TRAINING MANUAL

Item

Title
TRAINING MANUAL
extracted text
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IC-isA

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CHART OF ANGANWADl

WORKERS

JO0 RESPONSIBILITIES OF
ANGANWADI WORKERS

PREPARATORY work]

[MANAGEMENT k ADMINISTRATION
COMMUNITY CONTACT
A EDUCATION

VISOR

MOBILIZE COMMUNITY
PARTICIPATION

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MAINTAIN LIA6I0N WITH
- PANCHAYAT
- PRIMARY SCHOOL
- MAHILA MAN DAL
- DAI

HOME VISITS TO
EDUCATE MOTHERS

-HEALTH L
NUTRITION
- PROMOTING?
CHILP PE.VELOPMENT

I
HOME VISIT TO
(PENTIFY CHILPPEN
‘AT RISK'

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ORGANISATION OF
NON FORMAL
PRE SCHOOL ACTIVITIES

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SURVEY TO ENLIST BENEFICIARIES
CHILDREN 0-6 YRS
CHILDREN lAT RISK.'
PREGNANT INURSIWG MOTHERS

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SERVICE DELIVERY^|

MAINTENANCE OF RECORDS
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GROWTH MONITORING

UPDATING
SURVEY DATA
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BIRTHS I DEATI6
REGISTRATION

PREPARATION
DISTRIBUTION Of
SUPPLEMENTARY NUTRITION

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CHILDREN 6MTHS-SVRS
PREGNANT
NURSING MOTHERS
MOTHERS 'AT RISK'
GT:

ASSISTING PHC
- IMMUNISATION
- HEALTH CHECK-UP
- REFERRAL SERVICES
- HEALTH EDUCATION

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FIRST AID

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TASKS AND SKILLS OF AN ANGANWADI WORKER
Job Responsibility
of an AWW

(1)
(i)

Survey

5. .)

Tasks of an AWW

Skills required in
doing the Tasks

(3)____________

(2)
1. Contact community,
take interviews,
record data

Talking to different
members of the household
to tell them about the
purpose of the survey

Ability to ask questions to
obtain the desired
responses
Filling up the survey forms
2. Interpret data to
identify beneficiaries,
“at risk” children and
mothers
3. Update survey data

4. Register births and
deaths

Adding new information
and deleting irre vant
information from ±ie
survey forms

Keeping track of new
( births and deaths and
recording them

(u) Service Delivery

1.

’ f

Organising nonformal pre­
school
education

1. Organise activities
for physical-motor
development,
language develop
ment, cognitive
development, social­
development

Conducting games,
narrating stories, singing
songs, organising cieative
and cognitive development
activities for children
Communicating with
children

Organising children in
circles and groups

Note: Separate skill has not been listed wherever the skill required to do the task has been built into the task itself.

3

(1)

(2)

(3)
Introducing variety in the
preschool activities

2. Prepare and use aids
for preschool
activities

!

Skill in making aids like
puppets, masks, story
figures, puzzles, etc.

K

Identifying low cost
material which can be used
in organising preschool
activities

3. Replenish aids

Repairing aids
Substituting tom aids by
using alternate material

4. Plan the preschool
programme

Skill in planning different
activities to be organised
in the AW to ensure variety,
keeping in mind time as
well as age of children

j

Skill in introducing
changes as and when
needed

T

5. Educate parents
about the import­
ance of preschool
education for over­
all development of
children

6. Helping in the
admission of older
children in the
primary school

I

j

Conducting meetings of
mothers

1

Talking to mothers diring
heme visits and at different
meetings

;•

Contacting the parents,
primary school teacher

Finding out requirements
of admission
i

Helping parents in com­
pleting the formalities
of admission

4

(1)
II.

Growth
Monitoring

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I

III.

Organisation
of supple­
mentary
Nutrition

(2)

(3)

1. Weigh the children

Taking weights and read­
ing the weights accurately

2. Assess the age

Calculating the age of the
child

3. Plot weight on
growth cards

Plotting weight on growth
cards

4. Interpret growth
trend

Interpreting the direction
of the curve

5. Educate parents
about the growth
pattern of their
children and
management of
malnourished children

Talking to mothers about
the growth pattern and
feeding of children

6. Involve mothers in
the process of
growth monitoring

Persuading mothers to
monitor the growth of
their children

1. Assess and
measure the amount
to be cooked

Calculating and measuring
die amount of SNP to be
prepared daily

2. Supervise cooking
by Helper

Observing the cooking by
Helper

Guiding Helper in correct
method of cooking
■

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the Helper in
preparing children
for supplementary
nutrition

4. Distribute
supplementary
nutrition

5
I

Supervising washing
hands of children

Organising children to sit
and receive supplementary
nutrition

Measuring the amount to
be served to one child

(1)

(2)

(3)
Supervising distribution
of SNP in an organised
manner
Ensuring that children eat
in the Anganwadi

5. Provide extra
amounts to “at risk”
children

Ir
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Identification of “at risk”
children
Ensuring supply of extra
ration to such children

6. Storage of SNP
food items

Storing the food items
correctly to prevent spoiling
Checking for spoilage
before cooking

7. Educate mothers
about /
i) nutrition for
children at home

Talking to mothers

Preparation and use of
aids for mother’s meetings

ii) their requirements
during pregnancy
IV. Providing
support to
Primary
Health Centres

1. Prepare and update
lists of children and
pregnant women for
immunisation

Listing children for
immunisation including
the new borns indicating
type of immunisation and
dosage

2. Prepare parents
for immunisation
of children

Talking to parents about
the need for immunisation,
ability to give specific
information related to the
place, specific number of
dosages and possible
immunisation side effects

. 3.. Make arrangements
for immunisation
6

Sterilisation of equipment
for immunisation

/

I I •
i

(1)

(2)

(3)
Laying out equipment
for the Doctor

-•

4. Maintenance of
immunisation
registers

Filling up immunisation
register

5. Follow up through
home visits of new
bom children for
immunisation
purposes

Making home visits and
talking to mothers about
the expected date of
delivery and the
immunisation schedule

6. Demonstrate and
prepare an oral
rehydration solution
to educate mothers
about diarrhoea
management

Preparation of oral
rehydration solution
through the household
method and preferably
demonstrate it to mothers
with children suffering
from diarrhoea

Guiding mothers in pre­
paration of ORS

’ 1

7. Follow up through
home visits,
children suffering
from diarrhoea

Making home visits and
talking to mothers

8. Encourage all preg­
nant women to go
for check up to the
PHC or sub centre

Talking to mothers about
the importance of health
check up and arrange for
the same in consultation
withLHV/ANM

• I

Keeping a record of the
number of tablets given
periodically
9. Dispense iron, folic
acid tablets to
pregnant women

7

Dispensing the correct
dosage of iron and folic
acid to pregnant women

(3)

(2)

(1)

10. Give vitamin A’
drops to children

Giving correct dosage of
Vitamin ‘A’ drops to
children

11. Refer cases for
health check up to

identifying cases for
health check-up, filling
up a referral slip with
requisite details

the PHC

A -

12. Provide first aid for
minor ailments and
injuries

Administering first aid
in case of emergencies

13. Early identification
of disabilities

Identifying symptoms of
disabilities in children —
auditory, visual, orthopae­
dic, mental for preventive
action

14. Educate people on
health care of
women and children
and family planning

Talking to mahila mandal
members, organising
community meetings
Making arrangements,
preparing talking points
for discussion

Public speaking

(lii) Community
contact and
education

1.

Community
participation

1. Establish contact
with community

Maintaining continuous
contact with people

Ability to talk to men and
women of different ages
and backgrounds and
establishing rapport with
them

2. Involve community
in various activities
of the Anganwadi

6

[ -

I •

I
(1)
3. Encourage mothers
to bring children by
turns, to the AWC

I.
/

Community
education

(2)

(3)

Periodic discussions with
mothers to persude them
to send/accompany
children to the AW

Health & Nutrition
Education
1. Educate parents
about health and
nutrition needs

Planning and organising
meetings of parents for
nutrition and health
education (NHEd)

2. Educate parents
for growth monitoring,
feeding children,
food requirements
during pregnancy and
lactation, man­
agement of diarrhoea

Talking to parents
Preparation and use of
aids in the meeting

Preschool Education
1. Educate parents to
create awareness
about early infant
stimulation, import­
ance of preschool
education and play
way method of
learning

Planning and organising
meetings of parents about
early childhood
stimulation

Discussion with parents,
preparation and use of
aids in the meeting

Population Education
i

‘ I

1. Educate parents,
particularly women
about prenatal
development and
methods of family
planning

Taikina to oeoole. narticularly mothers about
family planning, prenatal
development and care
during pregnancy

2. Motivate commun­
ity for family
planning

Planning and organising
meetings of mothers

—•

*

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t

Contacting LHV/MPW

9

—

Ip-

i.. a

(2)

lll.<- Communi­
cation

1. Establish contact
with other functionaries/individuals/agencies/
voluntary organisa­
tions in the area

(3)
Identifying important
people, formal and
informal leaders

2. Enlist their support
in the AW programme
3. Make home visits for
educational purposes

4. Form and activate
mahila mandals

Identifying women for
setting up a mahila
mandal

Organising meeting of
mahila mandal

Encouraging participation
of mahila mandal in the
AW programme
5. Organise bal melas,
exhibitions, com­
petitions etc.

Arranging a bal mela,
exhibitions, competitions
in the AW

Enlisting support of
supervisors/CDPO for
organising these
k

(iv) Management
and
Administration

I.

Maintenance
of Records

4 ’

1. Fill records
2. Keep records neat
and up-to-date

10

(1)

(2)
3. Maintain correspon­
dence with indivi­
duals, groups and
functionaries

11.

Reporting to
CDPO, Supervisor, Medical
Officer

(3)
Writing letters to different
people

Filing letters neatly

1. Fill monthly/quarterly
progress reports
2. Send reports to
Supervisors, CDPOs
and Medical Officers

(v) Utilisation of
the Services
of the Helpers

1. Supervise and guide
Helpers’ tasks
preparing the
anganwadi for
conducting
activities
cleaning the premises

filling up of drinking
water
putting things back in
place
locking up the AWC
j

preparing supple­
mentary nutrition

1i

2. Involve Helper in
the Anganwadi
activities

11

Encouraging participation
of Helper in other activities
of the Anganwadi and
assigning specific activity
to them

SECTION II
SYLLABUS AMD PROGRAMME SCHEDULE

SYLLABUS FOR THREE MONTH JOB TRAINING OF AWWs
A. TRAINING SYLLABUS
In-service job training course has been designed for Anganwadi Workers in order to equip them
with requisite knowledge and skills needed to discharge their job responsibilities effectively. The
various components of training and the syllabus are given below:—

Duration of the course
No. of working days
No. of working hours

•I

Subject

3 months
72
432

Classroom
instruction

Field
work1

Library
& Audio
visual

Total2

1. General Orientation

13'/2

19'/2

3

36

2. Preschool education

15

.66V2

I'/z

83

54

5'/2

93/2

4

127'/2

3. nutrition & Health;
nutrition & Health
Education3
4. Community participation,
community education
and communication

56

67'/2

5. Population education

9

3

12

6. Management

23 '/2

35'/2

59

7. Holistic approach to
child & wrap up

12

12

8. Evaluation

9

9

172

246

14

4324

1 Field work Includes
i) Class room practical
ii) Observational visits
iii) Field work placement in ICDS project

J

137 Hrs.
10 1 j-4-2 i ili.

96 Hrs.
TOTAL

246 Hrs.

Hhe total hours are inclusive of the time spent on
exercises, games, songs, hobby work, that have been included in the
programme schedule to break the monotony.
Some of the topics from the Health and Nutrition Education component are included in the area of Community
education.

^The total number of hours provided are exclusive of the time used for physical exercises, prayers or feedback
sessions, which would start at 9.30 a.m.
t:-:-

15

GENERAL ORIENTATION
The main objective of the general orientation is to familiarise the Anganwadi Worker with the
existing status of women and children in the country/region and the need for organising
programmes, particularly the ICDS, for their development It also introduces the Worker to the
objectives, services, scope, beneficiaries, staffing pattern of the ICDS programme and their own
roles and responsibilities vis-a-vis that of the Supervisor, CDPO, MO, LHV and the ANM.
t

Instructional Goals
After the training the AWW should be able to:

i) describe the status of women and children in India

ii) explain the need for programmes for child development

iii) list the objectives, package of services, target group, scope of the ICDS scheme
iv) define her role and responsibilities as an Anganwadi Worker
v) explain the need for conducting a survey
vi) define the term community and the concept of community participation

Curriculum Contents

J

/

Theory/
discussion

Field
work*

(Hours)
i)

Status of children and women in India;
health, nutrition and educational

6

ii)

Heed for child development programmes

3

iii)

ICDS, its philosophy, scope, objectives,
package, beneficiaries, coverage and
staffing pattern

2

■iv).

Role and responsibilities of an Anganwadi
Worker

3

Heed for conducting a survey

vi)

Community participation; concept and
importance '

i

* Hours do not include field work placement in ICDS project

:■

I

!

V)

(Library and audio visual is for a minimum
period of 2!6 hours)

\

3

... XL

3
i

PRESCHOOL EDUCATION
One of the services of 1CDS is to cater to the developmental needs of children between three and
six years of age and to prepare them for formal schooling. The Anganwadi Worker is expected to
promote the all-round development of children (physical, social, emotional and cognitive) through
non-formal play activities. She must organise a variety of activities and utilise the natural resources
in her environment to structure learning at the Anganwadi.

structional Goals
After the training the AWW should be able to:

i) explain the need and importance of preschool education
ii) enumerate the growth of children from birth to six years, their needs, and milestones in their ‘
development

iii) organise a variety of activities to promote the physical, language, cognitive, personal, social
and emotional development of children
iv) collect waste and throw-away material and prepare aids and play material out of these

v) correctly manipulate the aids and play material prepared

vi) utilise the resources available in the environment for teaching-learning activities

vii) draw up a daily/weekly thematic programme schedule for organising preschool activities in
the Angariwadi
viii) discuss the behavioural problems of children.

Curriculum Cor tents

Theory/
discussion

Field
mork

(Hours)
i)

Need and importance of organising
non-formal preschool activities

3

ii)

Development of children from birth
to six years; milestones in development
snd needs of ci n idi eu

3

iii)

Activities for physical-motor, language
cognitive, personal, social and emotional
development; preparation and use of aids and
play material for organising these activities

24

Clse of environmental resources in
organising preschool activities

5

Theme approach in organising preschool
activities

6

; iv)
v)

17

vi)

Mature walk as an activity to promote
overall development in children

6

vii)

Planning the preschool programme

3

viii)

Problems faced in the field in organising
preschool education

3

ix)

.Common behavioural problems in children

3

x)

(Jse oi aids in a preschool set up

I

3

(Library and audio visual is for a minimum
period of 1 hour)

NUTRITION AND HEALTH
.The nutritioi. and health components of the ICDS scheme aim at reduction in mor!
morbidity and malnutrition among children and to bring about an improvement in the healtl.
nutritional status of mothers and children.

y.
id
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Instructional Goals

I

After the training the AWW should be able to:
i) explain the need for eating mixed family food
ii) discuss the importance of breast feeding and weaning in promoting the health of ch'

n

iii) monitor the growth of children, demonstrate correct use of weighing scales, asse:
correct age and nutritional status of children, weigh the child, plot the weight on the gr<
cards, interpret growth trend to mothers and counsel them for care of the child

h

I' •

iv) enumerate the schedule for-immunization of children and her role in this regard
v) list the common nutritional deficiency diseases, communicable diseases and ailments L it
cause malnutrition among children; suggest strategies for combating these

K

vi) identify the signs and symptoms of dehydration, prepare an oral rehydration solution and
state the ways of diarrhoea management

•'

vii) organise and prepare a variety of recipes for supplementary nutrition in the anganw^di
ensuring proper hygiene, enrichment and storage of supplementary nutrition

viii) make a list of the health facilities available near her anganwadi

ix) identify some common ailments in children and pregnant women and administer simple
medicines for these
x) render first aid for minor injuries and accidents

xi) detect disabilities in children and refer these to the health centre
xii) organise health, nutrition and population education for mothers
18

Curriculum Contents

Theory/
discussion
(Hours)

i)

Held
Loork

Nutrition and health services in the

I»).

V/2

anganwadi

Good nutrition for children and mothers

3
Feeding and weaning practices
6

■■I

I

v)

vi)

vii)

viii)

ix)

Persona! and environmental hygiene
1

2

l'/2

l'/2

l'/2

V/2

Safe water supply

Immunization of children
Malnutrition, the major problem among
children

Diarrhoea and its

3

management

l'/2

1/2

Nutritional deficiency diseases
3

x)

xi)
xii)

xiii)

Common ailments and other diseases in
children and how to handle these

3

2

2

11

1/2

4/2

Growth monitoring

Organisation of supplementary' nutrition
methods of cooking, preparation of
simple recipes
Nutrition and health education of mothers

J

J)

xiv)
xv)

Ante and post natal

care

3

Early detection of disabilities
4/2

xvi)

Health infrastructure in the area

xvn)

Treatment of minor accidents and injuries

3

(Audio visual and library is for a minimum
period of 5/2 hours)

19

l'/2

1/2

COihMUNH Y PARTICIPATION AND COMMUNITY EDUCATION
The ICDS scheme has been conceived as a people’s programme. The AWW therefore, needs to
develop skills in contacting the community, mobilising community participation and educating the
community about the needs of children, objectives and services of the ICDS programme, proper
child care practices etc.

Instructional Goals
After the training the AWW should be able to:

i) carry out a simple survey to enlist beneficiaries; children 0-6 years, pregnant and nursing
mothers and children and mothers "at risk”, fill in the Survey Register and explain the need to
update survey data
ii) explain the concept and importance of community participation in the context of ICDS

iii) identify ar-eas of community participation

iv) recognise different forms of community participation in the anganwadi activities

I

v) mobilise community participation in ICDS
vi) identify individuals, groups and agencies for community participation

vii) list ways of utilising groups and individuals in the ICDS programme
viii) form and activate a mahila mandal, arrange and conduct its meetings

ix) locate and mobilise the supportive services available in her area, maintain liaison with
different functionaries, approach individuals, groups and organisations for community
participation
x) define her role in community education and spell out the areas in which she needs to
educate the community

xi) list different topics/messages for community education
xii) plan, organise and conduct a meeting for parent education
xiii) prepare aids for community education
xiv) undertake home visits to educate the community

. xv) organise community based functions; bal-melas, well baby shows, sports meets, exhibitions,
competitions etc.

Curriculum Contents

Theory/
discussion
(Hours)
i)
X

Community participation
Role of AWW, areas of community participation,
recognising community participation, methods of

20

16^

Field
tvork

mobilising community participation, ways of utilising
individuals, groups and agencies in the programme,
coordinating and working with different functionaries

r ■ ® ’ Communication
/
(

iii)

Forms of communication; principles,
methods and bamers

4'A

VA

Conducting a home visit

3

3

Forming and activating a mahila mandal,
arranging and conducting a meeting of
mahila mandal

6

6

Organisation of bal melas, exhibitions, sports
meet, competitions, festivals, well baby shows
to create community awareness and mobilise
participation

V/2

16’^

Pcirent and community education

12

3

14

3

9

3

Settings and areas in which community
education takes place, planning and
organising parent education programmes

Health and Nutrition Education, role of the
community and fathers in creating healthy
environment for children, management of
home, cleanliness and sanitation of the
environment and home

Education of mothers to promote overall
deveJopment of children under three years,
socio-economic programmes for women,
operating savings bank account
Population education
Preparation and use of aids for community
education
h/Y .

