ECE Centres Study

|| i ||
A STUDY OF
COMMUNITY MANAGED ECE CENTERS
SUPPORTED BY SERP
AT ADILABAD AND VIZAG DISTRICTS OF
ANDHRA PRADESH
PART I
By
State Resource Centre ECE
Andhra Mahila Sabha
AMS Academic Campus - Osmania University Road
Hyderabad 500007
|| ii ||
|| iii ||
PREFACE
SRC ECE has been working in the last two decades, to ensure quality education at the foundation stage. It
strongly believes that every child has a right to develop their full potential through an appropriate programme
a nurturing learning atmosphere for 3 8 year children. The study of Community Managed ECE Centres
of Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. This
project has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRC
ECE, to help disadvantaged children in the earliest years of life when their brains are developing most rapidly.
The programme stands as a testimony of how to harness pro-actively family and community, in creating a
supportive environment for initiating childs learning in a situation where current social policy, despite its
potential is unable to effectively capture and tap this, for host of reasons.
SRC expresses grateful thanks to SERP for providing this opportunity of studying the programme meant for
children who really need hand-holding. The special attraction has been the area of study and the community
concerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is involved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Additional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERP
for this academic treat and financial support.
SRC acknowledges with great admiration the part being played by the trend setters of the programme, Sri.
V. Manohar Prasad, Director of Centre for Development and Research (CDR) Adilabad and Dr. P.D.K. Rao,
founder of Sodhana, Cheepurapally, in directing the projects as well as in facilitating our study. These two
individuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) of
Visakhapatnam and Sodhana of Cheepurapally deserve compliments for their commitment and cooperation.
We place on record our sincere thanks to all children, parents, community members, teachers and coordinators on account of whom we could get this special experience.
The study has benefited immensely from the generous flow of constructive suggestions from Prof. Venita
Kaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLU
and Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committee
for their valuable inputs.
We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultants
for their time and involvement.
The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves special
mention. Her commitment and conscious effort is fully reflected in the report.
Finally the report is the out come of concerted efforts of a study team which got involved at all stages with
the same spirit of enthusiasm and commitment. This team consisting of Smt. V. Ratnamala, Smt. G. Kamala,
Smt. Sujatha, Smt. Goda Lakshmi, Smt. Nageshwari and 30 active and enthusiastic investigators deserve special mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya for
statistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member Research
Advisory Group and Staff of SRC ECE - AMS for their support.
K. Lakshmi
Chairperson & Hon. Director
SRC ECE, AMS
|| iv ||
Research Advisory Committee

Smt. K. Lakshmi
Hon. Director & Chairperson, SRC ECE AMS
Chairperson
Prof. Venita Kaul

Sr. Education Specialist Rtd., World Bank
Member
Prof. Sudhakar
Professor in Education, EFLU
Member
Prof. Padmanabhiah
Sr. Consultant/ Advisor
Dept. of Education
Dr. B. R. Ambedkar Open University, Hyderabad
Member
Dr. Smt. M. Vani

Principal (Rtd.)
College of Teacher Education, Andhra Mahila Sabha
Member
Dr. T. Mrunalini
Professor in Education, IASE, Osmania University
Member
Prof. Chaya P. Katti

Hon. Secretary, SRC ECE AMS
Member
Dr. P. V. Sarada
Consultant, Communication, Education
Member
Study Team
Smt. K. Lakshmi
Dr. M Vani
Dr. T. Mrunalini
Dr. P. V. Sarada
Associate Investigators
Smt. V. Ratnamala , MA, M Ed, AMI
Smt. G. Kamala MA, PG Diploma in ECE
Smt. G.Sujatha M.SC, H.Sc ( Child Development)
Smt. K.Goda Lakshmi M.Sc M.Phil H.Sc ( Human Development)
Smt. A.Nageshwari MA, M Ed , M Phil
Study Incharge
Principal Investigator
Study Consultant
Study Consultant
|| v ||
Executive Summary
Children are the wealth of nations and hope of the future. Childhood, especially early childhood
is of great importance as growth and development are very rapid and dynamic during this stage
Early Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage of
the child is now under the global spotlight than ever before. Research demonstrates that the
earliest years of a childs life represent a crucial period of biological, neurological, psycho-social
and emotional growth and change; and that well-planned early interventions can have long-term
positive outcomes for children. Accounts of innovative and effective programmes have been
disseminated widely and endorsed by scientific evidence. Reports about model programmes and
the high returns on ECCE investments provide crucial leverage in advocating for policy change
and programme development. They are also a source of inspiration to all who work with children.
In A.P also a number of innovative ECCE models are being implemented which are productive
and positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnam
districts of A.P is one such innovative programme.
These Community Managed ECE centres in the above two districts have originated as a part
of SERPs support to Womens Self Help Groups.
SERP (Society for Elimination of Rural Poverty):
SERP has been incorporated with the object of carrying on welfare activities, especially poverty
alleviation programmes in the state of A.P, in the form of providing financial as well as capacity
building support to the women Self Help Groups. The success of the various activities of SERP in
economic and social sectors led to a demand for an intervention in education by the members of
the SHGs. SERP decided to encourage and support the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which would have an impact on the holistic development of
young children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnam
districts of A.P. The programme generated community demand for opening new ECE centres.
Currently SERP conducts this programme in 16 mandals of 10 districts in A.P.
Looking at the new wave of demand SERP felt the need to take stock of the functional status
of Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.P
has been entrusted with this study.
SERPs initiative in supporting Community Managed ECE Centres commenced in the year
2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Though
subsequently SERP extended its support to other districts it is only in these two districts children
of these centres were at the final part of Class I. so the current study of Community Managed
ECE Centres supported by SERP focused on centres from these two districts only with the following
objectives.
|| vi ||
Objectives of the Study:

1. To study the ECE program effectiveness in the project area
2. Compare and contrast the ECE models/programs in Adilabad and Visakhapatnam Districts.
3. To assess the impact of ECE programme on the readiness of ECE children and achievement
of Class I children
The findings in relation to the objectives stated are based on an in-depth study of the inputs
and the processes related to the programme. A status report of the ECE programme is presented in
2 parts. Part I provides an overview of the project along with the current status while Part II
presents details of the findings based on the objectives of the study.
It begins by outlining the context in which the Balabadis have evolved and proceeds to discuss
the objectives/design/overview of the findings and highlights of the programme. the report concludes
by articulating a few questions that need further attention.
Opening chapter of Part I deliberates on the critical role of ECE, attributes of a quality
programme, status of ECE in Andhra Pradesh and SERPs intervention.
The sample details, tools used statistical techniques adapted are discussed in Chapter II.
The genesis of the ECE centres and the operational framework of the ECE centres in Adilabad
and Visakhapatnam districts are presented in Chapter III.
Chapter IV presents an overview of the findings from quality perspective of the programme
and management effectiveness. The programme part of the findings is related to enrollment,
attendance and quality of the programme. Since the quality of the programme depends on the
human resource involved, the role played by teachers, parents, coordinators and community are
studied to understand the effectiveness of the programme. The study focused on the centre
management committee with the objective of understanding the administration and management
practices. Similarly to assess percolation of the concept in larger community, awareness and
involvement of the general community representing a wide spectrum has been made. This part
mirrors the sense of belongingness and managerial skills of the community in making the
programme what it is.
The final part of the chapter presents the impact of the programme on children in terms of
school readiness of ECE children and the achievement in school subjects at Class I.
Chapter V presents significant highlights of the programme and the concerns of way ahead
and the areas needing attention in the programme in relation to the target group and stake holders.
In this concluding chapter, an attempt has been made to enhance the possibilities of integrating
this programme experiences that would ensure children best start in life with all other programmes/
schemes working for the cause of the child.
Study direction for future practices and policy:
The study though basically a status report presents the following special features and
implications for future practice and policy.
|| vii ||
Salient Features:
Community owned and Managed model:
The ECE centres have emerged from a demand for education for their children by the members
of community and parents ownership forms the fulcrum of this project. An ECE centre is established
only after the parents and the community together resolves to have an ECE centre in their village.
The ECE centre thus set up is owned by the parents in particular and the village community in
general.
The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groups
overseas and reviews the functioning of the schools in the Mandal. A school community of parents
and tribal elders will be responsible for proper up keep and functioning of the school.
Creative Leadership:
A leader who is sensitive to the diverse needs of a community has to be a creator with creativity.
Director CDR, and the founder of Sodhana spent long years working with the community,
to raise the aspirations of the people in their respective regions to make them more confident,
energetic, enthusiastic and hopeful.
These leaders are determined to improve the well being of the present, disadvantages families.
They are totally committed to provide quality education to the children in these schools. These
social engineers could empower the rural masses by igniting their minds.
Committed Teacher:
Teachers are committed to the learners. The children of Balabadis are a safe lot as they feel
totally secure in the hands of the teacher. The commitment of the teachers who are making sustained
efforts to replenish the pedagogical process is deeply touching.
Sincerity and dedication of the Coordinators:
The sincerity with which the coordinators at every level are striving to re-iterate the beauty of
quality education is astonishing. Rigorous inputs are given to the teachers and children to sustain
the success of the programme.
Badipandaga Monthly Public Reporting:
The teachers present a public report to the parents and the village community once in every
month. It is a moment of pride for the parents to observe the magical transformation of their
children into singing and jumping birds.
Relationships:
The relationship between teachers and parents, teacher and taught, teacher and coordinators,
Coordinators and community - are all of great warmth and affection. In the non-hierarchical
style of management all of them execute and share their duties amicably.
Participation:
The parents and community members interact with each other closely and freely with a sense
of belonging to the same community. An underlying common thread of belongingness knits
|| viii ||
them together. Communities that come together for a common cause create greater social cohesion
i.e, level of trust and sharing all of us are part of the same community and share a responsibility
for a next generation.
Parents visit the Balabadis quite often. Parents, community elders, members of the village
organization and parents committee - all participate in the monthly Badi Pandaga where teachers
and pupils share their learning joyously. This participation of the communities in the design and
implementation of the programme is quite significant.
Training:
The training process is so meticulous that percolation is maximized without any loss in
transmission.
Curriculum:
The curriculum of the Balabadis is tempered and powered with values, rhythm, and social
consciousness and is driven with emotion and intellect. It disseminates the cultural legacy to the
younger generation.
Enthralling Classroom Activity Excited Children:
The classroom activity is enthralling. Children are blissfully engaged in a free and joyful
atmosphere. Children are very confident and mingle freely with people including total strangers
children exhibit their skills with utmost enthusiasm and curiosity which is lacking in almost all
the urban children.
Values The Yard stick of any Civilization:
The day begins with prayer. Children chant Shanti slokas before they have their meal. The
cultural heritage bestowed by ancient culture is being followed in the Balabadis to T.
Impact of the Programme:
It is very interesting to note the ripples created by the programme.
On Children:
Children have transformed from ignorant, innocent, shy individuals to active, confident and healthy
human beings
Children are ready for formal primary school. They are equipped with pre-number pre-reading
skills.
Children at Class I attained desirable learning outcomes in school subjects.
On Community:
There is a radical change in the attitudes and outlook of the communitys priorities: Now education,
good education is their priority.
The parent-teachers meetings of the Balabadi have become the hub and pivot and forum for
discussion on social issues.
The project gave a fillip to womens decision making and management skills.
|| ix ||
Women are empowered and their incomes increased*

Mothers prefer to take loan for girls further education and not for their marriages*.
The village youth are prepared to marry educated girls with less or no dowry*.
Issues To Ponder Over:
The ECE models in the two districts stand as a path setter for crossing the hurdles at the field
level. The support pedestal on which the programme success depends raises a few questions:
Can we really have a second line leadership to sustain the present quality?
Whether the degree of commitment and sense of belongingness would continue
Whether the onus of Community will be a continuum if support in terms of finances,
man power and technical areas is not available question of the sustainability.
Can the programme be scaled upwith the same quality?
Should Balabadi children be deprived of free education?
Why cant the nutritional requirements of Balabadi children also be met as a right of the
child?
Why cant the community supported initiative be complementary to the existing services?
Can we have a Convergence approach to avoid wastage of resources and overlapping
programmes for the same target group/cause?
Conclusion:
The all round development of the child requires a holistic and multi-sectoral perspective.
Hence, the services and programmes for the child in terms of
Human development sectors i.e, health, nutrition or education and/or
The developmental stages with a focus on any one stage exclusively at the expense of
others.
Interventions for child development, therefore, need to focus, not on the scheme or programme
perspective but on the whole child and should therefore synergistically address the health,
nutritional and psychosocial/educational needs of the child.
Need of the hour:
An integrated, comprehensive, convergent approach to child development is the need of the
hour.
A convergent action and concerted effort from the Govt. and Non-Govt. sectors is only the
hope for a better deal to children.
* Stake holders interview
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Contents
PART I
CONTENTS
P.No.
Chapter I
INTRODUCTION
1.1 Nation and the Child
1.2 Status of ECE in A.P
1.3 Origin of Community Managed ECE Centres
Chapter II
DESIGN OF THE STUDY

2.1 The Study
2.2 Objectives of the Study
2.3 Sample
2.4 Tools
2.5 Statistical Techniques
2.6 Database of the Study
Chapter III
GENESIS OF THE ECE CENTRES in

Adilabad and Visakhapatnam Districts
3.1 Evolution of Balabadis in Adilabad District
3.2 Operational Framework Adilabad District
3.3 Evolution of Balabadis in Visakhapatnam Districts
3.4 Operational Framework Visakhapatnam District
3.5 Genesis of Sodhana
3.6 A Comparative Picture of ECE Models
Chapter IV AN OVERVIEW OF THE FINDINGS

4.1 Access and Coverage of the Children
4.2 Quality of the Programme
10
15
28
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4.3
4.4
4.5
4.6
4.7
Chapter V
4.2.1
ECE Centres Physical Conditions
4.2.2
ECE Programme Developmental Areas
Quality of the Programme Teachers Role
Quality of the Programme Parents Perceptions
Quality of the Programme Monitoring and Coordination
Quality of the Programme
Effectiveness of Community Management
4.6.1
Role of Centre Management Committee
4.6.2
Role of General Community
Programme Impact on ECE Children
4.7.1
School Readiness
4.7.2
Achievement of Class I Children in School Subjects
SIGNIFICANT HIGHLIGHTS AND CRITICAL REFLECTIONS

CONCERNS AND WAY AHEAD
71
|| xii ||
List of Tables
Table 1: ICDS Coverage of ECE in A.P.
Table 2: Enrollment and Attendance in ECE centres
Table 3: Centre Quality Comparison physical conditions vs programme quality
Table 4: Readiness in children (1 10 Activities)
Table 5: Readiness Mean and SD values
Table 6: Achievement Test ECE and Non-ECE All the subjects
List of Graphs
1. Centre Quality Comparison physical conditions vs programme quality
2. C Grade Centre and programme quality
3. A Grade Centres on programme quality
4. Perforamce on Readiness across districts.
5. Readiness Mean and SD values
|| i ||
A STUDY OF
COMMUNITY MANAGED ECE CENTERS
SUPPORTED BY SERP
AT ADILABAD AND VIZAG DISTRICTS OF
ANDHRA PRADESH
PART II
By
State Resource Centre ECE
Andhra Mahila Sabha
AMS Academic Campus - Osmania University Road
Hyderabab 500007
|| ii ||
|| iii ||
PREFACE
SRC ECE has been working in the last two decades, to ensure quality education at the foundation stage. It
strongly believes that every child has a right to develop their full potential through an appropriate programme
a nurturing learning atmosphere for 3 8 year children. The study of Community Managed ECE Centres
of Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. This
project has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRC
ECE, to help disadvantaged children in the earliest years of life when their brains are developing most rapidly.
The programme stands as a testimony of how to harness pro-actively family and community, in creating a
supportive environment for initiating childs learning in a situation where current social policy, despite its
potential is unable to effectively capture and tap this, for host of reasons.
SRC expresses grateful thanks to SERP for providing this opportunity of studying the programme meant for
children who really need hand-holding. The special attraction has been the area of study and the community
concerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is involved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Additional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERP
for this academic treat and financial support.
SRC acknowledges with great admiration the part being played by the trend setters of the programme, Sri.
V. Manohar Prasad, Director of Centre for Development and Research (CDR) Adilabad and Dr. P.D.K. Rao,
founder of Sodhana, Cheepurapally, in directing the projects as well as in facilitating our study. These two
individuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) of
Visakhapatnam and Sodhana of Cheepurapally deserve compliments for their commitment and cooperation.
We place on record our sincere thanks to all children, parents, community members, teachers and coordinators on account of whom we could get this special experience.
The study has benefited immensely from the generous flow of constructive suggestions from Prof. Venita
Kaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLU
and Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committee
for their valuable inputs.
We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultants
for their time and involvement.
The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves special
mention. Her commitment and conscious effort is fully reflected in the report.
Finally the report is the out come of concerted efforts of a study team which got involved at all stages with
the same spirit of enthusiasm and commitment. This team consisting of Smt. V. Ratnamala, Smt. G. Kamala,
Smt. Sujatha, Smt. Goda Lakshmi, Smt. Nageshwari and 30 active and enthusiastic investigators deserve special mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya for
statistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member Research
Advisory Group and Staff of SRC ECE - AMS for their support.
K. Lakshmi
Chairperson & Hon. Director
SRC ECE, AMS
|| iv ||
Research Advisory Committee

Smt. K. Lakshmi
Hon. Director & Chairperson, SRC ECE AMS
Chairperson
Prof. Venita Kaul

Sr. Education Specialist Rtd., World Bank
Member
Prof. Sudhakar
Professor in Education, EFLU
Member
Prof. Padmanabhiah
Sr. Consultant/ Advisor
Dept. of Education
Dr. B. R. Ambedkar Open University, Hyderabad
Member
Dr. Smt. M. Vani

Principal (Rtd.)
College of Teacher Education, Andhra Mahila Sabha
Member
Dr. T. Mrunalini
Professor in Education, IASE, Osmania University
Member
Prof. Chaya P. Katti

Hon. Secretary, SRC ECE AMS
Member
Dr. P. V. Sarada
Consultant, Communication, Education
Member
Study Team
Smt. K. Lakshmi
Dr. M Vani
Dr. T. Mrunalini
Dr. P. V. Sarada
Associate Investigators
Smt. V. Ratnamala , MA, M Ed, AMI
Smt. G. Kamala MA, PG Diploma in ECE
Smt. G.Sujatha M.SC, H.Sc ( Child Development)
Smt. K.Goda Lakshmi M.Sc M.Phil H.Sc ( Human Development)
Smt. A.Nageshwari MA, M Ed , M Phil
Study Incharge
Principal Investigator
Study Consultant
Study Consultant
|| v ||
Executive Summary
Children are the wealth of nations and hope of the future. Childhood, especially early childhood
is of great importance as growth and development are very rapid and dynamic during this stage
Early Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage of
the child is now under the global spotlight than ever before. Research demonstrates that the
earliest years of a childs life represent a crucial period of biological, neurological, psycho-social
and emotional growth and change; and that well-planned early interventions can have long-term
positive outcomes for children. Accounts of innovative and effective programmes have been
disseminated widely and endorsed by scientific evidence. Reports about model programmes and
the high returns on ECCE investments provide crucial leverage in advocating for policy change
and programme development. They are also a source of inspiration to all who work with children.
In A.P also a number of innovative ECCE models are being implemented which are productive
and positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnam
districts of A.P is one such innovative programme.
These Community Managed ECE centres in the above two districts have originated as a part
of SERPs support to Womens Self Help Groups.
SERP (Society for Elimination of Rural Poverty):
SERP has been incorporated with the object of carrying on welfare activities, especially poverty
alleviation programmes in the state of A.P, in the form of providing financial as well as capacity
building support to the women Self Help Groups. The success of the various activities of SERP in
economic and social sectors led to a demand for an intervention in education by the members of
the SHGs. SERP decided to encourage and support the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which would have an impact on the holistic development of
young children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnam
districts of A.P. The programme generated community demand for opening new ECE centres.
Currently SERP conducts this programme in 16 mandals of 10 districts in A.P.
Looking at the new wave of demand SERP felt the need to take stock of the functional status
of Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.P
has been entrusted with this study.
SERPs initiative in supporting Community Managed ECE Centres commenced in the year
2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Though
subsequently SERP extended its support to other districts it is only in these two districts children
of these centres were at the final part of Class I. so the current study of Community Managed
ECE Centres supported by SERP focused on centres from these two districts only with the following
objectives.
|| vi ||

1. To study the ECE program effectiveness in the project area
2. Compare and contrast the ECE models/programs in Adilabad and Visakhapatnam Districts.
3. To assess the impact of ECE programme on the readiness of ECE children and achievement
of Class I children
The findings in relation to the objectives stated are based on an in-depth study of the inputs
and the processes related to the programme. A status report of the ECE programme is presented in
2 parts. Part I provides an overview of the project along with the current status while Part II
presents details of the findings based on the objectives of the study.
It begins by outlining the context in which the Balabadis have evolved and proceeds to discuss
the objectives/design/overview of the findings and highlights of the programme. the report concludes
by articulating a few questions that need further attention.
Opening chapter of Part I deliberates on the critical role of ECE, attributes of a quality
programme, status of ECE in Andhra Pradesh and SERPs intervention.
The sample details, tools used statistical techniques adapted are discussed in Chapter II.
The genesis of the ECE centres and the operational framework of the ECE centres in Adilabad
and Visakhapatnam districts are presented in Chapter III.
Chapter IV presents an overview of the findings from quality perspective of the programme
and management effectiveness. The programme part of the findings is related to enrollment,
attendance and quality of the programme. Since the quality of the programme depends on the
human resource involved, the role played by teachers, parents, coordinators and community are
studied to understand the effectiveness of the programme. The study focused on the centre
management committee with the objective of understanding the administration and management
practices. Similarly to assess percolation of the concept in larger community, awareness and
involvement of the general community representing a wide spectrum has been made. This part
mirrors the sense of belongingness and managerial skills of the community in making the
programme what it is.
The final part of the chapter presents the impact of the programme on children in terms of
school readiness of ECE children and the achievement in school subjects at Class I.
Chapter V presents significant highlights of the programme and the concerns of way ahead
and the areas needing attention in the programme in relation to the target group and stake holders.
In this concluding chapter, an attempt has been made to enhance the possibilities of integrating
this programme experiences that would ensure children best start in life with all other programmes/
schemes working for the cause of the child.
Study direction for future practices and policy:
The study though basically a status report presents the following special features and
implications for future practice and policy.
|| vii ||
Salient Features:
Community owned and Managed model:
The ECE centres have emerged from a demand for education for their children by the members
of community and parents ownership forms the fulcrum of this project. An ECE centre is established
only after the parents and the community together resolves to have an ECE centre in their village.
The ECE centre thus set up is owned by the parents in particular and the village community in
general.
The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groups
overseas and reviews the functioning of the schools in the Mandal. A school community of parents
and tribal elders will be responsible for proper up keep and functioning of the school.
Creative Leadership:
A leader who is sensitive to the diverse needs of a community has to be a creator with creativity.
Director CDR, and the founder of Sodhana spent long years working with the community,
to raise the aspirations of the people in their respective regions to make them more confident,
energetic, enthusiastic and hopeful.
These leaders are determined to improve the well being of the present, disadvantages families.
They are totally committed to provide quality education to the children in these schools. These
social engineers could empower the rural masses by igniting their minds.
Committed Teacher:
Teachers are committed to the learners. The children of Balabadis are a safe lot as they feel
totally secure in the hands of the teacher. The commitment of the teachers who are making sustained
efforts to replenish the pedagogical process is deeply touching.
Sincerity and dedication of the Coordinators:
The sincerity with which the coordinators at every level are striving to re-iterate the beauty of
quality education is astonishing. Rigorous inputs are given to the teachers and children to sustain
the success of the programme.
Badipandaga Monthly Public Reporting:
The teachers present a public report to the parents and the village community once in every
month. It is a moment of pride for the parents to observe the magical transformation of their
children into singing and jumping birds.
Relationships:
The relationship between teachers and parents, teacher and taught, teacher and coordinators,
Coordinators and community - are all of great warmth and affection. In the non-hierarchical
style of management all of them execute and share their duties amicably.
Participation:
The parents and community members interact with each other closely and freely with a sense
|| viii ||
of belonging to the same community. An underlying common thread of belongingness knits

them together. Communities that come together for a common cause create greater social cohesion
i.e, level of trust and sharing all of us are part of the same community and share a responsibility
for a next generation.
Parents visit the Balabadis quite often. Parents, community elders, members of the village
organization and parents committee - all participate in the monthly Badi Pandaga where teachers
and pupils share their learning joyously. This participation of the communities in the design and
implementation of the programme is quite significant.
Training:
The training process is so meticulous that percolation is maximized without any loss in
transmission.
Curriculum:
The curriculum of the Balabadis is tempered and powered with values, rhythm, and social
consciousness and is driven with emotion and intellect. It disseminates the cultural legacy to the
younger generation.
Enthralling Classroom Activity Excited Children:
The classroom activity is enthralling. Children are blissfully engaged in a free and joyful
atmosphere. Children are very confident and mingle freely with people including total strangers
children exhibit their skills with utmost enthusiasm and curiosity which is lacking in almost all
the urban children.
Values The Yard stick of any Civilization:
The day begins with prayer. Children chant Shanti slokas before they have their meal. The
cultural heritage bestowed by ancient culture is being followed in the Balabadis to T.
Impact of the Programme:
It is very interesting to note the ripples created by the programme.
On Children:
Children have transformed from ignorant, innocent, shy individuals to active, confident and healthy
human beings
Children are ready for formal primary school. They are equipped with pre-number pre-reading
skills.
Children at Class I attained desirable learning outcomes in school subjects.
On Community:
There is a radical change in the attitudes and outlook of the communitys priorities: Now education,
good education is their priority.
The parent-teachers meetings of the Balabadi have become the hub and pivot and forum for
discussion on social issues.
|| ix ||
The project gave a fillip to womens decision making and management skills.
Women are empowered and their incomes increased*
Mothers prefer to take loan for girls further education and not for their marriages*.
The village youth are prepared to marry educated girls with less or no dowry*.
Issues To Ponder Over:
The ECE models in the two districts stand as a path setter for crossing the hurdles at the field
level. The support pedestal on which the programme success depends raises a few questions:
Can we really have a second line leadership to sustain the present quality?
Whether the degree of commitment and sense of belongingness would continue
Whether the onus of Community will be a continuum if support in terms of finances,
man power and technical areas is not available question of the sustainability.
Can the programme be scaled upwith the same quality?
Should Balabadi children be deprived of free education?
Why cant the nutritional requirements of Balabadi children also be met as a right of the
child?
Why cant the community supported initiative be complementary to the existing services?
Can we have a Convergence approach to avoid wastage of resources and overlapping
programmes for the same target group/cause?
Conclusion:
The all round development of the child requires a holistic and multi-sectoral perspective.
Hence, the services and programmes for the child in terms of
Human development sectors i.e, health, nutrition or education and/or
The developmental stages with a focus on any one stage exclusively at the expense of
others.
Interventions for child development, therefore, need to focus, not on the scheme or programme
perspective but on the whole child and should therefore synergistically address the health,
nutritional and psychosocial/educational needs of the child.
Need of the hour:
An integrated, comprehensive, convergent approach to child development is the need of the
hour.
A convergent action and concerted effort from the Govt. and Non-Govt. sectors is only the
hope for a better deal to children.
* Stake holders interview
|| x ||
Contents
PART II
Study Findings Objective wise
CONTENTS
P.No.
Chapter I
INTRODUCTION
Chapter II
DESIGN OF THE STUDY
Chapter III
ECE PROGRAMME EFFECTIVENESS
Centre Quality
Programme Quality
Role of Teacher
Parents Perceptions
Monitoring and Coordination
Effectiveness of Community Management
Chapter IV
ECE MODELS A COMPARATIVE PICTURE

