throwing at a target
2) Throw and catch
3) Relay race - a race between two or more teams, where members of a team take turn by
running only for a part of the race and then passing the baton (could be any item) to the
next member until they reach the endpoint.
b) Ask participants which skills will be developed during these activities. Emphasize the role of
these guided activities in helping children to exercise specific gross motor skills, concentrate
on a given task, follow instructions, wait for their turn and cooperate while playing with other
children.

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SESSION 14: CONDUCTING FREE AND GUIDED CONVERSATION: SKILL BUILDING
Duration:1 hour 30 minutes
Expected Learning Outcomes:
The participants will:
a) Understand the importance of free and guided conversation
b) Learn to initiate/conduct conversation with children to enhance their language competencies
Materials Required:
Picture cards, flashcards, story/ picture book, Video 9 on free and guided conversation
Method:
Activity 1: Identifying themes/topics for free and guided conversation
a) Divide participants into 4 groups. Ask them to recall all the activities that help in developing
skills to receive and understand information and express it orally. Help the participants to
understand that free conversation and guided conversation on a particular theme are also
activities which help children develop skills for listening and expressing themselves with
confidence and comprehension.
b) Ask the participants to list the activities or themes or topics for guided conversation that they
have used or can use in the Anganwadi Centre. These can be drawn from the themes in the
curriculum.
c) Ask the participants to list activities, themes or topics that they have used or can use for guided
conversation in the Anganwadi Centre.
Activity 2: Understanding free and guided conversation
a) Show the Video 9 of good practice on free and guided conversation to the participants.
b) After the video, ask the following questions to initiate discussion:
 What was the nature of the tone and pitch of the AWW’s voice while interacting with
children?
 Was the theme of interest to children?
 What kind of questions were asked during the conversation?
 How did AWWs involve all children?
 What TLMs were used for the given activity?
 How could it have been done better?
Facilitator’s note:
After the discussion add the following guidelines to keep in mind while conducting free or guided
conversation:
 Free and guided conversation is aimed more at helping children develop their language skills,
rather than at teaching them about the particular topic
 Conversations can be built around a theme, picture, story or a personal experience
 ‘Voice and tone’ should be soft and conversational
 Ask open-ended questions which help children to extend their thinking and build on the
conversation
 Engage children in conversation that is cognitively demanding but not threatening to
improve their thinking skills

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SESSION 16: SKILL BUILDING: ACTIVITIES FOR EMERGENT LITERACY AND NUMERACY (FOR
4-6 YEAR-OLDS)
Duration: 1 hour 45 minutes
Expected Learning Outcomes:
The participants will:
a) Understand the importance of emergent literacy and numeracy
b) Learn how to organize and conduct emergent literacy and numeracy activities
Materials required:
Video 10: Emergent literacy- Letter sound identification, Video 11: Emergent literacy- Story reading
using a book, Video 12: Emergent numeracy, Video 13: Child doing a pre-number activity, Video 14:
Print awareness, Video 15: Emergent writing activities, projector, computer, white board, marker,
state ECE curriculum
Method
Activity 1- Importance of emergent literacy and numeracy (15 minutes)
a) Show the videos (Video 10: Emergent literacy: Letter sound identification, Video 14: Print
awareness) of two session each on emergent literacy.
b) After the video, ask participants to share their observations based on the questions below.
Encourage and provide enough time to all the participants to respond
 Who was conducting the session?
 What activities did you see in the video?
 What kind of learning opportunities were the young children getting?
 Were children able to understand and respond to the AWW?
 How are these activities different from what you do in your Anganwadi Centre?
 Which teaching learning materials were being used?
 How are these activities related to reading and writing and learning of mathematics?
c) Write their observations on the board. Highlight what constitutes emergent literacy and
numeracy and why these skills are important.
Background note:
Literacy emerges gradually in early years. Emergent literacy activities help children make meaning
of words and express themselves, and are critical skills to be developed before children can read
and write. The emergent literacy activities advance the language skills by promoting talking,
listening for meaning, curiosity about words or letters and seeing them as means to communicate,
following directions, and giving directions, developing large vocabularies,.These activities can be
embedded in familiar activities and in play, for example in pretend play by giving paper and pens
in that corner, where children may pretend to prepare lists before they go for shopping.
Emergent literacy experiences include:
 Oral language: Ability to understand and use language through listening, speaking and
acquiring of new vocabulary

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 Print awareness: Understanding of the functions of letters, words, pictures and printed text
and how these relate to oral language
 Book knowledge: Book handling and understanding of what a book is and how it is to be
used or read
 Pretend reading and writing
 Alphabet knowledge: Ability to identify and say names of the alphabets
 Phonological awareness: Ability to identify sounds and the understanding that sounds are
combined to make words
 Emergent writing: scribbling, random strings of letters, child invented spelling based on
phonemic awareness and attributing meaning to these
Emergent numeracy
The foundation for mathematical concepts is laid in the early years of education. Learning to
match, sort, classify, and put objects in order develop number sense in children. The AWW should
begin with simple matching, moving on to sorting, classification, seriation, quantities (few/many,
more/less) and eventually to specific numbers (for example, two pencils, five balloons). A variety
of experiences, both guided and free, to handle and explore objects help children understand
relationships between objects, apply reasoning, as well as develop spatial concept (for example,
top/bottom, inside/outside).The early numeracy activities should build on the daily life experiences
of children at home and at the AWC.
 Recognising patterns and shapes
 Reasoning activities: puzzles
 Comparisons and measurements, for example of size, weight, height and length
 Matching of objects/ pictures according to a specific criteria
 Sorting, grouping and classification on the basis of one dimension, progressing to more than
one dimensions
 Sequential thinking: understanding the order of things- what comes first, lays foundation for
understanding ordinal positions
 Spatial relationships: concepts of top/ bottom, straight/ curved etc. are important for
understanding of basic mathematical concepts
 One to one correspondence: matching sets of objects with cardinal numbers and using one
count term for each object
 Counting beginning from building groupings or sets of objects, progressing to the numbers
Activity 2: Promotingoral language and emergent literacy(25 minutes)
a) Introduce the participants to different language and emergent literacy activities like shared
reading, picture reading, word chain, word wall, etc. through video(Video 11: Emergent
literacy: Story reading using a book and Video 15: Emergent writing activities).
b) Demonstrate a picture reading activity. Show a big-sized picture to the group. Ask following
questions:
o What is happening in this picture?
o Who all can you spot in the picture?
o What are they doing?
o What may they be thinking?
o What may they be feeling?
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Listen carefully to the responses of the participants and answer their questions, if any. Build on
their responses by commenting on the characters, asking for interpretations and relating one’s own
experience. Use skilful questioning, including simple recall questions and open ended questions
to continue the conversation. Emphasize on the plot, vocabulary and refer to the illustration and
printed words (to foster sight reading) of the picture. Maintain fun and joy in the activity.
Background note:
Some suggestive activities for development of oral language and emergent literacy skills among
children:
a) Create word chain: Children should be exposed to different sounds so that they understand
that each word is made up of sounds. In this activity, children should be asked tohear the
word carefully and make another word with the beginning sound, ending sound and rhyming
sound, progressively, of the spoken word thus creating a word chain based on similar sounds.
b) Create a word wall: The words that children find fascinating in a story, could be written on a
chart paper and read aloud to make connection between spoken and written words.
c) Shared reading: Reading story books with children, providing supportive activities before,
during and after book reading.
 Introducea story and writer’s name to children. After that show pictures to children
and let them use their imagination to predict the story in their own ways, based on
pictures. Then read the story to them.
 Ask questions which provide opportunity to children to predictthe sequence of the
story. This will help children to expand their thinking and imagination.
 While reading the story familiarize children with process of reading such as the
direction of a book from left to right, turning to next page after finishing one page
etc. Encourage children to decode words from the print after listening to a story.
 Ask various questions in the context of the story to help children to explore and
comprehend their understanding.
 Ask children to ‘write’ a story based on what they have heard. Allow children to do
‘make believe’ writing. After that sit with them one by one and ask what they have
expressed in the writing and put it in proper words and text.
d) Pretend writing: This activity will help children to understand that an idea can also be
communicated in written form, thus developing an interest in writing. Providecrayon/ pencil
and paper to children. Allow them to draw whatever they feel [Link] children to
write few lines about the picture they drew. Allow them to do make believe writing and
invent their own spellings. Once children have finished ‘writing’, ask them what they have
written. Children will interpret it in their own words; model their writing and stick the paper
on the display board with the child’s name written on the paper. This activity can be repeated
while asking children to write their names or a story they like the most.
It is important to create a print-rich environment and draw attention of children to words in their
immediate environment, for example in functional print such as daily schedule displayed in the
centre, labels of objects, names of children.

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Activity 3: Activities for emergent numeracy (25 minutes)
a) Introduce the participants to different activities on emergent numeracy through demonstration
such as sorting of red blocks and blue blocks, matching of pictures of flowers, classification
of pictures of animals and birds, comparison of long and short sticks, seriation of number
dominoes, pattern completion and counting of objects, . Share examples of emergent
numeracy activities and their significance. Show videos (Video 12: Emergent numeracy, Video
13: Child doing a pre-number activity), if possible.
b) Develop number dominoes as an example teaching learning material. Demonstrate use of the
number dominoes.
c) Divide participants into groups of 4-5. Ask them to list five examples of outdoor experience
that would promote early numeracy, also listing the materials and equipment required and the
numeracy skill that would be promoted. Ask group representatives to present their work.
d) Expanding the activities presented by the participants, give examples of how to increase
the complexity of the tasks when children have mastered a particular level of the expected
skills.
Background note
Some suggestive activities for development of emergent numeracy skills among young children
are:
a) Classification set: Classification can be done with any concept including colour, shapes,
size, fruits and vegetables. For example, asking children to identify all red objects in the
environment, or classifying black beads and yellow beads from a cluster of beads. It should be
done initially with the real objects in the immediate environment. Start with a single criteria,
for example, classifying square and triangle blocks, progressing to two or more attributes,
for example, red squares and blue rectangles. It is also important to give experiences of
classification, where children are just asked to classify, without any criteria provided by the
AWW, and then asking children how they classified. Children may have their own logic of how
things are related. Once a child is able to classify objects, the skill can be fostered further,
using picture cards.
b) Comparison: This activity helps children to understand and compare two things with each
other and form concepts of shape, size, weight and height, for instance, to identify differences
between light and heavy, short and long etc. This can be done with any object which can be
compared on the basis of a criteria, such as short and long sticks, small and big stones etc.
The objectsgiven for comparison of an attribute should be same on other attributes, say,
both the items could be sticks, one long and one short, two stones, one heavy and one light.
Once children are able to identify similarities and differences, and compare, the concept of
measuring could be introduced through play activities, for example through sand play and
water play.
c) Pattern copying and pattern completion: This is an introductory activity for children to
develop basic understanding on pattern so that in future children will be able to understand
complex patterns in mathematics. This can be initially planned as an activity to copy a given
pattern, progressing to pattern completion, for example asking children to make a pattern
of two leaves one flower.