W-

6

FSeed for and methods of conducting
a survey

(Audio visual and library is for a minimum
period of 4 hours)

^management
As part of her job responsibilities, the Anganwadi Worker has to maintain records, fill progress
reports, plan the anganwadi programme and maintain linkages with other functionaries. It is,
^O^crefore, necessary to develop her skills in this; area.

^iUnstructional Goals

After the training the AWW should be able to:
Wv ■

■

21

i) plan the anganwadi programme and her own schedule including home visits, community
and adult education classes and meetings of mahila mandals etc.
ii) list ways of making the AW centre safe and adequate
iii) produce and store stocks and supplies for the AW

iv) maintain registers and records and a daily events diary
v) fill monthly and quarterly progress reports

vi) write letters to different people
vii) enumerate the facilities available for the AWW and Helper

viii) describe ways to maintain a good relationship with the Helper, Supervisor and CDPO

Curriculum. Contents

Theory/

Field

discussion
cuork
(Hours)

3

i)

Location of the AW in terms of its adequacy
for delivery of services

3

ii)

Procurement and storage of stocks and
supplies for the AW

3

iii)

Maintaining correspondence with
functionaries, voluntary organisations,
individuals and agencies

3

iv)

Maintenance of registers and records,
filling up monthly and quarterly progress
reports

12

v)

Facilities available for the AWW and Helper

vi)

Planning the AW programme

vii)

Maintaining good relationship with Helper,
■ Supervisor and CDPO

3

viii)

Problems in field situation and handling
these

3

3
3

WRAP UP
At the end of the three month training the AWW will spend two days in viewing the child in a
holistic manner, recalling all that has been done during the training and her roles and
responsibilities in this regard.

22

Instructional Goals
After the training the AWW should be able to:

i) explain how a child is viewed in a holistic manner
ii) recall the contents of her training

fe.iii) enumerate her role and responsibility in the integrated development
|te3'Of.the child
^Curriculum Contents

tB * ■
j)
Integrated Development of the child
F
S'

4

Theory/
Field
discussion
work
(Hours)

12

B. PROGRAMME SCHEDULE
10.00-11.30
1

2

Day 1

1130-1.00
3

1.00-2.00 2.00-330

4

5

GENERAL ORIENTATION
Introduction and rapport
building through songs and games

Day 2

Introduction to the training centre

CJ

rs
Physical
exercise
(9.30-10.00)

Status of children
in India

Theme song
for the course/
group
(930-10.00)

Heed for child
development programmes
Discussion

3.30-5.00
,’

7

•

Rapport building
(contd.)

Visit to the town

Introduction to
t,he training
programme

Screening of film/
audio visual/audio
programme

Activities related to
hobby development,
maintaining a daily
events diary

Game
Session
(11.15-1 i .30) (contd.)

C

Status of women in India
— health and nutrition
— education
— social and economic
Discussion on salient themes and role play
(Theory: 2 hrs/Role play: 1 hr.)

Game
Session
(11.15-11.30) (contd.)

H

An introduction
to ICDS

— nutrition
— health
— education
—• discussion

Day 4

-

L

ro
tn

Day 3

6

Film on ICDS

..

. :

.

;• j.'_ : : .

• 2

1

Day 5

Day 6

Day 7

Physical
exercise
(9.30-10.00)

... _ .

•

_

• •

•_

3

4

5

6

7

Visit to an ICDS project
— Project office
— PHC/Sub centre
— AW
—
Block office
Discussion on major points of observation

L

Role and responsi­
bilities of an
AWW in ICDS

Theme
Session
song for
(contd.)
the course
(3.15-3.30)

Conducting
a survey

U

Community parti­
cipation: concept
and importance

Game
Session
(3.15-3.30) (contd.)

Development of
children 0-5 yrs.

Hobby
Session
time
(contd.)
(3.15-3.30)

Visit to the
library

PRESCHOOL EDUCATION
Organisation of nonformal preschool activities

y.-s-V. •

— need and importance
— activities for promoting overall development
— participatory play and discussion

• y-

N
; Qi

Day 8

Activities for physical development

— growth
— milestones
— needs

C

/
■ ■

?

I

i

.

i ffc"1.

Me:;:;?.

— outdoor and indoor
— free and guided
— games
— action songs
— creative activities
(Introduction: 20 mins.)

Starting preparation of aids and play
material for physical development; ball,
threading frames, beads etc.

-'.’.A

. w Day 9

'.At-'' -

l?;- ■

Activities for language development
— listening skills
— free corversation
— songs and rhymes
— stories
— language games
(Introduction: 20 mins.)

H

Starting preparation of aids and play material for
language development, puppets, flannel board,
picture cards, musical instruments etc.

''
1

2

3

4

5

6

7

Day 10

Activities for cognitive development
— number
— direction
— time
— environmental awareness
— games, songs, stories
(Introduction: 20 mins.)

L

Starting preparation of aids and play material for
cognitive development; dominoes, matching,
seritation, colour/touch cards, puzzles etc.

Day 11

Activities for personal, social and
emotional development
— songs
—puppet play
— group games
— doll play
— creative activities
— sand and water play

(J

Starting preparation of aids and play material
for personal, social and emotional development,
puppets, stuffed toys, masks etc.

Day 12

Lise of environmental resources in organising
preschool activities;
water, nests, trees, birds, etc.
(Thepry: 30 mins.)

N

Exercises and
worksheets for use of
environmental
resources

Day 13

Gse of theme (project) approach in
organising preschool activities
(Theory: 1 hour)

C

Development of themes
Discussion on themes developed

Day 14

Nature walk as an activity to
promote overall development
(Introduction: 20 mins.)

H

Gse of items collected during nature walk
in t ?paration of materials/aids

N>

/

Audio visual presentation
(4.00-5.00 pm.)

<

1

2

3

4

Day 15

Recall
salient
features of
PSE
component
in ICDS
(93010.00)

Common behavioural
problems

Hobby
Session
time
(contd.)
(11.15-1130)

|

Gse of aids prepared in a preschool/
AW set up or simulated situations

Day 16

7

6

5
L

U

Exercises in planning
the preschool programme

Likely problems faced in the field in
organising preschool activities and tackling these

Discussion

Day 17
Physical
exercises
(93010.00)

CO

Day 18
!

NUTRITION AND HEALTH
Reading in the
Nutrition and health
Library
services in the
Anganwadi

N

Feeding and weaning practices

C

*

— importance of breast feeding
— need and time for weaning
— fads and fallacies
— planning and preparation of
weaning foods
(Theory: 1 ¥2 hrs.)

Day 19

Planting
trees and
plants in
the training
centre
(93010.00)

Personal c.nd environ­
mental hygiene
(Theory: 1 hr.)

Observational visit to
see compost pit, sanitary
toilets

Theme
song

Good nutrition for
children and mothers

Session
(contd.)

(3.15-3.30) •

Education of mothers about breast
feeding and weaning
Discussion, role play, case studies
(Theory: 1 hr.)

H

(Jse of safe water
sup|>ly

Theme or Session
group song (contd.)
(3.15-3.30)

2

1

Day 20

Feedback

session of
previous
week
(930-10.00)

Day 21

Physical
exercises
and prayer
(930-10.00)

3

:

Immunisation of
children
(Theory: 1 hrs.)

Diarrhoea and its
management

W'
4

6

Hobby
Session
time
(contd.)
(11.15-1130)

Preparation of an ORS
Practical

sentation
at prayer
(930-10.00)

Day 23

/
Common ailments and Game
Session
diseases in children
(11.15-1130) (contd.)

Introduction to growth monitorinq
(930-11.30)

Day 24

Exercises in plotting and
interpreting growth curve
(930-1130)

z

[Song
Song and
and play
play
problem among children, materials competition
causes of malnutrition

0

•

Group pre­

7

Malnutrition: the major

L

ro

Day 22

5

Nutritional deficiency
diseases
Early signs of
— protein-energy
malnutrition
— anaemia
— blindness
— goitre

Hobby
Session
time
(contd.)
(3.15-330)

N

Education of mothers
about causes,
prevention and
management of
diseases and ailments

Discussion on material
read in the Library
(4.00-5.00)

Demonstration weighing
on salter/bar scale;
classroom practical on
weighing inanimate objects

C

Assessment of correct
birth month and year

Plotting weight and
interpretation of growth

Practical on
weighing children at
AWC/balwadi

H

curve

Discussing growth curve with the mothers
Exercises and role play

1

2

3

Day 25

Physical
exercises
and prayer
(930-10.00)

Methods of cooking
Organisation of
supplementary nutrition and hygiene in
cooking
in the AW

t

Day 26

4

7

5

6

L

Preparation of simple recipes for
supplementary nutrition
Practical

Ante and post natal
care

Nutrition and health education of mothers

Song
(3.15-330)

Session
(contd.)

Discussion on themes, exposure to methods
through role play

Day 27

Early detection of
disabilities, visual,
speech, mental,
orthopaedic, hearing

Day 28

Health infrastructure. Field visit to
primary health centre or sub-centre

U)
O

Hobby
Session
time’
(contd.)
(11.15-1130)

U

Session
(contd.)

Creative activities
competition

N
Rlm/audio visual, library reading/
case study presentations
Discussion on film/audio visual

Day 29

Treatment of minor
Use of first aid kit
accidents and injuries;
cuts, scrapes, bleeding,
bites, shock etc.

Day 30

C

Storage of food
in the anganwadi

Puppet play
competition

COMMUNITY PARTICIPATION & EDUCATION
Feedback
session
(930-10.00)

Role of AWW in
community
participation

Game
Session
(11.15-1130) (contd.)

H

Areas of community
participation
— preschool education

— health
— nutrition

Community Session
song
(contd.)
(3.15-330)

4 -/

2

’y/-

5

6

■

■ 7

'■ Mi.

Day 31

Physical
exercises
and prayer
(9.30-10.00)

Day 32

Mobilising community
participation in ICDS

Physical
exercises
and prayer
(9.30-10.00)

L

Ways of utilising
groups/individuals in
the programme

Game
Session
(11.15-11.30) (contd.)

Cl

Session
(contd.)

Sports meet

Forms of
communication:
principles, methods
and barriers

Song
Session
(11.15-11.30) (contd.)

N

Methods of
communication

Aids for
communication

Conducting a home
visit

Group
Session
game
(contd.)
(11.15-11.30)

C

Field

Ro'e of AWW in
forming/activiting
me hila mandals

Folk
Session
song
(contd.)
(11.15-11.30)

H

Initiating a mahila mandal
Discussion

C\o

5 3

-Y •

Day 34

Co

Day 35

Physical
exercise
and prayer
(9.30-10.00)

SIP!

Song
Session
(3.15-3.30) (contd.)

Coordination and
working with different
functionaries

LaJ

Day 33

Hobby
Session
time
(contd.)
(11.15-11.30)

visit

to

■

-

the

homes

r
■

2

1

3

6

5

4

Day 36

Arranging meeting of mahila mandal
Discussion & Role play

L

Day 37

Discussion on methods Planning of a
of enhancing commun­ balmela/exhibition of
aids prepared by AWW/
ity awareness and
festival/exhibition of
participation through
hobby collection to be
bal melas, well
held on day 47
baby shows, sports
meets, exhibition
of aids etc.

d

7

Organising meeting of mahila mandal
Role Play

Parent and
community
education

Hobby
time
(3.15-3.30)

Session
(contd.)

r

UJ
NJ

Areas in which the AWW needs to educate
the community, health, nutrition, early childhood
care, play, population education, participation etc.

Day 38

Physical
exercises
(9.30-10.00)

Settings in which parent Community Session
and community educa- singing
(contd.)
tion can take place
(11.15-1130)

Day 39

Feedback
session
(930-10.00)

Planning and organising programmes for
parent and community education

C

Conducting a parent education meeting

Day 40

Feedback
session
(930-10.00)

Education of mothers to promote the
* development of children under three years
(Theory: 2 hours)

H

Audio-visual/film/presentation of case studies

/ ■>

.'J

1

2

3

4

5

6

7

Day 41

Physical
exercise

Some themes for
community
education

Preparation of messages
for community
education

L

Socio-economic
programmes for
women

Film
(4.00-5.00)

Cl

How to manage the home effectively

(930-10.00)

Day 42

UJ
UJ

Operating small savings Visit to bank/
account in banks and
post office
post offices

Day 43

Cleaning the Cleanliness and sanitraining
tatron of the home
centre
environment
(930-10.00) (Theory: 1 ’/6 hours)

Day 44

Population education

Day 45

Use of aids to educate the community
about family planning

Song on
cleanlines
(11.15-1130)

Cleanliness
(contd.)

Game
Session
(11.00-11.15) (contd.)

Demonstration-cum-discussion (Theory: 1

hrs.)

N

Role of the community Song
Role of
in creating a healthful
(3.15-3.30) the father
environment for children
in decision
making for
the family

C

Preparation of messages and aids for population
education

H

Dramatic activities competition

Role play

i

's

1

I• :

2

3

4

Day 46

How to conduct a survey

Day 47

Conducting a Bal Mela

Day 48

Feedback
(9.30-10.00)

MANAGEMETfT
Location of the AW:
Role of AWW In
making the.AW
adequate for
organising activities

Day 50

Physical
exercises
(930-10.00)

6

L

Exercises in filling up survey data and
interpreting it

7

Bal Mela (contd.)

Song
(11.15-1130)

Session

a

Exercises in making the anganwadi safe

(contd.)

Case studies

Day 49

5

N

Procurement and
storage of stock and
supplies

Physical
Exercises
(11.15-1130)

Session
(contd.)

C

Maintaining correspondence
Exercises in letter writing
Exchange of addresses among participants

Maintenance of
registers and records
at the anganwadi

Song
(11.15-1130)
11.30)

Registers
(contd.)

H

Exercises in filling up registers and records

— survey
— immunisation
— services for pregnant
and lactating women
— services for children
— food stock
— visitors book
— stock

1

Day 51

Day 52

Day 53
to 66

2

3

4

5

7

6

-

-'"W ■
Using the daily diary for
filling a monthly progress
report, quarterly report
(Theory: 30 mins.)

L

Guidelines for field placement

U

Exercises in filling up MPRs,
WARs and quarterly report

(Theory: 30 mins.)

Block Field Placement

Day 67

Feedback of the field visit
Learning experiences

Day 68

Integrated approach
(contd.)

Community
singing
(11.15
J130)

Session
(contd.)

Day 69

Integrated approach
(contd.)

Game
(11.1511.30)

Session
(contd.)

Day 70

Planning the AW
Programme

Preparatory work for field placement;
selection and packaging of aids

In the An g a n w a d i s

Integrated approach
to child development

Theme
song
(3.15-3.30)

Session
(contd.)

N

Session
(contd.)

Physical
exercises
(3.15-3.30)

Session
(contd.)

C

Facilities available for the AWWs and helpers
in ICDS

Relationship with
H

Helper

Group
song
(3.153.30)

Relationship
with
Supervisor/
CDPO

Day 71

Likely problems in field situation

Evaluation of the training programme

Day 72

Evaluation of the trainees

Conclusion of the course

SECTION III
CONTENTS OF TRAINING

>

.

?

I:.

CONTENTS OF TRAINING

A

1. Defreezing

.

15 (a) Introductory session
Jn
: •• *

-

Instructional Goals

' fe AWW will
Si';.'

r-'.

— become familiar with each
other

Games like zip-zap, name building

f

— esta^is^ raPPort with trainer

Triadic interviews/group interviews/dyadic interviews

'fe

■

knOUj about the training
centre, its geography
and rules

j. j?'
A

If — understand the objectives
‘
of the course

Exchange of information with AWWs about the family,
the homes, village etc.
(for details refer to Organising Job Training
of AWWs: Guidelines for Trainers)

■relax and get prepared for
training

i

(b) Introduction to the training
centre

i
&

W'.
fe

Games and activities to familiarise trainees with
the training centre

make a map of the training centre

7

find out about the people working in the Institute

■ p"

treasure hunt game

Arrangements made and facilities available for the course

fe

Stipend, TA, mess

Rules and regulations of the training centre 2
&-

'
Facilities in and around the training centre
medical, market, entertainment

I

■

go and find out from a ‘Chowkidar’ the name of the
Principal

fe;.
V

q

describe the route to the dining room/toilet/kitchen .

(c) Introduction to the training
course

Explaining about the course and its objectives

39

If

Expectations of trainers and trainees from the course
and each other

i i

i!
Instructing trainees to maintain a daily diary

v

Recording information in the diary
experiences during the course
observations
achievements
attitudes/emotions
information that will be needed for
filling up the MPRs

1| < ! f

O?'

R
'Ji'

ll’ll.i

w

Recreational activities tiiat trainees will undertake
during the training period

. : I ij

w

hobbies
newspaper reading etc.

2.. Status of Children in India

I®

1f

AWW will be able to

l!

r?

ILI

f I;

i" i'!
nd'I
J
: ISi

ii-

*

■i i; !'

I

— describe the health, nutrition
and education status of children
in their area

Eliciting from the participants situation of children
in their villages
number of children bom in the past one year
number of children who died
number of pregnant women
general health of children

— compare the children in their
area with those of the country

Equating these figures with those expected in a
population of 1,000 people

— understand and be sensitive to
the problems of children in the
country
• health
• nutrition
• education

Comparing the population of the block with the
population of the country and the State

Population of children in the age group 0-6 years (State)
Comparing the child population of the village/block
with that in the country and the State

.J I
J :

■■^11

I

il

1
I

Health and Nutritional Status of Children
Creating awareness in the AWW about
infant mortality rate in the State, comparing it to the
national rate

infant and early childhood mortality rate by age and
sex

40

IK

common disabling diseases in children

extent of malnourished children, blind children,
anaemic children

yJi M3
'i r

causes of mortality and morbidity among children (01 year, 1-3 years, 3-6 years)

■ ■

Low birth weight, unimmunized mothers, disabling,
killer diseases, poor health care of female infants

I

Educational Status

Creating awareness in the AWW about
number of children in the 3-6 years age group who
are enrolled for preschool education in the
balwadis/anganwadis vis-a-vis the total child
population;
number of children enrolled in primary schools; low
enrolment among girls

number of children who drop out by class II
Reasons for children not going to school

need for children to supplement household income
household chores and looking after younger siblings

boys given preference for schooling

Reasons for children dropping out of school

economic

poor quality of education
educational content boring and not related to their
requirements
• I

lack of clothes, books etc.

3. Status of Women in India

Eliciting information from AWWs about the educational,
employment, social status of women in their villages*

AWW will be able to

Discussion on low status of women in the society
— describe the health, nutrition,
education and economic status
of toomen

*rSB:

low priority assigned to their health
double burden of economic activity and household work;

Discussion must highlight the problems of women and children in different project areas; urban,
urban slums, rural, tribal to which the trainees belong.

41

— compare and contrast situation
of ivomen from their areas with
the situation of women in
the country

— understand and be sensitive
to the problems of women in
the country

— understand the need to improve
the status of women

participation in agriculture, animal husbandry activities
no decision making powers
low education and lack of awareness of their rights
both in the area of work and at home
limitation of activities to the home and family
no control over her income
sexual exploitation
early age of marriage

I

Health and Nutrition

Poor or no antenatal care or medical care
Eating last in the family, consuming only left-overs after
the men have finished their meals
Repeated pregnancies causing malnutrition,
deterioration in health, maternal mortality and low birth
weight babies

r

Continued hard physical labour through pregnancy

Employment

I
I

Lower wages for the same job
Poor job opportunities
Poor working conditions
Problems of daycare facilities
Only undertake certain vocations deemed appropriate for
women

I
!