Chapter V
PROGRAMME IMPACT ON CHILDREN
Bibliography
School Readiness
Achievement of Class I Children
|| xi ||
List of Tables
Table 1 : Programme Quality in ECE Centres-Visakapatnam District
Table 2
: Centre Quality Comparison physical conditions vs programme quality
Table 3
: Readiness in children (1 10 Activities)
Table 4
: Readiness Mean and SD values Mandal wise
Table 5
: Performance of children in EVS with ECE and Non-ECE background Mandal wise
Performance of children in EVS with ECE and Non-ECE background District wise.
Table 6
: Performance of children in Mathematics with ECE and Non-ECE background Mandal wise.
Performance of children in Mathematics with ECE and Non-ECE background District wise.
Table 7
: Performance of children in English with ECE and Non-ECE background Mandal wise.
Performance of children in English with ECE and Non-ECE background District wise.
Table 8
: Performance of children in Telugu (written) with ECE and Non-ECE background Mandal wise.
Performance of children in Telugu (written) with ECE and Non-ECE background District wise.
Table 9
: Performance of children in Telugu (oral) with ECE and Non-ECE background Mandal wise.
Performance of children in (Oral) with ECE and Non-ECE background District wise.
Table 10 : Achievement Test ECE and Non-ECE All the subjects
|| xii ||
List of Graphs
1. Physical conditions
2. Status of Basic Amenities in ECE Centers (Pie graphs)
3. Performance on easy and complex areas on Readiness across Districts
4. Readiness Mean and SD variation across mandals
5. Readiness Mean and SD variation across districts
6. Performance of children in EVS with ECE and Non-ECE background Mandal wise.
Mean performance
Standard deviation - dispersion

Performance of children in EVS with ECE and Non-ECE background District wise.
Mean performance
Standard deviation dispersion
7. Performance of children in Mathematics with ECE and Non-ECE background Mandal wise.
Mean performance
Performance of children in Mathematics with ECE and Non-ECE background District wise.
Mean performance
8. Performance of children in English with ECE and Non-ECE background Mandal wise.
Mean performance

Performance of children in English with ECE and Non-ECE background District wise.
Mean performance
9. Performance of children in Telugu (written) with ECE and Non-ECE background Mandal wise.
Mean performance
Performance of children in Telugu (written) with ECE and Non-ECE background District wise.
Mean performance
10. Performance of children in Telugu (oral) with ECE and Non-ECE background Mandal wise.
Mean performance

Performance of children in (Oral) with ECE and Non-ECE background District wise.
Mean performance
|| Part - I ||
|| 1 ||
CHAPTER
INTRODUCTION
The target: Healthy development for every child world wide
1.1 Nation and the Child

Lasting imprints:
Making children the priority of
development agenda is the best strategy that
could propel the nation to higher orbits of
economic progress and human development.
Children are a potential demographic resource
that has to be tapped and nurtured.
The quality of early care and nurturing
have a decisive and lasting impact on how
children grow to adulthood and how they
develop, their ability to learn and their capacity
to regulate their emotion. Thus childrens
development and learning can be enhanced
with timely and quality programmes which are
developmentally appropriate and provide equal
opportunities to all children irrespective of their
social status. Early childhood is an opportunity
of time during which even a small positive
intervention can generate long term social
benefit to the individual and the society.
If this period of life includes support for
growth in cognition, language, motor skills,
adaptive skills and social-emotional
functioning, the child is more likely to succeed

in school and later contribute to society.
(Erickson and Kurz-Riemer 1999). A child is
more likely to drop out of school, receive welfare
benefits and commit crime if grown without
support during these years. Similarly if the
environment is inadequate children often do
not achieve their full potential of cognitive,
social and behavioural development. So it can
be further stated that healthy development of
young children depends on the quality of
environment where they grow family and
community in the first few years.
From birth, until five years a child
undergoes tremendous growth and change.
Research has consistently indicated these early
years to be critical for the development, in view
of the rapid pace of developmental characteristic
of this stage. Recent neurological research on
brain development has further endorsed the
significance of appropriately timed intervention
for maximum impact. Interventions introduced
subsequent to the early childhood stage are
therefore not likely to reap expected benefits if
the early childhood stage is left unattended /
inadequately attended.
|| Introduction || Chapter I ||
|| Part - I ||
Benefits of
programmes:
|| 2 ||
investing
in
ECCE
We have substantial data providing that

programs which promote the growth and
development of young children (0-6 years) are
the best investment for developing human
capital necessary for economic growth. The
quality of care and interaction provided to
children at 3 to 6 years age not only enhances
the social, physiological and cognitive
development but has impact on childrens
health and nutritional status as well.
Economists, educationists and leaders
around the world are recognizing that
improving early child development is the
foundation for enhancing human development.
Early child development programmes help to
close the opportunity gap for disadvantaged
children who live in poverty. ECCD
programmes are the most cost effective way for
reducing poverty and generating economic
growth.
The latest EFA Global Monitoring report
states that children from the poorest households
have the most to gain from good ECCE
Programme as they can play an important role
in offsetting, economic and language based
disadvantages. (UNESCO 2010 Pg. 49)
International studies reveal that the cost
of primary education per child goes 11% lower
for those who participated in ECCE as
compared to those who didnt (UNESCO
2002:38).To quote world bank report
2006(2005 B: 133 early interventions in
children from disadvantaged environments
raise no efficiency equity trade-offs, they
raise the productivity of individuals, the work
force and society at large and reduce life time
inequality by helping to eliminate a factor of
accident of birth.
Creating ECE facility not only helps under

5s but frees girls from looking after their
younger siblings and opens up opportunities
for them to attend the school. It frees mothers
for entry into labour market, hence family
benefits from added income; it also creates new
job opportunities for people in providing house
hold day care or management of ECE centres.
Need for integrated and holistic child

development programmes:
Early Childhood years are distinctive from
primary or elementary years in several ways.
The rapid rate of development which occurs
in the physical, social, emotional, intellectual
and esthetic domains is particularly significant.
Hence, based on research the concepts of
integrated and holistic child development
programmes have taken lead from just only
preschool education.
The basis for the shift is
childs early experiences and outcomes will
determine the extent to which she /he will
gain from subsequent interventions since
child development is a continuous and
cumulative process. Recent studies have
shown , how by the age of 3 years , gaps in
learning as measured by vocabulary are
already large among children from
different social groups. (World bank
2005B)
childs cognitive learning is affected by his
/ her socio economic status and quality of
the home environment. Health, nutrition
and education ,psycho social development
are all synergistically interlinked and this
makes a case for addressing all needs of
children through a holistic approach.
|| Part - I ||
|| 3 ||
childs development gains will be

optimized and more sustainable if the
programmes address not only the child but
the childs overall context including the
family.
There is lot of evidence on both short and
long term benefits of a good quality ECCE
programme on childrens development
particularly in remote areas and poverty context
as they compensate deprivations children may
experience at their homes or in the communities
they live.
It is in this context that early childhood
education is considered a significant input to
compensate for early environmental deprivation
at home front by providing an appropriately
stimulating environment to children. This is
particularly relevant in the case of first
generation learners. Multi centric research
studies conducted by NCERT and other
institutions in the country have demonstrated
a significantly positive impact of ECE
experiences on retention rates in primary
grades. Quality ECE programmes have also
positively influenced learning and achievement
of children at the primary level. Interestingly
impact of ECE experience on retention in
Primary grades appears to be greater for girls as
compared to boys. A national level ICDS
evaluation covering 98 districts across 25 states
and 1 union territory also established that
retention rate at primary stage among children
with ECE experience was 89% as compared to
67.7% among children without ECE
experience (NIPPCD 1992).
Right to Education:
Section 11 of RTE act 2009 clearly states
thus with a view to prepare children above the
age of 3 years for elementary education and to

provide early childhood care and education for
all children until they complete the age of six
years the government may make necessary
arrangements for providing free preschool
education for such children.
ECE objectives and curriculum - as stated
in the National Curriculum Framework (2005)
the general objectives of ECE are as follows:
o
o
o
laying the foundation for a healthy

productive, and satisfying life in the future
by enabling the child to develop his/her
maximum potential
preparing the child for entry into and
success in primary school
To achieve these objectives the curriculum
should be - developmentally appropriate,
activity based, related to childs
needs, interests, and abilities
according to age
- an integrated set of experiences to
foster holistic growth and
development in all domains through
an inter linked approach.
Developmentally Appropriate
Programme
A good curriculum for all round
development of young children should take into
prime consideration their needs and
developmental stages.It should recognize
learning as a process best achieved through play
and actual experience. Children should be
provided with ample opportunities to
participate in exploratory activities and to
interact with different people and environment.
Broadly a developmentally appropriate
programme is balanced with the following
provisions.
|| Part - I ||
|| 4 ||
It provides.....
balance between loud, boisterous activities

as well as quiet and calm activities.
opportunities for children to work in large

groups, small groups and individually.
indoor and out door activities.
self directed, hands on learning activities.
scope for active exploration of the

environment
regular and supportive interaction with

adults and peers.
Preschool should provide a safe and

supportive environment with stimulating
learning classrooms to enable and engage
children with active learning.
Learning is some thing a child does and
not some thing done to the child.
So individual learning styles and
intelligences are to be nurtured through a
variety of learning experiences. Educational
outcomes are to be thoughtfully developed to
reflect both developmental needs of children
and changing nature of society
The Curriculum Framework suggested by
subgroup on ECE for 11 th five year plan
includes
a holistic approach based on continuum

of growth and development for the child
under 6 years.
a fresh approach and a strategy for the

survival and development of young child
in diverse situations.
a scientific approach based on empirical

evidence.
an integrated approach to programme
planning and delivery of ECE that

institutionalizes effective structures for
coordination,
convergence
and
accountability among all concerned.
A number of programmes/schemes are
being implemented which integrate health,
nutrition education, care, nurturance and
stimulation which are productive and positive
for children and society.
The challenge:
Before we look into any description of the
programmes for young children in India, it is
important to understand the challenge before
the country in terms of child population that
is to be addressed. As per census of India (2001)
children in the age group birth to 6 years
number around 158 million which is
approximately 15.2% of the total population
of the country.
Integrated Child Development

Scheme:
The ICDS scheme is the single largest
integrated program of child development
sponsored by Government of India. It was
started in 1975-76 and in the same year on a
pilot basis in 2 blocks in Andhra Pradesh.
1.2 Status of ECE in AP:

Early Childhood Education popularly
called as Pre-school education is offered in the
state of Andhra Pradesh in a wide variety
settings and is diverse in nature. While a small
section of children enjoy the privilege of
enriching programmes, many children are
provided diluted primary programmes a
backward extension of primary classes. An
effective preschool programme is a highly
demanding one.
|| Part - I ||
|| 5 ||
While the need for some of child care

services is recognized relatively well, the general
understanding of ECE in the context of
developmental support is relatively weak.
Where the understanding has been adequate
the route to the objectives has been ridden with
obstacles in the services delivery system. Hence,
despite 3 decades of this intervention, it is yet
to reach the shore. An overview of existing
programmes and services related to care of
young child in the state reflects the need for a
more holistic and comprehensive approach in
addressing the needs of the young child.
load of facts focusing on memory has now

become a matter of concern not only for child
development experts but even to the medical
practitioners.
When young children are placed in highly
structured formal programmes before they are
developmentally ready to meet the programme
demands there may be negative effects of both
short and long term. The short term negative
effects may negatively influence motivation and
creativity. We are gambling on these potential
negative effects with little guarantee of
achieving any significant long lasting positive
benefits. Hence the need to scan our preschool
programmes.
The variety of programmes that are

available for pre-school children in the state
reflect the variety of interpretations of young
childrens needs and ways they can be fulfilled.
In the non government sector respective
organizational imperatives seem to shape the
programmatic feature and component of the
child care services. While some organizations
are content to provide custodial day care
services, some pre-school centres attached to
primary schools emphasize only teaching and
learning to the exclusion of childs other
developmental needs The corporate sector
has further confused the situation.
ICDS is the largest public provider of ECE

in AP. The ICDS programme in the state over
the last three decades has grown by leaps and
bounds to cover a population of over 61 million.
The coverage of 0-6 years children in the
current ICDS is only 59% and the rest 41% of
the children need to be brought to the
Anganwadi centres to receive nutritional, health
care and preschool services.
Initially preschool programmes had their

roots in developmental theories and were
focusing on social skills, language and self
esteem through the use of play and informal
activities. More recently programmes have
emerged with different banners. The aspiring
parents often send the very young children to
such schools in the hope that such participation
might ensure their success in the later
educational programmes. On account of this,
pre-schools are mostly dragged down primary
schools, to which these children seek entry with
purely academic programmes. The increase in
ICDS has the unique distinction of being

the worlds largest early child development
programmes, characterized by a community
integrated approach to the interrelated needs
of the whole child. It has improved the
nutritional health and educational status of
children in 0-6 age group in the vulnerable
section of the society. Pre-school education
component of ICDS is considered to be one of
the critical interventions. But the key challenge
lies in the implementation of a complex
decentralized programme through semi-literate
field functionaries.
ICDS in Andhra Pradesh:
|| Part - I ||
|| 6 ||
ICDS coverage in the state (**)

Table I
Total population in A.P.
762.10 lakh
Total No. of projects
385
Population covered by ICDS
610.31 lakh
Total No. of Urban ICDS projects
56
0-6 population
101.72 lakh
Total No. of Tribal ICDS projects
29
0-6 Population covered by ICDS 59.89 lakh
Total No. Rural ICDS projects
300
No.of children attending ECE
20,09,700
Total No. of Anganwadi centres
73,944
No. of SNP beneficiaries
51,76,348
Total No. of Rural AWCs
1,880
Total number of Boys
10,15,149
Total No. of Rural mini AWCs
6,479
No. of Girls
994551
Total No. of Urban AWCs
7,021
No. of Anganwadi Centres with own building
16,894
No.of Anganwadi centres in rented building
57,050
(**)Source- ICDS-IV State Project Implementation Plan, Andhra Pradesh

(*) Census of India population projections for India and states 1996-2016
Self Help Group movement in Andhra

Pradesh:
The SHG movement in A.P was started
to enable the poor women access to various
financial services. These self help groups started
with a thrift and credit model. Gradually, the
women members of these SHGs started various
activities in financial and livelihood sectors for
the welfare of their villages. After investing a
considerable amount of time and energy in
these sectors, the women started realizing the
need to address the social problems like health,
nutrition, education etc. which affect them in
the long run.
SERP (Society for Elimination of Rural

Poverty):
SERP has been incorporated with the
object of carrying on welfare activities, especially
poverty alleviation programmes in the state of

A.P, in the form of providing financial as well
as capacity building support to the women Self
Help Groups. The success of the various
activities of SERP in economic and social
sectors led to a demand for an intervention in
education by the members of the SHGs.
SERP decided to encourage and support
the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which
would have an impact on the holistic
development of young children.
SERP is supporting the initiative of
establishing ECE centres as these centres play
an instrumental role in laying proper
foundation for primary education. The SHGs
which use the services of the ECE centres would
take up review of the ECE centres. SERP only
acts as a catalyst to guide the community.
|| Part - I ||
|| 7 ||
1.3 Origin of community managed

ECE Centres: The philosophy and
purpose:
Healthy development of young children
depends on the quality of the environments
where they grow being the family and then the
Community. This is most important in the first
years of life. To achieve sustainable integrated
social development, each individual and
community must be involved so as to generate
their own development processes.
Embedded in the philosophy of these ECE
centres is the notion that for this development
to occur there must be a simultaneous change
in the intellectual, economic and socio-cultural
aspects of life. Moreover for this to happen,
individuals need to develop the confidence to
carry out such changes.
The community for long has been a passive
recipient of welfare programmes. So most of
the child developmental and educational
initiatives either end with many set backs or
end with limited results.
Hence there is a need to promote greater
involvement of communities especially women
as they are essential in assessing and analyzing
their own situation, needs, resources and
practices. Women in unorganized sector and
self employed women play a major role in the
up-liftment of themselves, their families and
their communities. Research suggests that
women are more likely to invest their money
on their children, their education, health care
and basic needs, thus creating a positive social
impact as opposed to an average man whose
priorities may differ (Naina Lal Kidwai Head
of HSBC in India). Women husband their
resources well; put their power and money to
more productive use.
Based on the above arguments community

managed Early Childhood Education centres
have been started to create healthy, physical and
psychological environments for the
development of children and to serve as a basis
for integrated sustainable social development.
Management features:
Community leaders, many of them Mothers

are acting as education agents in the
programme.
An external agent educates the community

leaders and serves as facilitators in the
development process.
Emphasis on inter-institutional coordination at the local level.
Starting with 2 districts in 2008-2009,

SERP currently conducts this programme in
10 districts in the state. As on 2009-10 nearly
336 centres are functioning in 16 Mandals. The
model followed at each district is as follows:
Vizianagaram district:
Sodhana trust a non governmental
organization is running ECE centres under the
guidance of Dr. PDK Rao in this district.
Curriculum for ECE particularly for the rural
children has evolved over a decade under his
able guidance. Activity Based Learning (ABL)
is emphasized and no written exercises are taken
up to the age of 5+. Support is extended to pre
schools and the transition is smooth to these
children with ABL extended up to Class V in
the government primary schools.
Sodhana continuously monitors the
progress of the ECE centres. Senior
coordinators and junior coordinators regularly
make visits to these centres. Efforts to
strengthen the schools have been made by
|| Part - I ||
|| 8 ||
trying to improve the skills of teachers and

coordinators.
The resource centre at Chepurupally in
Vizianagaram district trains the instructors of
the remaining three districts. Resource team of
Sodhana is also providing support to the ECE
centres in Visakapatnam, which are run by the
MMS of Devurapalle and Golgonda mandals.
The centres are hubs of activity and Sodhana is
also extending its support to the primary
schools in providing activity based learning by
provision of an instructor.
Jattu Trust, based in ITDA, Parvathipuram
provided support to MMS to GL Puram and
Kurupam mandals of Vizianagaram district in
establishing 10 ECE centres each (from
February 2009). Sodhana provided induction
training to the instructors.
Visakhapatnam District:
MMS of Devurapalle and Golgonda
mandals of Visakhapatnam district are running
10 ECE centres each (from June 2008). These
centres are completely managed by the MMS.
Sodhana provides them continuous support
through monthly visits of its resource team. The
resource team provides monitoring cum
training mission. Resource support is provided
by SERP initially and the community is being
oriented towards developing Micro Credit Plan
(MCP). In the current academic year 28 new
centres have come up in these two mandals.
East Godavari district:

MMS of Rampachodavaram and
Maredumilli mandals of East Godavari district
are running 11 ECE centres (from February
2009). These centres are completely managed
by the MMS. Sodhana provided induction
training to the instructors. The centres are
closely monitored by the PO, ITDA. State

Resource team of SSA has provided them
refresher programme in July 2009.
Adilabad district:
Centre for Development and Research
(CDR), a non governmental organization is
working with MMS of Utnoor and 3 other
tribal mandals in Adilabad district. It is a six
year project with initial support from SERP.
Over 180 centres are functioning in the four
mandals of Jainoor, Utnoor, Indravally and
Sirpur(U) in ITDA Utnoor. CDR is helping
MMS in developing MCP and in also making
the ECE centres self sustainable. In the first
year of intervention itself, CDR has successfully
supported and enabled MMS in collecting fees
and replenishing the education corpus.
Resource cell of CDR provides continuous
support to the instructors, cluster coordinators
and Mandal coordinators. It is also emerging
as a Regional Resource Centre (RRC) for ECE.
Regular monitoring of the performance of
children and appraisal of the VOs in the
monthly meetings is the significant feature of
this model.
Warangal district:
Centre for British Teachers (CFBT) is
supporting education interventions in Gudur
and Kothaguda mandals of Warangal district.
37 ECE centres have been set up by MMS of
these mandals (December 2008) with support
of CfBT. Instructors are being trained by
resource team of Sodhana.
Srikakulam district:
MMS of Seethampeta and Kothur mandals
of ITDA Seethampeta, Srikakulam district are
|| Part - I ||
|| 9 ||
running 10 ECE centres each. The instructors

of the newly established centres have attended
induction training at Sodhana Resource centre
and the centres are functioning from September
2008.
c)
Khammam district:
MMS of V R Puram Mandal of
Khammam district has come forward to set up
ECE centres. MVF is providing support in this
Mandal. The instructors of the ten centres have
attended induction training at Sodhana
Resource centre.
Ranga Reddy and East Godavari districts:

Office bearers of MMS of Yacharam
Mandal, Ranga Reddy District and Tallarevu
(Coastal Mandal) Mandal of East Godavari
District have visited Sodhana Resource centre
in September 2008 and are in the process of
establishing ECE centres.
Sodhana trust:
On the basis of a survey of the villages in

the identified Mandals by a team
comprising of Education Activist,
Community Activist and office bearers of
Village Organization (VO).A resolution
identifying the need for an ECE centre in
the Village will be submitted by the
concerned VO to the Mandal Mahilka
Samakhya ( MMS)
The programme generated community

demand for opening new ECE centres. Looking
at the new wave of demand SERP felt the need
to take stock of the intervention and its impact.
It was therefore proposed to take up a study on
functional status of the Community Governed
ECE centres. State Resource Centre Early
Childhood Education (SRC ECE) of Andhra
Mahila Sabha was entrusted with this study.
SRC ECE has been supporting ECE
interventions in the State during the last 2
decades and has been considered a pioneer in
the area of ECE. Hence the study on
community managed ECE centres supported
by SERP at Adilabad and Visakhapatnam
Districts in A.P has been taken up. The
following are the objectives of the study.
A non-governmental organization under

the guidance of Dr. P. D. K Rao provides
induction training to the Resource persons and
teachers in almost all the districts.
For launching an ECE project in any

district SERP has a clearly set criterion basis.
1. To study the ECE program effectiveness

in the project area
Criteria for selection of mandals and

villages:
2. Compare and contrast the ECE models/

programs in Adilabad and Visakhapatnam
Districts.
a)
Mandals where Institution Building team

of SERP is strong
b) Mandals with higher proportion of SC/ST

population/POP
3. To assess the impact of ECE programme

on the readiness of ECE children and
achievement of Class I children.
V
|| Part - I ||
|| 10 ||
CHAPTER
II
ESIGN OF THE STUDY
A Study Of Community Managed ECE Centers Supported By SERP At