39
d) Counting and learning the concept of number: Children could be asked to collect leaves,
flowers, balls or any such objects from the environment and count them. Begin with less
than nine objects, progressing further as children acquire the concept. In this way children
will learn one to one correspondence.
e) Number identification: Number cards with numerals written on them may be shown to
children,asking the children to placecorresponding number of beads beside the card. For
instance, if the card has number 2 written on it, the child will keep two beads besides the
card.
Activity 4: Developing activities on emergent literacy and numeracy (40 minutes)

Divide the participants into groups of 4-5. Ask the groups to plan one emergent literacy and numeracy
activity, develop the play materials for the same and demonstrate. Have a follow up discussion after
the demonstrations.

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DAY FIVE

SESSION 16: ASSESSMENT OF YOUNG CHILDREN

Duration: 2 hours

Expected learning outcomes:

The participants will:

a) Understand what is assessment and why it is important
b) Get oriented to the fact that assessment of young children is meant to help children achieve
their developmental milestones and not to judge them or label them.
c) Be acquainted with the different techniques of assessing young children
d) Learn how to use child assessment cards.
Materials required:
Child Assessment Card, National ECCE Curriculum Framework (pg.59-61)
Method:

Activity 1 – Introduction to assessment (20 minutes)

a) Conduct a few activities with participants such as those given below to introduce the concept
of ‘assessment’ to them. Give different tasks to the participants and ask them to grade each
other’s performance, as to whether each participant performed well or needs help, as required
in the Assessment Card.
 Ask a few participants to recite a poem individually
 Ask a few participants to do a shared reading session.
 Ask a few participants to conduct a guided conversation activity with others.
Activity 2 – Discussion (30 minutes)
a) A likely finding of the previous activity to be discussed will be that each of the participants
is at a different level in terms of task completion, despite being provided same conditions
and resources. This leads to the understanding that assessment is necessary to know where
each child stands in terms of expected learning outcomes. Since each child develops at his or
her own pace, the assessment of skills and abilities informs the Anganwadi Worker to make
suitable interventions, by making modifications in her plans.
b) Ask participants their views on the significance of assessment and methods of assessing
children.
c) Share and discuss the section on Assessment of children’s development and learning in
National ECCE Curriculum Framework.

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Activity 3 – Introduction to assessment report : Discussion(1 hour)
a) Introduce the participants to “assessment report” to help them understand the purpose and
method of conducting assessment and reporting on it.
b) Emphasize that no tests are to be conducted for assessment on individual children at this age.
Assessment has to be based purely on observation of children in natural classroom setting and
through anecdotal records.
c) Show the assessment report to the participants and talk about different indicators for different
ages. Also discuss how the Anganwadi Worker is expected to report each child’s progress in the
report for each indicator once every quarter, based on observation on specific tasks or based
on general observation over time.
d) Ask the participants to go through the indicators mentioned for different ages and ask them to
list indicators for which assessment can be challenging.
e) Have a discussion around those specific indicators and collectively try to solve the issues they
have regarding the indicators.
f) Inform the participants that after the assessment on different indicators they have to give
their opinion about the learning level of the child and also discuss how to plan for the child
for the next quarter to help the child reach the developmental milestones. This would involve
focusing on areas where child needs help.
g) Get each participant to fill up an Assessment report for one quarter as practice activity.
Facilitator’s note:
Sum up the discussion by mentioning:
 There need not be a strict format for assessing young children.
 An Anganwadi Worker needs to be observant and develop the habit of reporting/ noting
down the achievements as well as the difficulties faced by children at her centre on a regular
basis.
 Anganwadi Worker needs to view and report all developments of a child in a positive light
and feedback should be to encourage the child.
 Monthly ECCE Day can be used to display children’s work and engage with parents and
community. This will help to showcase the centre’s work and also encourage parents to send
children to the AWC.
SESSION 17: PLANNING 4 HOUR ECE ROUTINE

Duration:2 hours

Expected learning outcomes:

The participants will be able to
a) visualize a day’s routine to be implemented in an Anganwadi Centre
b) learn to carry out daily planning.
Materials’ required:
Chart papers, Felt pens, National ECCE Curriculum Framework

42
Method:

Activity 1: Planning a sample daily routine (1 hour 20 minutes)

a) Ask participants to go back to their previous groups that were formed while making the
curriculum plan.
b) Now, ask them to use the given template and prepare a sample plan for a day, highlighting the
following crucial points while planning daily routine:
1. Include a balance of active and quiet activities.
2. Provide for individual, small and whole group activity and interactions.
3. Allow for active exploration of materials within the learning environment.
4. Encourage flexibility to meet children’s varying needs.
5. Incorporate both indoor and outdoor activities and free and guided activities.
6. Have a balance of both child-initiated and teacher-directed opportunities.
7. Have a balance of structure and flexibility
8. Ensure needs of all children including those with disabilities are being addressed.
c) Show the given template to the participants and ask them to plan the daily schedule. Before
starting the planning spend some time on discussing the teacher led vs. child led activities.
Mention that activities like free play and free conversation are self-directed and provide
opportunity to children to explore, use imagination, interact with materials and surroundings
to construct their own knowledge, whereas the guided activities are more teacher led.
Group setting/ Teacher initiated/ Child
Time Routine Activities
place initiated
8:00-8:30 am

a) Ask participants to present and reflect on the plan being developed. Give the example of daily
sample routine as given in National ECCE Curriculum Framework. Talk to the participants
regarding the recommended classroom practice coming through from the India Early
Childhood Education Impact Study (ANNEXURE H).The recommendations include a suggested
time distribution of activities in an effective preschool class.
b) Talk about the importance of having age and developmentally appropriate classroom
transaction along with following a routine, which should be plannedyet flexible.
Sample Daily Routine
1. Morning circle time (30 min): welcome/ greeting, prayer, conversation
2. Work with materials (80 min): free play and guided play (40 min each)
3. Outdoor games (30 min)
4. Goodbye circle time (40 min): Story/ rhymes based on identified themes
5. School readiness activities (30 min): for children aged 4-6 years In this sample, at least an
hour each day is spent on the allotted theme.

43
Activity 2: Discussion on sample plans (40 minutes)
a) Spend some time on discussing all the given sections in the sample daily routine plan in their
state specific ECE curriculum. In the new routine the 4 hour duration has been broken into the
following units:
1) Morning Circle Time – This is the time when the AWW will set rules, take attendance, conduct
a small prayer and a song, will talk about the day’s activities, encourage children to share news
from their homes or neighbourhood through free conversation and also have some structured
or guided conversation based on the theme that is being followed. This can also be story telling
time and time for a short rhyme or song.
2) Free Play and Guided Play– This is one of the most important parts of the day as children get
a chance to exercise their choice and work with their hands. This is also the time when it is
possible for the AWW to provide age specific instruction to children by rotation in small groups
or individually while others are engaged in free play. Free play in activity corners gives children
scope to explore and experiment, talk among themselves, learn to persevere and complete a
task and provide opportunity to actively use their imagination.
3) Outdoor Play – this is important for children as it gives them scope to participate in activities
that involve large muscle movements. For older children, this is the time to learn to participate
in team games.
4) Good Bye Circle Time : Younger children can leave after 20 minutes. After this, the older
children can focus on early literacy activities. The trainer will initiate a discussion on how this is
different from formal teaching of 3Rs .
5) Feeding Time Interactions can be used as an opportunity for informal exchanges between
teacher and children – about hand washing, sharing responsibilities around distribution of
food, taste of food, different food habits, the ingredients, etc. Food can be served immediately
after the good bye circle time. Younger children can leave after feeding. The older children stay
back for focused school readiness activities.
SESSION 18: PLANNING 4 HOUR ECE ROUTINE
Duration: 1 hour
Expected learning outcomes:
The participants will
a) Learn to plan and organize activities as per the shared sample plan
b) Be able to visualize and demonstrate a day’s routine to be implemented in Anganwadi Centres
Materials Required:
Preschool Education kit, teaching learning material, State
ECE curriculum, AWW handbook (if available)
Method

Activity 1: Demonstration of sample plan in groups

a) Divide the participants into 4 groups.
b) Each group will be given the task of doing a
demonstration as per the plan they have developed.

44
c) Set up the 4 corners of the classroom with appropriate materials to facilitate this activity.
d) Each group will be given time to study a week’s routine in detail and then decide on the given
activity on a particular day.
e) Move in groups and show them how to cross- reference the resource banks and the routine
given in their handbook.
f) Demonstration by participants will be reviewed and discussed by the entire group who, along
with the trainer, will give feedback and suggestions for improvement.
SESSION 19: GUIDELINES AND PLANNING FOR CELEBRATION OF ECCE DAY, ADVOCACY
FOR IMPORTANCE OF ECE
Duration: 3 hours
Expected learning outcomes:
The participants will:
a) Learn how to strengthen relationships with parents in order to establish mutual trust and
respect between children’s various care-givers.
b) Develop an understanding and methods of carrying out initiatives like organizing ECCE day to
involve parents.
c) Be able to strengthen visibility and respect for and understanding of early childhood education
within the community, thereby encouraging local parents to send their children to preschool.
d) Provide opportunity to participants to do mock practice on organizing an ECCE day.
Materials required:
Guidelines for celebrating ECCE day (MWCD), white board, markers, chart papers, felt pens
Method
Activity 1: Introducing ECCE day : Discussion (1 hour)
a) Ask the participants about their experience with the parents and communities they are working
with.
b) Initiate a discussion on the importance of parents and family in the development of a child. The
parents are a critical link for ensuring continuity between the home and AWCs.
 How often do you interact with parents? Is it planned?
 What do you generally discuss with them?
 Are there any monthly meetings/ interactions where families and communities are
invited to the preschool?
c) Introduce ECCE Day and ask participants about their understanding of it.
 Have you heard about ECCE day? Have you organized ECCE day?
 What is ECCE day? What is the purpose of it?