Factors leading to low status
Economic dependence

J

Dowry system, desirability for a male child resulting in
female infanticide

Self sacrificing attitude

Cycle perpetuated when girls are taught to imitate mothers

Need to raise status of women

educating a woman, educates a family

. \

creating awareness among women so that they can
demand their rights

42

JOB

g

CWfTRF
M k L

ies

L - 6 7^ ■; /IARG
<8 9. b. K.

Raise status by education and social awareness
■

programmes and raising age of marriage

4. Need for Child Development
Programmes

Perspective on Social Problems

AWW will be able to

Major problems concerning women and children
(recall from 2/3)

■

i

: t

■

I
.er

th

recall previous sessions to
state the need for programmes
for child development

I

Importance of early childhood years as foundations for
future

r4

Need for health, nutrition and educational services for
children

Emergence of ICDS

I

Starting of ICDS the major child development
programme in India

■r

for

■

5. An Introduction to ICDS

L

AWW will be able to

jrf..

E

■ K"?

r■

n
W

Large population, poverty, malnutrition, disease, high
infant mortality rates, ignorance, poor housing
conditions, unsanitary conditions, lack of potable water,
illiteracy, poverty cycle

Hsl ihe objectives,
package of services,
target group, scope of
the ICDS scheme

ICDS
I. Philosophy
Scope
Objectives
Package of services
Beneficiaries
Coverage of population, geographical area
2. Staffing pattern
Anganwadi as the focal point in the delivery of
services
AWW as the key grassroot functionary

•J

■

•4

3. Observational visit to an ICDS project to see the

iers
■v

■

1

■

anganwadi centre, project office, office of the BDO
™S°^b Centre’ °mce of 1116 Panchayat, meeting
with CDPO, Medical Officer, BDO, ANM, LHV
community leaders, mahila mandals
Discussion on the field visit

m
4. Role of local bodies/voluntary organisation in ICDS
(in brief)

43

T7'

i
6. Role and Responsibilities
of AWWs in ICDS

AWW will be able to

— understand her role and
responsibilities in the ICDS

; j

l!

— understand her role in relation
to other functionaries of ICDS

7. Survey

AWW will be able to
— explain the importance
of undertaking a survey

!

Trainees perception of their role as AWW
Development of the anganwadi centre as a focal
point in delivery of services

Job responsibilities and tasks of an AWW
Responsibilities of CDPOs, Supervisors and medical staff
as they relate to those of the AWW

riibt preparatory task of the AWW'
Heed for a survey to
identify beneficiaries
build rapport
enlist community participation
introduce the scheme to the community

Heed for updating survey data
(Hote : Method of conducting survey has been dealt
with later in the course)
8. Community Participation:
Concept and Importance

ti
J!

AWW will be able to

i
!•

1,; •

r

What is meant by community participation
Why is it critical in the context of ICDS

— define what is a community

I*
5

What is a community — the people in the area, voluntary
and other organisations, local bodies

— explain the concept of
community participation
in the context of ICDS
— understand the importance
of knowing the community

Knowing the community conditions, living conditions,
local customs, practices, values, traditions, caste
structure, power structure, social status, political influence,
exploitative forces, mythological values, resistance to
new ideas, acceptance of certain ideas, possible trouble
makers and rival groups, problems in the area of health,
nutrition and education.
Important leaders, people with whom to work
’

(Discussion must relate to the communities in which
the trainees work)

J

Heed for creating awareness among people, increasing
consciousness, developing critical understanding of
society and awakening a sense of social responsibility

44
!
I.

-i

Heed for-mobilising and motivating people for change,
creating a demand for the services
S Preschool Education
^^Organisation of Non-formal
SW Preschool Activities

AWW will be able to
enumerate the importance
’of early years for the child's
y'r development

. —state why preschool
;' education has been
included in the /CDS
and the role of" play in
the overall development
of children

Importance of early childhood years for overall
development of children

Meed and importance of early childhood stimulation
and preschool education
Reasons for including PSE in the ICDS package
(recall session 4, need for child development
programmes and observational visit to AWC)
poverty
illiteracy
lack of home stimulation
universalisation of primary education
nutritional deprivation
occupation of mothers and consequent
lack of time for home stimulation
inadequate skills of parents for
stimulating children
Role of play in promoting overall
development in children

■

Clse of non-formal play way approach in
organising preschool activities

■

Readiness of children for school — role of
preschool activities
*

I lo-9e.veloPmerit of Children
'r
(0-6 years)

' - L; JAW will be able to
| _> S
'fain hour children
f ' ^w r°m conception to ’
f
six years
differentiate between

? ■' normal and children who d re

i

™rmal
•.

L - •‘i? ■-

.A

What is meant by growth and development

Stages of development

prenatal
infancy
preschool
Development of children during pregnancy
How children grow

Individual differences in children

1

i

— understand horn children learn
through play Loay actiuities

Normal development - milestones in development

— describe her role in organising
preschool actiuities through the
play-Lvay approach

How children learn through
immitation
repitition
modelling

i

J

Heeds of children as they grow

1
i

., . .
cHrp, .lAtion for child’s development
1'ieeo 101 piwiMn»g
-----from the infancy period (recall)

■ ?

Need to organise a variety of activities, ^n9sj|9ames'
stories, exercises etc. for promoting the overall
development of children

i

All activities promote all aspects of development, some
activities promote some aspects more than others

r

2

I

Role of AWWs/mothers in satisfying the needs of
children

s

| Recall traditional songs/stories AWWs are familiar w

11. Activities for PhysicalMotor Development
MM will be able to

— organise a variety of
actiuities to promote the
physical-motor development
of children
■J prepare aids and. play
j materials for organising
| actiuities for physical1 motor development

Activities that promote physical-motor developm
l games; outdoor and indoor
/ guided and free play, action songs
\ activities like, threading, sorting, tearing,
'clay modelling, folding, plaiting etc.
dramatisation of stories, creative movements

organising activities in the anganwadi according to
the age of children, activities for older and
younger children

J
,

Outdoor Games
(for large muscle development)
.
running, 1 sent a letter to my friend, In the [xmd on th
bank High and low, Oranges and lemons, jumpmg
from’a low wall, hopping, skipping, pushing at an
.
imaginary rope etc.
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Points to be kept in mind while organising outdoor play
keeping an eye on children while they play

play in space free from hazards

Indoor Games
Walking on a straight/curved line, walking on a rope,
crawling under the rope, jumping over a rope, rolling
the ball etc.

Action Songs
When you’re happy and you know it clap your hands,

htht t ^rnft,

t ^Tnft

Fine muscle activities

Threading beads, rolling beads from paper or mud,
sorting of grains, tearing paper, drawing on the floor,
folding paper or cloth, plaiting hair, kneeding clay etc.
Dramatization of Stories

Creative movements/drama
Moving like a tree in the breeze, small seeds growing
into large trees

I Preparation of aids for physical and motor development;
j u^n
—
ball, beads of clay, sweet ..
wrapper
or paper; threading
I

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12. Activities for Language
Development

frames, doll with hair made of wool for plaiting etc.

Skills needed for language development:
listening and speaking

AWWs will be able to

Listening skills

organise a variety of activities
to promote language develop­
ment in children

Organisation of activities to promote listening skills:
discriminating sounds made by different objects or mouth,
closing the eye and listening to sounds in the environment,
listening to the beat of different musical instruments
(dhapli, jhun-jhuna, etc.) listening to songs and
imitating these, singing the same song faster or slower

—/prepare aids and play material
I for organising activities for
I language development

47

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1
Free Conversation
(talkjng to children using an object, event, a picture
•chart, conversation using ‘feely’ bags, use of local
dialect during conversation
Songs and rhymes
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Singing songs witli actions

i Use of simple musical instruments like rattle, drum,
■ dhapli, sound boxes, ghungroos

Language games, riddles, question-answers

Story Telling
i With voice modulation and facial expressions, flannel
I board, picture cards, picture books, puppets, masks,
I songs, creating a story, imaginative stories
/
Collection of stories, songs, games in the regional
language
!

Points to be kept in mind for telling stories

seating of children
eye to eye contact
responding to children’s statements
asking questions about the story
making children think of different
ways to end the story
Activities for reading readiness

visual discrimination cards, charts, pictures

,

auditory discrimination of sounds, beginning sounds
of words, sounds in the environment, musical
sounds, listening to songs
/ left to right orientation and top to bottom orientation
I through picture reading, name cards
■

rhyming words, identify rhyming words, make up
rhyming words in songs
\

48

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picture reading, description of objects, events
conversation among children

Writing readiness activities
free drawing with chalk or pencil, making patterns,
copying patterns, joining dots, drawing, writing names
of children, writing alphabet

Preparation of aids for language development; flannel
board and flannel story figures, picture cards, picture
books, story charts, puppets — glove, finger, stick,
match box, flexifians, maxiflans, masks, drums from
tin, sound boxes, rattles with cold drink caps,
ghungroos etc.

13. Activities for Cognitive
Development

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Activities for cognitive development

• matching objects, pictures, patterns

AWW will be able to

tracing objects, pictures and making
patterns

— organise a variety of
activities to promote
cognitive development
in children

discriminating between different pictures,
alphabets, objects etc.
serialisation, arranging things in a serial
order, from long to short, heavy to light etc.

— prepare aids and play material
for organising activities for
cognitive development

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grouping of items according to colour, shape, size, use etc

direction of left, right, front, back, above,
I below etc.
number concepts like in and out, up and
/ down, thick and thin, one-to-one matching
/ counting the number of objects etc.
environmental awareness, birds, animals,
; flowers, trees etc
Developing concepts of colour, texture, shape, size,
1 weight, smell, taste, time etc.
I

Using the body to develop different concepts and
conducting preschool activities

49

i

Organisation of games, songs, stories for cognitive
development activities, like names of vegetables, fruits
etc.
WIT

Points to be kept in mind while organising activities in
the anganwadi

ST .

making children work in groups, providing activities
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activities in a simple form for younger children and
more complex for older children

variety in activities
keeping an eye on children

preparation of aids for cognitive development;
cardboard cards for number and colour matching,
: cardboard shapes, colour mixers, smelling bottles,
touch cards, sticks of different sizes for arranging in
order, weight boxes, pictures of animals, birds etc.
14. Activities for Personal, Social
and Emotional Development

AWW will be able to
— organise a variety of
activities to promote
personal, social and emotional
development of children
I
— prepare aids and play material
for organising activities for

Activities for personal, social and emotional development like;
songs, group games, creative activities, dramatic activities,
puppet plays, doll play, sand and water activities, celebration
of festivals etc.
Songs
'This is the way we wash our face, where is thumbkin etc.

Group Games
Chain, tipee-tipee-tap

Creative activities
personal, social and emotional i drawing on paper, floor or mud with chalk, stick, brick,
development
water or paints, clay modelling, collage, papier machie,
1 complete the picture drawing

Sand and water activities, pouring, sifting, mixing with
I colours, taste, smell etc.
Creative Drama
using puppets, masks, dressing up with paper
necklaces, bangles etc.

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I Doll play activities, doll comer with stuffed toys
Celebration of festivals
Narrating stories, songs about local festivals like Diwali,
Raksha Bandhan, etc. Arranging a small celebration atthe AW, inviting parents to the celebration

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Preparation of aids for personal, social-emotional
development
I Puppets; glove, finger, paper bag, stick; stuffed toys;
, - dolls, animals; masks, dressing up items like paper
I necklaces, bangles etc.

I

Points to be kept in mind while preparing aids for all
rour sessions

:»y- •
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Preparation of aids from low cost/waste
material/locally available material
multipurpose use of aids

p'-

durability of aids prepared
not to prepare decoration pieces like

etc.
storage of aids
Taking help from the community in making
aids

Involvement of Helpers and parents in collecting low
cost/waste material, preparation and repair of aids

.fc

Making a col'ection of throw away material in the
Anganwadi

r

Involvement of Helper and parents in organising ’
preschool activities using the aids

Bi

15. (Jse of Environmental
Resources in Organising-' '
Preschool Activities

■

AWW will be able to
— identify and use things
in her enuironment for
organising preschool actiuities

What are environmental resources?

Water, sand, fences, trees, animal sheds, bird i._„
nests and
cages parks, flowrs, human body etc. Identification
--- —.! of
available resources in the environment

Exercises for use of these resources in teaching-learning
colou1^60'
tAJnk f°r climbin9’ jumPing, texture,
51

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16. Nature Walk as an
Activity to Promote
Overall Development

AWW will be able to

— plan and take children
for a nature walk

What is meant by nature walk?
Importance of nature walk for creating awareness among
children, for taking the children out of the AW, for
breaking the montony of the AW activities, for developing
an empathy with the natural surroundingsand for learning
from the environment

Planning the nature walk

— use this experience for prom­
oting learning in children

Talking to children about the nature walk

Points to be kept in mind whiie raking children for a
nature walk
organising children in lines or groups
walking with them
keeping an eye on them
talking to them
helping them to observe things as they walk
collecting material during the walk

Enlisting the help of parents while taking children for
the walk

Using material collected for preparing toys, aids and for
creative activities at the anganwadi

Discussion about the walk after returning to the
anganwadi
Taking trainees for a nature walk
In urban areas walks car; be arranged to nearby parks,
market, zoo etc. Children can be taken in separate .
groups where enough parent volunteers are not
available

17. Gse of Theme (or project)
Approach in Organising
Preschool Activities

Theme approach as one method of organising
preschool activities

Why theme approach

selection of theme
planning activities for the theme
time allocation for theme

52

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SR- • AWW win oe able to

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plan activities in the
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or topic

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providing resources for the theme
involving parents/Helper in organising
activities for the theme
arranging an exhibition of children’s
work for parents

■

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i

Some themes to be planned during training,
air, water, rain, weather, trees, animals, birds etc.

18. Planning the Preschool
Programme

AWW will be able to
— understand the need
for planning the preschool
programme
— plan a day's, meek's or a month's
programme for preschool
education in the AW

Need to plan a preschool programme

Planning a daily programme
a weekly programme based
on different activities or a specific theme
a monthly programme covering different activities or
specific themes
Points to be kept in mind while planning
need for variety
flexibility
balance in active and passive activities
balance in outdoor and indoor activities
balance in group and individual play
activities promote all aspects of development
management of time
activities for older and younger children

Exercise in planning programmes
Using the programme plans during field placement for
organising activities

19. Use of Aids in
Preschool set up
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Selection of aids from those prepared for conducting
activities
Using the aids in a preschool set up

— correctly manipulate the
aids and play material
prepared for preschool
activities

Observation of childrens’ reactions to the activities

20. Likely Problems Faced in the
Field and Tackling these

Some problems AWWs are likely to Come across in the
field

Discussing multipurpose use of aids developed for
promoting overall development

lack of equipment
lack of sufficient space

53

AWW will be able to
— enumerate likely problems
in the field in organising
preschool actiuities and
suggest mays of tackling these

i)

Organisation of Actiuities
without Equipment

i
little time available for planning
not enough guidance from Supervisor/CDPO
lack of awareness among parents about
the importance of play in learning

&■

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Games and activities that do not require any equipment; I
jumping between squares drawn on the floor, hopping on |
one leg, moving to rhythmic clapping, drawing on the |
ground with a stick, counting games like fire in the
mountain etc. singing of action songs, creating and
dramatising stories

t

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Making a collection of waste materials and using these
for organising activities

ii) Management of Space, Time
and People for Conducting
Preschool Actiuities

Equipment available in the anganwadi

1

Storage and arrangement of equipment to make the
maximum space available for activities
I

Grouping children for activities, involving half of them
in outdoor activities and the rest inside the anganwadi

and then changing over
Keeping the anganwadi neat and clean, singing songs
like bits of paper lying on tfie ground etc.

'I

i

Use of outside space for conducting activities

Safety outside the anganwadi

Seating arrangement for different activities

Seating of Anganwadi Worker during the activities
v.

Making maximum use of the time available for
organising preschool activities

Taking attendance and maintaining attendance register |
Organising play activities in the morning to attract
children to the anganwadi

Serving meal at the anganwadi towards the end of the
preschool programme
fe**
Using meal time for social learning activities
54

Using the helper, parents and older children, if they are
around with younger brothers and sisters, youth groups,
adolescent boys and girls for organising preschool
activities specially during the visit of the medical staff

Use of the available free time for finishing other tasks

i

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■

Use of the Helper/older children/parents

for collecting wgste material and preparation of
teaching aids
looking after the hygiene of children
keeping the anganwadi clean

establishing contact with the mothers and
community
arranging meeting of mothers/
community
’«

accompanying children for a nature walk

iii) Creating Awareness among
Parents and Community about
Preschool Education and
Early Infant Stimulation

■

Need to establish contact with parents/community
through home visits
when parents come to leave/pick up children from
the anganwadi
when AWW meets them in the bazar,
at kirtans, jagrans, festivals or katha programmes*
when AWW organises celebration of festivals at the
anganwadi,
arranging of exhibitions of children’s work,
sports meet,
at a display of newaidsand material prepared by the AWW
by inviting parents to see children in activity

■

Discussion with parents about the importance of early
childhood stimulation and preschool education

' TV
■

- S-i
*1

iu) Approaching CDPO/
S uperuisor/Primary
School Teacher for Help in
Preschool Education Activities

Role of the CDPO, supervisor in preschool education
(Recall from job responsibilities)

supervision
demonstration
arranging outside resource persons
supplying equipment for activities
selecting the anganwadi centre
55

Availability of budget with the CDPO for contingent
expenditure
Requesting help from the supervisor/ CDPO in
organising preschool activities, obtaining materia)

Enlisting the support of primary school teacher in
suggesting new activities for children
use of school space for play, exhibitions,
sports, competitions etc.
admitting children from the AWC into
the primary school
follow up of the progress of children

21. Common Behavioural
Problems in Children

Some common behavioural problem in children

aggression

AWW will be able to
— identify common behavioural
problems in children and
suggest ways to handle these

withdraw!/ shyness
wetting day time/night time
hyperactivity
fears
truancy
nail biting/thumb sucking
stammering

delayed language development
dependency

Identifying children who appear to be different from
others, don’t mix up with .others, refuse to follow the
routine of the AW, don’t take part in group activities or
games, are very shy and withdrawn, always clinging to
the Worker, Helper or another adult, indulging in
destructive activities like breaking things and beating
other children, behaving like very small children,
sucking thumb
Handling these children by paying individual attention,
organising special activities for them

Distinguishing developmental problems from those that
have deeper psychological base, e.g. stammering
between 3 and 5 years vis-a-vis stammering after 5
years
Referral of acute cases to the PHC/psychologist

56
/

Discussion with parents of problem children

Education of parents in recognising and handling these
problems

? Nutrition and Health
22. Nutrition and Health Services
* in the Anganwadi

Nutrition and health services in the ICDS package (recall)

Job responsibilities of an AWW in the area of nutrition and

AWW will be able to

health (recall)

— define her role in the delivery
of health and nutrition
service in the AW
23. Good nutrition for
children and mothers

What is growth?