Adilabad And Vizag Districts Of Andhra Pradesh
2.1 The Study:
The Present study attempts to explore the
educational effectiveness as well as the
management effectiveness of community
managed ECE centers. The ECE project of
SERP commenced in 2008 with starting of
Balabadis (ECE centres) at Adilabad and
Visakhapatnam Districts of A.P. These two
Districts are chosen for the study as these centres
have completed 2 years of functioning and
children from these centres all at the final
quarter of Class I.
This study on the quality of the ECE
centres is very significant because these centres
are functioning in the remotest areas for
children having most disadvantaged
environment through a community managed
mechanism. Though it is highly rewarding to
study these childrens learning, opportunities

the recent origin of the project (Jan, 2008) and
the small number of centres with which the
programme was initiated limits the scope of the
study in drawing definite outcomes.
2.2 Objectives of the Study:

1. To study the ECE program effectiveness
in the project area
2. Compare and contrast the ECE models/
programs in Adilabad and Visakhapatnam
Districts.
For assessment of the quality of the ECE
centers the study examined the following inputs
and processes that are shaping the programme.
|| Design of the Study || Chapter II ||
|| Part - I ||
|| 11 ||
Research Area:
ECE centers located in Adilabad and Vizag
districts of AP
S: No
1
District
Mandal
Adilabad
Population: The study includes ECE

Centres established by SERP in collaboration
with Mandal Mahila Samakyas of four mandals
and CDR (Centre for Development and
Research) of Adilabad and IKP-DRDA at
Visakapatnam.
Utnoor
Indravelly
Sampling Techniques: Keeping in view the
Jainoor
nature of the study, purposive sampling
Sirpur
technique was used to identify the sample.
2
Vizag
Devrapally
Sample Details: A total of 30 centres were
Golgonda
identified at the rate of five for each Mandal
Method: Both qualitative and quantitative
covering 4 Mandals in Adilabad and 2 in Vizag.
methods were adopted for the study.
Preliminary descriptive survey method was used
to collect the data related to the study.
2.3 Sample Details: A total of 30 centres were identified at the rate of five for each Mandal
Category
Per
Centre
Total
Children
ECE
Class I
5 x 30
5 x 30
150
150
Teachers
ECE
Class I
1 x 30
1 x 30
30
30
Parents
Class I
ECE
ECE
Non ECE
President 1
Secretary 1
Other Members 3
5 x 30
3 x 30
2 x 30
5 x 30
150
150
150
Anganwadi Worker/ ANMs

(Any one member - 1)
Parent of a child withoutECE
background - 1 Serpanch/Ward member/
Community elders/Youth Leader
(Any three from the above members 3) 5 x 30
150
CCs / MCs
20
Total
980
Management Committee
General Community
Coordinaators
|| Part - I ||
|| 12 ||
Rationale for sample:
Average centre
1. Centres that completed two academic years

i.e. initial centres of 2008.
Poor centre
2. Proximity: Two types of centres were

considered i.e., centres which are far from
the head quarters, and those that are close
to the head quarters.
The study attempts to explore the

effectiveness of the programme in terms of the
3. Dialect: Centres having children with the

following dialects in Adilabad District.
Kolami
Telugu
Gondu
Malva
Mathura
Marathi
Childs perspective
Teachers role
Parents support
Support Systems
Community involvement
From the childs perspective the centre

quality and the resultant outcomes are
considered.
4. Ratings of the centre : as assigned by

organizers.
The functioning of the coordinators at

cluster and mandal levels serves as an indicator
of the monitoring system and evaluation
procedures these help understand the support
systems.
Best Centre
2.4 Tools administered for the study:

ECE
Class - I
1. ECE Centre and programme quality
5. Centre observation
2. Readiness test for children
6. Achievement test for children
3. Questionnaire for teachers
4. Guided interview for parents
Common tools administered for both

ECE and Class I
9. Guided interview for General Community
10. Guided interview for Management Committee
11. Interview schedule for cluster/district co coordinators
Informal discussions with visionaries and training personnel
|| Part - I ||
|| 13 ||
2.5 Statistical Techniques:

Both qualitative and quantitative
techniques were utilized for the analysis of data.
The quantitative techniques used were
percentages, mean, standard deviation and
inferential statistics liket tests.
The qualitative techniques used were item
analysis, informal and formal structured and
unstructured interview observations.
measurement of the open-ended responses

through coding. Detailed code sheets were
prepared for all items, tool-wise.
Audio Recording:
To minimize the investigators bias and to
obtain first hand information from parents and
members of Community around 500 interviews
were audio recorded.
Video Documentation:
Centre quality observation schedule with

respect to conduct of activities at the centre,
observations were qualitatively and
quantitatively analyzed. The physical
facilities and programme quality at the
centre was measured by using percentages.
In order to give an authentic account of

the functioning of ECE centres, training of
ECE teachers, Class I teachers and other major
events like Badipandaga / Public meetings etc.
were video documented to capture the real
scenario.
Readiness test for ECE children and,

Achievement tests for Class I were
analyzed using Mean, S.D andt tests.
Perception of parents, teachers, General

Community, Management Community
was analyzed by using percentages.
The items of the study as spelt out through

different tools are examined from the
perspective of all concerned i.e. parents from
the receiving end, the ECE teachers and
members of the school committee from the
suppliers side. The programme at each centre
is thoroughly observed, studied and examined
for 3 full days by the investigators. To reduce
the language barriers and to establish rapport,
services of local members of Community were
utilized as facilitators.
Qualitative interpretations were made

using item analysis.
Coordinators views were analyzed

qualitatively using item analysis.
2.6 Database of the Study:

A range of qualitative and quantitative data
collection methods are used in the study along
with audio and video documentation for
capturing the different dimensions of the
project. In addition to structured questions
many open ended items were included to help
the respondents to express freely. Necessary
provisions were made for qualitative
The collected data has been processed and

analyzed. The detailed interpretation of the
results is presented.
The report on the status of the project is
the outcome of the data collected through
different tools, interviews with individuals,
observation schedules, and audio and video
recordings.
The field observations at different levels
by the investigating team along with interviews
|| Part - I ||
|| 14 ||
of different stake holders coupled with secondary data, form the base for the above.
Since the centres did not even complete gestation time and the number of centres is small, the
resultant selected sample for the study is also very small. Hence any attempt to talk in terms of
outcomes or impact at this stage is premature.
The report on the study is presented in two parts.
PART I
Chapter I:
Introduction
Chapter II:
Design of the study
Chapter III: Genesis of ECE centres

Chapter IV: An overview of the findings
Chapter V:
Significant Highlights and Critical Reflections

Concerns and way ahead
PART II
Study findings objective wise
Chapter I:
Introduction
Chapter II:
Design of the study
Chapter III: ECE Programme Effectiveness

Chapter IV: ECE Programme Models
Chapter V:
ECE Programme Impact on Children
Genesis of the community managed ECE centres in the districts of Adilabad and
Visakhapatnam is present in the next chapter.
|| Part - I ||
|| 15 ||
CHAPTER
III
GENESIS OF THE ECE CENTRES

Remoteness and size of a place always

misses the notice of the public as well as state
administration leading to its continuous
isolation and limitations in service delivery. It
is in such context community ownership
becomes not only relevant but most essential.
Centres in the selected districts reflect the above
situation.
3.1 Evolution of Balabadis

Adilabad District:
Adilabad is considered to be one of the less
developed districts in the state of AP. Nearly
30% of the people are living in poverty. 17%
of the people belong to scheduled tirbes. Gonds
constitute 52% of the tribal population
followed by lambadas (22%) and kolams(8%).
Being, a predominantly rain fed area, most of
the rural population here, depends on single
crop agricultures. Their incomes are meager.
They have occupational, social and economic
problems.
Responding to the problems of the
community, determined to improve the lives
of the people of Adilabad, CDR, a registered,

not - for profit organization started working
with the tribals in Adilabad district since 1983.
It made significant interventions in improving
the well-being of the tribal families in the core
mandals of Jainoor and Siripur(U) mandals by
assisting the tribal women to form the first Self
Help Groups (SHGs) in 1983 and in preparing
the Village Development Plans for helping the
govt. partner a people governed programme.
CDR has also been concerned about early
childhood and primary education for the tribal
children in Adilabad since long.
There was total absence of pre primary
schools. The environment in most of the govt.
primary schools was boring, monotonous and
uninviting, pushing the lives of tribal children
to intellectual penury. The parents remain
helpless and agonized spectators. In these
circumstances, Gonds, the pre dominant tribe
in Adilabad have taken an initiative to establish
their own alternate pre-primary schools in
Jainoor and Sirpur Mandals.
The Gondu parents named them
Mava Nate Mava Sada (MNMS) which
|| Chapter III ||
|| Part - I ||
|| 16 ||
in Gondi translates to our village - our

school.
This was the inspiration behind starting
the community governed pre-primary schools for
tribal children in Adilabad District.
Director CDR Sri V. Mohan Prasad
discussed the ideas of MNMS with the tribal
parents, in a large number of villages. They were
convinced about the importance of education
of their children. They were keen on having
pre-primary schools in all their villages. CDR
submitted a proposal to SERP for community
governed pre-primary schools and this was
approved by SERP.
In this back drop a tripartite Memorandum
Of Understanding (MOU) was signed between
the CEO of society for Elimination of Rural
Poverty, the Presidents of Siripur, Jainoor,
Utnoor and Indravelly Mandal Mandal
Samakhyas (MMS) in Adilabad District and
the Director of CDR to assist the tribal and
other poor parents to establish pre-primary and
primary schools in the above four Mandals. The
six year project formally commenced from 1st
January 2008 SERP agreed to extend financial
support to the project through the four Mandal
Mahila Samakhyas. The project envisages to
provide quality education in the four Mandals
to the tribal and other poor children from the
pre-primary class in the first year and
progressing to the 5th class in the 6th year.
Community Governance:
federation of Womens Self Groups (SHGs)

called Village Organization (VO). Under the
project, the MMS, a federation of VOs receives
the funds directly from SERP. It will, in turn,
disburse the same to the VOs. CDR will be
responsible for implementing the project. It
facilitates rooting of all elements of community
governance that are primary for the sustenance
of the project.
Peoples initiative:
A MNMS school is established only after
the parents of the identified children and the
community together resolve to have the
MNMS. They should resolve on five distinct
Pancha Teermanalu (Five Fundamental
Resolutions) of community responsibility and
governance that are fundamental pre- requisites
to set up a MNMS school.
Pancha Teermanalu Five Fundamental
Resolutions
First: The community should resolve
to have a MNMS school in their village.
Second: Community shall identify
suitable teacher from within the village for
the proposed school.
Third: Community shall identify
suitable premises for having the school.
Fourth: Community shall survey and
finalize the list of 3 and 4 year old children
who are eligible to join MNMS school.
Community and parents ownership forms

the fulcrum of the MNMS project.
Fifth: Community shall nominate a

parents committee of mothers to take care of
all aspects of governance of the school.
Every MNMS school is managed by the

Parents Committee under the aegis of the
An ECE centre is set up only after the

community fulfills the five conditions:
|| Chapter III ||
|| Part - I ||
|| 17 ||
The ECE centre, thus set up is owned by

the parents and the Village Community. This
is how MNMS schools started functioning.
There were 124 MNMS schools as of
September, 2008. However, by March, 2009
the number of functioning schools came down
to 110 in the four Mandals. There are 166 Preschools in the beginning of the academic year
2009-10 (MNMS Repot January, 2010).
3.2 Operational Framework Adilabad

District:
The programme functions under a critical
operational system tuned to ensure effectiveness
of the intervention. Different institutional
structures form the part of the framework.
CDR, is working with Mandal Mahila
Samakhya of Utnoor, Indravelly, Jainoor and
Sirpur Mandals in Adilabad District. It is a 6
year project supported by SERP. CDR is
responsible for timely decision making and
implementation of all components of the
project.
Mandal Mahila Samakhya (MMS):

The four Mandals of Adilabad, have
Mandal Mahila Samakhyas. The Presidents of
the MMS take an active part in implementing
the ECE programme. They visit the schools
regularly to assess the progress of the children.
They also discuss the functioning of the school
with the V.Os. They give constant support to
the teachers. The Mandal and Cluster
Coordinators submit the monthly outcome
reports to the MMS.
Village Organization:
Representatives of the individual SHGs
within the Village are the members of the V.O.
The President of the V.O by consensus
constitutes the Parents Committee of the
MNMS. The V.O has to prepare the Micro
Credit Plan (MCP) for parents who wish to
borrow towards paying the monthly salary of
the teacher and disburses the amount as a loan;
accordingly. The V.O is responsible to ensure
the repayment of the loan amount by the
parents.
School Committee/Parents Committee

(PC):
A School Committee of Parents and Village
tribal elders is to be responsible for proper
upkeep and functioning of the school. The
President of the Village Organization (V.O) of
the Self Help Groups is the President of the
School Committee. The members of PC
frequently visit the school and encourage the
teacher. They examine issues related to low
attendance of the pupils and take up the matter
with the concerned parents. They participate
in the monthly Badi Pandaga. The PC pays
the salary to the teacher every month on Badi
Pandaga day after hearing the Public Report.
3.3 Evolution of Balabadis

Visakapatnam District:
Society for Elimination of Rural Poverty
(SERP) has taken up various activities for the
welfare of the villagers addressing the social
problems related to health, nutrition and
education particularly in the poor, tribal areas
under the schemes VELUGU and INDIRA
KRANTI PATHAM.
|| Chapter III ||
|| Part - I ||
|| 18 ||
Director CDR - entails

In Visakapatnam district, with the objective of educating villagers on the importance of
health, nutrition and education SERP has been organizing several programmes catering to all
aspects in the Life Cycle (Jeevitha Chakram) starting from expectant mothers to old people
identifying Deverapally and Golgonda mandals as pilot mandals in the tribal sub-plan area
since 2005. In order to ensure total participation of the community, particularly women, in all
activities and progrmmes related to health, nutrition and education. SERP decided to encourage
establishment of ECE centers in response to the demand for an intervention in Education by the
members of self help groups. Thus community managed ECE centers came into existence in
Visakapatnam district.
These centres are completely managed by
Mandal Mahila Samakhyas. Resource support
is providient by SERP initially and the
community is being oriented towards
developing Micro Credit Plan (MCP). Project
Director DRDA Dristict Rural Development
Authority, District Coordinator appointed by
SERP manages these centres with the
involvement of V.O and Mandal Education
Committees.
Thus 10 ECE centres in each of the

identified mandals Deverapally and Golgonda
started functioning since January, 2008.
3.4 Operational Framework at Vizag

DistrictDevarapally and Golgonda
Mandals:
There is a difference in the operational
mechanisms of Vizag model. The programme
|| Chapter III ||
|| Part - I ||
|| 19 ||
is directly managed by District Coordinator of

DRDA and the role of external agency is limited
to technical support.
District Coordinator:
Conducts review meetings regularly at the
Village level and discusses the progress and
learning outcomes of schools in the Golgonda
and Devarapally Mandals. He monitors the
performance of the MCs and CCs and suggests
measures to improve. Plans celebration of
National festivals in various Villages.
Sodhana Resource Team:

Conducts a review meeting once in a
month and extends all technical support.
Village Education Committee (VEC):
VEC should see that a comprehensive

monthly report containing all the details
such as enrolment, attendance, Teachers
grade, School grade, Pupils grade, etc is
prepared and presented in MEC which is
held on 26th of every month.
There are 35 ECE centers (2010-11) in

both the mandals.
regularly oversees and reviews the functioning

of the schools in the Mandal. A school
committee of parents and village tribal elders
will be responsible for proper upkeep and
functioning of the school. The President of the
Village Organization (VO) of the Women
SHGs is also a member of the School
Committee. The teacher shall be accountable
to the School Committee.
Teacher Selection Selection Procedure:

In both Adilabad and Visakapatnam
Districts, Community identifies suitable
candidates to be selected as teachers for
Balabadi. He/she should preferably an
Intermediate qualified below 20 yrs age, and a
resident of the same village. He/she should
speak the mother tongue of the Balabadi
children.
In Adilabad District, CDR Centre for
Development and Research holds a test and
interview to scrutinize the competencies and
eligibility of all the identified persons before
finalizing the selection.
Sodhana Trust, a non-governmental

organization runs under the guidance of Dr.
B.D.K.Rao in Vijayanagaram District.
Resource Team of Sodhana provides continuous
support to the ECE centres in Visakapatnam
District. Curriculum for ECE particularly for
the rural children has evolved over a decade
under Dr. P.D.K.Raos guidance.
In Visakapatnam District, the Resource

team of Sodhana Trust holds a written test, a
test in drawing and an interview to all the
candidates short listed by MMS and Director
DRDA and selects suitable teacher. Care is
taken to select teachers who have artistic and
cultural talents and who can mix easily with
children.
Community Owned and Managed

Model:
Location of ECE Centres:
The ECE centre, thus set up, is owned by

the parents in particular and the village
community in general. The Mandal Mahila
Samakhya, which is the apex body of the
Women Self Help Groups in the Mandal
Majority of ECE centers are located in

Anganwadi centers in Adilabad, some of the
centers make use of a part of primary school
buildings. In the absence of readily available
building a low-cost hut is constructed to serve
|| Chapter III ||
|| Part - I ||
|| 20 ||
3.5 Genesis of Sodhana:

Prosperity in a community comes from economic progress, equity, justice, peace and
harmony. Progress is positive change. With progress as agenda Dr. PDK Rao, a professor
working as a nuclear physicist in US, came back to India with a burning desire to serve the
needy and poor people in India. He started his work in the Srikakulam district of AP. He
gave all his time to listen to peoples problems. He conducted series of meetings with the
villagers, realized their felt needs and created awareness in them in utilizing govt. services
for their due rights. The big success was winning a seven year long legal battle in resolving
the land issues related to Dalits/Pattas were distributed to the villagers and Rickshaw
colony constructed.
After attending to their felt needs he wanted to educate the villagers. Night school was
started. Primary education, lively hood education and health education were given to the
community. Every youngster got educated though informally.
But unfortunately, by the time the boys are five year old, they used to work in the fields and
help their parents in the farms. Children in the age group of 3 to 5 years were left uncared for.
In this background, after working with the community for a over a decade DR.PDK Rao
thought of designing a playful environment to attract the neglected children in the group 3-5
years. Thus the preschools originated with games, songs and stories as base. There was no
syllabus. Children liked the environment. They wanted to remain there in an atmosphere
free from fear or punishment. Two years after starting the school the curriculum evolved using
local community vocabulary and modifying the village games to education games, making the
children learn through observation, measuring, classification and questioning.
Vision to create a new world with a value system in a subtle way create a new
generation.
He strongly believes that when there is life in what you do It just gets disseminated.
His work spread only by the word of mouth and today govt. wants Sodhana to give
training to A.W workers and grade-I teachers of AP in progrmmes like CLIP, CLAP etc.
Educational institutions of other states are also getting their teachers trained by Sodhana.
The ECE Teachers and CCS of the Deverapally & Golgonda mandals under our
study are also trained by Sodhana. Resource team from Sodhana offers all technical support
to those centres
|| Chapter III ||
|| Part - I ||
|| 21 ||
as a Balabadi centre. Sometimes the villagers

donate a portion/room in their house for
running the centre.
releases a one time grant of Rs.15000 for setting

up a Balabadi, where a site is donated either by
Panchayati or the community.
In Vishakapatnam district IKP and DRDA

release some funds for constructing a hut and
community members contribute other
materials to run Balabadi. There are separate
Anganwadi and Balabadi centers.
Balabadis are not run in A.W Centres in

this District.
In some places Balabadis are run in Govt.

buildings or Community halls. At other places,
Balabadi is constructed in the Govt. local
Panchayati site or the sited donated by
Community. One parent donated site for
starting a Balabadi in Polavaram Village. SERP
All Balabadis in the Mandals of

Deverapally and Golgonda look more or less
uniform having standard structures. They are
all pyramid shaped thatched huts, with neat
cemented flooring and two feet height running
Black Boards. Balabadis in these Mandals are
similar to Balabadis in the Rickshaw colony of
Cheepurpally, Vijayanagaram district run by
Sodhana.
|| Chapter III ||
|| Part - I ||
|| 22 ||
Curriculum - A Repertoire of Culture:
Training:
Entire curriculum is designed using games,

songs and stories as base for giving education
to the children. Village games have been
modified as educational games. Local culture
and local
Teacher training in Adilabad district:
folklore find a place in the songs and

movements. The gap between home language
and school language is minimized. Every day
vocabulary of the villagers is used in the
curriculum. Experience with the children in
Vijayanagaram District has shown that this
approach brings out artistic, cultural talents and
leadership qualities in the child. Children do
not have inhibitions. They are not burdened
with a bagful of books. They dont have homework. They enjoy their childhood.
Based on personal experiences, and
learning from other success stories Sodhana
has been trying to modify and design the
curriculum. According to Dr.P.D.K.Rao A
day to day curriculum, an ever-changing
curriculum should be followed, keeping it
developmentally appropriate. The curriculum
should aim at preparing individuals who can
think rationally having spiritual values.
The curriculum developed by Sodhana
trust is generally followed in all ECE centres in
both the districts. A teachers Hand-book
developed by CDR courtesy Sodhana is
provided to all the teachers which guides them
through the programme for the year.
Story Telling which is a component of
ECE strategies developed by Andhra Mahila
Sabha is focused in Adilabad mandals.
Every selected teacher is trained

systematically in all aspects of joyful learning
and teaching methods. All efforts are made to
build the right attitude towards the child and
its surroundings during the training
programme. Every teacher has to attend a 16
day foundation training course in activity based
teaching and learning methods in the first year.
It includes a four day stay in the Balabadi with
the MNMS teacher. The trainee interacts with
the community and learns about the important
tools of community governance. The trainee
teacher learns about class room dynamics,
techniques of teaching methodology and
teacher-pupil interaction, preparation and use
of low cost, no cost TLM is an inherent part of
the foundation course.
In addition to the foundation course every
teacher is trained for two days every month in
teaching the next months programme.
Subsequent annual training courses are also
arranged to retain the teachers orientation and
to improve their teaching skills.
Training and Resource Centre (TRC) at
Utnoor, conducts the teacher training in
batches of twenty five. A.M.S-Hyderabad has
extended its support to TRC in standardizing
the curriculum and in training of ECE
instructors and coordinators.
Resource teams from Sodhana, SSA and
AMS help in training of the CCs and ECE
teachers in Adilabad district.
|| Chapter III ||
|| Part - I ||
|| 23 ||
Teacher-Training:
Training
District
Duration
Place / Where provided
By Whom
Initial
Adilabad
16 Days
Cheepurpally
Sodhana
Periodical
TRC Utnoor
AMS
Additional
SSA
Visakapatnam
16 Days
Cheepurpally
Sodhana
Teacher Training in Visakapatnam

District:
Mandal coordinators to ensure managerial

effectiveness.
In Vishakha district teachers selected for

the Balabadis in the selected Mandals of Vizag
district also undergo a similar training. Training
is provided for these teachers in Vijayanagaram
district by Sodhana Trust. Resource team of
Sodhana provides technical support to all the
ECE centres in Devarpally and Golconda
mandals. A Sodhana resource team conducts
review meetings once in 3 moths to provide
necessary support to the teachers.
Evaluation Process :
Training of Coordinators:
The CCs undergo the same training as the
ECE instructor. The CC is further trained in
monitoring and evaluating the learning
outcomes.
Monitoring:
In order to assess, monitor and review the
learning outcomes of schools in each Mandal,
Coordinators are appointed at different levels.
There is a Cluster Coordinator, (for every 10
pre-schools) and one coordinator for each
Mandal, in the identified ECE centres.
The CCs and MCs play a key role in the
effective functioning of the ECE centres.
Specific roles and responsibilities have been
assigned to the Cluster coordinators and
A comprehensive and continuous

evaluation process form an integral part of the
ECE Programme in these Mandals.
Evaluation at the Centre level:

The teacher evaluates the learning levels
of all children every month and provides
additional attention as required children are
assessed and graded on the basis of the
competencies achieved in Telugu, Mathematics,
Environmental Science, activity, story, song and
games.
Teacher prepares Pupils enrolment report,
attendance analysis and assessment report every
month.
Evaluation at the Cluster level: The cluster
coordinator reviews the progress of the school
with the teachers every fortnight and interacts
closely with the community and the school
committees.
CCS work in close coordination with the
teachers. The CC collects the monthly
assessment reports from the teachers and
prepares the cluster report for every month.
Copies of the CCS reports and teachers reports
are given to the parents community and school
community every month.
|| Chapter III ||
|| Part - I ||
|| 24 ||
Cluster coordinators prepare monthly

school assessment reports for all the pre- schools
in his/her clusters.
The schools are graded on Punctuality,
Activity, TLM, Records, Cleanliness, Public report,
Public Participation, Good habits and, Hygiene.
The Mandal coordinator/Mandal
Education coordinator (Vizag District) guides
and assists the CCs. MCs also visit the schools
in the Mandals regularly, to ensure
improvement of learning outcomes in each
ECE centre. The MC has to submit a monthly
report on the progress of the schools to the
Mandal Samakhya.
Objective based model question papers in
all subject areas prepared separately for 3+ and
4+ children separately are included in the
Teachers Hand Book designed by CDRcourtesy Sodhana.
Specific learning standards/outcomes are
expected and are realized in each area during
the course of the programme.
Mandal Education coordinator-MEC
prepares a comprehensive Monthly Report of
all the pre schools, cluster wise in his Mandal.
This is to be presented in Mandal Mahila
Samakhya Meeting which is held on 26th of
every month. Every month this monthly report
is to be signed by Additional Project Director
IKP-DRDA, Assistant Project Manager IKPDRDA-Mandal wise and District Coordinator
SERP.
Monthly Report:
in the monthly report. Finally grades are

assigned to each pre-school on the basis of the
following criteria.
childrens percentage of attendance
hygiene of children
record maintenance
TLM
V.O. Participation
letters-identification,writing,reading
Abinayalu (dramatization)
Krutyalu (activities)
Vemana Padyalu
cultural activities
parents attendance percentage at PTA
parents attendance percentage at public

meeting(Badi pandaga)
percentage of Educational Savings- SHGs to
V.O
(All the schools recorded 0% in this area
by March 2010)
Enrollment of children, pupils attendance,

subject wise performance and centre conditions
are presented for each pre school in the cluster
Cleaning of the environment (inside and

outside)
Percentage of parents contribution: Again

0% is recorded for all schools
Education agenda: Presented by SHGs and
V.O.
Total of the marks allotted on each of the
above parameters is the total marks
achieved by the centre and the total marks
are translated into grades (A,B,C)
|| Chapter III ||
|| Part - I ||
|| 25 ||
3.6 A Comparative Picture of ECE

Models:Adilabad
and
Visakhapatnam
In Adilabad District Centre for
Development and Research (CDR) is working
with Mandal Mahila Samakhyas (MMS) of
Uttnoor, Indravally, Jainoor and Sirpur
Mandals. It is a 6 year project with initial
support from SERP. Resource cell of CDR
provides continuous support to ECE teachers,

CCs and MCs.
In Visakapatnam District MMS of
Deverapally and Golgonda Mandals of
Visakapatnam District are these ECE centres.
These are totally managed by the MMS.
Sodhana Resource Team provides academic
support, monitoring cum training through
monthly visits.
ECE Model
Visakapatnam District
Adilabad District
Project in tribal sub plan area
Project in tribal mandals
All children have Telugu as mother tongue

Funded by SERP
Children belong to 6 different dialects

Funded by SERP
Managed by MMS A community based

organization
It is a 6 yr project between SERP, CDR

and MMS
MMS to orient the community towards

Micro Credit Plan(MCP)
CDR to help MMS in developing MCP
Sodhana provides technical and resource

support
CDR provides technical and resource

support
Sodhana conducts tests and interviews to

selects teachers
CDR holds interviews and tests and

select teachers
The programme is directly managed by

District Coordinator of DRDA District
Rural Development Authority
The programme is managed by CDR.
Role of external agency is limited to

technical support
Total management and technical support

is provided by CDR.
Assistant teacher is appointed to help the

ECE teacher.
ECE teacher has no support service
Govt. teacher teaches Class I
MNMS teacher hand holded to Class I
Balabadis are run in Govt. buildings,

Community halls or at a site donated
by Community
Balabadis are generally located in

Anganwadi centres in the selected sample.
Some centres make use of the primary
school buildings. Sometimes villagers
donate a room in their house for running
the centre
|| Chapter III ||
|| Part - I ||
|| 26 ||
What contributes to the success of Balabadis? Here are some impressive, interesting
components
The success of the ECE Programme in the Balabadis is not the result of a sleight of hand
by any magician, but of the vision of great leaders, elaborate planning and concerted action by
the Govt., Community, support systems and the teacher.
Balabadi is the cultural legacy passed from socially conscious intellectuals to make learning
an ecstatic experience.
Its an innovative programme to make learning with joy as the bottom line of the teachinglearning encounter.
The curriculum is tempered and powered with values, rhythm, social consciousness and is
driven with emotion and intellect.
The training process is so meticulous that percolation to the classroom is maximized without
any transmission loss.
The community itself manages these centres. They are committed to the cause and take avid
interest in molding their children and the future of their village.
An atmosphere of relaxed alertness which promotes harmonious inter personal relationships.
The quintessence of the Balabadi is its amazing focus on the whole some development of the
child reincarnating the soul by rejuvenating the sense organs.
The sustained efforts and commitment of the teachers in replenishing the pedagogical process
is deeply touching.
The sincerity and dedication of the co-ordinators in trying to reiterate the beauty of quality
education is astonishing.
The classroom is a visual treat.
The classroom activities are enthralling and exciting. The children are blissfully engaged in
learning in a free and joyful atmosphere. The cultural magic compiled of rhythmic dance
numbers and songs retain the nativity.
Spiritual values the impact of prayer

Prayer is a form of connecting with your voice. Prayer regulates the life flow. Spirituality and
prayer as necessary as drinking water. It is really heart warming to watch the children chanting
the shanty shlokas (Universal Prayer) before they have the afternoon meals. The cultural heritage
bestowed by our ancestors is being followed in the Balabadis to T.
|| Chapter III ||
|| Part - I ||
|| 27 ||
Some Observations:
Balabadi Vs Anganwadi centre
The investigators who visited the Balabadis
and Anganwadi centres during the field study
highlighted the variations in their functioning
in Adilabad Districts. They are summarized
here under:
Seven Balabadis, among the 20 selected
ones, in Adilabad District are run in Anganwadi
centres. 13 Balabadis are run in other places.
There are no Anganwadi centres in eleven
villages selected for the study.
In Balabadis which are run in Anganwadi
centres the Anganwadi worker is hardly seen.
All learning and play materials of the
Anganwadi are safely locked in a box. Many
villages reported that they have hardly seen the
Anganwadi teachers. Anganwadi teachers of
these centres do not have accountability. In
other Anganwadi centres, the Anganwadi
worker comes around 12:30 P.M to distribute
the nutritional supplement and goes. ECE
teacher slogs without any support service from
morning till evening.
In the identified Deverapally and
Golgonda Mandals, Balabadis and Anganwadis
function separately. The ECE teacher and
Anganwadi teacher work in competition. The
Anganwadi teacher is scared that her centre may
be closed or she will be removed if she fails to
attract and retain children in her centre. Hence,
here Anganwadi teachers have also started
working seriously for fear of their own survival.
Sometimes there is unhealthy competition.

Same children are enrolled in the Anganwadi
centre and the near by Balabadi. Parents are
scared that their childrens names will not be
registered for primary schools if they send their
children to Balabadis. They feel that their
children may be deprived of the beneficiary
schemes of the Govt.A word of appreciation
to the teachers of Adilabad District: Despite
the fact that the children of Adilabad District
hail from different dialects whose mother
tongue is not Telugu, the programme in
Adilabad sustains the same quality as in Vizag
District where the mother tongue of all children
is Telugu.
A word of caution: In Adilabad District,
while the Balabadi teacher hand holded to Class
I slogs, the Govt. teacher passes the buck on to
the hand holding teacher. Children may also
be deprived of the expertise of the better
qualified Govt. teacher.
The Woes of Co-ordinators: The coordinators job is a herculean task i.e, managing,
evaluating and substituting teachers as in then
required. The most difficult task of the coordinator is to hop and jump in the centres
which are not manned. The distances are long
and time is a big challenge. Over and above
this there are no proper roads, no transport
facility. They tend to fall sick frequently as they
have to walk long distances in hot sun and
during rains. The co-ordinators feel that most
of their salary is spent on cell phones,
medication and transport. This may become
an impediment to the system in the long run.
|| Chapter III ||
|| Part - I ||
|| 28 ||
CHAPTER
IV
N OVER VIEW OF THE FINDINGS
The study on ECE programme in the

community managed centres in Adilabad and
Vizag districts of AP has been an illuminating
and highly rewarding one .In view of the
nascent stage of the programme and small size
of the sample the findings are to be considered
more as process reflections and not as final out
comes .The broad objectives of the study are
1. To study the ECE program in the project
area
2. Compare and contrast the different
models/programs and their impact on
parents and community
The details of the findings objective wise
are given in the part II of the report. This
chapter presents an over view of the findings
from quality perspective of the programme and
management effectiveness.
The programme part of the findings are
related to enrollment, attendance and quality
of the programme. Since the quality of the
programme depends on the persons involved

in it, findings related to the role of teachers,
coordinators, parents and community are also
presented in this chapter.
An attempt has also been made to examine
the impact of the programme on children in
terms of school readiness and achievement at
class I level. The final part of the chapter
presents the role and contribution of the
community in making the programme what it
is. The report is a midterm appraisal based on
the study of the inputs and processes that have
gone into the project.
4.1 Access and Coverage of the

Children:
The community managed ECE centres
started functioning since January 2008 in
Adilabad District, Centre for Development and
Research (CDR), a Non-Governmental
Organization is working with Mandal Mahila
Samakhyas (MMS) of four tribal mandals
Uttnoor, Indravally, Siripur and Jainoor. A
tripartite MOU was signed between the CEO
of SERP, Presidents of MMS of the above four
Mandals and The Director of CDR to assist
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 29 ||
the Community in establishing ECE centres.

This 6 year project called The MNMS project
formally commenced from 1st Jan, 2008. The
Community conducts a survey and prepares a
list of 3 & 4 year old children who are eligible
to join MNMS School. A MNMS school is
established in a village only if there are more
than 10 children in the age group of 3 4 years.
According to the MNMS, January 2010
report there are 166 pre schools in the four
mandals Utnoor, Indervelly, Jainoor and
Siripur of Adilabad district. More than 3000
children are enrolled in these schools and the
average strength in each pre-school is 19.
No. of MNMS schools: 166
Total number of pupils enrolled: 3134
The average strength of each pre
school:19
For the present study, (keeping, rationale
for selecting the sample as mentioned under
research design) only 20 centres in Adilabad
were identified taking 5 centres from each
Mandal.
As per the data collected by the
investigators, the total number of children in
the selected 20 centres of the four mandals is
368 and the average strength of the Preschool
is 18.
Number of 3 year old children: 89 girls, 89
boys: 178
Number of 4 year old children: 97 girls, 93
boys: 190
Average strength of the pre-school: 18
Maximum number of children enrolled is
not more than 30 in any of the twenty centres.
Many centres are running with 10 to 15

children on roll.
The average enrollment in the Utnoor
mandal is 15.2, the lowest.
The average strength in centre which are
closer to urban areas appears to be much less
than those of the rural centres. This due to an
increasing craze of the parents for English
medium convents. Its a matter of concern.
Private schools are also run in these rural
areas. These have become an increasingly
significant option for parents in rural areas.
Despite being poor, parents are putting efforts
into sending their children to private schools
because they are fascinated with English as
medium of instruction. These villagers equate
education with English.
However, children from the poorest
households only are going to Balabadis. Private
Pre-schools are an option for some More
advantaged groups in the least poor group.
Many rural families do not have a choice
between public/private educations. Since few
private schools are located in remote areas.
Vishakhapatnam district:
In Visakhapatnam District, Devarapally
and Golgonda Mandals have been identified
for establishing the ECE centres. These are
managed by MMS, Project Director DRDA
and District Coordinator appointed by SERP.
The 10 ECE centres in the identified mandals
have started functioning since Jan, 2008. For
the present study five centres are selected from
each of the above Mandals.
According to DRDA-IKP Devarpally
mandal Pre Primary Education Report March
2010, there are two clusters cluster I and
cluster II in Devarpally Mandal.
|| Part - I ||
|| 30 ||
The details are:

Mandal
No. of pre schools
No.of children
No. of children
3-5 yrs as per survey enrolled

Devarpally Cluster I
12
614
246
Cluster II
10
530
184
Golgonda
23
487
Total
45
917
Average strength of each Balabadi: 20.3

In the 10 selected centres, as recorded by
the investigators the strength in the centre is
between 10 and 32.
Devarapally and Konkasingi have 32 and
31 children each, the highest number of
children. There are only 10 to 15 children in
many centres.
It can also be observed that all children as
per survey are not enrolled in Balabadis in these
Mandals. Children in this age group are
distributed among Balabadi, A.W. Centres and
other private schools. Parents are confused as
to where to send their children, because of the
competition among the three types of schools
here.
Enrollment and Attendance of Children:

Attendance of the child is one of the critical
indicators of the effectiveness of the
programme. Good attendance of the children
reflects the interest of child in education/school
and also the holding power or readiness of the
school for children. The inviting and attractive
classroom environment also holds children in
the class. This project scores a good mark here.
Attendance:
It is amazing to observe that in both these
Districts, even a midst soaring mercury levels,
the attendance on an average ranges between
85% to 88% and cent % in many centres. One
wonders whether the so called intelligentsia is
really capable of holding their wards in their
respective schools.
|| Part - I ||
|| 31 ||
Table 2: Details of enrollment and attendance

Mandal
Centre
No. of
No. of children
children
enrolled 4+
enrolled 3+
G
Sirpur
Indravally
Jainoor
Utnoor
children present No. of children

on the day of present on the day
3+observation of 4+observation
Total
% of
Attendance as
per
records
Pittaguda
11
22
10
16
72.7
89
Naguguda
14
14
100
100
Alliguda
10
10
100
100
Lingapur
12
25
10
21
84
97
Yellapatter
17
14
82.3
99
Yemaikunta
20
16
80
85
Devapur
22
17
77.27
89
Gattepally
25
18
72
95
Keslaguda
15
13
86.6
93
Kailashnagar
14
12
85.7
66
Patnapur
18
15
83.33
83
Pochanleddi
27
20
73
78
Ushegaon
24
20
83
87
Marlawai
18
17
94.4
79
Anduguda
21
15
71.42
98
Lakkuguda
10
90
96
Salevada (B)
10
10
100
85
Cheruvuguda
17
16
94.1
91
Navodayanagar
16
15
93.75
84
Yenka
23
15
65.21
79
14
11
73.5
80
Marepalli
12
75
80
Devarapally
18
32
12
77.5
100
Garsinghi
12
24
12
70
90
Bethapudi
18
13
75
80
Gairampet
20
16
30
90
92
Polavaram
10
90
90
Hukumpet
14
12
85.7
92
Konkasinghi
16
31
15
29
93.5
85
Nagapuram
23
20
83.9
85
Devarapally Pedannapally
Golgonda
Total
|| Part - I ||
|| 32 ||
Adilabad District:
The average percentage of pupils

attendance (of Dec2009) in the four Mandals
of Adilabad district is 85%.
On the day of observation, as recorded by
the investigators except kailashnagar with 66%,
all centres have recorded more than 80%
attendance. The very good percentage of pupil
attendance even during the hottest month
(April 2010) deserves appreciation.
The average % of the attendance in
Devarapally and Golgonda mandals is 88 % as
per records. On the day of observation also the
average attendance in the selected10 centres is
75. Here also, teachers need to be appreciated
for maintaining the pupils attendance
percentage during peak summer in Andhra
Pradesh. (April 2010, with Mercury touching
45 46 degrees Celsius).
Strategies Adopted for Enrollment of

Children in the Centre:
The village organizations conduct survey
of children in the age group 3-5 years and
conduct joyful programmes to attract and
retain children in the schools.
Teachers, parents and community
members collectively take the
responsibility of enrolling children of 3+
years in the Balabadis.
Teachers and CCS willingly visit childrens

houses
Persuade parents to enroll their children

in the school
Persuade children to attend the school

regularly by offering incentives like
chocolates/biscuits, etc
Project the joyful environment in the

Balabadi and so on, once in every month
Monthly enrollment reports, Attendance

reports are meticulously prepared by the
teacher and are scrutinized by the C.Cs.
They are in turn forwarded to Director
CDR and are documented.
ECE teacher presents a public report to the
parents and the Village Community during
Badi Pandaga. Children exhibit their
learnings attained during the preceding month
in the Badipandaga. Parents who are not
sending their children to Balabadi realize what
their kids are missing and enroll them in
Balabadi in the next month.
The strategies adapted for ensuring
enrollment and regular attendance need to be
appreciated.
4.2 Quality of the Programme:

Many studies have focused on the
significance of ECE support to children.
However, there is an important caveat with
regard to these findings. Only ECE
programmes of good quality are associated with
positive outcomes. Poor quality programmes
may result in negative outcomes. Hence, the
quality component of the programme becomes
critical for the study.
However, if today there are no empirical
evidences as to what factors determine the
quality of the ECE programme. In the absence
of any definite criterion the acid test for judging
any ECE programme is what it does to children.
Quality of the ECE Programme in the
selected 30 centres for the study refers to the
qualitative, physical and infrastructural aspects.
|| Part - I ||
|| 33 ||
For the centre quality input indicators like

physical infrastructure, centre surroundings,
material and equipment coupled with a few
process indicators like programme and its
implementation process are considered. The
vibrancy of the centre is determined by the
human resource component teachers,
coordinators (at cluster and Mandal level),
parents and community members.
Programme Quality Indicators
Physical conditions in and around the centre
Infrastructure
Teaching learning materials, equipment
Programme implementation
Human resource component a role of

teachers, coordinators, parents and
community members.
4.2.1 ECE Centres Physical Conditions:

The physical conditions and facilities in
the selected ECE centres are studied under 5
specific areas. They are conditions at the centre,
health and hygiene, classroom conditions,
material availability and usage and schedule
followed at the centre.
|| Part - I ||
|| 34 ||
Strengths of the Centres:

The centres are located in safe places and
are free from noise pollution.
Classrooms look colourful with picture
charts, flash cards, soft toys and building blocks
neatly rranged inside.
The materials are optimally utilized by the

teacher and the children.
The materials produced by children are
also properly displayed giving recognition to
the childs talent. The weekly schedule followed
at the centre is also displayed.
Portal of learning
Gaps Noticed:
The status of the basic amenities in the 30
ECE centres observed is as follows and needs
attention on priority. The need has been
articulated by all the stake holders.
Lack of basic amenities:
There are no toilets in any centre (100%)
No drinking water facility in 18 centres

(60%)
Bore-hand pumps provide drinking water in

12 centres (40%)
Suffocating classrooms in 12 centres (40%)
There is no proper lighting and ventilation

in two centres (7%)
|| Part - I ||
|| 35 ||
12 centres function in unclean surroundings

(40%)
4.2.2 ECE Programme Developmental

Areas:
There is no adequate storage space in 15

centres (50%)
What is impressive in the programme?
No space to conduct activities in the

classroom in 15 centres (50%)
Children are more active, assertive and

brighter.
Children are changing and developing.
Views of Stake holders (Teachers &

Parents):
They are braver, talking, healthier and

know the poems.
Children in Balabadis look cheerful.
All of them talk to each other and talk to

strangers also.
Better rooms with more space are needed

for conducting activities
Toilets and drinking water to be made

available
Ayah to be appointed to help the teacher
More play materials should be provided
Children should have scope for outdoor play
Teachers, Members of the management

community as well as General community
expressed the need for providing better space,
toilets and drinking water facility. Space for
outdoor play is the right of a child and also a
developmental need which must be addressed
to. Thus the study clearly reveals the need for
improvement in basic physical amenities.
A Some wont eat at home but will eat at

the centre.
Children greet elders and visitors and

introduce themselves.
They freely communicate with each other

and with the teacher. Their confidence
levels are high.
Good habits related to personal hygiene,

independent toileting, independent eating,
etc. are developed in the children.
Children help each other and

opportunities are provided to make them
learn to share.
|| Part - I ||
|| 36 ||
The wealth of our nation
They play and work with each other.
All children understand teachers language.
Children get opportunity to narrate, talk

and to share their experiences.
The ECE centre programme is observed

in terms of developmental priorities.
The ECE Programme at the centres is
observed with reference to the developmental
areas like personal care, hygiene and habit
formation, physical development, social and
emotional development, development of
language and literacy and art, music and
creativity.
Scores are given for each area of
development and a total score for the
programme quality.
It is observed that the scores on the

programme quality range between 60% and
97% in all the centres of both the districts. The
scores indicate that the programme is transacted
effectively.
Only 3 centres out of the 20 in the
Adilabad District score below 60%.
Interestingly there is no centre with a score
below 60% in Sirpur mandal and in
Visakapatnam District.
The centres are graded on the basis of the
scores obtained on physical conditions and
programme quality as follows:
90 and above A+ 80-89 A 70-79 B+
60-69 B 50-59 C Below 50 - D
|| Part - I ||
|| 37 ||
The management also assigns grades for each centre. The criteria for assigning centre grades are
Punctuality, activity, TLM, Records, cleanliness, public report, good habits, preparedness
Table 3:
Centre Quality Comparison physical conditions vs programme quality
Status of the centres

Physical Conditions
Mandal
Utnoor
Indravally
Jainoor
Sirpur
Lingapur
Golgonda
Devarapally
Lakkuguda
Salevada (B)
Cheruvuguda
Navodayanagar
Yenka
Yemaikunta
Devapur
Gattepally
Keslaguda
Kailashnagar
Patnapur
Pochanleddi
Ushegaon
Marlawai
Anduguda
Pittaguda
Naguguda
Alliguda
Lingaur
Yellapatter
Gairampet
Polavaram
Hukumpet
Konasinghi
Nagapuram
Pedanandipally
Marepally
Devarapally
Garsingi
Bethapudi
Total
%
Score
Grade
54
46
53
62
50
48
55
56
50
49
56
55
42
48
46
58
50
50
56
51
49
55
61
50
59
53
60
51
45
52
72
61
71
83
67
64
73
75
67
65
75
73
56
64
61
77
67
67
75
68
65
73
81
67
79
71
80
68
60
69
B+
B
B+
A
B
B
B+
B+
B
B
B+
B+
C
B
B
B+
B
B
B+
B
B
B+
A
B
B+
B+
A
B
B
B
Programme Quality
Total
57
42
70
70
52
35
64
60
58
62
46
67
37
45
69
55
51
53
68
59
64
64
69
68
63
55
61
60
48
69
%
Score
Grade
79
58
97
97
72
49
89
83
81
86
64
93
51
63
96
76
71
74
94
82
89
89
96
94
88
76
85
83
67
96
B+
C
A+
A+
B+
C
A
A
A
A
B
A+
C
B
A+
B+
B+
B+
A+
A
A
A
A+
A+
A
B+
A
A
B
A+
MNMS Grade
A
B
A
A
A
C
A
A
A
A
A
A
A
A
A
A
A
A
B
B
A
A
B
A
A
A
A
A
A
A
|| Part - I ||
|| 38 ||
Among the 30 centres selected for the study

there are eight A+ centres (with a score of 90
and above) in both the districts.5 out of 20 in
Adilabad and 3 out of 10 centres in Vizag are
A+ centres.
There is no A+ centre in Indervally mandal
of Adilabad while there are two A+ centres in
Utnoor, 2 in Jainoor and 1 in Sirpur of Adilabad
and 2 in Golgonda , 1 in Devarapally of Vizag
districts.
Cheruvuguda at A+ grade with Kolami
dialect in Utnoor mandal stands a testimony
in mainstreaming the distinct group.
In Vizag district programme quality of all

the centres is more or less uniform with 3 A+
centres , 4 A centres , 1 B+ and 1 Bgrade centres.
Among the centres graded C under the
study there is conformity with MNMS grading
in case of Salevada of Utnoor and Yemmaikunta
of Indervally . However Ushegoan of Jainoor
mandal rated best (A) by MNMS, stands at C
on both physical conditions and programme
quality. There is not much variation in the
centres of 3 mandals of Adilabad in programme
quality .Jainoor mandal has A+ to C level
centres.
|| Part - I ||
|| 39 ||
ECE Centres (1-30):