45
 In what ways does it help an ECCE Worker to connect with the parents and the
community?
 Ask participants to share their experience of conducting ECCE day and discuss.
Facilitator’s note:
Facilitate discussion on the same and encourage participants to share their experiences of
organizing ECCE day. Highlight the importance of ECCE day by adding:
 To enlighten the parents and community about age and developmentally appropriate early
childhood care and education practices.
 To facilitate active participation of parents and community members by creating opportunities
for them to contribute human and material support to the AWC.
 To educate parents and community regarding value of non-formal play and activity based
method of learning.
 Inform parents about the progress of their child on growth, development and learning
milestones
 Explore ways to engage community members in monitoring and supporting the services
offered at the Anganwadi Centres.
Refer to the guidelines of organizing ECCE day (issued by MWCD). Detailed guidelines are given
as ANNEXUREI
Activity 2: Group work(40 minutes)
a) Ask the participants to think about the strategies that will help them build better relationship
with parents and the community.
b) Present the strategies to the whole group and discuss it.
Facilitator’s note:
Wrap up the discussion by highlighting the importance of establishing communication channels
and rapport with the parents and community. Summarize the discussions by adding strategies
like:
 Daily interact with parents/ grandparents when they come to drop their children or during
home visits
 Invite parents and community members to the preschool to observe preschool activities
conducted in the Anganwadi and explain the rationale for these practices
 Involve grandparents/ parents/ community members in conducting story telling sessions for
the children in Anganwadi based on their availability
 Organize an ECCE day in the AWC
 Conduct a parents’ meeting at the AWC to share children’s progress and orient parents on
ensuring continuity of similar stimulation activities at home.
 Conduct a community meeting at the AWC to inform and seek support about various issues
pertaining to functioning of AWC.

46
Activity 3: How to plan ECCE day (1 hour 20 minutes)
a) Ask participants to imagine they are planning an ECCE Day for the parents and community.
b) Split up into two groups and prepare the following tasks:
Group 1:
Prepare an activity plan of what you are going to do with the children and their families. Include at
least one song or dance; make sure each child participates; showcase a routine activity or a talk on
critical issues for parents and community.

Group 2:
Do pre-planning keeping in mind the following aspects:
 Decide the date of event and venue
 Identify the focus of ECCE day
 Prepare invitation to the event
 Plan logistics and material support in coordination with supervisor and CDPOs
 Identify resource persons
 Identify and coordinate with the stakeholders from health, education, PRIs to participate in
the event
 Engage community in organizing the activities and encourage them to attend and participate.
c) Ask participants to present the work of each group and invite feedback and suggestions from
each other.
d) Talk about how an ECCE functionary has to work closely with the community as they deal with
children who are the future of the community and the country at large.
e) Sum up the discussion by highlighting the crucial role of AWW, supervisor and CDPO in planning
ECCE day along with the process for planning ECCE day as given in Annexure I.

SESSION 20: FEEDBACK FROM PARTICIPANTS

Duration: 30 minutes

Expected outcome:

The participants will share their reflections on the training content and processes
Materials required:

White board, Marker

Activity 1: Reflection
a) Ask and encourage the participants to share their reflections on the content covered and the
methodology used.
b) Have a discussion around the concerns being shared by the participants in a positive and
constructive manner with a view to further improve the programme.

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REFERENCES
1. Ministry of Women and Child Development (2013), National Early Childhood Care and
Education (ECCE) Curriculum Framework. New Delhi
2. Ministry of Women and Child Development & Ministry of Health and Family Welfare (2012),
Guide Book: Mother and Child Protection Card, National Institute of Public Cooperation and
Child Development, New Delhi.
3. Ministry of Health and Family Welfare (2017), Operational Guidelines for Implementing Early
Childhood Care & Development in Public Health System, Child Health Division, Ministry of
Health and Family Welfare, Government of India.
4. Draft Module for Anganwadi Worker Training in West Bengal, Department of Child Development
and Women Development and Department of Social Welfare, Government of West Bengal and
UNICEF West Bengal
5. Training Manual on Early Childhood Care and Development for ICDS Functionaries, Government
of Chhattisgarh and Care.
6. WHO (2012), Care for Child Development: Facilitators Notes, WHO, Geneva.
7. Training Module and curriculum developed by QUEST
8. Chopra, G (2012). Stimulating Development in Young Children with Disabilities at Anganwadi
and at Home: A Practical Guide, Engage publications, New Delhi.
9. Chopra, G( 2012). Early Detection of Disabilities and persons with disabilities in the community.
Engage publications, New Delhi
10. McGee, Lea M., and Donald J. Richgels. Keeping the End Goal in Mind. Designing Early
Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children. [Link]
Publications, 72 Spring Street, New York, NY 10012, 2003.
11. Kaul, V. (2009). Early Childhood Education Programmes: NCERT, New Delhi
12. Kaul, V., Bhattacharjea, S., Chaudhary, A. B., Ramanujan, P., Banerji, M., & Nanda, M. (2017).
The India Early Childhood Education Impact Study. New Delhi: UNICEF

48
ANNEXURES

49
ANNEXURE A: DEVELOPMENTAL MILESTONES FOR CHILDREN-Birth to six years
Domain-Physical and Motor Development
Sub-Domain- Physical development
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Specific Aspect - Physical Fitness
Broad Guideline - Demonstrates the stamina and energy to participate in daily activities
Shows alert- Explores and in- Explores Begins to Continues to Initiates physi-
ness during teracts with the various ways participate in progress in cal activities
waking periods environment to move body games, outdoor participation in (e.g., movement
playfully (e.g. climbing, play, and other activities games with other
dancing) forms of exer- children, dancing
cise to music)
Sustains struc- Sustains physi- Engages in Engages in
tured physical cal activities at least 60 structured
activity for at for at least 10 minutes or physical
least 3-5 min- minutes at a upto several activities for
utes at a time time for at least hours, daily of more than 60
30 minutes unstructured minutes each
each day physical activity day

50
Sub-Domain- Motor development
Specific Aspect- Sensori-Motor Coordination
Broad Guideline- The child will be able to use his/her senses (see hear, touch, smell and taste) to guide motion.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Responds by Explores Tries to 'bite' Enjoys feel- Explores and "Physically
turning/looking objects with into hard sur- ing different responds to dif- reacts appropri-
towards sounds hands and faces with gum textures (e.g. ferent surface ately to the
and touch. mouth. bricks, walls, and textures environment
tile, wood, (e.g., mats, (e.g., bends
twigs, water) mud floor, soft knees for a soft
pillows, etc.) landing, moves
quickly to avoid
obstacles)"
Coordinates Moves objects Demonstrates Improves Carries a glass
eye and hand from one hand awareness of eye-hand full of water
movements to another own body in coordination across the room
(e.g., puts a space (e.g., (e.g., catches a without spill-
smaller object walks around a bounced ball) ing it
into a large table without
container) bumping into it)
Specific Aspect - Gross Motor
Broad Guideline - Coordination of large muscles to engage in different activites
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Moves arms, Plays with feet
legs and toes
Turns head side Deevlops con-
to side trol over head
movement
Lifts head and Lifts head and
chest when on chest with
stomach weight on
hands when on
stomach
Rolls from Moves when Creeps and Crawls through Creeps, crawls Creeps and Supports body
stomach to on the floor by crawls with tunnels and rolls slowly crawls speedily weight on one
back and back rolling purpose through a nar- knee or hand in
to stomach row space; rolls crawling position;
fast rolls with eyes
closed
Sits with Sits without Gets into sitting Bends down Bends over

51
support, back support; gets position inde- from a standing easily
straight into crawling pendently and position
position from plays while in
sitting position this position
Pulls to stand- Stands alone Picks up objects Stands on one Stands on one
ing position from a standing foot unsteadily foot for few
position seconds
Walks holding Walks alone Walks in a Walks on Walks with ease Walks on Walks up and
furniture straight line tiptoes on straight lines straight, curved down on an in-
and circular clined plane with
lines with ease ease
Walks back- Walks back- Walks back- Walks forward
wards, though wards with ward, forward confidently and
not in a well improved and sideways backwards cau-
coordinated coordination with coordina- tiously with eyes
way tion and ease closed
Balances on Balances on Balances on Maitains balance
one foot with one foot for a one foot for a while moving
assistance very short time, longer time quickly
stops when
directed to
Jumps while Jumps easily Jumps from a Jumps from a Jumps from a
standing at one height of 60 height of 1 mt height of 1.5
place cms often with without sup- mt, body is well
hands touching port of hands coordinated and
the ground on touching lands on feet with
ground confidence
Skips unevenly Skips with agility
Runs in a Runs fast with Runs fast for a
straight line at improved pace longer time
even pace
Tries to climb Walks up and Climbs low Climbs and Climbs and Climbs and
stairs with sup- down the stairs steps decsends with descends steps descends a rope
port on alternating both feet on a with alternate ladder
feet, without step at a time. feet on each
support Sometimes step
uses alternate