Recall how a child grows between 0-6 years from Session 10

AWW will be able to

— understand the importance
of eating a mixed diet
— state reasons why
pregnant and nursing
mothers need more food

— explain tvhy infants need
food in modified form

Functions of food for growth and maintenance
of good health
Heed to eat a mixed diet/family diet which includes
pulses
cereals
vegetables and fruits
green leafy vegetables and yellow vegetables
and if possible milk and its products
meat, fish and eggs for non-vegetarians and
oil to provide energy, build the body muscles
and protect from diseases
Including as many of these foods as possible in the
diet
Need for additional family food during pregnancy and
lactation

Eating more green leafy vegetables during pregnancy
to prevent anaemia

Infants at the weaning stage (4-9 months) can eat
properly modified family food e.g. well mashed
vegetables, bananas etc.
Infants need to be given family food to make up the
short fall in the breast milk from 4 to 6 months
57

Small children need to eat more frequently because
they have small stomachs
Small children need more meals because they grow
very fast

Diets for mothers, infants and children must be
planned keeping in mind cost, availability etc.

1 *

Fads, fallacies and good practices associated with
pregnancy and lactation and feeding of infants and
children
24. Feeding and Weaning practices
AWW will be able to

— understand the importance
of breast feeding

Importance of breast feeding infants for their healthy
growth. Feeding of clostrum to create immunity in-infants
and for stimulating lactation

■

Mother’s diet during breast feeding
(Recall previous session)

I

— explain the need for introducing Breast feeding on a demand schedule
meaning foods in the child’s
diet
Having a bath daily and wearing clean clothes
— describe the methods of
modifying family food for
infants and frequency of
feeds

Need for timely introduction of weaning foods in the
child’s diet

— discuss with mothers about
breast feeding and weaning

Giving mixed food to children in modified form for
their growth (Recall previous session)

.

Fads related to breast feeding (Recall)

i

i
I

I

I

Use of buffallo’s/cow’s milk, if available, when breast
milk becomes less
Top milk should not be a substitute to introduction of
well mashed foods for children between 4-6 months

I
j..
■ t-

Addition of semi solids makes up the short fall in
breast milk, and the energy deficiency as a result of
this shortfall

Frequency of feeding, amount of feed, consistency of
food being served to the infant

Discouraging use of powder milk

58

•

I- >

Dilution of top milk related to the age of the child in
tlae first two months of birth, if and whert necessary or
during failure of lactation

Use of spoon or <cup with spouts for feeding top milk,
avoiding use of bottle because of difficulty in
sterilisation
Education of mothers about breast feeding, weaning,
top milk preparation, feeding child from the family pot
m a modified form, continuation of feeding even during
sickness of both child and mother, role play exercises
Educating parents to mash/modify family food for
children, hygiene in preparation of weaning foods, fads
related to weaning
Malnourished children are more succeptible to
diarrhoea and other childhood diseases

25. Personal and Environmental
hygiene

AWW will be able to

understand the importance of
personal and environmental
hygiene
— suggest mays for sanitary
disposal of tvastes
— educate mothers about
keeping themselues and
the environment clean

Heed and importance of keeping self and environment
clean for maintaining good health and prevention of illness

Methods of keeping the surroundings clean
Sanitary methods for disposal of wastes, human and animal

Assistance of community/voluntary organisations in
Preparation of a bore laterine
Preparation of a compost pit
(observational visit)

Planting trees and plants near the Anganwadi
Keeping nose, ears, eyes, hair, body etc. clean, having
a bath, keeping the body clean, wearing clean clothes

Education of mothers about personal
and
environmental hygiene (role play)

26. Use of Safe Water Supply

What is safe and unsafe water?

Sources of safe water
Likely infections as a iresult of drinking unsafe water;
diarrhoea, polio, jaundice

59

AWW will be able to

— explain the need for
drinking safe water

— make unsafe water safe

CIse of dirty hands to draw out water making it unsafe for
drinking and causing infection
Method of making water safe for drinking

boiling and cooling
chlorine tablets

local methods of purifying water
Alteration by the four pot method
use of filter (Practical session)
Management of diarrhoea
(to be dealt in detail in session 29)

Storing safe water

covering the pot
using a clean container/mug to draw out water
separate washing/dlinking water

2 . immunisation of Children
AWW will be able to

— state the schedule for
immunization of children
make arrangements for
immunization of
children

discuss with the mothers
the importance of complete
immunization for children

Importance of immunisation
Immunisation schedule, when to immunize

Diseases against which it is possible to immunize
children
Tuberculosis
Diptheria
Pertussis
Tetanus
Polio
Measles
Protection of new boms from tetanus by immunizing the
pregnant women with two doses of TT
Importance of completing the course of immunisation,
preferably by one year of age

Recording date of birth of new bom and follow up for
immunization and growth monitoring
Identify other children who need to be immunized

60

I
Making arrangements for immunization
informing CDPO/Supen/isor about number of
children unimmunized/time for immunization

it

inform LHV/ANM
sterilizing equipment (practical)

layout of equipment
assistance to the Doctur/ANM

li
I

contacting parents

Encouraging mothers to bring children to the AW
centre for immunization on their own

Discussing with parents that these diseases can be
serious, the importance of immunization, possible after
effects of immunization and how to handle these,
frequency of immunization and completion of all 3
doses of DPT and Polio for proper immunization, not
to feed for half an hour after polio drops to avoid

V

*

negation of effect

Instructing Helper/older child/mother to cany^on
preschool activities in the Anganwadi Centre while
immunization is going on

Maintenance of immunization register (exercises)

»

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ri
!

Follow up of children immunized for complete

immunization
28. Malnutrition: the Major
Problem among Children

AWW will be able to
— discuss the causes and
consequences of
malnutrition

When children/pregnant women do not get good
nutrition it leads to

low birth weight babies
malnutrition (under weight)

Recall health and nutritional status of mother and
children (Sessions 2 & 3)

Malnourished children are more succeptible to
diarrhoea and other childhood infections

deficiency diseases, anaemia, night
blindness, goitre (to be discussed
in detail later)
61

I

infections are more severe in
malnourished children
t

29. Diarrhoea and its Management

I

AWW will be able to
— identify the symptoms of
diarrhoea
— discuss hou) diarrhoea
causes dehydration
— prepare an oral rehydration
solution by the household
method

— explain to mothers about oral
rehydration therapy and
management of diarrhoea

I

I

Causes of diarrhoea

unhygienic environment
unhygienic food preparation
preparing food without washing hands
improper bottle feeding
picking food off the ground and eating without washing,

use of unsafe drinking water.
improper disposal of human faeces
eating stale food during hot weather
Signs and symptoms of diarrhoea

Oral rehydration therapy
Preparation of the oral rehydration solution for
preventing dehydration due to diarrhoea by the

household method (Practical)
Preparation of ORS from commercial packets
(Practical)

1

Heed to continue fluid intake/breast milk during

diarrhoea in infants/children

h

Increased frequency of feeding, feeding small amounts
at shorter intervals

K

Diet during diarrhoea
Well cooked/ mashed foods initially followed by the
usual household food

Sj

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30. Nutritional Deficiency Diseases

I

AWW will be able to
list the common nutritional
deficiency diseases, ailments
and other diseases in
children
— suggest strategies for
combating these

V*•
in

Early signs of malnutrition; weight faltering, later loss of
weight, child becoming thin, lack of energy
Identification of early signs through regular growth
monitoring (to be'done later)

Continued intake of inadequate diet results in deficiency
protein energy malnutrition, vitamin A deficiency
(night blindness)

62
t

..I

— refer children tvith severe
problems to the Health Centre
— ass the first aid kit for
administering medicines/
vitamins to beneficiaries
— educate parents for looking
after children suffering from
these diseases

Absence of specific nutrients in the diet like iron or iodine
can cause anaemia and goitre

Preventing deficiency diseases
giving vitamin A drops to prevent blindness
giving iron and folic acid tablets to prevent anaemia

Education of parents to look after the food needs of their
children (role play)
giving adequate family food to the child
feeding several times a day in quantities sufficient to ■
satisfy the child

Referral of severely malnourished children to the PHC

Follow up of children at home
Rehabilitation of children after treatment

proper diet
maintaining proper hygiene

31. Common Ailments and
Diseases in Children and
how to Handle these

Common health problems in children; cold.sore throat,
cough, fever, sore eyes, tracoma, ear and skin infections,
boils, worms, body ache, acute respiratc ry infections like
pneumonia

Identification of pneumonia by noting tine fast rate of
breathing in children

Signs and symptoms of whooping cough, measles,
malaria, typhoid, diptheria, tetanus, TB, polio
Diseases preventable by immunization (Recall)

Handling these diseases
Diet during these diseases

continue to feed as much as possible
frequent feeding of semi solids
adequate water intake to prevent dehydration
fads related to eating during illness (Recall)

Repeated infections/fevers leading to malnutrition

Health problems common in specific regions; urban
slums, hilly areas etc.
63

Familiarity with the health kit available at the
anganwadi centres; various medicines, eye drops,
antiseptic lotion, bandages, cotton, scissors
Common medicines from the kit to be administered to
children in case of various ailments

Integrating local remedies for treating common
ailments
Discarding medicines without labels and expired
medicines, reading labels before administering the
medicines

Contacting supervisors/AHM to replenish medicines

consumed
Education of mothers about diet during these illnesses
and rehabilitation of children after illness (role play)

Referring to the doctor in case of serious problems
32. Growth Monitoring

What is meant by growth monitoring

AWW will be able to

Heed for monitoring growth from birth

— monitor the growth of
children bg weighing

Frequency of monitoring children 0-3 years and 3-6 years
How to monitor growth

— demonstrate the correct use of
weighing scales

— assess the correct age
■and nutritional status'
of children
— plot the weights of children
on growth cards and interpret
the trend of the growth curve

Clse of salter/bar weighing scale* for weighing

balancing scale
making zero adjustment
placing the child in the weighing bag
reading weight
recording weight
removing the child from the bag
Points to be kept in mind while weighing
weighing right from birth
weighing at the same time while

•Note

Wherever bar scales are not available in AWTCs they should borrow them from the field for training
purposes.

64

- prepare a variety of
supplementary foods

- ensure proper hygiene
t
during cooking
■ - store the SHP correctly

twin births history of death of more than two siblings
below the age of 12 months
death of either or both of the parents
severe acute infections like measles or whooping cough
birth order 4 or more

spacing of children less than 2 years
only child after a long married life

■

Iu
’ *

H

Identification of mothers ‘at risk’

pre-pregnancy weight 38 kgs or less
weight 40 kgs or less at the 20th week of pregnancy
height of 145 cms or below

^XioLThfeto^ of still births/abortions/antipartum/
postpartum heammorages/eclapsia
previous history of early neonatal deaths
history of previous ceassarian or forceps delivery
mother's age above 35 or below 18
mother suffering from TB, severe anaemia, heart
diseases, diabetes
conception after treatment for infertility
four or more pregnancies

Need to identify children “at risk" and mothers “at risk"
to prevent such children slipping into malnutrition,
to reduce mortality and morbidity by closely
monitoring the at risk category
Need to provide supplementary nutrition at the
anganwadi (Recall)
gap between what should be eaten and what is eaten
AWWs role in planning supplementary nutrition
Special attention to children below three years, giving
them their ration in two sittings as they cannot eat a., at

one time
Discouraging taking food home to eat as it would then
be used as a substitute for home food

Supervising the helper in preparing children for
supplementary nutrition
Explaining to mothers that food given at the AW is a
supplement and not a substitute

67

1

Distribution of SNP to children and mothers
Maintaining the food stock register

a? Methods of Cooking
and Hygiene in Cooking

Measuring the amount to be cooked according to the
number of children and pregnant and nursing mothers

Different methods of cooking to prevent loss of
nutrients .

Hygiene in cooking
Variety of recipes to be prepared at the anganwadi
depending upon the supply of supplementary nutrition

(practical)
Soaking of food grains before cooking for improving

the quality of food

Mixing grains and cooking
Heed for variation in the preparation

Introduction of locally grown foods in the preparations
like vegetables etc.

Food habits and food fallacies of the local people to be
kept in mind in preparation of supplementary foods
Amount of food to be served to
children 6 months-3 years
children 3-6 years
pregnant women
nursing mothers
(Recall)
Consistency of food to be served to different age

groups (Recall)

WFP/CARE foods served at the Anganwadi
ration for one child, 65 gms wheat, 8 gms oil
(80 gms wheat and 10 gms oil for WFP food)
for preparation of food; soak for two hours, add fresh
vegetables, if possible

store food in dry place, keep the bag closed with
rope, change bag if tom
68

- prepare a variety of
supplementary foods

- ensure proper hygiene
during cooking
■

- store the ShtP correctly

twin births history of death of more than two siblings
below the age of 12 months
death of either or both of the parents
severe acute infections like measles or whooping cough
birth order 4 or more
spacing of children less than 2 years
only child after a long married life
i

Identification of mothers 'at risk’

pre pregnancy weight 38 kgs or less
weight 40 kgs or less at the 20th week of pregnancy
height of 145 cms or below
twin pregnancy
.
,
previous histoiy of still births/abortions/antipartum/
postpartum heammorages/eclapsia
previous history of early neonatal deaths
history of previous ceassarian or forceps delivery
mother’s age above 35 or below 18
mother suffering from TB, severe anaemia, heart
diseases, diabetes
conception after treatment for infertility
four or more pregnancies
Heed to identify children "at risk" and mothers at risk
to prevent such children slipping into malnutrition,
to reduce mortality and morbidity by closely
monitoring the at risk category

Need to provide supplementary nutrition at the
anganwadi (Recall)
gap between what should be eaten and what is eaten
AWWs role in planning supplementary nutrition
Special attention to children below three years, giving
them their ration in two sittings as they cannot eat all at

one time
Discouraging taking food home to eat as it would then
be used as a substitute for home food
Supervising the helper in preparing children for
supplementary nutrition

Explaining to mothers that food given at the AW is a
supplement and not a substitute

67

I

Distribution of SNP to children and mothers
Maintaining the food stock register

a) Methods of Cooking
and Hygiene in Cooking

Measuring the amount to be cooked according to the
number of children and pregnant and nursing mothers

Different methods of cooking to prevent loss of

nutrients ,
Hygiene in cooking
Variety of recipes to be prepared at the anganwadi
depending upon the supply of supplementary nutrition
(practical)
Soaking of food grains before cooking for improving

the quality of food

Mixing grains and cooking
Need for variation in the preparation
Introduction of locally grown foods in the preparations

like vegetables etc.

Food habits and food fallacies of the local people to be
kept in mind in preparation of supplementary foods
Amount of food to be served to
children 6 months-3 years
children 3-6 years
pregnant women
nursing mothers

(Recall)
Consistency of food to be served to different age

groups (Recall)

WFP/CARE foods served at the Anganwadi
ration for one child, 65 gms wheat, 8 gms oil
(80 gms wheat and 10 gms oil for WFP food)
for preparation of food; soak for two hours, add fresh

vegetables, if possible
store food in dry place, keep the bag closed with

rope, change bag if tom

68

J

Type of food to be seized, processing the food to
make it suitable for small children, not to give very
watery foods to the child, addition of oil wherever

possible
Supplementary nutrition for small children to be given

in two meals during the day

Feeding of the severely malnourished
double the quantity
education of mothers to provide
food at shorter intervals
feeding the under threes also at the

anganwadi

Importance of making beneficiaries eat at the
anganwadi (Recall)
b) Storage of Food

Proper storage of foods at the Anganwadi for prevention
of infestation

Sunning of grains/cereals
Clse of local structures for storage e.g. clay granneries. use
of neem leaves, tightly covered boxes etc.
34. Nutrition and Health Education

AWW will be able to
— explain the need for nutrition
and health education
— make a list of some themes
for education of mothers about
health and nutrition
i

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35. Ante and post natal care
AWW will be able to

I
!

— explain how conception
takes place
— understand hotv babies grow
in the womb

Need to educate community on health and nutrition
Recall from earlier sessions areas on which to educate
mothers/community about health and nutrition

Methods of educating mothers/community
(to be done later)
individual/home visits
group meetings

What is conception, the process of conception

Development of the foetus in the womb (recall session 9)
Appropriate age for marriage and child bearing, problems
in pregnancy at the adolescent age or after the age of 35 years

(recall mothers at risk)
Advantages of a small family
69

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Need for spacing births for producing healthy children,
— understand the need for planing families and spacing births for the mother’s health
ni
— knouj the various methods
of contraception

Possible side effects of contraception

Need to eat more family food during pregnancy to produce

— explain the problems of poor
nourishment during pregnancy

healthy babies (Recall)

— explain the need to educate
mothers about family planning,
natal care

Dispensing of iron and folic acid tablets for prevention of

Need for iron during pregnancy, deficiency of iron (Recall)

anaemia during pregnancy

Administration of injections for tetanus toxide (Recall)
Lack of enough food during pregnancy especially the
last three months leads to low birth weight babies

(Recall)
Low birth weight babies, if not looked after properly,
are more succeptible to fevers and diseases resulting

in malnutrition (Recall)

Other causes of low birth weight
age of the mother, frequent
pregnancies, closely spaced births,
hard physical work during pregnancy,
infections like measles, aneamia in
mothers, use of drugs and alcohol

Home visits for giving individual attention to pregnant
women
Role of the health staff in looking after pregnant

women
Ensuring *h^t
no tn- PMC for d^lh/or/ of
delivery by trained dai

Advising mothers on

5

breast feeding (Recall)

Education of parents to oe dealt in a later session
Importance of early detection of disabilities
36. Early Detection of Disabilities

Identification of some symptoms of the following
childhood disabilities

70

11

r

AWW will be able to
make an early identification
• of disabilities in children

visual handicaps
speech impairments
mental retardation
orthopaedic and locomotor handicaps
hearing problems

— refer cases to the PHC
— integrate disabled children
with normal children in
the AW

Referral of these cases to the PHC or District
Rehabilitation Centre
Awareness about how to deal with children with
handicaps

Integrating these children with other normal children in
the anganwadi
Creating an awareness among normal children about
mixing with and helping children with disabilities

Discussing with parents about ways of handling
children with handicaps
37. Health Infrastructure in a Project Primary Health Centre (PHC)

AWW will be able to

Sub centre

— enumerate the health facilities
available near the AW

Services offered in these centres

explain the need for cvorking
in close collaboration
with the health staff

Male and female health functionaries
Medical Officer
ANM
LHV/Male Supervisor
Dai

Multipurpose Male and Female Health
(Recall visit)

Role of the AHAVLHV vis-a-vis the AWW (Recall)
L'nkag6 between the community, Health Guide and the
AWW

Sectoral meetings with the MO for collection of MMRs
and continuing education

Submitting report to MO/LHV/AHM
71

blearest Government hospital/MCH/clinic/dispensary in
urban areas

38. Treatment of Minor Accidents
and Injuries

AWW will be able to
— administer first aid in cases
of emergency

— refer serious cases to the PHC

First aid for children for following accidents
drowning
shock
bums
cuts/scrapes
heat stroke
bleeding
snake/dog bites
stings

Identification of medicines available in the first aid kit
for the above emergencies (recall session 31)
Clse of the first aid kit (Practical)
Referral to the doctor in case of serious emergencies

Community Participation
39. Role of Anganwadi Workers
in Community Participation

AWWs role in creating conducive conditions for
community participation

AWW will be able to

AWW is the link between the ICDS programme and
the community

— enumerate her role in inuoluing
the community in the AW
programme

setting an example of her own behaviour

maintaining contact with the people
keeping them aware of her activities

— explain the need for
community participation

interacting with the community both
formally and informally

creating awareness among the community of their
needs within the perview of the ICDS scheme
creating awareness among the community about
their roles and responsibilities in the ICDS

40. Areas of Community
Participation

General
selecting the location of the Anganwadi and helping in
providing/obtaining accommodation

72

»

AWW will be able to

— identify the areas in which
community can be involved
— recognise the participation
of the community in the AW
programme

Making the Anganwadi safe for children by constructing a
fence or clearing the space outside, maintenance of the AW
making space available for outdoor activities

allowing use of water and toilet facilities
making a compost pit, toilets for the Anganwadi
keeping the Anganwadi premises clean

inviting community members to visit the AW and see
what is happening
introduction of the new AWW to the people and
helping to develop contacts with panchayat, mahila
mandal etc.

using their services in organising bal melas, sports
competitions, exhibitions, festivals, functions etc.