1
Lakkuguda
11 Patnapur
21 Gairampet
Salevada (B)
12 Pochanleddi
22 Polavaram
Cheruvuguda
13 Ushegaon
23 Hukumpet
Navodayanagar
14 Marlawai
24 Konasinghi
Yenka
15 Anduguda
25 Nagapuram
Yemaikunta
16 Pittaguda
26 Pedannapally
Devapur
17 Naguguda
27 Marepaly
Gattepally
18 Alliguda
28 Devarapally
Keslaguda
19 Lingaur
29 Garsinghi
20 Yellapatter
30 Bethapudi
10 Kailashnagar
Centres with A+ Grades (8 in number) are

performing equally well on all parameters. Five
out of twenty centres in Adilabad and three on
ten centres in Visakapatnam are graded A+ on
centre quality. The three C grade centres
among the 30 selected centres are: Salewada(U),
Yemaikunta (I), Ushegaon (J).
Salewada (B) scores low on Art, Music &
Creativity (48%); Development of Language,
Literacy & Communication (53%); Physical
Development (50%). More attention needs to
be paid in these areas. Performance of
Yemaikunta in Language, Literacy &

Communication is too poor i.e. 27%.
Ushegaon also performs low on these 2
parameters - Language, Literacy &
Communication (53%); Art, Music &
Creativity (43%).
C Grade centre on Programme Quality:

In the following graphs, the first five
horizontal bars correspond to developmental
areas, and the next five bars indicate the physical
conditions of the ECE programme included in
the box on the left side.
|| Part - I ||
|| 40 ||
Salevada Center performance on all parameters

A+ Grade centres on Programme Quality:
Utnoor Mandal:
Cheruvuguda Center performance on all parameters

Golgonda Mandal:
*
Hukumpeta Center performance on all parameters
|| Part - I ||
|| 41 ||
Though many centres perform equally on

all parameters, there are some imbalances in
different areas of development. While the
performance is high on one aspect of
development it is low in another aspect in the
same centre. For example, Alliguda stands low

on social and emotional aspect (47%), it scores
high on all other aspects of development.
Therefore, the weak areas, centre wise need to
be strengthened.
S.No. Area of Development

1.
2.
3.
4.
5.
No. of centres (Below 60%)
Personal care, hygiene

Physical development
Social and emotional development
Language and literacy
Art, Music & Creativity
Except Alliguda Balabadi of Siripur

mandal, all other centres scores high on social
and emotional development. The programme
could develop habits related to reciprocal
greeting of the child, cooperation, sharing and
social interaction in the children wonderfully.
The quality of teacher-child interaction is
appreciable. Developmental priorities of the
children are taken care. The programme as such
appears to be focusing on the holistic
development of the child.
Adilabad
3
3
1
3
3
Visakhapatnam
1
0
0
0
0
A. Activities conducted in the centre:

Conversations, songs, games, activities
related to reading, numbers, stories, creative
activitiesetc form the components of the days
schedule in the ECE centres.
The tunes of the songs are very catchy.
They have a strong cultural base. Children
enjoy singing the songs and parents,
community members and even the visitors hum
those tunes. There is rhythm and life in their
dances. They narrate Vemana padyalu sweetly.
Splendid panache
|| Part - I ||
|| 42 ||
There is no rote learning or formal

teaching. Children are made to learn letters,
numbers, concepts through songs, rhymes and
games. These absorb a major portion of
programme time.
Limited use of stories and puzzles may

effect development of creative and artistic skills
of the children. Childs ability in learn using
all his potential will be limited.
More Focus
Less Focus
Rhymes and songs
Unplanned indoor/outdoor activity
(100% in Adilabad, 90% in Vizag)
(15% Adilabad, 10% Visakapatnam)
Circle games
Outdoor play
(Indoor) 100% in Adilabad, 90% Vizag
(35% in Adilabad, 10% visakapatnam)
Teaching of reading and writing
Clay work/Sand play, dramatization

Free and guided conversation
Colouring/drawing, painting etc.
30% in Adilabad , 25% in Vizag.
While there is not much difference in the

activities conducted across the districts. It is very
interesting to note that in 95% of the centres
of Adilabad Story Telling activity is dominant
while story sessions are limited to 30% in
Vizag.
It can easily be inferred from the above
table that most of the time (nearly 50% of the
time in a day) is spent on activities related to
pre-academics i.e, pre-reading and pre-writing
only. In other words, more focus is on learning
for school compared to a wide range of other
activities like dramatization, colouring,
drawing, clay/sand work , free play and free
time.
But, on the day of observation, creative
activities were nominally conducted. The time
table is rigidly scheduled that children are not
left free to do whatever they like. Children do
not have a short break of nap time also.
Outdoor play, unplanned indoor/outdoor

activities have hardly any place. However, in
the ECE centres of Adilabad free play with
materials (65%) is better than the centres of
Visakapatnam (45%). Teachers in Adilabad
district could involve children in playing with
toys or materials in any way they wanted to
compared to the ECE teachers of Visakapatnam
district.
A. Organization of Activities:
In both the districts Visakapatnam
49.2% and Adilabad 50.6% teachers conduct
activities with all the children together
irrespective of the age group.
It appears that the activities are not planned
specifically for children of different age groups.
23.6% of the activities in Visakapatnam centres
and 25.30% of the activities in Adilabad are
conducted on an individual basis; whereas
|| Part - I ||
|| 43 ||
27.2% and 24.07% of the activities are

conducted in small groups with teachers
guidance in Visakapatnam and Adilabad

districts respectively.
Enchanting Communication
It can be inferred from the findings that
separate activities are not being conducted for
3+ and 4+ years age group children.
A. Materials Used:
Manipulative materials are used almost
equally in both the districts (Visakapatnam
37% and Adilabad 38.73%). It means that the
teacher conducts nearly 37% of activities which
allow children to use materials like puzzles,
crayons, colour pencils building blocks and
natural items like clay, sand, water etc.This is
in support of the earlier observation where 30%

and 25% of the activities in a day across the
two districts (Visakapatnam and Adilabad)
respectively are related to colouring, drawing,
painting, etc.
In Visakapatnam the use of Audio-Visual
materials (41.3%) is more compared to
manipulative materials (37%). It can be inferred
that more time is spent on teacher led activities
..
|| Part - I ||
|| 44 ||
An exotic ensemble
On the contrary, it is interesting to note
that teachers in Adilabad District conduct more
activities using manipulative materials (39%)
against (32.43%) A.V materials. It can also be
seen from the above table that the use of A.V
materials (41.3%) in Visakapatnam is more
compared Adilabad (32.43%). It means that
the teachers in Adilabad ECE centres conduct
more activities which allow children to engage
themselves in creative activities.
This observation again supports the earlier
observation where free play with materials is
encouraged in 65% of ECE centres of Adilabad
compared to 45% in Visakapatnam
A. Opportunities Children Get To Learn/

Do:
It is observed that about half of the
activities conducted in a day provide an
opportunity for the children to learn to share
(Visakapatnam 48%, Adilabad 45.16%).
It is also seen that less scope/opportunity
is provided for children to think and answer
(Visakapatnam 28%, Adilabad 25.71%) and
express curiosity and ask questions (22%
Visakapatnam and 17.18 in Adilabad).
More opportunities are provided for
children in Adilabad district to learn to wait
|| Part - I ||
|| 45 ||
for turn (65.7%) and play or work with other

children compared to Visakapatnam (26% and
30%).
teaching of letters and numbers personal touch

is not lost.Teachers keep the centre clean on
their own.

Teachers Role:
2) Training the focus of training on

specific skills based on their own strengths has
really helped in building confidence in them
(.95% in Adilabad and 90% in Vizag).All the
teachers expressed satisfaction about the
training provided to them.
Teacher contributes a lot to the quality of

the programme. ECE teacher plays a creitical
role in enrolling, retaining and in sustaining
their interest in the school. Hence a detailed
questionnaire was administered to ECE
teachers in all 30 centres to understand the
effectiveness of the programme. The following
factors contribute to the effectiveness of the
programme.
Factors contributing for effectiveness:
1) Positive Attitude and Commitment of
the teacher is reflected in their interest and
involvement in the programme. Teachers clearly
stated that the centre functions for them and it
is their children that are benefited. Hence are
willing to work happily for the centre.( audio
and video document) Regular attendance of
children is a very clear indication of teachers
effectiveness and teachers were also very clear
regarding the strategies to be adopted for
holding children in the class .
85% of teachers in Adilabad and 100%
teachers in Vizag felt that maintaining records
and registers is important but does not disturb
the academic programme. They update the
records and registers only after school hours.
In all the places teachers handle children with
care and concern. Even routine activities like
3) Relationship with others:

A. Cluster Coordinators All teachers
(100% in both the districts) felt that Cluster
Coordinators are helpful in solving the
problems related to centre .CCs motivate,
encourage and help teachers in refining their
skills.
B Parents Cordial relationship prevails
between teachers and parents which is clearly
evident from the responses received both from
the teachers and parents. Parents are happy
about their childrens learning in Balabadi and
behave courteously with the teacher. All the
teachers in both the districts are happy with
the parents.
C Community The positive relationship
between the teacher and the community is
responsible for the overall effectiveness of the
programme. Community helps the teachers in
making children attend the centre and
participate in balabadi activities.100% of
teachers from Vizag, 85% from Adilabad didnt
encounter any problem from management.
|| Part - I ||
|| 46 ||
Teacher the galvanizer

The following interview gives a glimpse of the parents perceptions on the teacher and the
relationships enjoyed.
Interview with ECE Parent Mothers name: Gandhari Bai, Child: Shambo, Mother tongue:
Gondu Alliguda, Sirpur Mandal
Interviewer: Does your child go willingly to Balabadi?
Mother: Yes happily Shambo likes all activities in the Balabadi.
Interviewer: Do you know your childs teacher?
Mother: Yes
Interviewer: What does she talk to you?
Mother: She tells about my childs education songs, rhymes, etc that he learnt. She tells me to give
bath to my child everyday, put washed clothes, comb hair, etc.
Interviewer: Does teacher come to your home?
Mother: She comes when my child is absent.
Interviewer: Do you like the teacher? Why?
Mother: Teacher is friendly with Shambo, she talks nicely to me, listens to me patiently. She told
me not to shout on my child.
|| Part - I ||
|| 47 ||

Parents Perceptions:
schedule. The investigators conducted informal

interviews also with the parents.
Being viewed as key players in determining

the childrens outcomes, a guided interview was
conducted with parents of ECE children
selected for assessing school readiness.
Family support in sending the children to

Pre-school as well as taking interest in what is
going on, how the child is learning and
progressing are all responsible in making the
programmes more effective.
The total sample set for this purpose

was 150 parents. From each of the 30 ECE
Centres selected for the study parents (father/
mother) of five children from each centre were
requested to answer the questions in the
Parents all over, recognized the importance

of education and most of them are sending their
children to study well and get good education.
Other parents want their children to learn
songs, dances and rhymes.
We want our children to study well and
become big. He should not remain a coolie
or a worker in the field. Our children also
should sit on chairs in the offices
Dhanalakshmi, ANM & Parent,
Alliguda
We want bright future for our children.
We want good education
Ramulamma, Parent, Member,
School Committee, Indravally
Reasons for sending their children to

school:
The parents were asked to mention the
reasons for sending their children to ECE
centre. The answers of the parents on this were
as follows.
What is particularly evident in these

villages is that an attitudinal shift has been
taking place amongst the villagers. Parents
increasingly see education as a key to improving
their childrens prospects and the status of their
family and as a way to break the poverty cycle.
When asked who encourages to send

your children to Balabadi?
59% of the parents in Adilabad District
said that Village heads encouraged them while
52% in Visakha Districts replied that they are
sending their children on their own.
It is interesting to note that the village
heads are acting as social agents in
Adilabad district encouraging the parents to
send their children to school.
|| Part - I ||
|| 48 ||
Balabadi Benefits Parents

Children are safe and secure
Productivity in work increased (90%)
Improved their skills
Incomes increased 80% in Adilabad 75% in Visakapatnam
Elder children freed from sibling care
Utnoor
Indravelly
Sirpur
Jainoor
Visakapatnam
88%
72%
60%
62%
72%
Parental ecstasy childrens learning
|| Part - I ||
|| 49 ||
Almost all the parents (99%) felt that the

Balabadi timings are convenient for them.
Both of us are going to work as my child
is safe in Balabadi. If children are at home
they ask us to buy this and buy that to eat
and they play in the mud. Unnecessarily
money is wasted.
Satyavathi (Gayathris mother
Marepally Village, Devarapally Mandal
Elder children are able to go to school.
We are happy that Balabadi works from 9:00
A.M to 5:00 P.M. children used to fall sick
very often when Balabadis were not there.
C.H. Vijay Kumar (Maruthis
father, Lakkaguda)
We are free from tension, we feel
relieved. We are not worried because children
are safe in Balabadi
Sathyamma (Parent, Marepally,
Devarapally Mandal)
Earlier AW Teacher used to give upma
in AW and it used to run only for an hour,
then children used to play in the hot sun and
mud and sand. Now they are not becoming
sick. Parents expenditure on hospitals is
reduced.
Sriram (Secretary, Village Education
Committee, Mother tongue: Gondu)
Our children are talking in Telugu
nicely. They enjoy better health than before
because of Balabadi. They are learning
English too.
Subhash (Mother tongue: Gondu,
Member, Village Education Committee,
Alliguda)
What do you like most in Balabadis?

Parents like:
Good habits developed in the children
Stories, poems, rhymes etc.
Care taken by teachers towards their

childrens health
Teachers behavior, commitment

patience and care
Our children are becoming cleverer. They

are now teaching elders on cleanliness and
personal hygiene. We feel proud to see children
learning and talking in English. We are proud
and delighted as they say the names of months,
animals, plants, fruits, etc.
What more do we want?(with a radiant
face)
Mallubai, secretary, Village
Organization, Yenka
The songs and stories taught in Balabadi
have become so popular that each parent and
even the other villagers hum those songs at
their work place also.
Balabadi - Parents involvement:- The
responses of the parents in this area are very
encouraging.
Visits by the parents: Almost all the parents
(95%) in both the districts visit Balabadi
regularly.
In Adilabad district, parents of two pupils
(by rotation as per the school roll order) are
encouraged to visit the MNMS everyday for
an hour at least to witness and understand the
classroom interaction.
Parent teachers meetings: 85% of the
parents reported that they attend parent
teachers meetings.
|| Part - I ||
|| 50 ||
Monthly public report day- Badi Pandaga:

On the last Saturday of every month the parents
and the community elders gather to receive the
monthly public report from the MNMS
teacher. This is called Badi Pandaga. The
teachers share the learning achieved during the
month with the parents on this day. Parents
discuss about the functioning and programme
of the school during the meeting and they also
enquire about their childrens performance with
the teacher.

Monitoring and Coordination:
The key factor influencing the effective
functioning of the programme is well integrated
monitoring and coordination component. The
success and quality of the programme depends
on the extent to which the coordinators execute
their responsibilities in the ECE centre attached
to them. There is a Cluster Coordinator for
every 10 or 11 Pre-schools on an average, and
one Coordinator for each Mandal in the
identified ECE centres.
Hence, the views, perceptions and

suggestions of the Coordinators are considered
to be significant for the study. A questionnaire
was administered to 21 Coordinators at
different level. Interviews were also held with
Mandal Coordinators of both the Districts by
the investigators.
All the Coordinators 17(100%) in both
the districts pay attention to various aspects at
the centre, like; attendance of children, health,
personal hygiene, inculcation of good habits,
and ensure proper conduct of activities in the
centre. They also monitor the maintenance of
various records, methods of teaching,
punctuality of the teacher, children, time
management by the teachers, and conduct of
PTA meetings.
Coordinators identify reasons for the low
grade, workout solutions and provide necessary
guidance to improve the centre grade.
Continuous, comprehensive, illuminative
evaluation along with immediate feed back and
documentation highlights the strength of the
system.
Assessment of children Co-ordinator

|| Part - I ||
|| 51 ||
Feel the coordinators love and concern for the children of their villages and their emotional
belongingness and enthusiasm in their voices.
There was an eight year old girl by name Latha in Deverapally. She was very shy. She
never came out, could not speak properly and never mingled with outsiders. I enrolled her in
Balabadi. Now Latha is a normal girl. She is singing and playing happily and is participating in
all activities of Balabadi. This gave me immense satisfaction. Balabadi made her a normal
child.
T. Govind Rao District Coordinator, Visakhapatnam
I conducted a rally on Nov. 14th, 2008 on Childrens Day combining Balabadi children
and Primary school children. That was a big hit. This is the most satisfying experience for me.
B. Satyanarayana, Cluster I, Deverapally
I thought of celebrating Childrens Day this year in a novel way. I selected the A Grade
children in the Balabadi from my cluster and prepared them for a cultural programme. The
children performed this programme in Bethapudi. All the people including the higher officials
enjoyed the programme and congratulated the children. I felt elated.
C. Nagaraju, Cluster II, Devarapally
AW teachers became more accountable and are extending all services to the children after
Balabadi started functioning. This attitudinal change in the Anganwadi teachers gave me
satisfaction.
K. Kondal Rao, Golgonda
I enrolled a physically handicapped boy Lovaraju S/o Ramana in Balabadi. He was not
sent out at all till he was 5 year old. I convinced his parents and enrolled him in Balabadi in
2008. He learnt songs, rhymes and action songs and excelled all the 30 children in 1 year time.
His success gave lot of motivation and satisfaction to me.
P. Satyanarayana, Cluster Coordinator, AL Puram
Teaching small children through games and songs and training teachers gives me lot of
satisfaction. Thanks to Director, CDR, for this opportunity.
H. Suryakanth, Mandal Coordinator
I felt sad to look at the plight of the children in Patelguda and Aliguda Balabadis, when I
first visited those schools I determined to improve those children and the change that took place
in the children inspired me.
M. Sudhakar, Sirpur Mandal
I conducted a survey in 20 villages during the hottest month May in summer. I walked
from one village to other and motivated parents to send their children to Balabadi.
Yadoshavu, Peddadoba, Sirpur
|| Part - I ||
|| 52 ||
I could prepare play materials for many topics in the curriculum.

D. Prakash, Lingapur
The joy and smiles on the faces of parents on looking their children in the Balabadis
inspires me to work more.
Sirish Kumar, Narsapur
Sharing experiences at Pittaguda

First first when I went to Balabadi children looked dirty with shabby dresses. They were
simply roaming around and playing in the mud. They know only their mother tongue. They
didnt know a single Telugu word. Those children coming to Balabadi and learning good habits
and their parents going for work gives me great satisfaction. I am proud I made the children in
the mud as gems.
G. Anasuya, Pulimadugu
When a sincere effort is put, results will come. This is proved because of the change
that took place in the parents and children of the Balabadis of my Cluster. This is my
success.
J. Varalakshmi, Dantanpalli
The loving, cordial relations we enjoy with children, parents and other colleagues is the
most rewarding experience sadhana of Indravally.
T. Sadhana, Indravally
|| Part - I ||
|| 53 ||
4.6 Effectiveness of Community

Management:
Community
Management:
Participation
and
The approach to facilitate community

ownership in creating the needed intervention
reveals that when communities have relevant
information to act upon and are facilitated
through contextualized and appropriate
mechanisms, they are able to take the
responsibility for their immediate local needs.
It also highlights the fact that community
management doesnt come in the context some
schemes and also doesnt require rigid criterion
to be fulfilled. It is a simple coming together of
people as a community to address their need.
Communities are the best architects of
successful programmes that match the needs
of the care givers as well as the developmental
mile stones of the children. Hence any good
programme should be deeply rooted with the
communities and blend with what is best
environment for children.
It is in this backdrop the current study
recognized the critical role of community in
the context of effectiveness of the programme
as well as its typical role as manager of the
programme.
The base of the project under study is
community intervention. It is not only one of
the rare initiatives but significant on double
counts direct management of the centre by
the community as well as management by all
womens group- This management of ECE
centre by womens group is a significant mile
stone .This initiative is making difference in
the lives of young children.
The study focused on centre management

committee with the objective of arriving a broad
understanding of administration and
management practices and other related issues.
Similarly to assess percolation of the concept
in the larger community awareness and
involvement of the general community
representing a wide spectrum has been made.
After a preliminary visit and informal
discussion with community members it was felt
the necessary to draw the perceptions and
participation levels of the community members
both as of managers of the centres as well as
members of larger community. Hence 2
different tools were used.
1) Schedule for
Committee
Centre Management
2) Schedule for General Community
4.6.1 Role of Centre Management

Committee:
Composition of the Centre Management
Committee:
The management committee consisted of
President, Secretary and 3 mothers as members
making a total of 5. President generally is the
president of the Village Organisation
committee .Hence need not necessarily be a
parent of any child in the centre. An active
parent of the concerned centre is the secretary
with 2 or 3 mothers of the children of the
centres as members.
The study tried to capture the role played
by the members of the committee. To arrive at
the effectiveness of the ECE centre run by these
communities, observations were made from the
following four dimensions..
|| Part - I ||
|| 54 ||
Clarity on the need and purpose of the

programme
Know how to manage
Developed management mechanism
Awareness on the problems
To capture the above an interview schedule

was specifically developed and data collected
on the following.
Administrative and managerial practices of

ECE centres.
Performance of the centres
Innovative practices in the management.
In conversation Management Committee

Each of the committee members was
interviewed individually and the responses were
recorded verbatim on the schedule along with
audio recording.

programme.
The responses clearly revealed that the

awareness level of the members was high
at 84% on the availability of different ECE
centres in the village. Nearly 50% of the
members could differentiate their Balabadi
with other ECE or preschool centres.
Secure place for children when parents

are away on work and education of
children are the 2 predominant
considerations for running a separate
Balabadi in their village a decision of the
community on what works best for them.
Thus the ECE centres of the programme
had a need based origin.
In the context of diverse cultural, linguistic,
|| Part - I ||
|| 55 ||
geographical and other characteristics a

programme growing up through community
initiative and support will be highly sensitive
to the needs of the community and this may
not be possible in a centralized technical
bureaucratic model. This is true in the case of
current study.
Know how to manage

When we look at responses from a
qualitative approach angle for a question on
what should be done to make Balabadi function

more effectively? - Members came out with a
highly relevant long list of solutions.
The list not only covers a wide range of
connected areas but also reflects clearly the
holistic perspective of the members regarding
the centre and how to make it function
effectively. Right from infrastructure to
curricular improvements, enhancing teacher
quality, parents role and support needed to the
community and so on.
Suggestive solutions
|| Part - I ||
|| 56 ||
School building should be given by Government.
Every parent should think about their children
Children should be made to play other type of games also to give them
encouragement.
Afternoon lunch should be provided.
Good songs and games should be included.
Toilets, drinking water, play materials, books, pencils and uniform should be
provided.
New activities should be introduced.
Ayah should be appointed to serve biscuits, milk and lunch to children as
teacher is not able to do this work.
Parents should inform the problems to the authorities.
Balabadi is required because pre-school component is not taken seriously in
Anganwadi centre.
Awareness about importance of pre-school stage (early years) should be
developed to the community and also to pregnant women.
Teachers need to be given much more training regularly and properly to make
them thorough in pre-school education.
Teacher should be given training in some more new songs, games and activities.
If lunch is given in Balabadi, children need not go to Anganwadi.
For supplementary food only few of the parents are sending their children to
Anganwadi
Some more training to teachers and more facilities to children should be
provided.
Teachers should be informed to teach well and take care of children.
|| Part - I ||
|| 57 ||
Balabadi
Anganwadi
Food is not given
Upma and Pindi is given
Duration is till 4 P.M
Till 12 .30 P.M
Play games and sing songs
No regular active activities
Write Numbers and Letters
No regular activities, parents are sending

children for food only
Teachers are conversing with children in

their mother tongue, But for related
academics only, Telugu language is used.
Write Numbers and Letters
Children are able to understand Telugu

Language relating to pre-school activities
only.
Not taking interest about children after

the Anganwadi hours.
Not functioning regularly.
No support to teacher even to children,

for using toilets, as there is no ayah
Parents are feel confident to go to their
work as Balabadis are functioning
regularly, children are secure till they
return from work.
Eat upma and few activities only are being

conducted.
Recently Anganwadi worker became

active and started conducting activities
and running the centre.
This clearly indicates not only the awareness of the prevailing scenario, but members
keen and critical observation.
How do the villagers look at these centres? Here are some views
Views expressed by Samba Murthy, an elderly person of the Village C.H. Nagapuram,
Golgonda Mandal (Extract from audio-recording)
We are not unhappy because children do not get upma in Balabadi. We want our children do
develop. Parents are looking forward for a bright future for their children.
Food is given in Anganwadi but education and activities are good in Balabadi. Parents go out
for work leaving children for long hours for almost the entire day. So it will be nice if food is supplied
in Balabadi also. If Balabadi and Anganwadi function together children get good education and food
also.
Balabadi and Anganwadi should function cooperatively and in coordination. Only then the
facilities and benefits provided by Govt. will reach all children.
|| Part - I ||
|| 58 ||
Manik Rao, Sarpanch, Cheruvuguda