52
foot
Throws/drops a Throws a ball in Throws a big Throws a ball Throws a cricket
ball clumsily a specific direc- ball, often or a ring with size ball at a given
tion missing the some precision target; dodges
given target; often missing the ball
sometimes able the target
to catch with
hands and body
support. More
successful in
stopping a roll-
ing ball
Catches a rolled Catches a large Bounces and Catches medium
/thrown ball ball with hands catches a large size ball with hand
by using arms, and body ball
hands and
body.
Kicks a small Kicks a small Kicks a large Kicks a ball at Kicks a ball at a
ball ball forward stationary ball a given target given targetwith
to a short dis- with some accuracy and pre-
tance in a given precision cision if the target
direction is at a moderate
distance of about
3-4 ft.
Maintains Learns to move Swings in a Swings in a Swings in a
balance while hands and body sitting position sitting position standing position
sitting and off of the sup- with some help without help without support
manipulating port from an adult
toys
Plays actively Engages in Shows activeness
and tires eas- active play and and enagages in
ily. Needs brief exercises for a activity for longer
rest periods longer period period
between short
activity ses-
sions
Specific Aspect - Fine Motor
Broad Guideline - Uses fingers and hands for different purposes

53
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Grasp fingers Grasps small Tries to grab Holds crayons
pressed into objects with and keep the with fingers
palm thumb and ball instead of fist
forefingers
Puts rings on Puts large pegs Puts a stiff Puts a stiff Puts a stiff wire
a peg in holes wire or thread wire or thread or thread through
through a large through a holes arranged in
hole smaller hole or a complex order
beads or design
Scribbles with Scribbles with Creates mock Writes some Writes different
oversize cray- crayon and letters and letters or num- letters and num-
ons on a large make vertical, numbers bers which are bers with which
sheet of paper horizontal and recognisable s/he is familiar in
circular strokes his/her everyday
with crayon environment
Fastens large Buttons small Buttons and un-
buttons buttons slowly bottons skillfully
Builds tower of Completes Completes sim- Completes puz-
two cubes simple puzzles ple puzzles zles of 10 - 25
of 1-2 pieces. pieces
Brings hands Claps/bravo Empties a con- Transfers small Opens door Pours water in Pours water in a
together while gestures tainer by liftng objects from with assistance a glass without bottle without
lying on back with hands one container by turning and spilling spilling
one to another pulling door-
knobs
Opens and Turns the pages Turns the pages Turns the pages
closes books of the book, of the book one one by one
often several by one
pages at one
time
Pushes arm into
sleeve and foot
into shoe
Sub Domain - Health and Nutrition
Specific Aspect - Health
Broad Guideline - Responds to personal care giving routine and hygiene related practices
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years

54
Gets relaxed Responds
during bath through move-
ments, sounds,
mimics to
routine mo-
ments (feed-
ing, diapering,
dressing)
Tries to dress Tries to dresses Undresses Dressess and Dresses quickly
with some help and undresses without help undresses inde-
but needs pendently
help in getting
dressed up with
buttons
Brushes with Washes and Washes hands Increases abil- Washes and
adult’s assis- dries hands before taking ity of washing dries hands be-
tance with adult’s as- food without hands, brushing fore eating and
sistance help teaath and use after toileting
toilet
Tries to eat with Feeds self
spoon
Sleeps typically Sleeps for 8 to Stays awake for Begins to
16 to 17 hours 12 hours 6 hours without understand the
a day getting tired need for rest
and physical
activity
Uses tissue to Will blow Uses tissue Shows awareness
wipe nose with own nose if to clean nose of personal hy-
help reminded without super- giene needs (e.g.,
vision cleans up without
help)
Specific Aspect - Nurition
Broad Guideline - Eats a variety of nutrious food
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Exclusive Takes supple- Consumes a Recognizes a Increases the Explores vari-
Breastfeeding mentary food variety of food variety of nutri- intake of food ous nutritious
along with tious food food
breastfeeding
Explores food Makes choices Makes a differ- Tries new food Tries new food

55
with fingers from various ence between on own
options of food food which can
be and can not
be eaten
Names some Begin to under-
qualities of stand the benefits
good nutritious of eating certain
food foods for human
body.
Sub Domain - Safety and Security
Specific Aspect - Safe Practice
Broad Guideline - Demonstrates ability to avoid harmful objects and situations
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Begins to Differentiates Follows some Knows to hold
respond dif- between fam- consistently caregiver’s
ferently to the ily members, set rules and hand when
caregiver and caregivers and routines walking in pub-
other adults strangers. lic places
Tells caregivers Builds aware- Follows basic Follows basic
when some- ness about health and health and safety
body hurts him/ need to follow safety rules and rules and im-
her or makes health and responds ap- proves respond-
her / him feel safety rules propriately to ing appropriately
bad. harful objects to harful objects
or activities or activities
Reacts when Begins to avoid "Communicates Understands Does not accept
caregivers say dangers (stove, to peers and the difference toys, candies,
“no” but still ponds, knives, adults between safe money or other
may need adult etc.), but still when he/she and unsafe things from stran-
help to refrain needs assis- sees a danger- touch gers.
from unsafe tance ous behavior"
behaviour
Knows not to Looks at both
cross roads sides of the
without an road before
adult crossing.

56
Domain - Personal and Socio-Emotional Development
Sub Domain - Social Relationships and Interpersonal Skills
Specific Aspect - Interaction with adults and peers
Broad Guideline - Child trusts and interacts with familiar individuals
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Smiles back Smiles, waves Vocalizes when Initiates Uses simple Approaches Enjoys interacting
at caregiver; or laughs in near familiar interaction ways of com- familiar adults with other adults
Makes eye response to adults with caregivers munication, freely and adults
contact while positive adult through smiles, e.g., to share
breast feeding interaction gestures toys sweets
with familiar
adults
Shows pref- Expresses Begins to build Continues Manages in
erence for pleasure when relationships to develop the absence of
familiar adults familiar adults with other preferences for adults
by smiling, are around adults and familiar adults
moving hands, children
babbling, etc.
Enjoys playing Shows comfort Enjoys play- Enjoys playing Enjoys and en-
with adults like while sitting ing with and in a group of gages in coop-

57
peek-a-boo next to other imitating other children erative play with
child and plays children group
with same toys
without much
interaction
Offers a toy to "Expresses Gives simple Expresses sym- Shows awareness,
another child concern for help to peers pathy towards understanding,
who is crying or another child who are in peers (e.g., and concern for
upset by touching need (e.g., hug, says, "Don't what others are
or talking to comfort object, cry) feeling
child " pat)
Sub Domain - Self Awareness and Self Esteem
Specific Aspect: Personal identity, sense of self and positive self image
Broad Guideline - Child is able to perceive herself/himself in a positive way
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Identifies Understands Knows age and Identifies one’s Demonstrates Handles ap-
himself/herself his/her actions gender likes, dislikes, confidence in propriate tasks
in reflection( (to play, eat, thoughts and approaching independently
mirror, water, dress) feelings tasks
picture )
Explores the Recognizes Responds with Shows personal Shows strong Begins to devel- Demonstrates Shows self es-
face and other own name, e.g., gestures or desires (I want, sense of self as op individuality a need for inde- teem in demon-
body parts looks up, or vocalizations Don't want) an individual pendence while starting new
turns head to- when name is and tries to be still seeking skills and aware
ward a person taken assertive. security from of his or her own
who is saying adults. characteristics
his/her name and skills.
Sub Domain - Emotional Well being
Specific Aspect - Emotionally expressive
Broad Guideline - The child should be able to recognize and express varied range of emotions (anger, joy, frustration, jealousy, fear, etc.)
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
"Cries when Experiences a Shows aware- Expresses need Begins to Progesses in Begins to under-
hungry, uncom- wide range of ness of being for emotional express feel- understanding stand the use
fortable, tired, emotions (e.g., seen by others support ings, needs and the feelings, of resources to
or unhappy" affection, fear, (e.g., repeats opinions with and that others comfort self and
anger, sadness). behaviour when more accuracy may feel differ- controls expres-
notices that in difficult situ- ently about the sion of emotion
someone is ations same situation with adult's guid-
watching) ance
Likes to be held Begins to Frowns in Looks at the Observes par- Recognizes Labels own Uses more com-

58
close distinguish response to caregiver on ent's facial ex- feelings when feelings and plex language to
between angry discomfort or the accom- pressions (e.g., labeled by those of others' express his/her
and friendly inability to do plishment of a look at parents adults based on their understanding of
voices something new task (e.g., after throwing facial expres- feelings and their
standing or a toy). sion or tone of causes
walking) voice
Specific Aspect - Accepting and Respecting Diversity
Broad Guideline - Respecting others/treat everyone with respect
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Notice differ- "Begins to "Shows aware- Understands
ences in others, understand ness of and similarities and
objects, and differences respect for respects differ-
environment among people differences ences among
on the basis of among people " people
culture, ethnic-
ity,
abilities, and
disabilities"
Sub Domain - Self Regulation
Specific Aspect- Emotional control
Broad Guideline - Regulation of impulses, emotions and behaviour
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Cries and calms Shows Separa- "Clings to car- "Cries when "Separates with Tolerates the
when picked up tion anxiety egiver caregiver is not assistance from absence of
in the presence in sight or clings significant familiar adults
of strangers" to caregiver adults without
in the presence demonstrating
of strangers " a great deal of
anxiety"
Expresses an- Reacts to Follows some Tries to adjust Anticipates and "Change behav-
ger when some- changes in daily consistently to routines and follows simple ior for different
body takes his/ routines set rules and rules routines, with surroundings"
her toy routines reminders and
assistance

59
Domain-Approaches Towards Learning
Sub-Domain- Curiosity and Interest
Broad Guideline- The child is able to show curiosity and interest to experience and learn new things.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
"Shows interest Shows interest Shows interest Shows interest Shows interest Shows interest
by exploring towards new in performing in sensory and in new experi- in wider range of
environ- activities/ob- routine tasks other experi- ences with experiences, both
ment through jects ences e.g. others children independently
sensori-motor listens stories, e.g. says, Sonu and with peers/
movements plays with goes for swim- adults
e.g. touches, friends etc. ming. Can I?
tastes etc. "
Asks simple Asks questions Asks numerous Asks questions Asks higher level
question e.g. about new complex ques- about future questions e.g.
says, "what experiences tions e.g. how events for e.g. what would hap-
that?" or "who e.g. why, what metro works? when will we go pen if all colours
coming?" and how to nani's house disappear
again?
Sub-Domain- Initiative
Specific Aspect- Initiative