Preschool Education (recall)
organising preschool activities
narrating stories to children, singing songs,
organising puppet plays

looking after children in the absence of Worker

accompanying children for a nature walk
collecting waste material
preparation and repair of aids

keeping the children clean

sending children regularly to the AW
assistance in arranging exhibition and display of
children’s work
providing material for different activities of children

73

Health and Nutrition

contacting parents to send children for immunisation
helping to organise the immunisation camp

sterilisation of equipment

supplying some vegetables/foods for providing
variety in supplementary nutrition; fuel, spices
help in cooking and serving food

identification of malnourished children/mothers
accompanying them to the PHC, providing transport
in emergencies

providing equipment for health and nutrition
education

helping in arranging/attending mahila mandal
meetings
Recognising Community Participation

Participation of community may not be in physical
terms alone

Community contributes by sending children regularly to
the AW, utilising the services at the AW, locating a
place for the AW, mobilising other people and
clarifying their misconceptions, trying not to create
problem situations for the AWW, willingness to listen to
the AWW
Exercises in listing areas of community participation

Cautions in community participation
mobilising community is a slow process’
people cannot be rushed into participating
41. Mobilising Community
Participation in ICDS

Identifying people/agencies/social groups and
organisations who are likely to help in the ICDS programme

74
t’'-'

i .

will be able to
i

'.ntifLi people/agencies/
Dportiue services that can
of help in the AW
jgramme

mahila mandal
youth group
panchayat
voluntary organisations

Important individuals who are likely to be of help
‘

!

numerate mays of mobilising
oups in the AW programme

Head of the family, men, husbands, the mother and
mother-in-law, wife of the pradhan, village dai, elderly
women, primary school teacher, his/her spouse, social
leader, young boys and girls

r

• •
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il

Supportive services available at local and block levels
In the rural areas

Rural development programmes:

IRDP, DWCRA, NREP, RLEGP, PHE
(Water supply and sanitation)

k
L

!>■

In the urban areas mainly

child guidance clinics
educational institutions
homes for the disabled

Mobilising community from the initial stages
before setting up the AW
after setting up the AW

Introducing the scheme to the community, seeking
their approval x
Talking to the community about the training
undergone by AWW

Keeping them informed of the new plans and
development

Taking feedback about the services being provided
from time to time
Communicating with individuals and groups (method
of doing so to be introduced in a later session)

75

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I

Ways of utilising social groups, organisations and
individuals in the programmes e.g.

family planning education through mahila mandals
repair and maintenance of centres
preschool activities

survey work, literacy programme, economic activities
etc. through youth groups

!

directing older children for education to primary
schools (Recall Role of parents)

Utilising the supportive services in promoting the
Anganwadi programme e.g.

referral of children with problems, disabilities to
child guidance clinics, homes for the disabled
enlisting help for water supply/sanitation, PHE and
other developmental programmes

42. Coordinating and Working
with Functionaries

Heed for AWW to coordinate and work with different
functionaries, groups and individuals in the community

AWW will be able to

a) Health functionaries
coordinating with them in ensuring provision of
health services; health check up, immunisation,
referral services, health education, family planning
activities, ante and post natal care (recall from
earlier sessions)

— coordinate with different
functionaries in the
scheme for effective
implementation of ICDS

b) Panchayats
— decide when and where to
for ensuring registration of births and deaths, water
contact the different indiuiduals,
supply and sanitation, help in filling up of records etc.
agencies, social groups etc.

c) Other Social Groups
Recall from earlier session role of social groups like
mahila mandals, youth clubs, voluntary
organisations etc.
d) Individuals
Recall from earlier session individuals with whom to

coordinate
76

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“

Decide ot whether to contact group or individual,
depending on the issue

Approach in contacting these individuals
groups/organisations

informal
formal
When and where should the AWW contact them

*

at home
at their work place
at the local market/fair
in the morning/evening
What are the various occasions at which the
Anganwadi Worker can make contact

village fair
functions/festivals or marriages
meetings organised by the local leaders.
CDPOs. Supervisors

Communication
43. Forms of Communication:
Principles, Methods and Barriers

AWW will be able to

— understand the different
forms by ivhich she
communicates
— use a variety of methods
and $ids for communicating
with people

An AWW is communicating all the time with

children
family members
community members
local leaders
different agencies
medical personnel

Different forms by which she communicates
gestures
conversation
written word
aids
Caution while communicating with people
careful not to antagonise people

use local dialect
dress neatly but not differently

not adopt a condescending attitude or talk, down to
people

77

status should.not pose a barrier in communication
speech should not be hesitant
speech should be clear
not to rush with ideas

Methods of communication

group discussions
problem analysis
talks

role play
dernonstratinns

case studies

(Recall methods used in different sessions)

Identification of appropriate method for communication
Using a combination of methods for communication
Ads that can be used for communication purposes

aids help trainees understand better
aids help in making learning more effective

aids help in capturing attention of listeners
decide on the kind of aids to be used

Review aids available

check if they are communicating the message,
check for unnecessary details which can distract
people
effectiveness of the aid with the kind of group
- 44. Conducting Home Visits
*

Need to visit homes

AWW will be able to

to establish contact with people

— plan and undertake a home visit
. to educate a family, make a
survey and enlist beneficiaries

for educating families
for follow-up of families after group meetings
for mobilizing community to avail the services

for mobilizing community participation in the
programme

78

for guidance at home on different aspects of a
child’s development

for observauon of the community’s habits/practices

for observing if the people have adopted new
practices suggested

• I

for follow up of children ‘at risk’
Planning for a home visit

drawing up a monthly/weekly plan of the houses to
be visited
deciding on whom to visit first or altering plan in
case of an emergency
reason for visiting a particular home, identifying the
problem of the family to be visited

possibility of collecting a small group from the
neighbourhood for discussion

identifying individuals who she may need to take
along during the visits;

ATSM, dai, Supervisor, CDPO, local leader, neighbour
Identification of things which she needs to carry with
her for discussion
health card
child's work
aids
first aid kit
tea^h'^^d31

45. Role of AWW in Forming
and Activating Mahila
Mandals
AWW will be able to

— form and activate a mahila
mandal in her area

makin9 play rnateria,s/

How to greet and talk to people, whom to address at
home to best convey the message (Recall from earlier
lesson)
(Task for field placement)

What is a mahila mandal?

Heed for mahila mandal in the village

to sensitize women about their role in the society and
their rights
"7n

— organise a meeting of
mahila mandal

to provide an opportunity for women to socialize with
others and share their problems and experiences

to increase their participation in social life

i

i

— involve the mahila mandal
in the AW programme

<

to build up their confidence

i

to help solve problems of women

to train women to undertake meaningful activities,
economic and social for themselves and the community
Making use of the existing mahila mandal in the above
activities

Initiating a mahila mandal

Forming a mahila mandal in a village where there is
none
facilities available for setting up a mahila mandal

composition of a mahila mandal

selection of office bearers and committee members
registration of mahila mandal, role of AWW
management of mahila mandal
finances

day-to-day administration
opening account (refer later)

keeping records

Arranging meetings of mahila mandal
Making physical arrangements for a meeting of the
mahila mandal
fixing date and venue for meeting

drawing up an agenda for the meeting

conducting the meeting
recording the main decision in the meeting

follow up of the suggestions of the meeting

80

♦ ’

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Linkages between the mahfla mandal and the AW
programme
Establishing linages between the mahila mandal and

1

the AW programme
Motivating mahila mandals into doing some activities
Involving mahila mandals into starting income
generating activities like kitchen gardens prese^ation
of foods etc. and to involve mothers of the ICDb
scheme

Using mahila mandal meetings for analysing the
problems of women, education of parents and
mobilizing their participation, discussing problems a
the AWC and ways in which the mahila mandals can
help solve these problems (Recall)
Other activities which the mahila mandals can
organise; demonstration during education of paren
food preservation, enhancing of nutrients etc.
46. Organisation of Balmelas,
Children’s Exhibitions,
Festivals

AWW will be able to

Use of balmelas, exhibitions, festivals to establish and
maintain contact and impart education to the
community

Planning the balmela that could include an exhibitionand
display of aids, children’s work, hobby collection work,
well baby show, sports meet, puppet play etc.

— plan and organise community
based functions for
Seeking help from voluntary agencies; mahila mandals,
promoting people's involvement
youth groups, parents, supervisors,CDPOs, individuals in
in the programme
the organisation and setting up of these activities and
for funds if needed
*

Sending invitations to people
Inviting local leaders for inaugurating/talking to people

Themes for exhibitions

children’s work/games
mother’s work
material available at the AW
health education
nutrition education

81

I

47. Parent and Community
Education

AWW will be able to

— define her role in education
of the community, specially
parents
— spell out the areas in
which she needs to
educate the community
— plan and conduct a parent
education meeting

48. Areas in which the
AWW needs to educate
community

Need for educating community and parents
to create an awareness about the services in the
ICDS programme and its usefulness for the community
to improve their living conditions e.g. using smokeless
chulah, bore laterines
to enlist their participation in the ICDS
Role of AWW in creating awareness and educating parents
and the community
Different settings in which parent and community education
can take place
During home visits, formal meetings, informal
meetings, in the bazar, at the well, at the Anganwadi,
during festivals, community gatherings, meetings of the
mahila mandals, immunization camps etc.

Recall themes from earlier sessions for education of the
community
health and nutrition, care of pregnant and nursing
mothers
needs of children

early childhood stimulation

play and its importance in preschool education and
overall child development
population education

participation of the community in the anganwadi
programmes, their roles and responsibilities

49. Planning and Organising
Programmes for Parent
and Community Education

Points to be kept in minu while arranging a meeting with
parents/ community
purpose of the meeting
selection of message to be communicated
avoiding too many themes in one meeting

using the same theme in more than one meeting for
registering impact
using a mixture of aids/communication methods in
different meetings

82

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audience for the meeting

I

time and venue of the meeting
informing about meeting

reminder about the meeting on the day it is
scheduled, assigning tasks to different people for
making seating arrangements etc.
• J

Reviewing aids available/required for the meeting

Preparation of new aids, if needed
Making seating arrangements

Seating of AWW during the meeting
Methods of addressing the group, language to be used,
informal style of speech

Introduction to the topic of the meeting

Listening to parents/people’s comments
Resolving problems and answering questions of
parents on related or unrelated issues

Feedback from the group .
about relevance of the theme

for further information on the topic
for deciding the topic of the next meeting
fixing the date for the next meeting

Follow up after the meeting
through home visits
informal discussions
50. Education of Mothers to
Promote the Development
of Children Cinder
Three Years

Care of infants, health and nutrition (Recall)
Need and importance of early childhood
stimulation (Recall)

Ways of stimulating infants

83

AWW will be able to
— describe the need and
importance of stimulating
infants

infant games and songs, tickling games,
peek-a-boo games

Educating mothers about talking and playing with

infants

— educate mothers on hou) to
stimulate infants

Methods of encouraging mothers to bring younger children
to the AWs for supplementary nutrition

— recall the importance of
groujth monitoring and
immunization for children

Complete immunization of children during this period
(Recall)
Growth monitoring and growth promotion (Recall)

51. Some more Themes for
Community Education

a) Socio-Economic
Programmes for Women

Socio-economic programmes by the government going

on in the area
Who to approach for training/initiating the activity in
the village

b) Operating Small Savings
Account in Post offices/Banks

Help of the Supervisor/CDPO, mahila mandal in helping
women avail such facilities

Need to open a savings account;
inculcating the saving habit
generating interest on the money saved

Who to approach for opening the account

Filling in forms for opening the account, deposit and
withdrawl slips, money order forms
Saving schemes at the post offices

Role of AWW in helping people to open accounts

giving an introduction in the bank/post office
accompanying them to the bank
filling up slips — deposits and withdrawal
approaching bank/PO officials for help in filling up forms

84

i

c) Hold to Manage a Home
more Efficiently

Discussion among trainees about their methods of
managing homes

Heed to organize work to save time, energy
(human and material) and money

use of fuel saving devices, gobar gas, solar cookers
or smokeless chulhas, arranging demonstrations by
mahila mandals for the community
-1

availability of these equipment and their cost

proper storage to avoid wastage through infestation
(recall)
enhancement of nutritive value of foods (Recall)

Ideas suggested should keep in mind
needs of the community
practicality of the suggestions
availability of the materials etc.

Keeping the home/outside clean
d) Cleanliness and Sanitation
of the Environment and
the Home

Growing trees around the house
Covering excreta (recall)

Compost pit (recall)

Sanitary laterines (recall)
Protecting water sources

Ventilation
e) Role of Community in
Creating a Healthful
Environment for Children

Recall keeping the home and surroundings clean, safe

making sanitary toilets
infant stimulation

-J

play and learning in children for promoting the overall
development of children
f) Role of father in
decision making

As head of the household father should ensure
immunization of children
sending children, specially girls for PSE

spacing births and family planning
health of the women/girl child

respect of women
85

52. Population Education

Need for population (‘ducation

Who are the people to be educated; women/mothers/
fathers-in-law/fathers/opinion leaders
Methods which people can adopt for
family planning (Recall)

Role of the Primary Health Centre, ANM, LHV in
population education and family planning
Role of the AWW in arranging meetings with the
community in coordination with the PHC

Role of AWW in
motivating people to accept family planning methods

clarifying doubts of the community
follow up of people who accept family planning
methods
referral work
review of aids prepared for their use in population
education

preparation and use of aids to educate the
community during the meetings
53. Conducting a Survey

Ways of contacting/approaching the community for
eliciting information

AWW will be able to
How to interview

— make a survey of the area
— enlist beneficiaries ol the
scheme

Skills of observation during survey to obtain additional
information

Introduction to the survey register, exercises in making a

— fill in a survey register and
update it regularly

survey/recording

Points to be kept in mind while recording

Making the monthly summary in the survey register
Interpreting data to identify children (0-6 years) children ‘
at risk, pregnant women and nursing mothers (Recall)

86

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i

Use of data collected for delivery of services in the
anganwadi
nutrition
immunization
referral
preschool
- !

Assistance from CDPO/Supervisor in making a survey
and filling up the register
Assistance of the panchayat, mahila mandal, local
school, yuvak mandal in making the survey and fillirig
up the register
Updating the survey register
Updating the survey register every 3 months

i

I

Importance of keeping the survey register up-to-date

i

Recall using survey as a means of creating awareness
among the community about 1CDS and its services,
building rapport and enlisting community participation
(taskjo be done during field placement)

I

i

54. Location of the Anganwadi.
Role of AWW in Making the
Anganwadi Adequate for
Delivery of Services

AWW will be able to

i

I

- recognize t/ie hazards and
inadequacies around the
AW in delivery of services

-- seek assistance in making
the AW safe

Adequacy of the anganwadi for preschool activities in
terms of
indoor and outdoor play
hazards in the neighbourhood
equipment supply and replenishment
need to make AW safe for preschool activities;

fencing a pond or covering a ditch, proper
ventilation and light
Adequacy for community education in terms of
accessibility by the community
location in the caste dominated area
distance from beneficiary household
space for conducting community/parent education
meetings
Adequacy for health and nutrition services in terms of

space for storage, cooking, washing,
area for disposal of garbage

87

ventilation for smoke to go out
drainage for dirty water
equipment for cooking
availability of toilet/tap/well facility
treatment for pests and insects in the
anganwadi to prevent infection and disease

[■

Role of AWWs in making the anganwadi suitable for
delivery of services

i

Use of community’s space and services for play,
meetings

Fixing of windows compost pit, drainage, for making
the AW premises suitable

Procurement of equipment from the CDPO/Supervisor
for the anganwadi
55. Planning the Anganwadi

!

Recall planning programme for preschool activities
f

Programme

AWW will be able to

— plan the programme at the
AW and her schedule
including home visits,
community education,
mahila mandal meetings etc.

i

Heed to plan the programme for the week/month to
include

health and nutrition education
immunization
community education
adult literacy classes
meetings of the mahila mandals etc.
circle meetings
visits of functionaries/heal th workers/local leaders/
voluntary workers/officials
filling records
survey work
growth monitoring
preparation of aids
exhibitions, balmelas, etc.
Exercises in planning programmes
Using the services of the Helper/mothers while AWW is
busy in the above activities

56. Procurement and Storage
of Stocks and Supplies
for the AW

Basic equipment that is supplied to an anganwadi worker for
conducting the programme

Wz ’ s

.1;

i

r

88
- i

1 AWW will be able to <.■
J

1

make a list of stocks and
equipment available for
an AW

-7- procure and store stocks
■and supplies for the AW

• I

Some other equipment/materials for preparing aids/play
materials for preschool activities that an AWW can obtain
from the CDPO "from the contingency allocation

i

Equipment for storage of stocks/material (Recall)

Heed to maintain a regular flow of food stocks at the
anganwadi
z :
Availability of records/registers/growth cards/
immunization cards

157. Maintaining Correspondence
f; and Contact

How to write a letter to the

1 H write a letter to
! ; different people

Supervisor
CDPO
local leader
voluntary organisation
parent
training centre

1

LHV/AHM

r

AWW Lvill be able to

i L'f ■

keep a file of the letters
sent/received

I

Maintaining a file of the letters sent
Reply to a letter received

58. Maintenance of Registers
and Records

AWW will be able to

• (

— make a list of the different
records and registers
to be maintained in an AW

•i/

— maintain these records
and registers

Kinds of records an anganwadi worker has to maintain
(recall those done earlier)

stock register
attendance register
growth cards
immunization cards
survey register
Heed to maintain the various records
Filling up the various records/registers
Seeking help from community people/parents in
completing records (Recall)

Seeking help/guidance from Supervisors in
maintaining records, requesting Supervisors to make

i

89

“n

U41 I

I ICi

(Recall)

1UI

ouidining neip in record keeping

C1

d

Keeping registers covered, neatly stacked
Maintaining a daily diary by the AWW
Information to be recorded in the diary

bleed for recording this information

1

CJse of such information in filling up the monthly
progress report

/ 'if 1 I. <

Information that needs to be entered in the various J
columns in the MPR form (Gse of daily diary recordin | Lpx. ■*
from introductory session)

II

Organisation of time so as to fill up the MPR and
submit to Supervisors on time

Information flow from the AWWs MPRs to the Centre
Request for feedback from the Supervisor regarding
MPRs to help improve the ICDS programme

59. The Integrated Approach
to Child Development

AWW will be able to
£

— uiew the child in a holistic
manner

— recall all that has been
done during the training
— develop a perspective of her
role and responsibilities
in the AW

Recall what has been taught during the course
how is a child conceived
process of development in the womb
need for eating extra family food by the mother
need for iron/folic acid during pregnancy
need for tetanus toxide vaccination
delivery by trained dai/PHC doctor
who are ‘at risk’ mothers and children
need for spacing births, permanent and
temporary methods of family planning
Early Childhood Care and Stimulation

T
i'll
I

I***’

d
I ’

■[

Breast feeding babies
•I

Weaning of infants and providing them with mixec*
family food

Immunization of children

90

L

Healthful environment for promoting the development
of children

personal, and environmental hygiene
safe drinking water
Infant stimulation for cognitive, language, socialemotional and physical development

Monitoring growth of children
Hon-formal preschool education for children
Problems in children
health related
nutritional
diarrhoea
disabilities
behavioural

Handling these problems

Referral of cases to PHC
Provision of suipplementary nutrition at the anganwadi

Storage of foods at the centre
Methods of cooking

Distribution of SNP to children

Supervision of Helper's activity

f

• "

<

1 I

I/“X

X_

_ l_

.