In Balabadi children play, read, write, sing and learn. In Anganwadi nothing is available.
Sometimes Anganwadi teacher goes for meetings, nobody calls us for such meetings. The teacher opens
the centre for some time for an hour or so and locks it.
What does the Anganwadi teacher say?
Interview with Anganwadi Teacher: - Name: Tirumala Devi, Anganwadi teacher, C.H.
Nagapuram, Golgonda Mandal
Did you ever go to Balabadi?
They called me on opening day of Balabadi. I went there that day. After that I didnt go because
timings are same for both of us.
What facilities are available in Balabadi?
All facilities are available except food. Balabadi has a good programme.
Is food supplied in Balabadi?
CDPO has given us order to supply food to the children in Balabadi also. All children need
nutrition food but Balabadi teacher will not bring her children to our Anganwadi.
What is parents opinion on Balabadi?
Parents usually are not bothered as to what children learn. They only want a safe place from
morning to evening because they want to go to work and earn money.
Anganwadi teacher Konkasinghi (Extracts from an interview)
Children get all benefits from Balabadi except nutrition. Children in the age group 3 to 4 years
are deprived of nutrition food because Balabadi teacher doesnt send her children to Anganwadi. If
Balabadi children also come to take food that we supply all children get all facilities. On my own
interest I send word to Balabadi and give immunization vaccine to those children. So children get all
services from Anganwadi also. However, why clash? Let them start Balabadis where there are no
Anganwadis.
Involvement and Monitoring:

The management Community members are providing support to Balabadi through different
means. One fourth of them provide voluntary service, and another of them bring children to
school. Few members provide financial contribution, and discuss about children with the teacher.
A significant 15% are not providing any support.
|| Part - I ||
|| 59 ||
Co-ordination among the key players of

the project is observed to be good.
Similarly, monitoring of the Balabadi by
Management committee members is also
observed to be satisfactory.
89% of the management committee
members monitored the programme of
Balabadi as a part of their duty. Participation
was absolutely clear from a response on the time
and number of visits to Balabadi,
learning to read and write,
whether teacher is teaching well,
regularity of the teacher and so on.
One or the other member of the community

visit Balabadi regularly generally in the
morning hours.
They also make sudden and surprise visits,
Time spent is also considerable.
Management issues like salary payment,

enrolment of children, Badipandaga,
meetings with parents any other special
items relating to Badipandaga.
About grades of children and regularity.
Orientation to parents on health and
hygiene of children. About reasons behind
irregular children.
About the teachers work what she has
done in that week
High % of members discussed their

observations of the centre at the meetings
They feel if they visit and observe what is

happening they will understand how
children are learning and how teacher is
teaching.
It is a continuous, constructive monitoring

management model.
Balabadis are expected to develop school

readiness among children for smooth enrolment
in Class I. Hence for a question to explain the
role played by Management Community
members in Class I. The response shows
activities related to enrolment of children, and
monitoring etc.
A notable administrative practice has been

solving the problems of the centre collectively
(69% response) .This is substantiated by
response to a related question
For a question on items for discussion at

the meetings, the multiple responses received
clearly reflect the level of understanding and
involvement of the management committee
members.
The discussion points in meetings are:
About children participation in the

Balabadi activities
whether children are enjoying
coming with interest
III Developed Management Mechanisms
Do you discuss the observations on the

centre in your meeting?
89% responded YES.
Similarly coordination with VO and
Balabadi teacher are very good according to
72% of the respondents.
Because of Balabadis all the villagers are not
only getting an opportunity to discuss issues related
to Balabadi but also, personal problems and
problems of our village also. When Balabadis are
not there we only use to eat and sleep off. We were
never aware of the childrens education and Govt.
schools.
|| Part - I ||
|| 60 ||
A strong ownership is reflected in the

response of the community for a hypothetical
proposition whether they would be willing to
hand over the BALABADI if any other agency
comes forward to run it? (65%) of the
members didnt like the idea. Majority disliked
the idea of handing over responsibility of
Balabadi to any other agency and strongly
desired that the community should run the
centres.
Responses for a question on Will you
handover the responsibility of running
Balabadi to any other agency if the supply of
funds ceases?
If funds are ceased, we will run on our
own. We are ready to pay for our childs
education. We dont mind starving. We eat rice
only with chilly powder but we will send our
children to Balabadi.
- Ramulamma, Parent, Member,
Management Committee, Devapur,
Indravally
Running Balabadi will never be a burden
for us. After all, who are we serving? Our
own children.
Rajaiah, Youth Leader, Devarapally
However they could not give clear response
for a question on steps they would take if the
present channel of funding is stopped. They
could not give clear commitment on taking the
onus of funding the programme if required.
However they strongly feel that Balabadi
belongs to them while Anganwadi centre
belongs to Government.
Culture Base
When communities are effectively involved
with their collective vision of education, the
fabric of learning shifts from one of static

knowledge to that of a contextually appropriate
one. The programme has strong roots in
culture.
Majority of members observed reflection
of the culture in Balabadi activities. Title of the
school, Mavanate Mavasada, appointment of
local teacher and co-ordination in local area
seem to have facilitated interaction in local
dialect. The songs, games and stories which
form the curriculum do reflect the regional
culture. The tunes of the songs and rhythm in
the dance also transmit the cultural traditions.
The training package also has sound cultural
base.
Financial Management
The area needing attention seems to be
finance management. There are highly
dispersed responses on questions related to
financial matters. There was not much of clarity
on the sources or funds expenditure per child
or taking decisions related to finance matters.
According to project proposals Balabadis
are to be funded and managed by the
Community. They also claim children pay fee
for Balabadi. However the findings of the study
and also senior researchers interaction with
different stake holders during field visits do not
subscribe to this. The field interviews could not
provide any clarity regarding funding of the
project. While some made an attempt to
understand the flow of funding, by and large
the Community mentioned Govt. is providing
funds through Mandal Samakhya. Surprisingly
a majority of Management Community
members also mentioned Govt. as a source of
funds for Balabadi.
|| Part - I ||
|| 61 ||
We heard that funds are received from

Velugu Office to run Balabadi. Even if it
doesnt give we will somehow run Balabadi.
Earlier (when Balabadis were not
there), we used to send children to school only
after completing 5 years. Now even 3 year
old children are sent to Balabadi. Parents
income increased because of this. So we cannot
think of not having Balabadi.
- Pashupati, Committee member,
Devapur, Golgonda
These children after they finish
Balabadi have to study in Govt. schools.
There, there is no good education. No
teaching, so we want good primary schools
like these Balabadis.
Ambaji Rao, Ward member,
Pittaguda, Sirpur Mandal
Though 34% spoke about Mahila
Samakhya mobilizing the funds they do not
have any clear idea about how this money is
mobilized. Some members mentioned bank
and Velugu project are providing funds.
The Management Community members
responses to expenditure on per child per
month also support the above argument ie lack
of clarity.
Majority of the members could not assess
the expenditure per child per month. Members
mentioned that no expenses are made by
parents, might be under the impression that
parents are not directly making payments.
Though some members tried to explain
expenditure per child per month, the response
has not revealed any consistency.
Regarding expenditure for different
activities for Balabadi though majority members
mentioned Management Community, no

clarity is observed in the remaining responses
The response to the question on who
takes decision for spending on different items.
Further substantiates lack of clarity on the part
of management committee members on
imparting financial matters. It was a matter of
further concern when lack of knowledge was
as expressed by president and secretary in some
places though this number is small to 3 or
4(Pochamloddi, Labbiguda and Marlavai).
4.6.2 Role of General Community:

Awareness and Involvement of General
Community:
The support of the community for the
programmes around them is a major factor in
determining the effectiveness of the
programme. To achieve sustainable integrated,
social development the larger community must
be involved. Communities are more confident
and have more ability to work at the individual
and collective level to solve the problems related
to their children. Hence the study collected data
on awareness and involvement of different
groups in the community in the activities
related to Balabadies. This group of the sample
included
Parents (other than balabadi children)
Anganwadi worker / ANM
One each from any of the following ( 3

members )
Surpanch /Ward member /Youth leader /

Community elders
|| Part - I ||
|| 62 ||
Intimate Interaction
The sample has been specifically identified
to draw different shades of opinion. Perceptions
of parents of children who have no exposure to
ECE, Perception of Anganwadi worker who
otherwise should have been playing the role,
level of concern of the larger public about the
programme.
The perceptions of the community

members on ECE.Programme and its
usefulness
Contribution of community for ECE
programmes
Awareness on issues and problems faced
by different stake holders in the
implementation of ECE programme.
Each of the community members selected

was interviewed individually and responses were
audio recording. Facilitators support was taken
in language specific cases. The schedule made
an attempt to assess the following.
Information level, interest and

involvement of the community in the
functioning of ECE centres:

functioning of ECE centres.
Community is aware of the presence of

ECE centres in the village.99% of the General
Community having knowledge about the
presence of some ECE centres in the village is
|| Part - I ||
|| 63 ||
a positive indicator for the project. Regarding

detailed knowledge about the Centre, some
variation in observed. Though a high majority
mentioned balabadi, people who know about
Anganwadi are also in considerable number.

This indicates in spite of having a separate
facility for pre-school education. Anganwadi is
still recognized as a centre/in the village for
helping child development.
Getting Deeper Understanding

A high level of satisfaction was expressed
by the members about the conduct of Balabadi.
The reasons mentioned for this satisfaction are
Children are able to read and write
Spend time in secured place
A good number (42%) of Community

members visited Balabadi frequently followed
by occasional visit by 22% and 11% rarely
visited.
Badipandaga was mentioned as the main
reason for visiting the school. (87%) of this
group observed that Balabadis are highly
accessible to children. More than half of the
members responded that Balabadis are very near

to primary school, some felt they are not so
close to school. A small number observed
Balabadis are far from primary-school.
Response to availability of play material
79% in Adilabad and 66% in Vizag responded
positively while 23% in Vizag and 1% from
Jainoor mandal of Adilabad expressed non
availability. The other responses were negligible.
Most of the Community members know
the Balabadi teachers and they meet them in
person. (84%) They also mentioned that the
teacher is staying in the village. The
Community claimed to be interacting with the
|| Part - I ||
|| 64 ||
teachers, mostly about the children and about

the centre.
About Balabadi activities story was
observed to be major activity conducted in
Balabadies of Adilabad district. Activities related
to letters and numbers (42%) are observed. The
community members visiting balabadi
frequently is a reflection of communitys
involvement.
Maruthi likes stories told in the class.
He comes home and tells me the story. He
will ask his father to tell some story before
going to sleep. Earlier he was not talking to
his dad at all.
Radha, Parent, Pittaguda, Sirpur
Mandal

members on ECE
Children going to school with interest and
reasons for liking the school
82% of the respondents observed that

children are going to balabadis with interest,
while 18% observed teacher accompanying the
children to school. A majority (64%) expressed
that children like Balabadi because of games,
songs and activities in the Balabadi.
Parents cannot buy and give such play
materials and toys which are available in
Balabadi. They like to go to Balabadi because
such things are not available at home.
M. Ashok, Youth leader, Yellapater,
Sirpur
Teachers commitment, monitoring system,
involvement and participation of the
community members and the managerial skills
of the managing committee all of them have
a profound impact on the readiness and
performance of the children in the Balabadis.
The impact of the programme in terms of
school readiness and achievement is present in
the following pages..
Dynamic Dimension
|| Part - I ||
|| 65 ||
4.7 Programme Impact on ECE

Children:
The programme provides a rich array of
effective learning opportunities to the children.
These opportunities cause qualitative effects in
children. Hence the impact of the programme
on children is assessed in terms of school
readiness and achievement of Class I children.
4.7.1 School Readiness:

Readiness for school is a key measure of
childrens outcomes in their early years.
School entry involves a key transition for
all children. It is a transition to a different
learning, education and care paradigm.
Successful and smooth transition to formal
school depends on how well the skills and
abilities related to the developmental domains
are developed in the children by the ECE
programme. An ECE programme that nurtures
the pre-requisite cognitive, linguistic and social
competencies in the child acts as a solid
foundational stage for childrens schooling. A
quality ECE programme should create interest
in learning among children and involve them
in pre-learning activities. The effectiveness of
the programme depends on how well the

programme prepares the children for formal
schooling. So, the readiness of the children in
the ECE centres who are to enter the formal
primary school is measured, as part of assessing
the quality of the ECE centres.
The School Readiness Kit developed by
World Bank India has been administered to
the children in ECE centres, who are ready to
enter primary school. However, the instrument
is selective in terms of domains since it focuses
on cognitive and language domains only. This
limitation is because the other domains cannot
be measured on a one time basis.
Hence childrens readiness for academics
i.e pre-number and pre-reading skills only are
measured.
There are 10 activities in the tool related
to pre-number and pre-reading. The activities
are designed to examine the extent to which
concepts related to, more or less, position words,
pre-number and sequential thinking,
classification, following instructions, numbernumeral association, auditory discrimination,
patterning, comparison of numbers, and picture
reading are developed in the children.
Ready for Readiness

|| Part - I ||
|| 66 ||
Instructions, to help the children do the activity are clearly given for each activity. The score
to be given for the answer and the correct answer are also provided in the tool. The maximum
score for all the activities is 40.
The investigator administered each of the activities one by one to each individual in the
centre.
The score on each activity and the total score on all ten activities are tabulated out of a
maximum score of 40 in all 30 centres for the 150 children to whom the test was given.
Showing readiness in children (1 10 Activities):

Number and percentage of children who could do each of the activities is given in the table
below:
1: Pre-number (More/Less)
6: Number Numeral Association
2: Mathematical Vocabulary Position words
7: Pre-reading Auditory discrimination
3: Pre-numbers and Sequential thinking
8: Pre-number Patterning
4: Classification Fruits/Vegetables
9: Pre-reading (Picture reading)
5: Language Listening Following

instructions
10: Comparison of numbers
Table 4: Readiness in children (1 10 Activities)
The performance of children in each centre

reveales that all children could perform some
activities easily, while some other activities could
not be performed by more number of children.
Most of the children could not do the
activity on patterning. Only 46% in
Visakapatnam and 52% in Adilabad could do
it.
Readiness on patterning (pre-number) is
not acquired by most of the children.
Most of the children could not do activities

related to sequential thinkin, patterning and
comparison of numbers. A crucial factor
influencing mathematics learning is the
readiness of the child in pre-number concepts
like sequential thinking, comparison of
numbers etc. Therefore learning of numbers/
maths should be logically preceded by mastery
of pre-requisite concepts, skills and conclusion.
Therefore, it appears that these areas related to
|| Part - I ||
|| 67 ||
pre-number have to be strengthened before they

enter formal school.
If children are not ready in critical (prenumber) concepts and acquire mastery at this
level it may have a significant long time impact

on the performance and achievement in
Mathematics at higher grades.
Performance on easy and complex areas on Readiness across Districts
The reviewed study in four regions of the

country on a sample of 1495 school entrants
found that most of the children deficient in
concepts and skills (such as sound
discrimination, sequential thinking) related to
readiness (NCERT 1999). The findings of this
study are in agreement with childrens difficulty
in sequential thinking but contrary with
acquirement of sound discrimination skill.
Currently, the world over, instructional
process and curriculum development at the
school level is largely influences by Piagetian
and Vygotskian thought and information
processing theory.
While Piagetian theory does not provide
for any cognitive acceleration, Vygotsky has
specified what he terms as the zone of proximal
development (ZPD) which is the distance
between the actual developmental level as
determined by independent problem-solving
and the level of potential development as

determined through problem solving under
adult guidance or in collaboration with more
capable peers (Vygotsky 1978:81). This high
lights the crucial role of mediation in assisting/
accelerating the learning of the child. In view
of the academic demand for providing the child
a solid foundation in mathematics in the early
years the need to accelerate in the children
development of the prerequisite skills and
concepts becomes essential.
Mean values and standard deviations (SDs)
are calculated Mandal wise and across the
Districts.
The below table shows the Mean and SD
values for the four Mandals in Adilabad District
and two mandals of Visakapatnam District.
|| Part - I ||
|| 68 ||
Table 5: Readiness Mean and SD values:
|| Part - I ||
|| 69 ||
When we look at the four mandals of

Adilabad, the mean performance of children
in Utnoor is better compared to other mandals.
Again, the SD for Jainoor is 11.56, whereas the
SD of Utnoor Mandal is 3.9. It means that the
intra variation among the Balabadis in Utnoor
Mandal is very less compared to other mandals.
Stated otherwise, children in all centres of
Utnoor Mandal are performing more or less in
the same way. But the intra-centre variation
among centres in Jainoor Mandal is very high.
In Visakapatnam District the mean
performance of the children in Golgonda
(Mean 31) is slightly higher than Devarapally
(Mean 28.3). The deviation in performance is
also negligible showing that the performance
of the children in all the centres of both the
mandals is more or less at the same level.
(Devarapally SD 7.5 and Golda SD 7.18).
4.7.2 Achievement of Class I Children in

Different Subjects :
Good quality programmes for ECE have a
positive impact on childrens all round
development. It is also seen to have critical
linkages with childrens learning outcomes. It
means that better learning outcomes must be
seen in children who are exposed to learning in

the early years.
Hence, in the present study, it is proposed
to compare the difference in performance of
the children in Class I with ECE exposure and
without ECE exposure.
To study the effectiveness of the ECE
programme in the identified ECE centres under
investigation, 3 Non-ECE and 2 ECE children
of Class I are randomly selected taking 5
children on an average from each centre. As
such the sample consists of 76 ECE children
and 81 Non-ECE children of Class I making a
total of 157 children.
Achievement Tests in Mathematics,
English, Environmental Science, Telugu (Oral
& Written) were administered to the sample
children.
Analysis of Data:
Marks obtained in each subject are
analyzed and the Mean and SDs are calculated
at Mandal level and District level to study the
difference in performance between ECE and
Non-ECE children of Class I. The performance
of the children in the form of Means and SDs
is furnished below subject wise.
|| Part - I ||
|| 70 ||
Table 6:
Achievement Test ECE and
Non-ECE All the subjects
It is seen that there is no significant
difference in the performance of ECE and Non
ECE children in Class I in both the Districts.
The mother tongue and medium of instruction
of the children and teachers in Visakapatnam
is Telugu.
Teachers and children in Adilabad speak 6

different dialects. The medium of instruction
is Telugu and all subjects are taught bilingually.
Though there is difficulty related to
language the performance of the children in
Adilabad being on par with their counter parts
in Visakapatnam District, deserves credit for
the ECE programme in Adilabad.
V
|| Part - I ||
|| 71 ||
CHAPTER
SIGNIFICANT HIGHLIGHTS
Critical Reflections, Concerns and Way Ahead
Significant Highlights
Commitment:
The creation of centres sensitive to diverse
needs of the communities depends on the
creative leadership of individuals. Such a
leadership is increasingly referred as social
entrepreneurship.
Director, Centre for Development and
Research CDR, and the founder of Sodhana
spent long years working with the community
to raise the aspirations of the people in their
respective regions to make them more
confident, energetic, enthusiastic and hopeful.
They are totally committed to provide quality
education to the children in these schools. The
role of NGOs in social development
programmes, especially in isolated areas is
crucial. It is the glue that puts together all pieces
of the puzzle.
This commitment of the leaders percolated
down in the system. Teachers are committed
to the learners - they love their children, ready
and willing to help them and have concern for
their development. Children in these Balabadis
feel secure in the hands of the teacher. Teachers
are never intolerant or loose emotional control.

They could create a sense of belongingness
towards the Balabadi and it shows teachers
commitment to the society. They accept their
role and the responsibilities given to them. The
coordinators at every level, parents, community
and the members of the all the committees are
committed to take the Balbadis forward.
Participation:
The parents and community members
interact with each other closely and freely with
a sense of belongingness to the same
community. An underlying common thread
of belongingness knits them together.
Communities that come together for a common
cause create greater social cohesion i.e, a feeling
that all of us are part of the same community
and share a responsibility for a next generation.
Parents visit the Balabadis quite often.
Parents, community elders and members of the
village organization and parents committee all participate in the monthly Badi Pandaga
where teachers and pupils share their learning
joyously. This participation of the communities
in the design and implementation of the
programme is quite significant.
|| Chapter V ||
|| Part - I ||
|| 72 ||
Decision Making:
Training:
Decision making in the project is from the

bottom up rather than top down and in fact
it is the community which resolves to have a
pre-school (MNMS) in their village.
Community identifies suitable premises for
housing the school (MNMS); prepares the list
of the children eligible to join school , identifies
suitable teaches and nominates a parent s
committee of five mothers to take care of all
aspects of governance of the school (Pancha
Theermanalufive basic resolutions)
Probably the strongest aspect of the

programme is the training provided to the
teacher and the coordinators, which could build
the right attitude in them towards the
programme.
Communication:
Communication is most impactful when
clear, simple, direct statements are used to
convey the message. As there is no hierarchy
or bureaucracy in the system - values, duties,
and obligations of all the stakeholders are
communicated clearly. The commitment to
transparency is communicated by the CCS
during their visit to and monthly trainings by
the adage When in doubt, disclose.
Leadership:
The people in the 4 mandals - Utnoor,
Indravelly, Jainoor and Sirpur flock to V.
Manohar Prasad Director CDR and to seek
help, guidance, confidence, Joy. People take
him as role model. Same is the case with the
people in Cheepurpally They take Dr.PDK
Rao as their role model, protector and savior
of their lives. Both these leaders could dream
of things that never were for those people. All
the stake holders of the programme try to
emulate their outstanding participatory
leadership style.
Accountability:
The ECE Teacher presents a public report
to the parents and the village community once
in every month (Badi pandaga). Children
exhibit their learning attained during the
preceding month during their presentation.
The parents scrutinize the pupils assessment
report and parents committee pays the salary
to the teacher on the same day. This ensures
accountability for the teacher.
Inclusive Environment:
Everyone related to the Balabadi
participates in making decisions. There are no
two sides of people one who orders - the other
who has to obey and follow. Self-esteem gets
enhanced when people participate in making
decisions that affects them. An inclusive system
enhances the self esteem and enthusiasm of
everyone in the system with respect and
affection.
Relationships:
The relationship between teachers and
parents, teacher and taught, teacher and
coordinators, Coordinators and community are all of great warmth and affection. In the
non-hierarchical style of management all of
them execute and share their duties amicably.
|| Chapter V ||
|| Part - I ||
|| 73 ||
Sharp Focus:
Core competencies are built in the areas

of training, teaching, monitoring and
evaluation and then stuck to the basics doing
what they do best.
CRITICAL REFELECTIONS:
All early experiences of a child whether at
home, in child care or other preschool settings
are educational. When these experiences are
consistent, developmentally sound, and
emotionally supportive there are positive effects
on the child. Any focus more on any one area
may lead to missing the other benefits of early
development and deny the importance of early
experiences to the child.
In the light of the above an attempt has
been made to identify areas needing attention
in the programme and in relation to target
group and stake holders.The programme was
also viewed in the context of Right of Children
to Free and Compulsory Education. It is true
that RTE act 2009 is primarily for children in
the age group of 6 to 14 years; however when
the programme is for preparing children to
formal school, the fundamental bases
mentioned there under cannot be ignored.
Child:
The RTE act 29.2 specifies the following
provisions in the context of the child .
All round development of the child

Building up childs knowledge, potentiality
and talent
Development of physical and mental
ability to the fullest extent and appropriate
to the level
Learning through activities

Discovery and exploration in a child
friendly and child centered manner.
The programme is excellently preparing

the child for the formal school. Yet focus on
the above is not fully reflected observed
programme. To do full justice to these
components the programme needs
modification at curriculum, daily schedule and
teacher training levels.
Children with Special Needs:

The project in both the districts doesnt
reflect of having provision for children with
special needs. Hence this critical group is
missing the needed attention.
Food For Children:

Providing food for the children in ECE
centres is not on the agenda of the programme.
However in centres, which are run in
Anganwadi centres Nutrition powder is
supplied to the children in Adilabad District.
In some other centres ECE teacher or the
assistant teacher collects food either from the
near by A.W or Primary school from the Mid
day meals provided to Primary School children.
While the gesture of the ECE worker is highly
appreciated, providing food to the children cant
be left to the goodwill of the community. Hence
the mechanism of providing food should be
included as a critical part of this project. This
was also the felt need of Parents, Community
and other stake holders.
Moreover, as the children stay in the school
for nearly 5 to 5 hrs (excluding lunch break),
it becomes obligatory on the part of the project
to ensure supply of food.As per G.O.M.S. 30,
|| Chapter V ||
|| Part - I ||
|| 74 ||
Supreme Court order every child in Balabadi

should get feeding. Hence, the Community be
made to realize that it is the right of the child
to get food and the project take the initiative.
However, on the instructions from ICDS
and CDPO in the Golgonda Mandal of
Visakapatnam A.Ws are giving
supplementary food to Balabadi children. The
A.W teachers in Deverapally Mandal are
unpleasant about this.
In Golgonda Mandal, the assistant teacher
collects Tiffin boxes also from parents when she
goes to bring children to school and feeds them
during lunch time. Regarding supply of food
no instructions are given by CDPO ICDS.
Care And Nutrition Component:

There is a growing emphasis on integration
of Nutrition, Health and ECE programme.
Health and cognitive interventions need
to be interactive and designed as integrated
programmes of nutrition, health and psycho
social stimulation.- (Young 1997). There is
a confusion regarding care and nutrition
components as parallel systems are working.
Though investments are made both in Balabadi
and Anganwadi centres lack of coordination is
resulting in compromise in some places
(Adilabad), conflict and competition in other
places ( Vizag).
Recent survey of research provides strong
evidence that synergy among health, nutrition
and education becomes important not only
from the over all development perspective but
also from the point of view of success in
schooling (Levinger 1992, Mayer 1997, Kaul
2000).
Teacher:
Behind success of this programme
Teachers commitment stands solidly .With
their limited academic background it is really a

challenge for them to make children come out
effectively preparing for formal school with
necessary preparation. How ever some of the
teachers who are graded by the monitoring
system as B and C category need lot of
additional support . ECE methodology requires
varied skills along with an understanding of the
child developmental needs and disposition.
Keeping in view of holistic development of
children of the project the teacher needs support
in transacting the curriculum in tune with the
developmental demands.
In the context of hand holding teacher
support is needed both in terms of knowledge
and skills as teachers limited conceptual clarity
may affect in directing children towards higher
cognitive skills. The weak areas identified are
teaching Maths and English. The practice of
giving instructions in childs dialect and limiting
response to formal language may affect the
learning process of child. Bilingualism at class
I level should be tapered slowly so that children
get more chances for transition to the main
stream language.
The RTE act clearly states that a teacher
who at the commencement of this act does not
possess the minimum qualification shall acquire
such minimum qualification within a period
of 5 years. Hence it will be in fitness of things
to help teachers improve their qualifications
both general and professional so as to enjoy the
benefit of vertical mobility. Any support for
professional enhancement of the teachers will
automatically reflect in enhancing the
curriculum transactions level.
|| Chapter V ||
|| Part - I ||
|| 75 ||
Training:
Centre:
From the classroom transactions and centre

observations it is noticed that teachers could
not provide opportunities for children in certain
vital areas like initiating thinking , sequential
thinking , pattern making etc.These
components are critical not only for laying the
foundation in the area of maths but will have
impact on performance and achievement in the
long run. Any such deficiency will stay with
children in terms of impact in the long run.
Hence programme should provide flexibility to
incorporate in the class room transaction which
in turn needs to be part of teacher training.
The study couldnt closely observe the 16 day
training programme given to the teachers and
coordinators .if these components are already
a part of the training they need to be
strengthened. Otherwise they should be
included.
Infra-structure and basic amenities.
An observation of monthly training

programme revealed lack of focus on basic
concepts.
Keeping in view the limitations of the
teacher it becomes essential to support them in
creating a learning environment in which
children are engaged in exploring and
constructing their own knowledge. Training
should help the teachers in facilitating learning
in children.
To quote Nickerson et al , ( 1985):
If teaching thinking cannot be done,
and we try to do it, we may waste some time
and effort. If it can be done, and we fail to
try, the inestimable cost will be generations
of students whose ability to think will be less
than it could have been
The programme is being run with the

limited available facilities.The study clearly
reveals the need for improvement in basic
physical amenities. This has been reflected
clearly under centre quality situation .Members
of the management committee as well as general
community expressed the need for providing
building better space , toilets , drinking water
facilities .Lack of toilet facilities is resulting in
making the surrounding unhygienic. Space for
childrens play (out door) is a right of the child
and also a developmental need to be addressed.
Where ever the centre is functioning in
Anganwadi Centre materials for outdoor play
are available (Adilabad).
Curriculum
By and large programme focuses only on
acquisition of basic learning skills. This is
limiting in developing higher cognitive skills
in children as noticed in the results of Readiness
tool. The support a child needs in the early years
is not linear in nature. Any one type of
intervention, however effective it may be, will
not optimize the potential.
The curriculum emerging from the roots
of local culture is highly effective and
appreciated by the parents and community. The
school songs and rhymes are the popular repeats
of the parents and community. However, while
utilizing the curriculum in the classroom;
modifications are needed in planning the
activities keeping the developmental needs of
the child.
The observations of the programme at the
centre showed that a low focus was given for
|| Chapter V ||
|| Part - I ||
|| 76 ||
outdoor play, unplanned indoor/outdoor

activities, and creative activities. The
programme showed that children were left with
limited choices.
Vizag Balabadis are closed when the enrollment

had fallen below 8. Balabadis are closed for any
of the above reasons on the basis of a resolution
passed by Mandal Mahila Samakhya.
The shift in the focus is needed as the

centres are working for longer duration of five
and half hours, Academic related activities
should be limited to one hour to one and a
half hour. The programme should be
developmentally attuned providing for free play
and own time.
CONCERNS AND WAY AHEAD
Teaching Learning Materials

Majority of the items in the list of TLM
are related to numbers and letters. Other items
that are available are comparatively less used.
Even while teaching letters and numbers both
3+ and 4+ children are made to sit together
resulting in early introduction of academics for
the younger age group.
Enrollment and average strength in the

centre
In Vizag it is observed that number of
children enrolled in Balabadi is only around 1/
3 of children as per the survey in some schools.
This may be because of competition among
Balabadi, Anganwadi centre and Private
schools. In Adilabad for situational reasons the
number enrolled is low, even though all
available children are covered.
Closure of Balabadi:
There were 124 MNMS schools
functioning as on September 2008 at Adilabad.
However by March 2009 the number of
functioning schools came down to 110 in the
four mandals as some teachers left to get
married and some to continue their studies. In
The ECE models as they are functioning

today in the two districts not only reflect the
effectiveness of the programme but stand as a
path setter for crossing the hurdles at the field
level. The models are also examples of tapping
the power of the community.
The project has tremendous potential of
facilitating the decision making process at
various levels including policy makers,
programme implementers and donors. The
project clearly demonstrates how community
involvement can enhance performance level of
any welfare programme.
Looking at them one is tempted to
transplant these models into their terrains. It is
only in that context the following concerns are
discussed. The requirements for sustainability,
the limitations one encounters while scaling up,
slightly missing focus in the programme that
is for younger group (under fours) and finally
the right of a child to have a better deal.
Sustainability
Scaling up
Under fours
Rights perceptive
Sustainability
The community managed ECE centres
have significantly enhanced childrens prospects
for academic success reducing the probability
of dropping out. The Balabadi programme in
|| Chapter V ||
|| Part - I ||
|| 77 ||
both the districts stands as a success model. The

study clearly reflects the factors responsible for
the success. The support pedestal on which the
programme success depends raises a few
questions in terms of sustainability
At present the community has picked up
monitoring and facilitating skills, when
supported by alternate funding and technical
inputs. If the later are weaned, the community
structures may not be in a position to hold for
themselves. So the following questions
Whether the programme can be carried

with the same quality , if support in terms
of finances , man power and technical areas
is not available
What would be its cost component when
it is scaled up.
Quality is linked with cost. For

sustainability one looks at quality in terms of
affordable cost.
Scaling up
The current programme in both the
districts is highly appreciable. Hence the need
to examine the possibility of scaling up. As
coverage increases more people are benefited
and cost comes down. But with increase in size
and coverage one may encounter problems like
loss of control
training systems may become less direct
and transmission losses may occur
necessary human resources with related
skills and commitment may not often
available.
the process of monitoring , feed back and
support for managing agencies and for the
programme as a whole may be
operationally difficult and quality may

diminish.
balancing quality with quantity may not

be simple.
Given the scale of needed intervention any

innovation at micro level however effective it
may be would still remain a mere island of
excellence, unless it is either integrated or made
complimentary with the main stream
programmes.
Fortunately under this programme, the
most critical component i.e community
involvement has been highly significant. But
this is limited to Balabadi alone. This
educational intervention instead of moving
independently should get integrated with
existing schemes without loosing identity, then
the child will get a better share from public
investment. The monitoring experience of
Balabadi should move to other programmes as
well, specially ICDS. Instead of a parallel
programme it would be of greater help to
children if all programmes related to children
are monitored in similar pattern by the
community. The lesson from the project is that
effort should be made to make the community
shift from the notion (as stated by a community
member). Balabadi is ours and AW is
governments. Community should be made to
recognize that in all the programmes to related
children they have a role to play.
The project could charge the community
to a great extent. If their operational area is
extended to other schemes the project would
become a strong sustainable model.
Under fours:
Preschool is often considered as a
preparatory ground for later school. This
|| Chapter V ||
|| Part - I ||
|| 78 ||
emphasis on futuristic notion tends to dilute

the present. Though the notion of linking
preschool to primary school is logical and can
help children a smooth transition, a singular
emphasis cannot be the guiding philosophy for
any ECE programme.
The focus on future cannot ignore the
present characteristics of children which are to
be identified and responded with joyful
opportunities and exposure. Experiences are
required to meet childrens needs and stimulate
learning in all areas such as physical, social,
emotional and intellectual.
The confusion at this stage has been the
caution against teaching of 3 R s. This what
not to do caution has put the ECE child in
such a mould that limits scope for outlet of
strengths and competencies that would have
been easily tapped in a playful context.
Providing flexible adaptable programmes for
young children that are appropriate to their
age is what is needed.
Learning environments that do not provide
enough responsive stimulation may result in
children developing at a slow pace and may fail
to develop critical thinking skills.
The use of the term education for early
childhood years is much broader than preschooling. For capturing learning through early
stimulation, a range of developmental activities
and opportunities are essential. At this stage
foundation for thinking, language, vision,
attitudes, aptitudes and other characteristics are
laid down; it would be a waste not to use a
childs natural abilities to learn during his / her
most vital years.
facilitate fundamental skills and interest in how

to learn.
The role of explicit instruction, focusing
more on literacy components by itself may not
be as effective as one with a combination of
child centered strategies with a wide variety of
activities like dramatic play, working with
blocks and so on.
It is in this area specially working with
under four years the programme needs
attention. Any ECE programme should help
in meeting needs and achieve the necessary
learning outcomes for different age groups ie
3+, 4 + and 5 + children. In the present context
the programme bends more towards older age
group.
Activity under ECE programme should
not be interpreted as a mere physical movement
though this is essential for young child. It refers
to active engagement of the child through
participation. Activity in a class room can be
considered as a series of graded and sequenced
exercises on each concept involving multiple
domains leading to learning outcomes
depending on the level of different age groups.
Keeping the age and development level of the
child the programme should generally focus on
Under 4 years
care and support for development

a programme without any kind of formal
instruction.
4 to 6 years
A good programme like this should provide

a path way to maximize childrens potential and
|| Chapter V ||
a programme that should be based on

developmental perspective along with
gradually preparing them to enter class I
|| Part - I ||
|| 79 ||
As there is no specific age wise demarcation

in the programme under study care should be
taken not to have total repetition when the
younger age group advances to older stage.
care and education with special attention to

issues of equity and inclusion should be focused.
Good quality ECCE contributes to quality of
education system as a whole.
Rights perspective
The synergistic relationship between

health, nutrition and development is thus well
documented. All areas of survival are intimately
related and mutually supportive; no aspect of
development occurs independently.
ECCE is the base for childs light to

education
Every child has a right to develop their full
physical, cognitive, emotional, social potential
through an appropriate programme. A
developmentally appropriate ECE programme
first and fore most is the childs right. This
assumes significance as it is intrinsically
connected with primary education. It addresses
the issue of readiness of children for schooling
especially those children who belong to first
generation learner family. By attending to the
foundation stage it addresses the root cause of
failure of primary education.
Way ahead
ECCE programmes not only address the
care nurturing and education of young children
but also contribute to the resolution of complex
social issues and alleviate the negative effects
of early deprivation by facilitating access to basic
services. Early childhood education implies a
totality of development of children These
initiatives need to be a part of comprehensive
programme rather than running them as
separate programmes. (Bernard Van Leer
Foundation). In practice care and education
cannot be separated and good quality provision
for young children necessarily should address
both dimension ( Myers 1995) Care and
education are parts of a whole, both are needed
to foster holistic growth. A comprehensive
approach taking a broad view of early childhood
A holistic approach will be effective under

the following enabling conditions
Family and community are seen as active

partners
Programmes are conceived under childrens
rights perspective
Resources, responsibilities, decision
making are under the control of local
community/ authority.
Tying up Balawadi teacher with

Anganwadi worker will help in providing such
a comprehensive programme. This will also be
in tune with the recommendation of various
groups working for the welfare of the children
and also the focus group on ECE, which
strongly recommended the second worker for
the preschool component. It is also essential to
avoid parallel investment on Balabadi and
Anganwadi which is resulting as compromise
in some places conflict and competition in other
places.
ECE as a notion is largely understood as
an opportunity for preparing children to attend
to school. Therefore its focus is on Pre Primary
education. However health and nutrition are
intrinsically connected with preparing children
for education. Any gap in this may cause
obstacles in the way of enabling a child to be
|| Chapter V ||
|| Part - I ||
|| 80 ||
healthy enough to cope up with formal

educational system.
Recent research provides important insight
and guidelines regarding the factors that
influence childrens academic success. These
studies also provide direction on
multiple factors that effect success in

schools , and also aspects of early childhood
programs that impact these multiple
factors.
a clear indication of Childs school success
is their early oral language skills. Similarly
childrens self regulations skills, their ability
to maintain engaged, focus to stay on a
task, are equally important for later success
in school. Childrens health and nutritional
status which is affected by socio economic
condition can influence their ability to pay
attention in the class.
There is evidence that achievement gap

between tribal minority and other majority
students begins before children enter primary

school. Hence the programme should make a
conscious effort to avoid such a gap.
The early years are crucial phase of human
development needing attention and hence
cannot be limited only to preparation for
school.
Given the limited resources which are
critical to creating an enabling environment for
children the programme should be a well
coordinated intervention. A convergence
approach becomes essential to avoid wastage
of resources and overlapping. The lesson of
effective management by the community
should be extended to other schemes. The
community supported initiative should be
complementary to the existing services. It is
time we move from offering equal access to
school to providing true opportunity to develop
the talent in children to the fullest extent.
There is no blue print for a holistic approach to Early Child

Development. The challenge for each community is to determine
priorities for a given context and how they can be met, and where
impact can be multiplied through collaboration, coordination,
convergence or integration.
V
|| Chapter V ||
|| Part - I ||
|| 81 ||
Abbreviations and Special Terms

CC
CfBT
CDPO
CDR
DRDA
ECE
ECCE
ECHERS
ITDA
ICDS
IKP
MC
MCP
MMS
MVF
MNMS
PTA
SERP
SHG
SSA
VEC
VO
Cluster coordinators
Centre for British Teachers
Child Development Project Officer
District Rural Development Authority
Early Childhood Education
Early Childhood Care and Education
Early Childhood Environment Rating Scale
Integrated Tribal Development Agency
Integrated Child Development Services
Indira Kranthi Patham
Mandal Coordinators
Micro Credit Plan
Mandal Mahila Samakhya
Mamidipudi Venkatarangiah Foundation
Mava Sate Mava Nada
Parent Teacher Association
Self Help Group
Sarva Siksha Abhyan
Village Education Committee
Village Organization
Special Terms
Bala badi
Badi Panduga
Mandal
Sarpanch
ECE Centre of the project

Community Reporting Day
A revenue division in the district
Village Elected Head
|| Part - I ||
|| 82 ||
Bibliography
1.
Adarsh Sharma, Child and community outcome Indicators for ECD programme evaluation a concept note 1999paper
2.
Bernard Venleer Foundation- BVLF publications
3.
Canadian Journal Of experimental Psychology Jo Anne Lefovre Carleton University, Research on the development
of Academic skills Introduction to the special issue on Early Literacy and Numeracy
4.
Corbett 1997 , Indicators of Childrens Wellbeing Foreword , Corbett , Thomas 1997 , NewYork
5.
Curriculum Frame Work for ECCE paper
6.
Early Years Study April 1999
7.
ICDS IV State Project implementation Plan, Andhra Pradesh, Census of India population projection for India and
8.
States -1996-2016
Kaul.V, Process based intervention for primary level mathematics 1996- A longitudinal study
9.
Ministry of Human Resource development Government of India
10. National curriculum Framework 2005, NCERT

11. National Focus Group -2005, Draft Report on ECE
12. National Institute of Public co-operation and Child development, Preschool Education in ICDS An impact Study
13. National Institute of Public co-operation and Child development 1985, 1999- National Evaluation of The scheme of
Early hood Care and Education
14. National council of Educational Research and Training-1993, Impact of ECE on Retention in primary grades , A
longitudinal study
15. National campaign for ECCE right, Early childhood Care and Education rights of young children in India
16. National Institute of Public co-operation and Child development, Selected Issues concerning ECCE in India- 2007 A
case study
17. National Association for Education of young children, Washington D C. - Early learning standards, creating conditions
for success
18. NCERT, Minimum Specification for a Pre-school
19. NIPCCD , Select Issues concerning ECCE in India A case study paper prepared for EFA GM report - 2007
20. Promise, Early Childhood Programmes with parents and community participation in Columbia Cinde Columbia
21. SRC ECE AMS, Curriculum guidelines foEarly Childhood Education- Drafty paper
22. SRC ECE AMS, ECCE in ICDS
23. Swaminadhan M 2000, Quality Matters-report No - 4 MSSRS- Chennai
24. Section II of RTE act 2009 Right to Education Act - MHRD
25. UNESCO 2002 Page 38 Education For All; Is the world on track? , Paris -UNESCO
26. UNICEF, World Fit for children
27. Vazir , S.Rao,N.P and Sharma , KVR(1990) Impact of non-formal preschool education component of the ICDS on
psychosocial development of children , Annual Report of National Institute of Nutrition (ICMR), Hyderabad.
28. World Bank 2004, Reaching out to the child An integrated Approach to Child development Oxford University
Press
29. World Bank (2005B) World Development Report-2006: Equity and development, Washington DC, The World
Bank and Oxford University Press
|| Part - II ||
|| 1 ||
CHAPTER
INTRODUCTION
Prosperity in the world, the quality and
competence of the nations across the globe
hinges on human development. Poverty and
weak human developmental outcomes go hand
in hand. Poverty, poor health, nutrition and
lack of stimulation create developmental
barriers that have devastating effects on a
persons learning, productivity and earning
potential. These effects result in negative
impacts on house holds and national
economies. Children living in poverty have
worse outcomes overall in health, nutrition and
education than do other children. Later in
adulthood, the same individuals become victims
of illiteracy and unemployment.
The quality of life for a child and the
contributions the child makes to society as an
adult can be traced to the first few years of life.
From birth, until five years old a child
undergoes tremendous growth and change. If
this period of life includes support for growth
in cognition, language, motor skills adaptive
skills and social-emotional functioning, the
child is more likely to succeed in school and
later contribute to society. (Erickson and KurzRiemer 1999). A child is more likely to drop
out of school, receive welfare benefits and
commit crime without support during these
years. Childrens early experience has far

reaching and solidifying effects on the
development of their brains and behaviors.
Diverse experiences affect the architecture (i.e
wiring) of the brain, the expression of genes
and bio chemistry and physiology of the human
body all of which mediate our cognitive,
emotional and social behaviors. We have
substantial data providing that programs which
promote the growth and development of young
children (0-6 years) are the best investment for
developing human capital necessary for
economic growth. The quality of care and
interaction provided to children at 3 to 6 years
age, not only enhances the social, physiological
and cognitive development but has impact on
childrens health and nutritional status as well.
Economists, educationists and leaders
around the world are recognizing that
improving early child development is the
foundation for enhancing human development.
Early child development programmes help to
close the opportunity gap for disadvantaged
children who live in poverty. ECD programmes
are the most cost effective way for reducing
poverty and generating economic growth.
Hence a number of programmes/schemes
are being implemented which integrate health,
|| Part - II ||
|| 2 ||
nutrition education, care, nurturance and

stimulation which are productive and positive
for children and society.
ICDS:
nutrition, education etc,. which affect them in

the long run.
SERP (Society for Elimination of Rural

Poverty):
Regarding the programmes of the

government, the government of India
recognized the critical areas of child
development as major areas of programme
planning. The government designed an
integrated approach to cover different aspects
of child development such as supplementary
nutrition, immunization, health care, referral
services and nutrition education etc. Keeping
these ideas of integration Integrated Child
Development Services ICDS was launched
in 1975 to offer a package of six services to
children and mothers and ICDS has the unique
distinction of being the worlds largest early
child development programmes, characterized
by a community integrated approach to the
inter related needs of the whole child. It has
improved the nutritional health and
educational status of children in 0-6 age group
in the vulnerable section of the society. Preschool education component of ICDS is
considered to be one of the critical
interventions.
SERP has been incorporated with the

object of carrying on welfare activities, especially
poverty alleviation programmes in the state of
A.P, in the form of providing financial as well
as capacity building support to the women Self
Help Groups. The success of the various
activities of SERP in economic and social
sectors led to a demand for an intervention in
education by the members of the SHGs.
SHG Movement in Andhra Pradesh:
Healthy development of young children,

depends on the quality of the environments
where they grow being the family and then the
Community. This is most important in the first
years of life. To achieve sustainable integrated
social development, each individual and
community must be involved so as to generate
their own development processes.
The SHG movement in A.P was started

to enable the poor women access to various
financial services. These self help groups started
with a thrift and credit model. Gradually, the
women members of these SHGs started various
activities in financial and livelihood sectors for
the welfare of their villages. After investing a
considerable amount of time and energy in
these sectors, the women started realizing the
need to address the social problems like health,
SERP decided to encourage and support

the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which
would have an impact on the holistic
development of young children.
SERP is supporting the initiative of
establishing ECE centres as these centres play
an instrumental role in laying proper
foundation for primary education. The SHGs
which use the services of the ECE centres would
take up review of the ECE centres. SERP only
acts as a catalyst to guide the community.
Origin of Community Managed ECE
Centres: The Philosophy and Purpose
Embedded in the philosophy of these ECE

centres is the notion that for this development
to occur there must be a simultaneous change
in the intellectual, economic and socio-cultural
|| Part - II ||
|| 3 ||
aspects of life. Moreover for this to happen,

individuals need to develop the confidence to
carry out such changes.
The community for long has been a passive
recipient of welfare programmes. So most of
the child developmental and educational
initiatives either end with many set backs or
with limited results.
Hence there is a need to promote greater
involvement of communities especially women
are essential in assessing and analyzing their own
situation, needs, resources and practices.
Women in unorganized sector and self
employed women play a major role in the
upliftment of themselves, their families and
their communities. Research suggests that
women are more likely to invest their money
on their children, their education, health care
and basic needs, thus creating a positive social
impact as opposed to an average man whose
priorities may differ (Naina Lal Kidwai Head
of HSBC in India). Women husband their
resources well; put their power and money to
more productive use.
Community managed Early Childhood
Education centres have been started to create
healthy, physical and psychological
environments for the development of children
that could serve as a basis for integrated
sustainable social development.
Management Features:
Community leaders, many of them