60
Broad Guideline- The child should be able to take initiative in doing activities
Wants to take Initiates games Asks another
initiative to do with other child to play
daily activities children together
independently
Initiates an
activity and
puts it into
practice (Block
construction)
Expresses his/ Expresses Shows stub- Makes deci- Delibrates and
her preferences preferences bornness while sions regarding weighs different
towards activi- and some- making prefer- their own self options regarding
ties, experienc- times is not in ence which one would
es, people or agreement with be better
objects others
Sub-Domain- Persistence
Specific Aspect- Persistence in Activities
Broad Guideline- The child should be able to persist at a task
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Repeats simple Repeats the Repeats pre- Focuses on Focuses on activ-
movements preferred ferred activities activity with ity for a sustained
(e.g., waving) activities with and focuses increased at- period of time
increased at- on activity for tention and can and returns to the
tention longer period of ignore inter- activity after be-
time ruptions e.g. ing interrupted
can focus on
activitiy even
when other
children are sit-
ting around
Completes self Completes a Completes Completes long-
chosen, short- range of self task, long- term or complex
term, concrete help tasks term and less tasks with super-
tasks e.g. feeding, concrete vision
undressing,
grooming
Tries several Tries several Tries several Tries several times

61
times a difficult times a difficult times a difficult a difficult task for
task for 3-5 task for 5-10 task for 10-15 15-20 minutes
minutes minutes minutes
Specific Aspect- Sound Discrimination and Musical Creativity
Broad Guideline-Child demonstrates skills to distinguish different sounds
Turns towards "Responds "Responds Recognises few Claps and Responds to Sings simple "Chooses the "Recognizes "Sings the lyrics
the direction of with movement with movement songs, claps for moves body for music with melodies and is music he/she the type of mu- he/she has
the sound and facial and facial the song the song body move- able to do very likes sic by rhythm memorized and
expressions to expressions to ments simple dance and selects the and experi- experiments with
musical sounds" musical sounds" most favorable ments with new new positions
songs." positions when while dancing"
dancing"
Domain- Language, Communication and Literacy
Sub-Domain- Receptive and Expressive Language
Specific Aspect- Receptive and Expressive
Broad Guideline- The child should be able to communicate in various ways
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Smiles reflex- Recognizes Pays atten- Develops a lis- Listens with Listens with Listens with in-
ively when the voice tion to familiar tening span of increasing at- increasing atten- creasing attention
someone pays of familiar voices upto 6 minutes tention to spo- tion to spoken to spoken lan-
attention people ken language, language, conver- guage, conversa-
and turns conversations sations and stories tions and stories
towards the and stories read aloud for 5-10 read aloud for
speakers read aloud for 5 minutes 10-15 minutes
minutes or so
Responds to Uses words to Uses tel- Responds ap- Responds ap- Responds ap-
sounds in the express emo- egraphic propriately to a propriately to a propriately to
environment tions sentences(ë.g., simple question simple question, a slightly more
(e.g., startles or "I go"" or a request instruction or a complex question,
cries if there is through words request through instruction or a
an unexpected or gestures appropriate ac- request through
sound tions or simple appropriate ac-

62
sentences tions or complex
sentences
Points to Points at dif- . Tells the differ- Learns specialized
familiar ob- ferent objects ence between words for differ-
jects when after naming real and fictional ent categories
named them words
Responds ap- Answers "yes" Responds Demonstrates Follows 2 step Learns to follow
propriately to or "No" ques- to simple ablity to follow directions given multi-step direc-
simple requests tions directions (e.g., 1-2 step direc- in a sequence. tions in instruc-
such as “wave jump, run etc.) tion tional situations
bye-bye”
Vocalizes to get Makes Communicates Uses nonverbal Expresses Speaks in com- Begins to com-
attention sounds to a need through gestures and ideas in words, plete sentences municate using
let others facial expres- body language phrases or about an idea/ex- more than two
know that s/ sions which de- to express simple short perience/object sentences and
he is experi- scribe actions needs and feel- sentences knows the rules
encing pain ings (e.g., gives related to sen-
or pleasure spontaneous tence formation
hug)
Specific Aspect-Structure of Language
Broad Guideline - The child should be able to pick up most parts of speech to form more complete sentences
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Expresses with Tries using Continues to Uses sentence Uses sentences, in Speaks mostly
single words, combination communicate with simple home language, in complex and
using different words to form in sentences grammatical that show an compound sen-
vocal sound phrases and with some structures emergence of tences, and uses
sentences parts of speech more complex "If" statements to
missing grammatical express condi-
structures. tional relations
Correctly uses Uses the correct
the personal grammatical
pronoun (I, structure with
they, and you) respect to gender
Specific Aspect - Vocabulary
Broad Guideline - The child should be able to recognize and use words when heard or seen
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Develops vo- Develops vo- Develops vo- Develops a
cabulary of 50 cabulary of 150 cabulary of 200 vocabulary of

63
words words words several hundred
words; Enquires
about meaning
of unfamiliar
words
Identifies some Develops vo- Develops Develops aware- Develops aware-
objects using cabulary where awareness of, ness of, and more ness of and still
baby talk several words and simple extended vocabu- more extended
might still be vocabulary lary related to the vocabulary re-
baby talk related to the body, for e.g. lated to the body,
body, for e.g., neck, shoulder, for e.g., eye-
head, eyes, elbow, knee, ankle brows, eyelashes,
nose, mouth, chest etc. lips, cheeks,
ears, teeth, etc. heels, hips, etc.
Sub-Domain- Literacy
Specific Aspect- Book Apprecition
Broad Guideline- Bonding and Interest in books
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Explores book Brings the book Demonstrates Turns pages to Shows interest Holds a book right Tries to read his/
with senses to an adult to interest in find a favorite in reading or in side up based on her favourite
(sight, touch, be read out books, pictures picture in a written text by the knowledge stories indepen-
smell) and looks at familiar book enjoying read of the positions dently by pretend
them without aloud of the objects reading
any adult help pictured
Expresses dif- Prefers certain Picks favourite Holds correctly Sits over a longer Knows how print
ferent feelings books books a picture book, time and looks is read (e.g., left
when someone turning the at a picture book to right, top to
is reading to pages one by or some other bottom, etc.).
him/her one, from be- printed material
ginning to end
Remembers Asks and Develops a small Makes prediction
words and ex- answer simple story based on regarding a story
pressions from questions pictures that has not been
his favourite in a simple read
story sentence about
a story related
to a particular

64
character, ac-
tion, or picture
in the story-
book
Specific Aspect - Print Awareness
Broad Guideline - Recognizes words, signs and symbols in the environment
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Begins to Extends aware- Begins to see that Begin to under-
recognize some ness of print space separates stand that letters
frequently- in classroom, printed words; represent specific
seen signs and home and knows difference sounds; begin to
symbols in the community and between letter distinguish some
environment begins to notice and punctuation similar looking
that contain print in various mark letters
print; Notices contexts
both words and
pictures on a
page
Begins to un- Follows written
derstand that text on a page
print progress- while pretend
es from left to reading or follow-
right ing along
Specific Aspect - Phonological Awareness, Phonics and Letter Knowledge

Broad Guideline - Develops awareness of sounds through exposure to words, rhymes, songs etc.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Imitates various Enjoys nursery Enjoys hearing Able to indicate Names 4-5 words
sounds made rhymes nursery rhymes the beginning and that begin with
by adults and begins to ending sounds of the same sound
recite familiar words
phrases of
songs, books
and rhymes
Makes sounds Becomes aware Picks words start- Correctly tells the
that are asso- of the fact that ing with the same vowels and most
cated with ve- multiple words sound of the consonant
hicles, animals, could begin sounds
birds or toys with the same
sound
Differentiates Recognizes vowel
between simi- sounds with as-
lar- sounding sistance
words

65
Identifies words Provides rhyming Recognizes and
that rhyme words in songs, repeats multi-
poems with a syllable words
rhyming pattern
Recognises Associate letters Recognises sev-
the first letter in their own eral letters of the
in his/her own names with those alphabet
name present in other
words
Begin to un- Understands Begins to distin-
derstand that that letters form guish between
letters make words; letters are letters with simi-
words not the same as lar shapes
numbers
Specific Aspect - Writing
Broad Guideline - Develops skills and interest in writing
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Scribbles are all Uses upper Scribbles with Uses mock Draws an object Understands the
over the paper arm muscles crayon/writing letters to repre- or a person from concept of writing
for holding the instrument and sent words their surroundings as a tool for shar-
writing instru- makes vertical, ing information or
ment, thus writ- horizontal and a message.
ing is large circular strokes
Represents per- Writes own name
sonal experiences with some help
and stories using
drawings
Makes shapes Makes marks Sketches Draws horizon- Draws basic Draws the stick
with food with fingers on shapes on a tal lines and geometrical figure of a human
floor or table paper circles shapes e.g., body to represent
circle, triangle, a person
square, etc.
Spells two to
three letter words

66
by connect-
ing them in a
sequence; tries to
use vowels
Specific Aspect - Reading
Broad Guideline - Develops interest and skills in reading
Pays attention Recognises Recognises first Identifies more
to pictures in a symbols in the name and some letters and com-
book surroundings common letters mon sight words
(e.g., logos)
Pretends to Pretends to Reads familiar
“read” a book “read” indepen- sight words (e. g.,
to self dently or with names)
others, turning
pages and looking
at illustrations.
Domain- Sensory, Perceptual and Cognitive development
Sub-Domain- Development of senses
Specific Aspect-Use of senses (sight, hearing, touch, smell, and taste) to guide the motions
Broad Guideline- Child develops the senses of sight, hearing, touch, smell, and taste
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Focuses eyes Shifts eyes Focuses eyes " Follows moving
on near persons from one to an- on far objects " objects/per-
or objects other (objects/ or persons sons with both
persons) eyes working
together
Responds to Smiles when Locates the Shows interest " Enjoys hearing
familiar sounds hears parents/ source of sound in the sounds of Understands and listening to
caregiver's radio or TV when called songs
voice from another
room"
React more to Accepts new Matches and Distinguishes Recalls famil-
salty tastes foods and taste identifies between and iar food stuffs
offered sweet, sour and names the through the sense
salty tastes taste, i.e. of taste, for e.g.,
sweet, salty, lime, sugar, sauce