•

a

• •

HV..UMU3 auout me health, nutrition and
educational needs of their children, population
education

Creating awareness among people about the
programme and their participation in it
Methods of mobilizing community participation

Coordinating with variety of people, agencies groups
tor involvement in the anganwadi
91

; i

Methods of communicating with people

Clse of home visits, bal melas, mahila mandals,
exhibitions for creating awareness among the
community

Role and responsibilities of the worker in the
Anganwadi
vis-a-vis the CDPO/Supervisor
vis-a-vis the health staff

•-

Conducting a survey of the area

Location of the AW centre
Planning the AW programme

Maintaining stocks, registers, correspondence
60. Facilities Available for
the AWW and Helper

Job Training

Honorarium/TA/DA during job training

l

AWW will be able to
Money available for food transport, fuel
— enumerate the facilities
available to her and
the Helper in the AW

Provision of Refresher Training
Leave facility

— describe ways to maintain
a good relationship with
the Helper, Supervisor
and CDPO

61. Relationship with Helper

Honorarium as a village Health Guide, for adult education
classes
Further prospects for educated AWWs/Helpers

♦

Need to maintain good relationship with Helper

Recognising their contribution in the AW work

i

r

Helping to solve her problems

)

Speaking politely and encouraging her to participate in
the AW programmes
►

i

Using her as a contact with local people in case AWW
is not a local person, to understand the local customs,
traditions, values etc.
■'
- ' .

92

?!
; < i -■

cW. ■ •.

r
62. Relationship with
Supervisor/CDPO

t

Approaching supervisor for counselling in personal
problems, disputes with community
Requesting her help in
improving preschool education activities, enhancing
community participation, community education, arranging
competitions, bal melas etc.

'

J

Share her experiences of other AWC and new ideas
Number of visits of a Supervisor and CDPO to the
centre
Continued guidance from Supervisor/CDPO

Availability of CDPO’s office as a resource centre

- r

I

93

•

-

’ I

Integrated Child
Development Services
ICDS
r-TiWiiiMi

ra mSR

Mr i 7>*9

FBy •

A

.

-

'
ifcaaW
g
i

//

KI 4

Department of Women and Child Development,
Ministry of Human Resource Development, Government of India

(

‘

• ■a

You seem to be just off the stage, Like an imminent star of the morning
Infants bring again and again. A message of reassurance —
They seem to promise deliverance, Light, dawn."
Rabindranath Tagore,
New Birth, 1940

The Young Child’s Right To Survival And Development
— Our Responsibility
“State to provide adequate services to children, both before and after birth and through the
period of growth — to ensure their full physical, mental and social development.”
(National Policy for Children, 1974)

“State parties recognise that every child has the inherent right to life. State parties shall
ensure, to the maximum extent possible, the survival and development of the child.”
(Excerpts from Article 6 of the UN Convention on the Rights of the Child.
Ratified by the Government of India in November 1992)
ICDS seeks to translate the national commitment to promoting the young child’s right to
survival and development into a reality — in nearly 70 per cent of India’s community develop­
ment blocks and 260 urban low income group pockets.

1I

Integrated Child Development Services
Development programmes aimed at reducing
poverty do not necessarily reach children, or
improve the environment in which they live and
grow. It is acknowledged that while national
development efforts for poverty alleviation
would continue, the needs of children must be
met today. As per the 1991 census, India has
around 150 million children, constituting 17.5
per cent of India’s population, who are below
the age of six years. A majority of them live in
economic and social environments which could
impede the child’s physical and mental develop­
ment. These conditions include poverty, poor
environmental sanitation, disease infection,
inadequate access to primary health care,
inappropriate child caring and feeding practices.
The National Policy for Children, 1974, is
founded on the conviction that child develop­
ment programmes are necessary to ensure
equality of opportunity to these children.
It provides the framework for assigning
priorities to different needs of children (both
before and after birth), and for responding to
them in an integrated manner. Integrated Child
Development Services (ICDS) is India’s re­
sponse to the challenge of meeting the holistic
needs of the child, launched initially in 33
blocks, on October 2, 1975 — 20 years ago.
Today, the Integrated Child Development
Services (ICDS) is one of the world’s largest
and most unique outreach programmes for early
childhood care and development. It symbolises
India’s commitment to its children. It is widely
acknowledged that the young child is most
vulnerable to malnutrition, morbidity, resultant
disability and mortality. The early years are the
most crucial period in life, when the foundations
for cognitive, social, emotional, language,
physical/motor development and lifelong
learning are laid. Recognising that early child­
hood development constitutes the foundation of
human development, ICDS is designed to
promote holistic development of children under
six years, through the strengthened capacity of
caregivers and communities and improved
access to basic services, at the community level.
The programme is specifically designed to reach
disadvantaged and low income groups, for
effective disparity reduction.
The programme provides an integrated

approach for con­
verging basic servic­
es for improved
childcare, early
stimulation and
learning, health and
nutrition, water and
environmental
sanitation —
targetting young
children, expectant
and nursing mothers
and women’s/
adolescent girls’
groups. They are
reached through
nearly 300,000
trained community-based Anganwadi Workers
and an equal number of helpers, supportive
community structures/women’s groups —
through the Anganwadi centre, the health
system and in the community.
ICDS is a powerful outreach programme to
help achieve major national nutrition and health
goals, embodied in the National Plan of Action
for Children, 1992. It also contributes to the
national goal of universal primary education.
ICDS provides increased opportunities for
promoting early development, associated with
improved enrolment and retention in the early
primary stage and by releasing girls from the
burden of sibling care, to enable them to partici­
pate in primary education.
Poised for universal coverage by the turn of
the century, ICDS today reaches out to 3.8
million expectant and nursing mothers and 17.8.
million children (under six years of age), of
disadvantaged groups. Of these, 10.2 million
children (three to six years of age) participate in
centre-based pre-school education activities.
The network consists of 3,907 projects, covering
nearly 70 per cent of the country’s community
development blocks and 260 urban slum pock­
ets. The challenge is to build on the rich experi­
ence of the past two decades and effectively tap,
the potential of this unique integrated
programme, as it moves towards

universalisation.
ICDS is the reality of today, on which our
vision for tomorrow is founded.

Objectives
• Improve the nutritional
and health status of chil­
dren below the age of
six years.
• Lay the foundation for
the proper psychological,
physical and social
development of the child.
• Reduce the incidence of
mortality, morbidity,
malnutrition and school
dropouts.
• Achieve effective coor­
dination of policy and
implementation among
various departments to promote child development.
• Enhance the capability of the mother to look after the normal health and nutrition­
al needs of the child, through proper health and nutrition education.
In addition to children below six years of age, ICDS also takes care of the essential needs of
pregnant women and nursing mothers residing in socially and economically backward villages and
urban slums. While selecting the location for a project, preference is given to those areas which are
predominantly inhabited by vulnerable and weaker sections of the society, that is, scheduled castes,
scheduled tribes and low income families found in economically backward areas, drought-prone
areas and areas in which the development of social services requires strengthening. ICDS provides:
Health
<3
• Immunisation
• Health check-ups
• Referral services
• Treatment of minor illnesses.
Nutrition

• Supplementary feeding
• Growth monitoring and promotion
• Nutrition and health education (NHED).
Earl\ Childhood Care And Pre-school Education
• To children in the age group of three to six years.

Convergence
• Of other supportive services, such as safe drinking water, environmental sanitation, women’s
empowerment programmes, non-formal education and adult literacy.

2

Coverage and Outreach
The ICDS programme was launched on
October 2, 1975, the 106th birth anniversary of
Mahatma Gandhi, the Father of the nation. This
signifies commitment to the Gandhian vision of
addressing socio-economic inequities — by
reaching out to the most disadvantaged,
underserved — and the most vulnerable. As
Gandhiji saw India’s development in the em­
powerment of its people, so does ICDS seek to
empower communities for the care and develop­
ment of their children and women, to shape the
country’s present and future.
Started on an experimental basis in 33 blocks,
the programmes, by March 1995, covered 3,663
of a total of 5,239 community development
blocks in the country through 3,907 projects.
This includes 260 projects covering urban poor
pockets. Over 6 lakh persons are involved in
promoting basic healthcare and pre-school
education activities under the scheme.

Central And State Sector Projects Distribution
(3,907 Projects, As On March 31,1995)
15 Tribal
316TINP I & II
16 Urban

163 Rural

244 Urban

2,444 Rural

709 Tribal

Central Sector Projects

State Sector Projects

Rural

!|H|| Rural

Tribal

H Tribal

Urban
' | TINPI&II
Urban
The above is the distribution of the Total Number of ICDS
Central and State Sector Projects (not CD Blocks).
Source: Department of Women and Child Development, Ministry
of Human Resource Development, Government of India.

Expanded Coverage Of CD Blocks
(As On March 31,1995)

Coverage Of Beneficiaries
(In Lakhs, As On March 31,1995)

33 Projects, 1975

250

3,907 Projects,
1995

Cumulative Mothers and Children by
SNP (Base: 1981-8.41)
Children by SNP (Base: 1981-6.90)
Children by PSE (Base: 1981-3.92)
Mothers by SNP (Base: 1981 -1.51)

200

216.39

178.14

'

/
/

1,576 Uncovered

150

(30.08%^

102.39

100

50

38.25

Total Number of CD Blocks: 5,239
Note: Difference of 224 in the number of ICDS
Projects (3,907) and CD Blocks (3,663) is due to
Urban projects, Twin blocks and reorganisation of
some blocks.

*

Nearly 300.000 AWCs
Cadre of Trained Functionaries
2,764 CDPOs/ACDPOs
12,479 Lady Supervisors

0

-------------------------------------------------------------

81 82 83 84 85 86 87 88 89 90 91 92 93 94

*
-f

*
*

Network of Trained Community-based Female
Frontline workers at Village level
2,92,951 Anganwadi Workers (AWWs)
An equal number of Anganwadi Helpers (AWHs)

Source: Department of Women and Child Development, Ministry of Human Resource Development, Government of India.

3

The Anganwadi
The Anganwadi (AW), literally a courtyard
play centre, is a childcare centre located within
the village or the slum area itself. It is the focal
point for the delivery of services at community
levels to children below six years of age,
pregnant women, nursing mothers and adoles­
cent girls. Besides this, the AW is a meeting
ground where women’s/mother’s groups can
come together, with other frontline workers, to
promote awareness and joint action for child
development and women’s empowerment.
All the ICDS services are provided through
the AW in an integrated manner to enhance their
impact on childcare. Each AW is run by an
Anganwadi Worker (AWW) supported by a
helper in integrated service delivery, and
improved linkages with the health system —
thus increasing the capacity of community and
women — especially mothers — for childcare,
survival and development. The population
coverage through the AW is approximately
1,000 in rural and urban areas and 700 in tribal
areas. Details of intended population coverage
are given below. Presently in ICDS there are, on
an average, 125-150 AWCs per project/block

since additional AWCs have been sanctioned,
based on increased block population.
Some services, for example immunisation,
aim at universal coverage, while some others,
for example supplementary feeding, aim at 40
per cent coverage in rural/urban projects and 75
per cent coverage in tribal projects.
Services for children are limited to those
below six years of age. This is because the early
years are the most vulnerable and critical years.
They contribute to the unfolding of almost
three-fourths of the total potential for the
physical, social and mental development of an
adult personality. In fact, by the end of the
second year of life, most of the growth of the
human brain is already complete. The mother
plays a key role in the overall development of
the child, and women between 15 to 45 years
have been brought within the ICDS ambit.
Any programme that aims at the holistic
development of the child also includes increased
opportunities for promoting health, nutritional
well-being, care and self development of women
and particularly pregnant or nursing mothers.

*

Approximate Population Coverage In An ICDS Project

Target
Group

Services

Rural/urban project
(Population 100,000: villages 100)
Total
Target
Pier cent
population population coverage

1. Children
below 6 years

0-6 years
Supplementary nutrition
Immunisation
Health check-up
3-6 years
Non-formal pre-school
education
2. Expectant and Supplementary nutrition
nursing mothers Health check-up
Immunisation against
tetanus

Tribal project
(Population 35,000: villages 550)
Total
Target
Per cent
population population coverage

17,000

6,800
17,000
17,000

40
100
100

5,950

4,462
5,950
5,950

75
100
100

8,000

4,000

50

2,800

2,100

75

4,000
4,000
2,400

1,600
4,000
2,400

40
100
100

1,400
1,400
910

1,050
1,400
910

75
100
100

20,000

20,000

100

7,000

5,250

75

(expectant mothers)

3. Women
(15-45) years

Health and nutrition
education

Source: Ministry ofHuman Resource Development, Department of Women and Child Development, Government ofIndia.
Integrated Child Development Services, New Delhi, 1982. p 16-17.

4

i

!

Services And Beneficiaries

Children under 1 year

Health
Check-ups

Immunisation

Adolescent Girl
(11-18 years)

3-6 years

1 -3 years

Growth
Promotion and
Supplementary
Feeding
I

Referral
Services

Early Childhood
Care and
Pre-school
Education

Nursing Mothers

Pregnant Woman

ICDS is unique because all basic sectoral
services, related to early childhood care, pre­
school education, nutrition and health converge,
through a community-based childcare worker,
that is, the Anganwadi worker, on the same
group of children, adolescent girls, pregnant and
nursing mothers. Convergence of services is
essential to address the inter-related needs of
children and women, in a comprehensive and
cost-effective manner. The child-centred ap­
proach of ICDS is based on the rationale that
care, psychosocial development and the child’s
health and nutritional well-being mutually
reinforce each other.
The principal beneficiaries under the scheme,
that is, children below six years, expectant and
nursing mothers and women in the age group 15
to 45 years receive supplementary feeding,
growth monitoring and promotion,
immunisation, health check-ups, referral servic­
es, nutrition and health education and early

Nutrition
and Health
Education.

All Women
(15-45 years)

childhood care and pre-school education, as
specified in the diagram. In addition, there is
coverage of other important supportive services
such safe drinking water, environmental sanita­
tion, women’s development and education
programmes.
In order to enhance the outreach of these
services, particularly to the disadvantaged
groups, and ensure their better utilisation, the
AWW mobilises support from the community.
All families in the community are surveyed by
the Anganwadi Worker to identify pregnant and
nursing mothers, adolescent girls and children
below six years of age from the low income
families and deprived sections of society.
This ensures early registration of pregnant
women leading to better utilisation of key health
services, as well as better care and counselling
for improved maternal nutrition. It also pro­
motes a healthy pre-natal and post-natal envi­
ronment for the young child, and is likely to

E

reduce the incidence of low birth weight,
thereby promoting child survival and develop­
ment.

Primary Health Care Sub-centre. Maternal and
child health facilities are geared towards provid
ing adequate medical care during pregnancy, at
the time of child birth and subsequently. It is
aimed at reducing complications during preg­
nancy and reducing perinatal mortality.

Health

The Health component of ICDS comprises
health check-ups, immunisation and referral
services.

Health check-ups
This includes healthcare of children under six
years of age. antenatal care of expectant mothers
and post-natal care of nursing mothers. The
various health services provided for children by
AWWs and PHC staff include regular health
check-ups. recording of weight, immunisation,
management of malnutrition, treatment of
diarrhoea, deworming and distribution of simple
medicines, etc.
At the Anganwadi. children, adolescent girls
and pregnant women and nursing mothers are
examined at regular intervals by the Lady
Health Visitor (LHV) and Auxiliary Nurse
Midwife (ANM) who also diagnose minor
ailments and distribute simple medicines. They
provide a link between the village and the

Recipients
Children up to 6 years
Adolescent girls
Pregnant and
nursing mothers
Malnourished children

Iminimisation
Immunisation of pregnant women against
tetanus and immunisation of infants against six
vaccine-preventable diseases — poliomyelitis,
diphtheria, pertussis, tetanus, tuberculosis and
measles — protects children from these dis­
eases. These are major preventable causes of
child mortality, disability, morbidity and related
malnutrition. Immunisation of pregnant women
against tetanus also reduces maternal and
neonatal mortality.
PHC and its subordinate health infrastructure
carries out immunisation of infants and expect­
ant mothers as per the national immunisation
schedule. Children are also given booster doses.
The AWW assists the health functionaries in
coverage of the target population for immuniza­
tion. She helps in the organisation of fixed-day
immunisation sessions. She maintains
immunisation records of ICDS beneficiaries and
follows up to ensure full coverage.

Referral Services
During health check-ups and growth monitor­
ing. sick or malnourished children in need of
prompt medical attention are provided referral
services through ICDS. The AWW has also
been oriented to detect disabilities in young
children. She enlists all such cases in a special
register and refers them to the medical officer.
The effectiveness of this service depends on
timely action, cooperation from health function­
aries and the willingness of families to avail of
these services.
The Health
Calories
Grams of Protein
Department in
300
8-10
States/UTs
500
20-25
identifies one
hospital at the
500
20-25
district level,
Double the daily
which attends to
supplement provided to
the referral cases
the other children (600)
coming from
and/or special nutrients
ICDS areas.
on medical recommendation

E

' I
I

Nutrition

This includes supplementary feeding; growth
monitoring and promotion, nutrition and health
education; and prophylaxis against vitamin A
deficiency and control of nutritional anaemia.

Supplementary Feeding
All families in the community are surveyed,
to identify low income families and deprived
children below the age of six years, pregnant
and nursing mothers and adolescent girls. They
avail of supplementary feeding support for 300
days in a year. By providing supplementary
feeding, the Anganwadi attempts to bridge the
caloric gap between the national recommended
and average intake of children and women in
low income and disadvantaged communities.
This pattern of feeding aims only at supplement­
ing and not substituting for family food. It also
provides an important contact opportunity with
pregnant women and mothers of infants and
young children, to promote improved
behavioural actions for the care of pregnant
women and young children. Specifically, it
serves to reinforce the key message to promote
appropriate and timely complementary feeding
at home, starting among infants who are four to
six months of age, with a full diet for young
children by one year, and continued
breastfeeding up to two years.
The type of food varies from State to State,
but usually consists of a hot meal cooked at the
Anganwadi, containing a varied combination of
pulses, cereals, oil, vegetables and sugar. Some
States provide a ready-to-eat meal, containing
the same basic ingredients. There is flexibility in
the selection of food items, to respond to local
needs. The expenditure towards supplementary
feeding is met by the State under the plan
budget, available for Minimum Needs

Programme.
Food supplements are provided to pregnant
women and nursing mothers (up to six months
of nursing), to help meet the increased require­
ments during this period. This provides a crucial
opportunity to counsel pregnant women en­
abling utilisation of key services, that is,
antenatal care, immunisation, iron folic acid
supplementation and improved care, adequate
extra family food and rest during pregnancy.
Pregnant women and nursing mothers arc also
counselled to promote exclusive breastfeeding
of infants up to four to six months of age, timely
immunisation and for the promotion of appropri­
ate and timely complementary feeding at home,
starting among infants at four to six months of
age, with a full diet by one year and continued
breastfeeding up to two years.
Special care is also taken to reach children
below the age of two years, and to encourage
parents and siblings to either take home ration or
to bring them to the Anganwadi for supplemen­
tary feeding. The take-home ration is a contact
opportunity for growth monitoring and promo­
tion of children under two years of age and
nutrition counselling of mothers, for improved
childcare and feeding practices.
The national prophylaxis programme for
prevention of blindness caused by vitamin A
deficiency, and control of nutritional anaemia
among mothers and children, are two direct
interventions integrated in ICDS. Dietary
promotion is an important part of nutrition
health education and targetted supplementation
is also provided. At nine months of age, 100,000
International Units (IU) of vitamin A solution is
administered to infants, along with
immunisation against measles. Children in the
age group of one to five years receive 200,000
IU of vitamin A solution every six months, with
priority to children under three years of age.
7

Tablets of iron and folic acid are administered to
expectant mothers for prophylaxis and treatment
and to children with anaemia. These supple­
ments are dispensed by AWW/ANM. and their
utilisation is monitored by them. The usage of
only iodised salt is promoted, especially in the
food supplement provided.

Recently, the concept of community-based
nutrition surveillance has been introduced in
ICDS. A community chart for nutrition status
monitoring is maintained at each Anganwadi.
This chan reflects the nutritional status of all
children registered with the Anganwadi. at any
given point of time — helping the community in
understanding what the nutrition status of its
children is. why it is so and what can be done to
improve it. This mobilises community support
in promoting and enabling better childcare
practices, contributing local resources and in
improving service delivery and utilisation.

Growth Monitoring And Promotion
Growth monitoring and nutrition surveillance
are two important activities that are in operation
at the field level in ICDS. Both are important for
assessing the impact of the health and nutrition
related services.
Children below the age of three years are
Nutrition And Health Education
weighed once a month and children from three
Nutrition. Health and Education (NHED) is a
to six years are weighed quarterly. Fixed-day
key element of the work of rhe Anganwadi
immunisation sessions or days when mothers
worker. This has the long term goal of capacity
come to take home rations for younger children
building of women — especially in the age
(below two years of age) can be used as oppor­
group of 15-45 years — so that they can look
tunities for growth monitoring and promotion of after their own health and nutrition needs as well
younger children. In ICDS, weight-for-age
as that of their children and families. All women
growth cards are maintained for all children
in this age group are expected to be covered by
below six years. Their growth is charted both to
this component.
detect growth faltering and also to assess their
The components of NHED comprise basic
nutritional status.
health and nutrition messages, related to
Growth monitoring and promotion helps the
childcare, infant feeding practices, utilisation of
mother/family and AWW/ANM in taking
health services, family planning and environ­
timely, cost-effective preventive action, to arrest mental sanitation. NHED is imparted through
any stagnancy or slipping down in weight,
home visits and demonstrations.
a sessions,
through early detection of growth faltering.
Anganwadi workers use fixed-day
Through discussion and counselling, growth
immunisation sessions, mother-child days,
monitoring also increases the participation and
growth monitoring days, small group meetings
capability of mothers in understanding and
of mothers/Mahila Mandals. community and
improving childcare and feeding practices, for
home visits, village contact drives and other
promoting child growth. It helps families
women’s groups meetings (DWCRA, Mahila
understand better the linkages between dietary
Samakhya, etc), local festivals/gatherings for
intake, healthcare, safe drinking water, environ­
nutrition and health education. Presently there
mental sanitation and child growth. Growth
are nearly 100.000 Mahila Mandals which are
monitoring and promotion can thus also be an
actively involved in extending nutrition and
effective entry point for primary healthcare.
health education activities.
Identified severely malnourished children
All efforts are made to reach out to women,
(those placed in grade III and IV), are given
including pregnant women and nursing mothers,
special supplementary food which may be
to promote improved behavioural actions for
therapeutic in nature, or just double ration, and
care of pregnant women and young children, at
are also referred to medical services.
household and community levels, and to im­
prove service utilisation. Sustained support and
guidance has to be provided in the period
spanning pregnancy and early childhood, to
mothers of young children, building upon local
knowledge, attitude and practices. This helps
promote antenatal care, maternal nutrition,
exclusive breastfeeding of infants up to four to

■

It

I

*

I

six months of age, timely immunisation, intro­
duction of timely and appropriate complementa­
ry feeding at home, starting in infants at four to
six months of age, with a full diet by 12 months
of age and continued breastfeeding up to two
years. NHED also promotes appropriate preven­
tion and management of diarrhoeal diseases
(through ORT and continued feeding) and
management of acute respiratory infections, to
promote child growth.
s

Early Childhood Care
And Pre-school Education
The Early Childhood Care and Pre-school
Education (ECCE) component of the ICDS may
well be considered the backbone of the ICDS
prog-ramme, since all its services essentially
converge on the AW. This is also the most

joyful playway daily activity, visibly sustained
for three hours a day. Il brings and keeps young
children al the Anganwadi centre — an activity
lhal motivates parents and communities. ECCE,
as envisaged in the ICDS, focusses on the total
development of the child, in the age range of up
to six years, from the underprivileged groups. It
includes promotion of early stimulation of the
under-threes through intervention with mothers/
caregivers. Its programme for the three- to sixyear-old child in the AW is directed towards
providing and ensuring a natural joyful and
stimulating environment, with emphasis on
necessary inputs for optimal growth and devel­
opment. Child-centred playway activities which
build on local culture and practices, using local
support materials developed by Anganwadi
workers, through enrichment training, are
promoted. The early childhood pre-school
education programme, conducted through the

medium of play, aims at providing a learning
environment for the promotion of social, emo­
tional, cognitive, physical and aesthetic develop-

ment of the child. Through ICDS, 10.2 million
children (three to six years of age), from disad­
vantaged groups, are participating in centre­
based pre-school playway activities.
The ECCE component of the ICDS is a
significant input for providing a sound founda­
tion for development. It also contributes to the
universalisation of primary education, by
providing to the child the necessary preparation
for primary schooling and offering substitute
care to the younger siblings, thus freeing the
older ones — especially girls — to attend
school.
For this, improved coordination and between
the Anganwadi centres and primary schools, in
terms of timings, location and supportive
linkages between the Anganwadi worker and
primary school teacher — are being promoted.
Adolescent Girls Scheme
ICDS, with its opportunities for early child­
hood development, seeks to reduce both socio­
economic and gender inequities. In order to
better address concerns for women and the girl
child, it was necessary to design interventions
for adolescent girls. This is aimed at breaking
the intergcncrational life cycle of nutritional
disadvantage, and providing a supportive
environment for self development.
For the first time in India, a special interven­
tion has been devised for adolescent girls, using
the ICDS infrastructure. This intervention
focusses on school drop-outs, girls in the age
group of 11-18 years, to meet their needs of self
development, nutrition, health, education,
literacy, recreation and skill formation.
This scheme attempts to mobilise and en­
hance the potential of adolescent girls as social
animators. It also seeks to. improve their capabil­
ities in addressing nutrition and health issues —
through centre-based instructions, training
camps and hands-on learning as well as sharing
of experiences.
This scheme has been sanctioned in 507
blocks covering all the States and UTs.

The ICDS Team
The ICDS team comprises the Anganwadi
helpers/Anganwadi Workers (AWWs). the
supervisors and the Child Development Project
Officers (CDPOs). In larger rural and tribal
projects. Additional Child Development Project
Officers (ACDPOs) are also a part of the team.
The medical officers, the lady health visitors
and female health workers from nearby primary
health centres and sub-centres form a team with
social welfare/women and child development
department functionaries to implement ICDS.
The AWW is a community-based voluntary,
frontline worker of the ICDS programme.
Selected from the community, she assumes a
pivotal role due to her close and continuous
contact with the people, especially women, she
works with. As a crucial link between the
village population and the Government adminis­
tration. she becomes a central figure in helping
the community identify and meet the needs of
their children and women.
The AWW is expected to monitor and
promote the growth of children, w ith the active
participation of communities/mothers. She
enhances their capability for preventive and
3

ICDS Team: Status Of Training
Year*

CDPOs Supervisors AWWs
Trained Trained
Trained

1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995

30
28
108
134
402
654
824
930
1230
1741
2359
2778
3164
3468
3803
4220
4513

133
130
473
581
1227
2349
3616
4466
5520
7936
10346
12678
13060
14136
15150
15918
16821

2937
2880
10594
12750
20615
47537
81592
101951
127368
154597
189818
221422
234741
276936
306175
343332
375040

promotive actions for child growth — through
improved childcare and feeding practices. She
also enables them to prevent disease infection.
The AWW organises supplementary feeding,
helps organise immunisation sessions, distrib­
utes vitamin A supplements and iron and folic
acid tablets, treats minor injuries and ailments,
and refers cases to medical services.
The more visible aspect of her role is in
making the Anganwadi literally a courtyard play
centre — nurturing and joyful — with playway
activities attracting and sustaining the participa­
tion of children and families. She strengthens
the capacity of caregivers — the mother, family
and the community — for childcare, by building
upon local knowledge and practices. This
creates a nurturing physical and social environ­
ment for the child, not only at the Anganwadi
centre but also in the family and the community.
The Supervisor (Mukhya Sevika) is responsi­
ble for 17-25 Anganwadis, depending upon the
nature of the project. She supports and guides
AWWs and assists in recording home visits,
organising community meetings and visits of
health personnel, and providing on-the-job
orientation to AWWs.
The CDPO provides the link between ICDS
functionaries and the Government administra­
tion. This officer is also responsible for securing
Anganwadi premises, identifying beneficiaries,
ensuring supply of food to centres and flow of
health services, and monitoring programmes and
reporting to the State Government.
At the community level, other frontline
workers, including the Gram Sevika. primary
school teachers, also link with the Anganwadi
worker. Local women’s groups. Mahila
Mandals, youth clubs, local organisations,
panchayat samitis and Baal Vikas Mahila Samiti
members also support the Anganwadi worker.
Examples include DWCRA/Mahila Samakhya
groups. Nehru Yuvak Kendra and Total Literacy
Campaign volunteers.
The ICDS team can help create partnerships
between frontline workers and community/
women's groups, facilitating an integrated
approach for improved childcare, health, nutri­
tional well-being and development.

‘ Denotes March of that year.

10

I

Training

a

Training is the most crucial element in ICDS, tion, monitoring the training of ICDS function­
aries, formulation of training strategies, devel­
since the achievement of programme goals
opment and updation of training methodologies,
depends upon the effectiveness of frontline
aids, curriculum and materials (such as manuals,
workers in empowering communities for
guide books, handbooks), training of State and
improved childcare practices, as well as effec­
district level officials, CDPOs and trainers.
tive intersectoral service delivery. Recognising
Since April 1988, the Central Technical
this, from the inception of the programme itself,
Committee also — now renamed as Central
the Government of India formulated a compre­
Technical Committee - Integrated Mother and
hensive training strategy for different function­
Child Development (CTC - IMCD) — is also
aries involved in the programme, such as the
engaged in training of MOs and CDPOs of
Anganwadi Workers, Supervisors, Additional
Child Development Project Officers (ACDPOs), ICDS projects, on all national programmes for
the promotion of mother and child development,
Child Development Project Officers (CDPOs),
including Child Survival and Safe Motherhood.
Medical Officers (MOs) and Para-medical staff.
A broad outline of the schematic pattern of
Training institutions include the National
the
training of ICDS functionaries is shown in
Institute of Public Cooperation and Child
Table 1.
Development (NIPCCD), its three regional
centres, 18 Middle Level Training Centres
(MLTCs) and 283 Anganwadi Workers Training Training Of Anganwadi Workers/Helpers
For imparting training to AWWs, the
Centres (AWTCs), run by voluntary
grassroots level functionaries of the scheme,
organisations — in cooperation with State
there are 283 Anganwadi Workers Training
Governments.
Centres (AWTCs) in the country. Of these, 150
NIPCCD is designated as the apex body for
AWTCs are being run by State Governments,
the training of ICDS functionaries. The func­
tions of the Institute include planning, coordina­ 116 by the Indian Council for Child Welfare,
and 17 by the Uttar Pradesh
Bharat Scouts and Guides.
Table 1: Training Of ICDS Functionaries
Anganwadi Workers
initially received three
Category
Batch Duration
Location
months
’ basic job training,
A. PRE-SERVICE TRAINING
followed by monthly visits
from a medical team and
AWTC
13 Days
1. Anganwadi helpers
50
subsequent refresher
(Orientation)
courses. Refresher training
2. Anganwadi workers
is imparted after one-and-aNew sandwich pattem:40
half
years. A milestone in
(1995 onwards)
AWW job training was the
AWTC
2 Months
Phase-I
finalisation of the new
Field
4 Months
Phase-II
‘sandwich training curricu­
AWTC
1 Month
Phase-III
lum’. In January 1995, the
AWTC
45
3 Months
Old pattern
Government of India
(Job course)
decided to introduce this in
MLTC
30
65 days
3. Supervisors
all
new -----ICDSi—
projects
NIPCCD
—
j— —
25
2 Months
4. CDPOs/ACDPOs
replacing
the
existing
three- ull.
month institutional job
B. REFRESHER TRAINING
AWTC
"
iinirirr 'T
’kin r»<axi/
training.
The
new canrlvi/ir'K
sandwich
1. Anganwadi helpers
50
7 Days
training
curriculum
consists
2. Anganwadi workers 50
15 Days
AWTC ,
of:
3. Supervisors
30
7 Days
MLTC .
• Phase I: two-month
4. CDPOs/ACDPOs
30
7 days
NIPCCD
institutional training (in­

eluding 12 days supervised field placement plus
a two-day wrap-up).
• Phase II: four-month community contact and
field work in actual AWC/village location.
3 Phase III: back in the institution, experience
sharing/learning and completion of training
content areas.
This is aimed at making training more
participatory, field-based and locally relevant.
This incremental approach also reduces the
‘learning load’ burden on an AWW. It allows
her to build up her understanding, at her own
pace, starting with priority concerns. The fourmonth period of community contact and field
work is also designed to fit in with the overall
‘Plan for Introduction of Services’ (PIS),
through which new ICDS projects are to be
initiated with greater community involvement in
local needs assessment, identification of families
and AWC site location.
New approaches to participatory field-based
refresher training for AWWs have also emerged
in different States. Notably in Karnataka, where
the innovative refresher training package was
developed through a participatory process. It
used the district training teams’ approach,
replacing the existing institutional AWW
refresher training in selected districts in a
phased manner.

Innovative Initiatives
In order to clear the huge backlog of
AWW refresher training in a time-bound
manner, an innovative mode of refresher
training was experimented with on a pilot
basis in the State of Karnataka. This was
done with the aim of enabling AWWs to
respond toemerging programme thrusts, for
achieving State goals for improved child
nutrition and health. Under this, the work­
ers received refresher training in their own
districts from District Level Core Training
Teams, consisting of one Assistant Direc­
tor, one Medical Officer, one CDPO, one
Instructor of the AWTC and one Supervi­
sor. The main features of this innovative
training programme include:
• Participatory approach
* Condensed course
Field level staff of different sectors and
from different levels as trainers
> Decentralised field-based training and
team-building
e Focus on jointly analysing field situa­
tions and experiences
« Development of training material suited
to local needs.

1 raining ()f Supers isors

For imparting training to Supervisors, the
middle-level functionaries of the scheme, there
are 18 Middle Level Training Centres in the
country, which are academic and professional
institutions, in the Government or voluntary
sector. They function under the administrative
control of the NIPCCD and also include the
three regional centres of NIPCCD at Lucknow,
Guwahati and Bangalore, which act as MLTCs.
Training is imparled to Supervisors to help them
acquaint themselves with various components of
the scheme, and in developing appropriate skills
in supervision and programme management.
Refresher training is imparted after one-and-ahalf years.
1 raining ()t Additional ( hild Development
Project Officers (ACDPOs) C hild
Development Project Officers (( DPOsi
The tniming of CDPOs/ACDPOs is conduct­
ed by NIPCCD at its headquarters at New Delhi
and at its three regional centres. On joining

service, CDPOs/ACDPOs are given job training
of two-months, followed by a refresher training
of a week's duration, on completion of two
years' service. During the training, efforts are
made to familiarise them with various aspects of
the ICDS scheme, including organisational and
administrative structures, with special emphasis
on field training and placement in rural, tribal
and urban ICDS projects.
Joint B DS Health Training

This is coordinated and guided by the Central
Technical Committee with a network of 134
senior faculty members and 35 junior consult­
ants, located in nearly 100 medical colleges of
the country. About 143 ICDS consultants from
various medical colleges conducted 508 courses
(one-day and two- to five-days) during April
1993-March 1994. About 7,130 medical offic­
ers, L030 CDPOs and 8,810 other categories of
ICDS functionaries were trained during
1993-94.
12

I

Table 2: Training Of Instructors
NIPCCD also conducts courses for orientation/refresher training for instructors of MLTCs.
MLTCs conduct training for instructors of AWTCs. This is as shown below:
Course

No of courses
per year

Duration of
each course

No of trainees
per course

Orientation course for
instructors of AWTCs

1

22 days

20

Refresher course for
instructors of AWTCs

1

8 days

20

ICDS workshops

1

5 days

50

level of functionaries. Skill training of trainers
has also been emphasised.
The effort is to make training an experiential
two-way process and more effective, lively and
enjoyable. Different training methodologies
used — brainstorming, buzz sessions, group
discussions, role play, mock demonstrations,
field assignments, quiz and culture specific
forms of creative expression. A variety of
training aids such as charts, flannel boards,
graphs, flip books and slide stories/film strips
and video films have been developed to support
such processes.

During 1994, emphasis was placed on
integrated training inputs for the Child Survival
and Safe Motherhood programme. In 1993-94,
the Junior Consultancy System was initiated on
an experimental basis in Orissa, Rajasthan, MP
and UP, to support more field-based training and
supportive supervision. This is now being
extended.
Another initiative taken at this time was to
elicit the participation of principals of Health
and Family Welfare Training Centres
(HFWTCs) as honorary ICDS faculty members.
Orientation on ICDS has since been included in
in-service training courses organised by
HFWTCs for different categories of health
functionaries.
The existing joint ICDS/ health training,
monitoring and supportive supervision strategy
has proved to be very cost-effective. It utilises
existing infrastructure and locally available
technical expertise, promoting
sustained teamwork at the field
level.

Enrichment Training For
Early Childhood Care

And Education (ECCE)
The National Council for Education Research
and Training (NCERT) and State Councils for
Education Research and Training (SCERTs) in
several States have contributed significantly.