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bitter and sour etc.
"Recognises Notices un- Notices addi- Identifies some Discriminates Identifies Recalls familiar
familiar smells pleasant smells tional odors foods by smell. between objects on the smells
and calm by and reacts with pleasant and basis of their
familiar smells facial expres- unpleasant smell
( e.g., blanket sions odours
that smells of
breast milk )"
Touches objects Reaches out " Explores all Identifies and Names, clas- Identifies and
nearby (grasps and touch, rubs " sorts of tex- distinguishes sifies and names the texture
finger when and squeezes tures – hard, between rough seriates rough with eyes closed
touch their materials soft, cold, wet, and smooth, and smooth and seriates
palm) sticky and hard and soft surfaces or hard rough and smooth
squishy etc. and soft sur- surfaces to more
faces to three than three levels
levels- rough,
smooth, more
smooth
Sub-Domain- Explore environment through various senses
Specific Aspect-Use senses to interact with the environment
Broad Guideline-The child is able to engage with environment through senses
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Use senses to Uses senses "Explores ob- Distinguishes
explore objects to actively jects by linking natural objects
and experience investigate and together differ- from man made
their properties explore the ent approaches: objects using
(e.g., colour, effects of new shaking, hit- different senses
texture, weight, actions on the ting, looking,
taste). objects feeling, tasting,
mouthing, pull-
ing,
turning and
poking"
Uses senses to Notices plants, Observes and Identifies some Observes and Differentiates Discusses Describes simple
explore envi- animals and expresses inter- plants and examines natu- between, and changes in relationships
ronment (e.g., other people est in nature animals and ral phenomena name common weather and between animals,
touch, sight, in the environ- and natural explore their (fog, thunder) animals and seasons, us- plants and the
taste, smell and ment with phenomena characteristics or different birds ing common environment
hearing) with the help of an (e.g. rain, wind, (looks at pets living creatures weather-related (e.g., “Fish live in

68
adult assis- adult. flowers, breeze, and domestic (insects, pets). vocabulary water.” “Some
tance. grass, butterfly, animals, takes (e.g., rainy, animals eat
leaves, birds). flowers, collects sunny, windy). plants.”).
leaves etc.)
Sub-Domain- Development of cognitive abilities
Specific Aspect - Memory and Observation skills
Broad Guideline - Demonstrates ability to observe, remember and recall objects incidents, events, persons etc.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Recognises par- Recognizes Recognises Recognises Recognizes Recognizes
ents (standing familiar people parents from people they familiar objects familiar people
8 to 12 inches in across the know ap- and pictures in even though
front of them) room. proaching from books they may not
a distance have seen them
for a while
Remembers Remembers Remembers the Remembers Observes, Observes. Observes.
new pictures or specific infor- usual location and communi- remember and remember and remember and
toys shown to mation (where of a favourite cate what hap- recall imme- immediately immediately
them one to six his/her toys are object, and ask pened earlier in diately three recall four to six recall six to seven
days previously kept) for it when not the day to four objects objects shown objects shown to
present shown to him/ to him/her at a him/her at a time
her at a time time
Memorizes a Memorizes a Memorizes a
short nursery full verse longer poem with
rhyme of 2-3 more than one
lines. verse.
Specific Aspect - Classification and seriation
Broad Guideline - Demonstrates ability to classify objects on the basis of concepts or attributes (e.g. colour, size or shape).
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Does simple Does classifi- Classifies on the
classfication on cation on the basis of three
the basis of any basis of two concepts, for e.g.,
one concept concepts, for shape, colour and
or dimension, e.g., shape and size
for e.g., shape, colour
colour

69
Specific Aspect - Development of sequential thinking
Broad Guideline - Demonstrates ability to understand the order and sequence of numbers or objects
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Repeats a given Reproduces and Thinks in forward
pattern involv- extends a logi- and reverse se-
ing three to cal sequence quence
four objects with objects,
pictures, stories
and events
Specific Aspect - Problem solving and reasoning
Broad Guideline -Child is able to find multiple solutions/answers to questions, tasks, problems and challenges
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Looks in appro- Looks for a toy Finds hidden Solves prob- Solves prob- Applies differ-
priate direction he/she has seen toys and will lems by trial lems using ent strategies to
for toys that hidden. go looking for and error (E.g. innovative ways find solution to
have been them Tries to reach a (Climbs on a problems.
dropped or par- toy with several stool to reach
tially covered ways) an object/toy)
by a blanket
Begind to Identifies major Identifies Identifies many
identify differ- difference relatively minor minute differenc-
ence between between two difference es between two
two different similar pictures between two similar pictures or
pictures or or objects. similar pictures objects.
objects. or objects.
Uses gestures Asks help for Asks for help Seeks specific Accurately identi-
and (toward completing on challeng- help from both fies the type of
the end of the tasks (but may ing tasks (e.g., adults and help needed
year) simple refuse while says, "Can take peers (E.g. Can (e.g.,"I think I
language to get assisting) the teddy from you hold this know how to do
help the almira). stick for me) this, but i need
help in this por-
tion)
Specific Aspect - Symbolic Representation
Broad Guideline -The child is able to substitute objects or pretend to play a role
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Uses dolls and Plays with Uses a similar Uses or make a Uses dissimi-
models of ani- dolls or stuffed object to rep- prop to repre- lar objects to
mals as if they animals and resent another sent an object represent other

70
were real (e.g., realistic props object in play (e.g., build a objects in play
rocks doll, pets together (e.g., (e.g., pretend telephone) or perform an
stuffed dog) use a play a pencil is a action with
spoon to feed spoon) an imaginary
a doll) object (e.g., use
stirring action
without any-
thing in hand)
Acts role plays Acts simple Act out rela- Carries out Carries out Carries out
and use props themes in tional roles in pretend play pretend play pretend play de-
in pretend play pretend play play (e.g., mom depicting differ- depicting differ- picting different
(cooking, driv- or dad with ent situations. ent situations, situations, impro-
ing etc.) and baby) improvising dif- vising different
use one object ferent objects objects creatively
to represent creatively. with greater com-
another (bottle plexity.
for phone)
Sub-Domain- Development of mathematical concepts
Specific Aspect-Concepts of size, shape, quantity, length, width, height etc.
Broad Guideline- The child is able to demonstrate knowledge and skills to operate with size, shapes, widths heights, lengths etc.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Shows aware- Identifies sim- Describes Differentiates Places objects Places objects in
ness of the ple objects by physical objects between big in order of size order of size, i.e.
relative size of their shape in terms of rela- and small ob- i.e. seriate up to seriate up to five
objects tive size (e.g., jects and match three levels levels
big, little, small, objects of the
tall, short, long, same size
heavy, light)
and quantity
(e.g., many, a
lot, full, empty,
whole, part, all,
none)
"Identifies "Identifies Names and draws
simple shapes three-dimen- different shapes
(e.g., circle, sional shapes
triangle, (e.g.,
rectangle, and cylinders,

71
square)." spheres, cones)
through eve-
ryday
experiences. "
Specific Aspect- Concept of Number
Broad Guideline- Demonstrate knowledge of number and number operations.
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Understands "Shows Counts to at Names some Counts and Counts and places
the concept of age by raising least 5 from numbers (from places numbers numbers in order
"more” when fingers." memory. 0 to 100). in order up to 5 up to 10
referring to
toys or food.
Recognizes the Recognizes and
number sym- write the number
bols up to 5 symbols/digits up
to 10
Specific Aspect- Concept of space
Broad Guideline- Understands the physical relationship (i.e., direction and position) between self
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
"Demonstrates Understands " "Explores the "Shows un- "Shows increas- Understands 'left'
use of body and how things and Uses blocks to size, shape, and derstanding of ing understand- and 'right'
materials in objects fit and create their spatial different ing of
space" move in space own simple arrangement of relationships directionality,
and under- structures and real objects" of objects in order and posi-
stands that arrangements. space." tion of objects
when an object " and words (next
is completely to, beside,
hidden, it is still above,
there below, under,
over etc.)"
Specific Aspect- Concept of time
Broad Guideline- Understands the concept of time (especially as it relates to daily
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
"Understands "Uses terms Understands Develops the Develops the
the concept of related to time: the concepts of concept of concept of
time as it “tomorrow” day and night, before-after early-late

72
relates to eve- and “yesterday" afternoon and
ryday life (e.g., evening in
meals, terms of daily
sleeping" activities
Realizes that Reads time from
time is meas- a clock in a rudi-
ured with a mentary way
clock
Demonstrate
awareness
of past and
present
Specific Aspect- Concept of Money
Broad Guideline- Identifies values and denominations of coins and currencies
Birth-3 months 3-6 months 6-9 months 9-12 months 12-18 months 18-24 months 24-36 months 3-4 years 4-5 years 5-6 years
Distinguishes Understands Understands that
money from that money is some coins/ cur-
other objects needed to buy rency have more
things value
ANNEXURE B: Discussion sheet- care for child development (CCD)