Training Methodologies And
Curriculu in

The methodologies and
curriculum for training/
orientation/continued educa­
tion have been carefully
developed and are continuous­
ly reviewed in the light of field
experience. The emphasis on
field-based training has
increased. Major modifications
have been carried out in the
syllabus for the training of all

13

over the years, to strengthening the early
childhood care and education component of
ICDS training. This has been through the
National and State Resource Centres on early
childhood education. These are located in
Madhya Pradesh. Tamil Nadu. Uttar Pradesh.
Maharashtra, Rajasthan. Orissa, Karnataka.
Bihar, Nagaland and Goa. Gujarat and Andhra
Pradesh have State resource centres in two
educational institutions. Through field-based
try-outs and participatory processes, region­
specific ECCE training modules, resources and
support materials have been developed and
disseminated through training of ICDS trainers
and personnel al different levels. Over 2,000
CDPOs in the country have been reached with
ECCE core trainers kits, mostly through orienta­
tion programmes, to enable them to conduct
field-based refresher training of ICDS frontline
workers on ECCE. to improve the quality of this
input in ICDS. Decentralised training capability
is being created through district core teams,
linking District Institutes of Education and
Training (DIETs) and AWTCs. NGO support

14

groups with ICDS frontline workers and primary
school teachers.
A Perspective
ICDS is probably the world's largest
programme for early child development, involv­
ing training of functionaries on a scale which is
unparalleled. The proposed universalisalion of
ICDS will only add to the tremendous challenge
ahead. The challenge includes creation of
decentralised training capability through district
training teams, linking different sectors, and the
realisation of the rich potential role of CDPOs/
LS and AWWs themselves as trainers.
The challenge is also to mobilise and orient
community representatives of panchayati raj
institutions, Baal Vikas Mahila Samiti members
and Mahila Mandal pradhans through such field/
team-based approaches. A beginning has been
made with the development of a comprehensive
training programme for Mahila Mandal
pradhans. It is through community partnerships
that goals for child survival and development
will be achieved and sustained.

Monitoring And Evaluation
Management Information Systems

The ICDS programme is characterised by a
built-in monitoring system for promoting
assessment, analysis and action at different
levels, at which data is generated. The Depart­
ment of Women and Child Development
(DWCD), Ministry of Human Resource Devel­
opment (HRD), has the overall responsibility of
monitoring, using its extensive network for
gathering community level information on
programme implementation. A central cell
established at the Department collects and
analyses periodic work reports. Based on this,
programme strategies arc refined, and timely
interventions made — ensuring effective
programme planning, implementation and
monitoring. A national ICDS Management
Information System (MIS) working group
facilitates this process. Major partners in the
monitoring efforts are represented in the
group. Each State Government also has an
MIS coordinating cell. Districts with more
than five projects also have an ICDS moni­
toring cell, at the district level, to facilitate
programme monitoring.
MIS ensures a regular flow of informa­
tion and feedback between each Anganwadi
and the project, between the ICDS project
and the State Government, and between the
State Government and the Government of
India. The flow of information is not only
upwards — it is a two-way process and
constitutes the basis for discussion and
improved action, at the level at which it is

generated. This is done through a Monthly
Progress Report (MPR) and a Monthly Monitor­
ing Report (MMR).
Under the national plan to monitor ICDS,
Anganwadi workers compile standardised
monthly and half-yearly reports based on their
register data. These reports are forwarded
through supervisors to Child Development
Project Officers (CDPOs) who are responsible
for forwarding the reports (MPRs) to the State
and Central ICDS cell at the Department of
Women and Child Development. MPRs quantify
the status of key input, process and output
indicators pertaining to the major components of
ICDS service delivery, which can be used to
manage operations.
These indicators include the status of
operationalisation, staffing and training status,
feeding days, beneficiary coverage and inventoImpact Of ICDS: Immunisation Coverage
49%
46%

iS,CDS
Non-ICDS

33%

Ow

32%

/
■

Mothers

■I

Children

Impact Of Pre-School On Educational Status

Impact of ICDS: Infant Mortality
Rate (IMR), 1990
80

71

36%

9%
3%

_ini

li

88%

SRS (Natl)

LP

NIPCCD
(ICDS Areas)

IMR = (Death < 1
year)/Live births
in a calendar
year * 100

il 2

4%
60%

. . -• '
® Never Enrolled
Dropped out l-V
Without
With
Q2 Enrolled in
PSE
PSE
Primary
Sample: Children 5-14 years in ICDS areas

Source: National Evaluation of ICDS, NIPCCD, 1992.

15

ry of supplies and equipment. The MPR also
includes impact or lead programme indicators,
for example, the percentage of severely and
moderately malnourished children in different
age groups, (for example, under one year of
age), percentage of fully immunised infants, etc.
Increased usage of data for action at all levels,
especially at community level, also leads to
improved data quality and relevance. Efforts are
underway to make monitoring more community­
based. through structures such as Baal Vikas
Mahila Samitis and mechanisms such as com­
munity charts for nutrition status monitoring.
Only then will assessment and analysis effec­
tively lead to action in a sustained manner. With
adequate data quality assurance measures.
MPRs constitute a rich data source — especially
tor trend analysis of impact indicators and area
specific planning.
The basic report on health aspects, the MMR.
also originates at the Anganwadi level. The
report relates to nutrition and health outcomes as
well as health services, for example, staff in
position, orientation and training in the health
sector, supplies of medical and health items. The
MMR is also a tool for motivating health
functionaries, for improved linkages and sup­
portive supervision of health and nutrition
aspects of ICDS. These are consolidated by the

Central Technical Committee for Integrated
Mother and Child Development. The national
cell forwards the points of importance to health
and State nodal departments of ICDS.
Through monthly review meetings of ICDS
and health functionaries at various levels —
block, district, division and State — both MMRs
and MPRs are discussed, for promoting joint
action. Efforts are underway to strengthen this
process further.
DWCD compiles computerised quarterly
monitoring reports from the CDPOs. A State­
level performance statement is prepared on eight
indicators, comparing the performance of each
State with the national performance. Copies of
these reports are also sent to the Planning
Commission. Prime Minister’s Secretariat.
Central Technical Committee. National Institute
of Public Cooperation and Child Development
(NIPCCD) and other Ministries and
organisations involved in the ICDS programme.
Quarterly status reports and performance reports
are sent to the States’ nodal departments for
taking necessary corrective action.

Evaluation And Research
Since its inception, the programme has
generated interest among academicians, plan­
ners, administrators and those responsible for its
implementation. Consequently, a
large number of research studies
Nutritional Status Of Children (0-3 Years)
I. have been conducted to evaluate
In ICDS And Non-ICDS Areas
and assess the impact of the
40—[
programme. The Programme
36.4
Evaluation
Organisation (PEO)
35.5
35.2
ICDS
35------of the Planning Commission
31.1
Non-ICDS
conducted a baseline survey of
30------ICDS in 1976 and a repeat
survey
during 1977-78. Subse­
25------<D
>
quent expansion of the ICDS
23.7
22.4
CO
was based on the positive results
o, 20------of these evaluations.
p
A major chunk of the avail­
15------o
able ICDS research is focussed
on
health and nutrition compo­
sCD 10------ ------ 8.6 —
nents
of the scheme. Most of
Q_
6.8
5------these studies have been carried
out by the Central Technical
0
Committee. More recently, a
Normal
Grade I
Grade II
Grade III & V
joint multicentric study by the
National Institute of Nutrition
Source: Report on National Evaluation of ICDS conducted by NIPCCD,
New Delhi, during 1990-92; p 98.
and CTC (I995) highlights the
impact of ICDS on psychosocial

s

16

Highlights Of The
National Evaluation Of ICDS, 1992
• The profile of households was in line
with the guidelines prescribed in the ICDS
scheme for selection of beneficiaries.
• There was a definite improvement in
the educational qualifications of women
appointed as AWWs.

• A higher percentage of babies had low
birth weight in non-ICDS areas as com­
pared to ICDS areas. In tribal areas, the
difference was even more marked.
• The coverage of children for
immunisation was found to be higher in
ICDS areas as compared to non-ICDS
areas.
• The utilisation of health services was
also better, indicating the effective role
played by ICDS in mobilising the health
system and linking the community and the
health system.
• The nutritional status of children in
ICDS areas was better than that of children

►

development. In addition to the above large
scale studies, several micro-level researches,
surveys as well as post graduate and doctoral
dissertations have attempted to study the imple
mentation of the programme and evaluate its
impact on the beneficiaries. A review of these
research studies indicates that ICDS has had a
positive impact on beneficiaries and has the
potential of enhancing child survival and
development. Definite improvement has been
reported in major indicators of health and
nutrition such as IMR, nutritional status, mor­
bidity pattern, immunisation coverage and
utilisation of health services.
National Evaluation
The DWCD, Ministry of Human Resource
Development of the Government of India, in
1992, entrusted NIPCCD with the task of
undertaking an evaluation of ICDS at the
national level, covering 98 districts in 25 States
and one Union Territory. The study was aimed
at ascertaining the impact of the scheme on

in non-ICDS areas. A decline in the per­
centage of severely malnourished children
was reported. Twenty-five per cent nursing
mothers in ICDS areas had introduced
semi-solids to their infants before six
months of age; indicating a positive effect
on complementary feeding practices.

• Fifty per cent mothers in ICDS areas
got their children (below three years)
medically examined as against 38 per cent
of their counterparts in non-ICDS areas.
• Infant Mortality Rates (IMR) recorded
for ICDS samples were 81.4; 74.0 and 66.6
for urban, tribal and rural projects, respec­
tively. These figures were lower than the
national SRS estimates for 1989.

• The findings clearly indicated the
positive role played by Early Childcare and
Pre-school Education in promoting enrol­
ment in primary schools, a reduction in the
dropout rate and greater retention.

children and women, identifying problems and
bottlenecks in the implementation of the
programme, and evolve strategies for further
improvement. The data was collected from
ICDS projects spread over 98 districts, 25 States
and one Union Territory. The findings indicated
the positive impact of health, nutrition and pre­
school education services, and led to several
recommendations to further improve the imple­
mentation of the ICDS programme.

Community Partnership
Mobilising Comnuinitx Supp( >rt:
Panchavati Raj Institutions

of women. The gram panchayat can help create
a supportive environment for childcare, by
enlisting better team work from frontline
workers (ANM, AWW, school teachers, etc) to
ensure the convergence of services. It can also
help promote the participation of communities
in understanding the needs of children and
women as well as finding local ways to respond
to them.
The department has recently initiated steps
for the constitution of Baal Vikas Mahila
Samitis at village, block and district levels, with
representations from women panchayat mem­
bers, NGOs and ICDS functionaries. This is for
integrated community-based monitoring of all
programmes for women and children — espe­
cially ICDS. The gram panchayat and Baal
Vikas Mahila Samitis would play an increasing­
ly crucial role in ICDS. Similarly, in the urban*
setting, peoples’ representatives of urban local
bodies play a major role.

The 73rd and the 74th constitutional amend­
ments have created vibrant new partnerships__
to reach the most disadvantaged and
underserved — and the most vulnerable young
child. Elections for panchayati raj bodies have
taken place in a majority of States. It is estimat­
ed that there will be approximately three million
elected peoples’ representatives (gram
panchayat samitis, block panchayat samitis and
zila parishad samitis in the country) when all the
bodies are in place. Of these. 33 per cent will be
women. In some States, devolution of powers to
panchayati raj institutions has also involved the
transfer of some functions for managing and
monitoring ICDS to district zila parishads, block
panchayat samitis and gram panchayats.
This constitutes a major opportunity for
rooting development programmes more firmly
in the community with the active participation

Community Participation
• Pre-project activities: This includes
identification of volunteers, potential AWWs,
locating possible AWC sites.
• Start-up activities: Village mapping,
community/self survey to identify most
disadvantaged groups and mobilising com­
munity resources for AWC.
• Identifying and following-up of vulnerable
groups.
• Tying up vulnerable groups/women with
other development programmes (DWCRA,
IRDP, other thrift and credit schemes, etc)
• Volunteer arrangements to care for, or
bring children from, scattered hamlets (based
on local women’s work pattern)
• Ensuring early registration of pregnancies/
births.
• Help organise fixed-day immunisation
sessions/mother-child day for growth moni­
toring and promotion, focussed on children
under two years of age.
• Organising nutrition and health education
sessions (Mahila/Balika Shivirs), especially
for women/adolescent girls.

• Promoting better childcare and feeding
practices.
• Improving environmental sanitation and
availability of safe drinking water.
• Ensuring that ORS is available in the
village.
• Converging sectoral services at the AWC.
• Contribution of community resources to
AWCs. This could include:
O Local material for making toys and
conducting playway activities.
O Local nutritious foods and developing
a
kitchen garden around the AWC.
o Transporting pregnant women requiring
urgent medical care to hospital.
o Transporting sick children for timely
referral.
o Contributing during crisis such as floods/
droughts.
• Promoting consumption of only iodised
salt.
® Community-based monitoring, using
simple checklists and community charts for
nutrition status monitoring.

18

-4

Beginnings have been
made in some States where
members of panchayati raj
institutions are being
oriented, for example,
Karnataka, West Bengal and
Madhya Pradesh, and Baal
Vikas Mahila Samitis are
also in the process of being
set up in most States.

*

Strengthening Processes
Eor Women’s
Empowerment
Mobilising women for
promoting their own health,
nutritional well-being and
self development as well as that of their children
is an underlying principle of ICDS. This was
furthered by the introduction of the ICDS
adolescent girls’ scheme in 507 blocks. Break­
ing the life cycle of intergenerational nutritional
disadvantage for women, adolescent girls and
the girl child continues to be a long term chal­
lenge. This calls for approaches emerging from
women themselves, evolving through their own
sharing and collective understanding, at their
own pace and rhythm of learning.
With the recently launched Indira Mahila
Yojna (IMY), new possibilities are unfolding for
ICDS to promote processes for women’s em­
powerment. The Indira Mahila Yojna has three
components: convergence of inter-sectoral
services; awareness creation; and income
generation activities. It will cover 200 ICDS
blocks in 1995-96. Homogeneous women’s
groups will be constituted, forming a registered
society — Indira Mahila Kendra (IMK), at
village/AWC level. The Anganwadi worker
would be the Secretary of the Indira Mahila
Kendra, which will have an elected executive
body/president. There will be an Indira Mahila
Block Society (with the CDPO as Secretary), at
the block level, linked to the district zila
parishad. The IMY provides for activities based
on the felt needs of women’s groups, identified
through their participation in the planning
process and direct access to resources. IMY will
provide an umbrella cover for all sectoral
programmes, including non-formal education,
training, family welfare and minimum needs
programme.
The IMY will also help create a supportive

environment for greater participation of adoles
cent girls in Balika Mandals in ICDS areas.
Some States have initiated steps in this direc­
tion, with the training/orientation of women’s
groups becoming an important element of
interventions related to ICDS, for example, in
Kerala, Tamil Nadu and Rajasthan.
Promoting Community-based Approaches
Efforts to increase the participation of volun­
tary agencies in ICDS have been underway to
identify and replicate innovative, community­
based sustainable approaches. Presently, over
150 NGOs have been entrusted with the imple­
mentation of ICDS projects, with a distinct
increase since end-1993. Demonstration models,
using different types of community-based
support structures — NGOs, Mahila Mandals/
other women’s groups and panchayati raj
institutions — are also being developed in some
States such as Madhya Pradesh and Rajasthan.
The project plans of action are being developed
through consultation with community groups.
Other emerging support structures include youth
clubs — Nehru Yuvak Kendra in Uttar Pradesh,
where division/district specific tagging is being
attempted; Total Literacy Campaign volunteers
for example in Karnataka; and women’s groups
from programmes such as WDP, Mahila
Samakhya, DWCRA. In future, yet another
community support structure model could
emerge — the Indira Mahila Kendra.
Experience sharing, documentation and
dissemination of innovative strategies is being
promoted through an NGO networking project,
coordinated by NIPCCD.

H

New Initiatives
$ ICDS Training
e Introduction of sand­
wich training curriculum
for training of Anganwadi
workers. > j
• Alternative field-based
refresher training ap­
proaches being tried out
v Preventing malnutrition (in children under
two years of age)
• Through strengthened
integration with health
and usage of
immunisation contact
points.
® Focus on ‘promoting complementary
feeding and Oral Rehydration Therapy
(ORT)’, during the 20th year of ICDS.
Age and gender specific analysis of MPR
for improved action.
Community-based monitoring of nutrition
status, using community charts.
© Making supervisors directly responsible
for monitoring and follow-up of malnour­
ished children.
© Upward revision of cost norms for supple­
mentary feeding.
C Early Childhood Care and Education
• Strengthening project level resource
centres at CDPO’s Office.
o Coordination of AWC timings/location
with primary schools.
® District training teams approach.
Strengthening of the ICDS Management

X

J

Information System.
— Community-based monitoring and mecha­
nism — Baal Vikas Mahila Samitis with
participation of panchayati raj institutions.
Convergence of intersectoral services and
Indira Mahila Yojna.
State-specific initiatives, demonstration
models and exploratory try-outs encouraged.
Involvement of voluntary organisations/
NGOs in ICD§|
$ Focus on backward and most disadvan­
taged areas — 180 focal districts with adverse
female-male ratio and child labour concentra­
tion.
Plan for Introduction of Services (PIS) in
new blocks.
Strengthening of basic infrastructural
facilities under social safety net (including
storage facilities for supplementary food).

4
9

20

I

Preventing Malnutrition In The Young Child
(Under Two Years Of Age), With Emphasis
On The Crucial First Year Of Life

9

• Universal early registration of
pregnancy — enabling utilisation of
key services, that is, Antenatal Care
(ANC), immunisation against Tetanus
Toxoid (TT) and Iron Folic Acid
(IFA) supplementation, and improved
care and counselling of pregnant
women, to ensure appropriate and
adequate food and rest. This is also
likely to reduce the incidence of low
birth weight.
• Promoting the practice of exclusive
breastfeeding of children from birth to
four to six months of age, timely
immunisation and counselling for
appropriate care of low birth-weight
babies.
• Promoting appropriate and timely
complementary feeding, with the use
of local household resources, starting
among infants at four to six months of age (with
continued breastfeeding up to two years).
® Improving coverage of nine-month-old
children, with measles immunisation and
vitamin A supplementation, and checking that
each nine-month-old child receives at least four
complementary feeds per day.
• Improving the management of diarrhoeal

diseases (with ORT and continued feeding) and
acute respiratory infections at home, through
Anganwadi centres and through health facilities.
® Strengthening growth monitoring and promo­
tion of young children (especially under two
years of age), with the participation of mothers/
communities.
• Promoting consumption of only iodised salt.

9

«

21

J

Learning From Experience
The ICDS experience since 1975 has taught
several valuable lessons with a larger applicabil­
ity to programmes for the development of
human resources:
® Community-based women workers can be
effective and viable instruments of human
resource development, if these workers are
supported with training guidance and the
necessary material inputs.
• An integrated approach, including a package
of mutually supportive services, is more cost
effective and efficient than individual services
delivered separately.

I he Flou Of Integrated Services
• The ICDS type of network makes it feasible
and easier to apply new. simple technology on a
larger scale.
® The flow of human and material inputs has to

be planned in detail and monitored very careful­
ly, with community participation.
e Collaboration with academic research institu­
tions is very useful in providing low cost
objective feedback on the programme and
continuing education to workers. The education­
al process in academic institutions is also
enriched with the field experience of the
programme.
• Field experience needs to be continuously
reviewed and utilised for strengthening training.
• Need for continuous enrichment of training
and development of standardised training
material with focus on core items.
The experience of ICDS during the last two
decades indicates that it has the potential of
bringing about a silent revolution — a profound
instrument of community and human resource
development.

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