S. No. Comment
1. A mother does a better job when she True Before a caregiver leaves, she should have a
feels confident about her abilities to chance to practise any new activity with you and
provide care. be confident that she will be able to do the activity
at home.
2. The brain develops more rapidly when False The brain develops most rapidly before birth and
the child first enters school than at any in the first two years of life. The efforts to help the
other age. child learn at this age will benefit the child for their
whole life.
3. Young children learn more by trying True Evidence shows that children learn by doing things
things out and copying others than by
being told what to do.
4. A father should talk to his child, even True The father is preparing the child for speech and
before the child can speak. how people communicate.
5. Before a child speaks, the only way the False Young infants communicate by moving and
child communicates is by crying. reaching. For example, they communicate hunger
by sucking their hands, shaping their mouth,
turning to the mother’s breast. Help caregivers see
the child’s signs and interpret them. Waiting until
the child cries is distressful to the child and to the
caregiver.
6. A baby can hear at birth. True There is even evidence that a child hears before
birth, and recognizes the voices of persons closest
to her or him—including mother and father.
7. A baby cannot see at birth. False The child can see at birth, although sight becomes
more refined as the days go on. The child is most
attracted to faces. Studies show that a child can
even begin to copy the faces of others within 2 to
3 weeks. Some have found imitation even earlier,
within the first few days of life.
8. A child should be scolded when she False Children put things in their mouth because the
or he mouth is very sensitive. They learn hot and cold,
puts something into the mouth. smooth and rough through their mouth, as well as
by their hands. Make sure the objects are safe and
clean.
9. A child drops things just to annoy the False Dropping can be by accident. However, the child
father and mother. is also learning by trial. What happens, how long
before there is a sound, how other persons react,
etc.
10. A child begins to play when she or False A caregiver can begin to play with a child from
he is old enough to play with other birth. Children learn through play. Caregivers can
children. play with a young infant child with movements,
touching, and attracting the attention and interest
of the child with simple noises and colourful
objects.
11. Children can learn by playing with pots True Children do not need store bought toys. They can
and pans, cups, and spoons. learn from many household items
12. Talk to your child, but do not talk to False A mother can talk softly to a child and gently
the child while breastfeeding. It will be affectionate to a child who is breastfeeding
distract the child from eating. without distracting the child from feeding. It helps
the mother become close to her child. The child is
comforted by the sounds and touch of the mother.

Source: WHO (2012), Care for Child Development: Facilitators Notes, WHO, Geneva.

73
ANNEXURE C: Early stimulation activities

Meaning

Early stimulation includes varied activities that stimulate the whole child. It includes the experiences
and the environment created by the caregiver to facilitate the development of a child.

Significance: Early stimulation

• ensures healthy development

• encourages children to play
• enhances growth in all domains of development
• develops social relationships and trust
• promotes environmental awareness

Stimulation in early years is not just important but essential. Appropriate stimulation in early
childhood is one of the critical factors that influence development in early years.
Immediate environment of a child provides many opportunities for early stimulation— daily
household activities, other children, adults and pets in the immediate environment, as well as
outdoor excursions, which offer a high level of interest for an infant and a young child.
Providing opportunities for all senses to be activated should be a fun and meaningful experience for
those being cared for as well as their caregivers.
Knowing that stimulation can lead to a smarter, happier, healthier child, what methods should
parents and caregivers use for purposeful stimulation of a young child’s brain? And when should
they begin?
Infants below six months

The first year of a child’s life is a period of rapid development. Being with others, seeing them
around, interacting with them helps infant learn. The stimulating activities in this stage should focus
particularly on development of sensory capacities and strengthening of motor skills.

After the first month, child is awake and active for reasonable time duration, thus one can plan
activities for him/her. For example, at the age of three months child starts tracing sounds, so, a
simple activity such as making sound with spoon and bowl is also stimulating. Hanging play materials
in their line of vision helps in developing sensory skills related to sight. A five month old is interested
in kicking and other large motor activities—providing toys near her feet, for example, promotes
motor development. Around six months of age, caregiver should provide opportunities to squeeze,
pickup, press and hold things to promote fine motor development of children.

74
Suggestive stimulation activities for birth to 6-months-olds

Physical and Motor Language Cognitive Socio-emotional

Hold a brightly col- Shake a rattle on Place bright toys Hold, rock and sing to the
oured object 8 -10” one side of the near the child. young baby.
away from child’s face child’s head, and
and move the object then on the other Provide soft toys, Stroking and tickling the
slowly from one side to side. for example a child.
the other. stuffed toy made
Play different kinds with a clean sock to
Tie an object that of music on in an hold and feel. Have eye to eye contact
makes a sound, on one audio visual equip- and smile to the baby.
side of the child’s bed. ment. Touch different
body parts and Bathe and feed the baby in
Encourage bodily As the child grows name them. a fun way, while interacting
movements like rolling older, hold the child with the baby.
over/moving forward in your arms, talk Hang big pictures of
and kicking, by strate- in a soft voice and people and animals While the baby is nursing,
gically placing a sound take him/her to dif- on the wall at the message his/her fingers and
toy in the direction ferent places. child’s eye level. hands.
you want the child to
move. Give toys that they Let the child ex-
can move and make plore by touching,
Do baby aerobics and noise. grasping, shaking,
exercises. sucking etc.
Keep talking to the
child each time you
are around even if
you are not holding
him/her.

Tips for caregivers

• During the first six months most stimulation activities need to be carried out while the child is
lying on his back in the bed or holding the baby in prone position in the lap.
• Infants sleep almost 18 hours in a day. Guard against too much/too little stimulation during the
time he/she is awake.
• Rhymes should be in simple words and should relate to the child’s world.
Six months to one-year-olds
During this time a child starts crawling. The child’s needs for exploration must be catered to by
providing experiences with riding and string toys, rolling and chasing balls, tossing bean bags, etc.
Lullabies and songs should form a part of the daily routine. Story telling should begin at this stage
to promote language.

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Suggestive stimulation activities for 6 months to 1-year-olds

Physical and Motor Language Cognitive Socio-emotional

Have a clean place for Point to things Take a toy and hide it, in Allow the child to be
to crawl. Put bright around, describe front of the child, under handled by other adults
toys around so that and name them. a cloth, in your palms, around.
the child tries to reach behind you. Encourage
out or move towards Sing simple action the child to look for it. Message the baby, it
them. rhymes on body releases body tensions
parts in a soft voice
Allow the child to feel and helps in bonding
Do stretching and and also touch the different textures – wa- with the caregiver.
bending exercises specific body partster, dough, big beads,
as they are named paper, cloth soft toys etc Make picture books
Fill a water tub with in the rhyme. with the child’s pho-
squeeze toys, sponges, Take the child outdoors tographs and create
and washcloths. Let Hold big pictures of and show different ani- stories about the child.
the child squeeze food or toys familiar mals, birds and vehicles
them. to the child. Name in the surrounding, Play finger games/
and talk about the imitate their sounds. tickle games.
Wrap various objects pictures allowing
in paper. Let the child the child to touch Show different coloured Encourage the child to
unwrap these. the pictures. flowers and help the do things for himself/
child smell them. herself, for example
Cut out two opposite Fill several con- sipping, eating, and
sides of large card- tainers with dif- Conduct peek-a-boo- sitting.
board boxes. Let the ferent materials games with scarves,
baby crawl and walk like grains, bells, blankets, towels, etc.
through these. marbles etc. Let the
child shake them.

Read aloud from

books with colour-
ful pictures.
Tips for the caregiver
• Provide suitable apparatus, furniture items, etc. to enable the child to grasp, pull, push, hold
and crawl, hold and stand, start walking using support.
• Interact in a playful manner and reinforce the child’s efforts by describing and praising the
child’s behavior.
• Allow time for independent play with toys as the child is watched over.
• Using a variety of methods enhances well-rounded learning.
1- to 3- year-olds
One year olds are able to stand up and are beginning to walk. By two years, a child is mobile and
experimenting all kinds of gross movements both with legs and hands. During the period of two
to three years of age, they grow in physical independence in a major way. A leap is witnessed in a
child’s ability to communication and a tremendous increase in vocabulary and its usage. In personal-

76
social domain too, a child moves from a comparative passive ‘receiving’ role to an active assertive
interaction pattern. A child’s curiosity leads to development of her/his understanding of all that is,
and that happens around.
Suggestive stimulation activities for 1- to 3-year-olds

Physical and Motor Language Cognitive Socio-emotional

Keep a rope in the Picture reading. Point Fill big buckets with Set up a pretend play
middle of a room, to things in a picture, water. Provide con- area in your room with
help the child walk up describe and name tainers of different dollhouse and other
to the rope and cross them sizes, plastic bottles, housekeeping props.
over it. Increase the and sponges and let
height of the rope Take the child out- them explore. Do informal talk using
from the floor as the doors and focus his a puppet. Hold a glove
child grows in ability /her attention to Play treasure hunts on puppet of any familiar
and confidence. sounds she/he can a variety of themes. animal or of a boy/ girl
hear. Identify these and interact with the
Roll a ball to the child. sounds and imitate Play guessing of secret child.
Encourage the child to them. items by peeking a
roll the ball back to the little bit and play other Do role play for habit
caregiver. Also encour- Sing songs and memory games. formation.
age catching, throw- rhymes. Create their
ing and kicking the ball new versions of songs Take the child on a Attend to child when
and passing it through with the child. walk, encouraging hurt, hungry etc.
a tunnel. collection of things
Read story books to they like. Back in the Praise and encourage
Most toddlers are the child. Tell children room, help the child the child for her/his
learning how to walk to repeat stories to sort them into groups. work.
and run. Go for lots encourage sequential For example, all leaves
of walks. You can also thinking. in one box, all stones Give small responsi-
conduct theme based in one, all twigs in one bilities to the child,
walks such as finding Encourage children to etc. for example bringing
blue colour things. tell their own stories plates, laying table
using various aids like Provide fit together etc.
Organize activities for puppet, flannel board, single piece fix-in
walking backwards, masks. puzzles with a knob. 2
jumping over a rope, pieces and 3 -4 piece
climbing, sliding, run- puzzles may be intro-
ning, drawing wheeled Do drama and role duced gradually.
toys with strings, etc. play with children.
Tips for the caregiver
• The content of the puzzles, pictures and the story should be related to objects, events and
people familiar to the child, so that he inter-relates the pictures and daily experiences.
• Talk in short simple sentences.
• Activities like sand play, water play and manipulating small articles like buttons, stones, etc.
should be used to foster fine motor development.

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ANNEXURE D: How young children learn
The brains of young children are wired in such a way that they are motivated to actively explore
the world and learn from it. There are four important ways in which young children learn. They are:
through concrete experiences, through play, from the daily routines and in the context of nurturing
relationships.
Young children learn through concrete experiences
Children who are 3 years of age tend to be concrete thinkers. They have difficulty remembering
events and processing abstract concepts. Therefore, if we want children to learn and understand
concepts, we should create opportunities to provide them hands on experience with materials to
see how things work and construct knowledge. As they grow older they begin to engage in symbolic
thinking which helps them to deal with abstract ideas.
Young children learn through play
 By 3-4 year old children begin to carry out more associative play i.e. they play with other
children and are able to share to a limited extent.
 By four and a half to six years of age, the child gets involved more and more in cooperative play
i.e. plays in group situations in which there is common goal.
Play helps to promote development in all domains:
 Develop physical skills- Gross motor skills are developed as a child learns to reach, grasp, crawl,
run, climb and balance. Fine motor skills are developed as children handle small toys.
 Develop cognitive concepts- Children learn to solve problems through play. As they explore
the world around them, they learn colors, numbers, size and shapes. They learn to compare
and analyze, which helps to develop scientific thinking. Play gives them an opportunity to
enhance their memory skills as well as their attention span. Children engage in higher levels
of cognitive processes as they engage in dramatic play, which involves symbolic thinking and
deferred imitation. They often act out challenging situations and try to resolve them through
play e.g. pretending to be a doctor or teacher.
 Develop language skills- Children develop language and literacy skills as they listen to others
and discuss their roles and responsibilities in dramatic play. It also helps them to practice turn
taking which is an important skill in communication.
 Develop social skills- During play they are required to cooperate, negotiate, take turns and
play by the rules, these are important skills for socialization. They begin to develop rules for
different types of games, and negotiate them. These experiences help them to understand the
various rules as well as social roles in the real life.
Young children learn in the context of relationships
The early relationships that young children experience, teach them who they are and what they
can expect from the world around them. Safe and trustworthy relationships help to promote brain
development. Young children learn to behave in appropriate ways, to a large extent, by observing or
imitating others around them. They learn language through imitating and interacting with others.
It is essential for the teacher to develop a relationship with each child in her class and make them
feel special. The quality and stability of early relationships lay the foundation for a wide range of
developmental outcomes like:
 self-confidence

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 motivation to learn
 achievement in school and later in life
 the ability to control ag­gressive impulses
 resolve conflicts in non­-violent ways
 knowing the difference between right and wrong
 having the capacity to develop and sustain casual friendships and intimate re­lationships
Young children learn through activities in the daily routine
 Daily routines help children to apply the knowledge they have acquired in the classrooms to
real life situations.
 Daily routines help children to make sense of their world. This involves understanding how
their worlds are organized – e.g. after waking up, they get dressed, brush their teeth and then
have breakfast. As they come into contact with more people they begin to learn patterns and
routines for social interaction.
 Greetings, good-byes, and chatting with others are examples of routine interactions that teach
social skills.
These interactions are also opportunities to help the children to develop language skills. Thus
routines provide the two key ingredients for learning: relationships and repetition.

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Annexure E : Four posters on early signs of disability

80
81
82
83
Annexure F : Four posters on management strategies for children with disabilities

84
85
86
87
ANNEXURE G: Strategies for inclusion of children with disabilities
• All children including children with disabilities have right to education and should be given
equal development opportunities.
• IECE is when ALL children, irrespective of their gender, caste, ethnicity and disability learn and
study together in one classroom and in the same centre.
• AWW in the inclusive AnganwadiCentre embraces all children as ‘her’ children and the
responsibility of learning of each child as ‘her’ responsibility.
• For this, the AWW/supervisor may need to bring about changes in room/building, furniture,
equipment, teaching method, attitudes, worksheets etc.
Children with disabilities must attend the Anganwadi Centre and participate in all the activities
of the AWC, equally with other children. All children, including children with disabilities, must be
provided opportunities to explore different mediums, toys and materials like sand, plasticine,
colours, crayons, paint brushes, saw dust, blocks, beads, books etc.
While preparing for IECE, the AWW and Supervisor should:

• Be ready to accept diversity and differences

• Have knowledge about childhood disabilities
• Be ready to adapt her teaching aids/method, worksheets/activities and bring slight
modifications in teaching and classroom arrangement to help ALL children in her class to learn.
• Be innovative. Ask yourself ‘How Can I vary this activity for that child?’ Innovate so that the
child learns and responds.
*Managing a child with Physical and Locomotor Challenge: General principles
Restriction areas: small muscles-grasping, reaching, holding; Large muscles- walking sitting,
standing, balance, stiffness; Positioning.
1. Children with physical disability are likely to have normal intelligence and would benefitfrom
ECE/school experience.
2. Admit in Anganwadi/local school. The child with physical disability may need an escort for
going to AW/school from home.
3. Make the child sit in the AWC in such a position so that she can participate in all activities
4. Accessible and open shelves which stock toys /books/daily needs thingsin AWC helps the child
to take out materials that she needs independently.
5. Ensure proper positioning. This helps the child to remain involved in the environment as he can
now sit up and look around to know what is happening. For a child who cannot sit on own, prop
up using pillows, or use cloth/duppattas to tie with chairs to hold them up Use tyres and logs to
help the child to sit up
6. Even though the child may have difficulty in movement, try to give opportunities for outdoor
play. He may not play like others, but think of ways to involve partially.
7. Use of adaptive aids to increase opportunities for integration with non-disabled e.g. use of
adaptive feeding equipment while self-feedingMake spaces accessible by providing ramps,
*SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at
Home: A Practical Guide, Engage publications, New Delhi.

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lifts, railings, slopes.
8. They would need to move around independently, for which the child may require wheel chair,
calipers, crutches, sticks or artificial limbs. For this,encourage the parents to get in touch with
District Rehabilitaion centres or hospitals to arrange for assistive devices. Take help of ASHA/
ANM/LHV and tie up with RBSK scheme.
9. Child may need regular physiotherapy/ exercises.
*Managing a child with Hearing Impairment: General Principles

Restriction areas: Hearing; speech; communication; social interaction; concentration.

1. Get in touch with audiologist and get hearing aids fitted immediately.
2. Ability to screen out unwanted sounds and selecting the sounds that you want to hear is
important in the hearing process. Children with hearing impairment may have difficulty doing
this. Make the child aware of the sounds in his/her environment.
3. Speak naturally and clearly. Be loud but do not shout. Encourage children to try to listen
attentively.
4. Make sure child is looking at you while you are speaking, so that she can observe
facialexpressions, gestures and lip movements. Make her sit close to you.
5. Encourage the child to play with his peer mates and participate in all activities
6. Encourage the child to express his/her feelings and emotions.
7. They would have difficulty in participating in activities which are chiefly language based,like
attending story narration in AWC. Use flash cards and pictures as cues while telling stories and
also ensure that the child is sitting close to you.
8. Remember, the sense of hearing of this child has got affected, which in turn comes in the
way of the child acquiring language and communication skills, which in turn affects the child
participation with peers. For example, when playing with peers, the group may find difficult to
explain to her what the group wants, so the child with hearing impairment could have difficulty
in participating in group activities. Help the child to understand. Explain the rules of the game
beforehand.
9. Plan games which are movement based.
*Managing a child with Visual Impairment: General Principles
Restriction areas: Mobility; environment learning and concept formation; Self feeding and self
care; Social skill acquisition.
1. As the child cannot see, we need to explain and describe the environment to the child.
2. Give the child objects that he can touch, explore and learn about. For example, even a simple
thing like a flower needs to be touched, smelled and ‘seen’ from the tactile and auditory sense
than the visual one.
3. These children have a tendency to bend their head forward or sideways. Teach them to keep
their head up. When somebody speaks to them, teach them to turn their head towards the
person who is talking to them.

*SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at
Home: A Practical Guide, Engage publications, New Delhi.

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4. Provide them with opportunities to learn about their [Link] if showing pictures of
fruits in class, the visually impaired child may be given models of frits which she can feel and
understand, or better still, give fresh fruits in hand.
5. Visually impaired child does not realise that there are objects and people around with whom
she can play. Nor does this child reach out for objects, as they don’t exist for her. So, bring
the objects within grasping range. Even when given objects, they may not understand how
to use/manipulate them. Eg., a pull along toy with a string attached to it. She does not know
till ‘shown’ how to use this toy. It is important to remember that no observational learning is
happening for this child.
6. Use large print of alphabets and digits. Give magnifying glass.
7. These children have a normally formed body. They should be trained to move around
independently. Help them to go independently in the anganwadi. For this, keep the space free
of clutter, and don’t change the setting of furniture.
8. Encourage and teach the child to eat his own food and use toilet independently.
9. Visually challenged children can learn to read and write using a special educational equipment
like Braille. Educational opportunities should not be denied to them.
*Managing a child with Intellectual Challenge: General Principles

Restriction areas: Cognition; learning; understanding; concept formation; activities of daily

living like-bathing, combing, toileting, self-feeding.
1. Whatever you want the child to do, explain it slowly and in simple language. You may even
need to demonstrate the activity. For example, if you want to teach him to hold a crayon or
a pencil, this should be explained and this seemingly simple activity would need to be broken
down into smaller steps. The child may need a few sittings to be able to hold crayon/pencil
adaptively.

*SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at
Home: A Practical Guide, Engage publications, New Delhi.

90
*SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at
Home: A Practical Guide, Engage publications, New Delhi.

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Annexure-H : Recommended ECE routine from IECEI study

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Annexure-I : Guidelines for celeberation of ECCE day

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CONTENTS

Introduction 97

Purpose of Fixed Monthly ECCE Day 97

Suggestive Activities to be organized on Fixed Monthly ECCE Day 98

Who will be involved in the organisation of the Fixed Monthly ECCE Day 99

Issues to be Discussed 99

Role of AWWs, ICDS Supervisors, CDPOs, Member of PRIs etc. 100

Supervisory and Monitoring Arrangements for Organisation of

Fixed Monthly ECCE Day 101

Expected Outcomes of Holding Fixed Monthly ECCE Day 101

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Ministry of Women and Child Development
Government of India
New Delhi

[Link]