Mothers are acting as education agents in
the programme.
An external agent educates the community

leaders and serve as facilitators in the
development process.
Emphasis on inter-institutional coordination at the local level.
SERP currently conducts this programme

in 8 districts in the state. As on 2009-10 nearly
336 centres are functioning in 16 Mandals. The
model followed at Adilabad and
Visakhapatnam districts is as follows:
Visakhapatnam District:
MMS of Devurapalle and Golgonda
mandals of Visakhapatnam district are running
10 ECE centres each (from June 2008). These
centres are completely managed by the MMS.
Sodhana provides them continuous support
through monthly visits of its resource team. The
resource team provides monitoring cum
training mission. Resource support is provided
by SERP initially and the community is being
oriented towards developing Micro Credit Plan
(MCP). In the current academic year 28 new
centres have come up in these two mandals.
Adilabad District:
(CDR), a non governmental organization is
working with MMS of Utnoor and 3 other
tribal mandals in Adilabad district. It is a six
year project with initial support from SERP.
Over 180 centres are functioning in the four
mandals of Jainoor, Utnoor, Indravally and
Sirpur(U) in ITDA Utnoor. CDR is helping
MMS in developing MCP and in also making
the ECE centres self sustainable. In the first
year of intervention itself, CDR has successfully
supported and enabled MMS in collecting fees
and replenishing the education corpus.
Resource cell of CDR provides continuous
support to the instructors, cluster coordinators
and Mandal coordinators. It is also emerging
as a Regional Resource Centre (RRC) for ECE.
|| Part - II ||
|| 4 ||
Regular monitoring of the performance of

children and appraisal of the VOs in the
monthly meetings is the significant feature of
this model.
Sodhana Trust a non-governmental
organization under the guidance of Dr. P. D. K
Rao provides induction training to the Resource
persons and teachers in almost all the districts.
Criteria followed for selection of Mandals
and Villages:
a) Mandals where Institution Building
team of SERP is strong
b) Mandals with higher proportion of SC/
ST population/POP
c) A team comprising of Education
Activist, Community Activist and office bearers
of Village Organization (VO) survey the villages
in the identified Mandals.
d) If they find a need to establish an ECE

centre in their Village, the VO then submits a
resolution to the Mandal Mahila Samakhya
(MMS).
The programme generated Community
demand for opening new ECE centres. Looking
at the new wave of demand SERP felt the need
to take stock of the intervention and its impact.
It was therefore proposed to take up a study on
Community Governed ECE centres. State
Resource Centre Early Childhood Education
(SRC ECE) of Andhra Mahila Sabha was
entrusted with this study. SRC ECE has been
supporting ECE interventions in the State
during the last 2 decades and has been
considered a pioneer in the area of ECE.
|| Part - II ||
|| 5 ||
CHAPTER
II
DESIGN OF THE STUDY

A Study Of Community Managed ECE Centers Supported By
SERP At Adilabad And Vizag Districts Of Andhra Pradesh
The Present study attempts to explore the
educational effectiveness as well as the
management effectiveness of community
managed ECE centers in Adilabad & Vizag
districts of A.P. These two districts are chosen
for the study as these centres have completed 2
years of functioning and children from these

centres have also completed Class I.
The following aspects are included in the
assessment of the quality of the ECE centers
under the study.
|| Design of the study || Chapter II ||
|| Part - II ||
|| 6 ||
The study:
This study on the quality of the ECE
centres is very significant because these centres
are functioning in the remotest areas for
children having most disadvantaged
environment through a community managed
mechanism. Though it is wonderful and very
interesting to study these childrens learning,
the recent origin of the project (Jan, 2008) and
the small number of centres with which the
programme was initiated limit the scope of the
study. However, keeping in view the uniqueness
of the project, a review by an external agency
will facilitate the project not only in getting

due recognition, but moving further a head
making mid course corrections if needed.
Objectives:
1. To study the ECE program models in the
project area
2. Compare and contrast the different
models/programs and their impact on
children, parents and community
3. Assess the impact of ECE programme on
the learning outcomes of Class I children.
Research Area:
ECE centers located in Adilabad and Vizag districts of AP
S. No
District
Mandal
Adilabad
Utnoor
Indravelly
Jainoor
Sirpur
Vizag
Devrapally
Golgonda
Method: Both qualitative and quantitative

methods were adopted for the study.
Preliminary descriptive survey method was used
to collect the data related to the study.
Population: The study includes ECE
Centres established by SERP in collaboration
with mandal Mahila Samakyas of four mandals
and CDR (Centre for Development and
Research) and IKP-DRDA at Visakapatnam.
Sampling Techniques: Keeping in view the
nature of the study, purposive sampling
technique was used to identify the sample.
Sample: A total of 30 centres were

identified at the rate of five for each Mandal
Rationale for Sample:

1. Centres that completed two academic
years i.e initial centres of 2008.
2. Proximity: Two types of centres were
considered i.e, centres which are far from the
head quarters, and those that are close to the
head quarters.
3. Dialect: Centres having children with
the following dialects in Adilabad District.
|| Part - II ||
|| 7 ||
Selected centres criteria
Kolami
Telugu
Gondu
Malva
Mathura
marathi
A total of thirty centres were identified

taking 5 centres from each mandal following
the above criteria. The table below reflects the
details.
4. Ratings of the centre: The organizers

assign grades to the centres based on their
performance as
Best Centre
Average centre
Poor centre
District
Visakhapatnam
Mandal name
Devarpally
Village
Adilabad
Indravelly
Jainoor
Sirpur
Utnoor
A total of thirty centres were identified

taking 5 centres from each mandal following
the above criteria. The table below reflects the
details.
Proximity
Grading
(Near / far)
(good/poor/ model)
Pedanandipally
Devarapally
Bethapudi
Garsingi
Marepalli
Golgonda
Selected centres criteria
Polavaram
Gyrampet
Hukumpet
Nagapuram
Konkasingi
Keslaguda
Yemaikunta
Gathepalli
Kailash nagar
Devapur
Patnapur
Andhuguda
Marlawai
Pochamloddi
Ushegaon
Pittaguda
Yellappatteru
Lingapur
Alliguda
Naguguda
Dialect
Good
Near
Model
Far
Poor
Good
Far
Poor
Near
Model
Gondi
Poor
Far
Near
Best
Far
Marathi
Poor
Near
Best
Poor
Far
Lambadi
Near
Best
Lakkuguda
Cheruvuguda
Yenka
Salewada B
Far
Navodayanagar
Near
Kolami
Best
Poor
|| Part - II ||
|| 8 ||
Sample details:
The study attempts to explore the
effectiveness of the programme in terms of the
Childs perspective
Teachers role
Parents support
Support Systems
Community involvement
From the childs perspective the centre

quality and the resultant outcomes will be
considered.
While the teacher at the centre navigates
the programme between vision and
implementation, the attitude of the parents
towards school and involvement of the
Community and the learning ability of the child
determine the quality of the School.
No of ECE Centres: Adilabad District 20; Visakhapatnam District 10 = 30

Category
Per
Centre
Total
Children
ECE
Class I
5 x 30
5 x 30
150
150
Teachers
ECE
Class I
1 x 30
1 x 30
30
30
Parents
Class I
ECE
ECE
Non ECE
President 1
Secretary 1
Other Members 3
5 x 30
3 x 30
2 x 30
5 x 30
150
150
150
Anganwadi Worker/ ANMs

(Any one member - 1)
Parent of a child withoutECE
background - 1 Serpanch/Ward member/
Community elders/Youth Leader
(Any three from the above members 3) 5 x 30
150
CCs / MCs
20
Total
980
Management Committee
General Community
Coordinaators
|| Part - II ||
|| 9 ||
Mandal Co-ordinators(MCs)and Cluster

Co-ordinatory(CCs):
There is a mandal coordinator for every
mandal to oversee the Balbadies in the Mandal.
For every 10-12 Balbadies, one Cluster
coordinator is appointed to work in
coordination with the teacher, parents,
community and MCs.
The coordinators who represent the
clusters and Mandals of the identified Balbadies
were included in a sample.

Each cluster in each mandal is also
represented in the selected 30 ECE centers.Two
mandal coordinators from Adilabad district 2
MECs, 2 CCs and 1 DC from Vizag and the
District Coordinator from Vishakapatnam
makes a total 21 of the sample.
Tools:
Tools administered for the study:
ECE
Class - I
1. ECE Centre and programme quality
5. Centre observation
2. Readiness test for children
6. Achievement test for children
Tools administered for ECE and Class I

9. Guided interview for General Community
10. Guided interview for Management Committee
11. Interview schedule for cluster/district co coordinators
Informal discussions with visionaries and training personnel
|| Part - II ||
|| 10 ||
Tools used for the study:
This tool consists of three parts.
1) Assessment of ECE Centre and

program:
Adapted from
ECE program Evaluation package (The

world Bank- India)
Early Childhood environment rating scale
(ECHERS)
Early Development indicators (EDI)
This tool is an observation guide.
Part A is an observation recording sheet in

which the actual activities being conducted in
the class room are described at a half an hour
interval.
Part B focuses on the physical conditions
prevailing in and around the centre.
Part C focuses on the quality of teacherchild interaction with specific reference to
specific developmental priorities.
|| Part - II ||
|| 11 ||
2) School readiness instrument (SRI)

World Bank India:
This instrument consists of 10 activities
to test the readiness of the child to attend
primary school.
Tools for Class-I:
The child is scored on his\her performance

from activity 1 through activity 10 in concepts
like
Centre observation
Tests for class I children in English, Telugu,

Mathematics and EVS to assess their
performance.
Children with ECE
exposure
Parents of
Pre number Activities on
Children directly
a) Mathematical vocabulary
enrolled in class I
b) Sequential thinking
Interview Schedules: Administered
c) Classification
d) Number-numerical association
Management Committee:
e) Patterning
f ) Comparison of numbers /related to pre
number
Picture reading
Instructions related to pre reading
Performance of centers
Innovative practices, issues and problems
General community:
3) Questionnaire for ECE teacher:

This questionnaire is developed to find out
the perceptions of teachers:
The administration and managerial

practices
1. Training

functioning of ECE centers
Perceptions of the community members on
ECE program
Contribution of the community
2. Monitoring procedures
3. Teacher-child interaction
Secondary data:
4. Involvement and contribution of parents

and community and
5. Any issues and problems
4) Structured interview to parents:

To measure the perceptions of parents on
the ECE centers physical facilities and
programme offered.
Training Module developed by Sodhana

Trust
Teachers Hand Book (2009-10)
Courtesy: Sodhana
CDR
Cluster coordinators and mandal

coordinators- Monthly assessment
Reports (Cluster wise, center wise)
|| Part - II ||
|| 12 ||
Time Tables: (Year Wise, month wise,

weekly) being followed in ECE centers.
-
schedules for monthly training of teachers
developed by MavaNate Mava SadaMNMS CDR-Center for Development

and Research
School-wise enrollment Reports and

Centrewise assessment reports of Devarapally
and Gogonda Mandals of Vishakapatnam
district developed by IKP, DRDA.
Statistical Techniques:
techniques were utilized for the analysis of data.
The quantitative techniques used were
percentages, mean, standard deviation and
inferential statistics like t tests.
Centre quality observation schedule with

respect to conduct of activities at the centre,
observations were qualitatively and
quantitatively analyzed. The physical
facilities and programme quality at the
centre was measured by using percentages.
Readiness tests for ECE, Achievement tests
for Class I were analyzed using Mean, S.D
andt tests.
Perception of parents, teachers, General
were analyzed by using percentages and
also qualitative interpretations were made
by using item analysis technique.
In order to assess and observe the quality

of centre the following tools were used.
1) Quality observation schedule to assess

the activities conducted at the centre.
2) Percentages were used to measure the
physical facilities and the programme offered
at the centre.
The qualitative techniques used were item

analysis technique, informal and formal
structured and unstructured interview
observations.
Cluster Coordinators / District

Coordinators and visionaries perceptions
were analyzed qualitatively using item
analysis.
Mean, Standard deviation and t tests were

used to analyze Readiness tests for ECE,
Achievement tests for Class I.
In an attempt to or to measure the
perceptions of parents, teachers, General
quantitative techniques like percentages
and qualitative interpretations like item
analysis were used.
The perceptions of Cluster Coordinators/
District Coordinators and visionaries were
qualitatively analyzed using item analysis.
Database of the Study:

techniques were used for data collection. In
addition to structured questions many open
ended items were included to help the
respondents to express freely. Necessary
provisions were made for qualitative
measurement of the open-ended responses
through coding. Detailed code sheets were
prepared for all items, tool-wise.
|| Part - II ||
|| 13 ||
Audio Recording:
To minimize the investigators bias and to
obtain first hand information from parents and
members of Community around 500 interviews
were audio recorded.
Video Documentation:
In order to give an authentic account of
the functioning of ECE centres, training of
ECE teachers, Class I teachers and other major
events like Badipandaga/Public meetings etc.
were video documented to capture the real
scenario. The items of the study as spelt out
through different tools are examined from the
perspective of all concerned i.e parents from
the receiving end, the ECE teachers and
members of the school committee from the
suppliers side. The issues under study are the
administration/conduct of the programme at
each centre is thoroughly observed, studied and
examined for 3 full days by the investigators.
To reduce the language barriers and establish
rapport services of local members of
Community were utilized as facilitators.
The report on the status of the project is

the outcome of the data collected through
different tools, interviews with individuals,
observation schedules, and audio and video
recordings.
Since the centres did not even complete
gestation time and the number of centres is
small, the resultant selected sample for the study
is also very small. Hence any attempt to talk in
terms of outcomes or impact at this stage is
premature. Hence the report did not make any
general conclusions.
The report on the study is presented in
two parts.
PART I
Chapter I: Introduction
Chapter II: Design of the study
Chapter III: Genesis of ECE centres
Chapter IV: An overview of the findings
Chapter V: Some concerns and way
ahead
PART II Study findings objective wise
Chapter I: Design of the study
The collected data has been processed and

analyzed. The detailed interpretation of the
results is presented.
The field observations at different levels
by the investigating team along with interviews
of different stake holders coupled with
secondary data form the base for the
presentation.
Chapter II: ECE Programme Effectiveness

Chapter III: ECE Programme Models
Chapter IV: School Readiness and
Achievement
Study findings in terms of ECE
programme effectiveness is presented in the next
chapter.
V
|| Part - II ||
|| 14 ||
CHAPTER
III
ECE PROGRAMME EFFECTIVENESS

ECE Programme in the Project Area:
In the present program of Community
Managed ECE centres through SERP
intervention of community stands on a unique
pedestal on many counts. In the back drop of
present social milieu and the terrain it covers,

this model demonstrates what communities can
do if involved right from decision making level
by initiating an effective decentralization
process.
This is a key strategy for tapping the capabilities of the communities.

The ECE centres managed by the
Community with the support of SERP since
2008 have demonstrated the conviction,
capability and commitment of the Community
for providing quality education for their
children.
In the last few decades efforts are being
focused on the essential requirements that
positively influence in childs early growth and
development as well as on the ways the parents
and others can provide the children with a
healthy start.
All children should have access to the
benefits of good quality child care and early
education. As of today there is no clear
understanding as to what are our guiding
principles for early childhood programmes. We
should have broad based norms for childrens

development and learning outcomes. These
norms should help in developing appropriate
programme content, curriculum and teaching
learning processes. In the absence of any definite
criterion the acid test for judging any ECE
programme is , what it does to the children
whether children fair well or poorly in the
context of various changes taking place is an
empirical and not a normative question (
Corbett 1997 ) { Ref Corbett , Thomas J 1997
Fore word Indicators of childrens Well - Being
New York }
This can be answered only when we hold
the child in the centre and deliberate on
different settings and diverse opinions of all
stake holders, that finally move the programme.
|| ECE Programme Effectiveness || Chapter III ||
|| Part - II ||
|| 15 ||
Any programme evaluation is aimed, at

assessing the outcome of the programme on the
target group. However, as the origin of the
programme of the current study is so recent
(2008), it will be pre mature to talk in terms of
outcome. Hence an attempt is made to look
into inputs and processes utilizing a
combination of qualitative and quantitative
data. The indicators considered in this context
are
Centre quality
Role of teachers
Support of parents
The centre quality therefore considered

input indicators like physical infrastructure,
building surroundings, material and equipment
coupled with a few process indicators like
programme and its implementation process.
The vibrancy of a centre is determined by the

human resource component,
Role of teachers
Support of parents
Monitoring and coordination
Role of community
Description of quality of a particular

programme refers to its qualitative physical and
infrastructural aspects. The quality of these
centres in terms of effectiveness is discussed in
the following pages.
The chapter presents brief but a holistic
picture of the of the programme in terms of
inputs and processes that have gone along with
reflections on the basis of Early Childhood
Environment Rating Scale (ECHERS).
|| Part - II ||
|| 16 ||
CENTRE QUALITY
An adapted version of ECHERS Early
Childhood Environment Rating Scale has
been used to study observe and understand the
quality of the 30 ECE centres selected for the
present study.
This tool consists of 3 parts:

Part A: Is an observation recording sheet
(Programme Observation Proforma) in which
the actual activities being conducted in the class
room are to be recorded at every half an hour
interval for one full day.
Part B: Focuses on the physical conditions
in and around the centre.
Part C: Focuses on the quality of teacher
child interaction with specific reference to
developmental priorities.
This tool is designed for two full days of
observation. On the first day Part A The
observation recording sheet has to be filled,

observing the actual activities being conducted
at a half-an-hour interval. The ECE programme
at the centre, on the day of observation, will be
reflected in the filled in recording sheet.
Part B and Part C of the tool are to be
filled on the second day, keeping the different
aspects that need to be scored.
Part A
A days programme at the ECE centre
(on the day of observation)
A days programme at each ECE centre is

observed against the following aspects at a halfan-hour interval on the first day of the visit.
Activity being conducted
Organization of activities.
Material Used
Opportunities children get to learn/do
Recorded Activities in the Balabadi (on
the day of observation)
Table showing activities conducted at the 30 centres in the two Districts:
S.No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Activity
Visakapatnam

Story telling
Rhymes and songs
Dramatization/ Role play/ Puppet play
Free play with materials
Colouring/ Drawing/ Painting
Clay work/ Sand play
Guided activities on topics
Circle games-Indoor
Teaching of Reading and Writing
Outdoor play
Any other activity
No activity
Unplanned Indoor/Outdoor activity
No.
7
3
10
2
4
3
1
5
9
9
1
1
Adilabad
%
70
30
100
20
40
30
10
50
90
90
10
10
No.
15
19
18
7
13
5
9
15
20
19
7
4
9
3
%
75
95
90
35
65
25
45
75
100
95
35
20
45
15
|| Part - II ||
|| 17 ||
The activities pre dominantly conducted

during a days programme i.e, - on the day of
observation can be observed from the above
table. Rhymes and songs is the major activity
in all ECE centres (100% in Visakapatnam and
90% in Adilabad) followed by indoor games
(90% Visakapatnam and 100% Adilabad)

circle games, activities to teach, read and write
(90% Visakapatnam and 95% Adilabad)
guided conversations, free and guided activities
(70% Visakapatnam, 75% Adilabad).
ACTIVITIES
More Focus
Less Focus
Rhymes and songs
Unplanned indoor/outdoor activity
(100% in Adilabad, 90% in Vizag)
Circle games
Outdoor play
(Indoor) 100% in Adilabad, 90% Vizag
(35% in Adilabad, 10% visakapatnam)
Teaching of reading and writing
Clay work/Sand play, dramatization

Colouring/drawing, painting etc.
30% in Adilabad , 25% in Vizag.
|| Part - II ||
|| 18 ||


while only 30% of the teachers in
Visakapatnam tell stories.
Very little time is spent on activities like

clay work, sand play, out doorplay, unplanned
indoor/outdoor activity. This may be due to
non-availability of facilities or lack of awareness
on the significance of these activities by the
teachers. Training may have to be provided to
teachers in conducting these activities.
table is rigidly scheduled that children are not

left free to do whatever they like. Children do
not have a short break of nap time also.

while only 30% of the teachers in
Visakapatnam use time for stories.
It can easily be inferred from the above
table that most of the time (nearly 50% of the
time in a day) is spent on activities related to
i.e, pre-reading and pre-writing only. In other
words, more focus is on the cognitive area
compared to creative activities like
dramatization, colouring, drawing, clay/sand
work etc which are equally important at this
stage.
But, on the day of observation, creative
activities were nominally conducted. The time
Outdoor play, unplanned indoor/outdoor

activities have hardly any place. However, in
the ECE centres of Adilabad free play with
materials (65%) is better than the centres of
Visakapatnam (45%). This means teachers in
Adilabad district could involve children in
playing with toys or materials in any way they
wanted to compared to the ECE teachers of
Visakapatnam district.
Organization of Activities:
Investigator recorded the activities
organized in an individual basis, in small groups
and the activities conducted with all the
children together. The total number of times
an activity is conducted on individual basis, in
groups, and for all children across the centres
is given in the table. The following table shows
how the activities are organized across the two
districts
|| Part - II ||
|| 19 ||
District
Organization of the Activities

Individual basis
In groups
All children
Adilabad
41
25.30
39
24.07
82
50.61
Visakapatnam
13
23.6
15
27.2
27
49.2
It is observed from the above table that in

about half of the centres, in both the districts
Visakapatnam 49.2% and Adilabad 50.6%
teachers conduct activities with all the children
together irrespective of the age group.
It can be inferred from the findings that
separate activities are not being conducted for
3+ and 4+ years age group children. It appears
that the activities are not planned specifically
for children of different age groups. 23.6% of
the activities in Visakapatnam centres and
25.30% of the activities in Adilabad are
conducted on an individual basis; whereas
27.2% and 24.07% of the activities are
conducted in small groups with teachers
guidance in Visakapatnam and Adilabad
districts respectively.
District
Materials Used:
The type of materials used during the
teaching, learning process, on the day of
observation are recorded under manipulative
material, Audio Visual materials, and none if
no materials are used for conducting the activity.
Materials that children use for themselves
like building blocks, puzzles, soft toys,
dominoes, crayons, colour pencils, natural items
like clay, sand, water etc are defined as
Manipulative Material.
Picture charts, books, audio/video tapes
and other teaching aids used by teacher in a
teacher led activity are defined as Audio Visual
Materials.
The scores on the material used are
tabulated below:
Material Used
Manipulate
Audion - Visual
None
Adilabad
17
37
19
41.3
10
21.8
Visakapatnam
43
38.73
36
32.43
32
28.9
Manipulative materials are used almost

equally in both the districts (Visakapatnam
37% and Adilabad 38.73%). It means that the
teacher conducts nearly 37% of activities which
allow children to use materials like puzzles,
crayons, colour pencils building blocks and

natural items like clay, sand, water etc.
This is in support of the earlier observation
where 30% and 25% of the activities in a day
across the two districts (Visakapatnam and
|| Part - II ||
|| 20 ||
Adilabad) respectively are related to colouring,

drawing, painting, etc.
In Visakapatnam the use of Audio-Visual
materials (41.3%) is more compared to
manipulative materials (37%). It can be inferred
that more time is spent on teacher led activities
in which children engage themselves.
On the contrary, it is interesting to note
that teachers in Adilabad District conduct more
activities using manipulative materials (39%)
against (32.43%) A.V materials. It can also be
seen from the above table that the use of A.V
materials (41.3%) in Visakapatnam is more
It is observed that about half of the

activities conducted in a day provide an
opportunity for the children to learn to share
(Visakapatnam 48%, Adilabad 45.16%).
It is also seen that a low scope/opportunity
is provided for children to think and answer
(Visakapatnam 28%, Adilabad 25.71%) and
compared Adilabad (32.43%). It means that

the teachers in Adilabad ECE centres conduct
more activities which allow children to engage
themselves in creative activities.
This observation again supports the earlier
observation where free play with materials is
encouraged in 65% of ECE centres of Adilabad
compared to 45% in Visakapatnam.
Opportunities children get to learn/do:

The number of times the children get an
opportunity to learn/do the items under A-F
are noted for each centre.
express curiosity and ask questions (22%

Visakapatnam and 17.18 in Adilabad).
It appears that the teachers are not so
successful in developing abilities like thinking,
expressing curiosity and asking questions.
On the contrary, more opportunities are
provided for children in Adilabad district to
learn to wait for turn (65.7%) and play or work
|| Part - II ||
|| 21 ||
with other children compared to Visakapatnam

(26% and 30%).
ECE Centres Physical Conditions:

Part B of the adapted version of ECHERS
is used to study the ECE centres in terms of
Physical conditions.
Using this tool, the physical conditions and
facilities of the selected ECE centres are studied
under five specific areas. They are:
Conditions at the centre
Health and hygiene
Classroom conditions
Material availability and usage and
Schedule followed at the centre
The scores on each area and the total score

on the physical conditions are tabulated for all
the 30 ECE centres Mandal wise and District
wise.
From the results reflected in the table and
graphical representation, it is evident that
almost 50% of the centres in both the districts
in Visakapatnam 6(60%) and Adilabad
12(60%) appear to have minimum facilities.
By and large, the physical conditions and
facilities in and around the ECE centres in both
the Districts need improvement. However, basic
amenities like toilets, drinking water etc in most
of the centres are not available.
The physical conditions as reflected in the
study are shown in the following graph:
|| Part - II ||
|| 22 ||
Status of Basic Amenities in ECE Centers:

Toilet Facilities: There are no toilets in any
centre.
No. of centres
No Toilet Facilties
30
Good Toilet Facilities
Drinking Water:
No. of centres
Bore hand pumps to provide drinking water
12
No drinking water
18
|| Part - II ||
|| 23 ||
Lighting and Ventilation:

No. of centres
Good lighting and Ventilation
16
No air, no lighting and no ventilation
Suffocating rooms
12
Cleanliness and Surroundings:

No. of centres
Clean surroundings
18
Unclean surroundings
12
|| Part - II ||
|| 24 ||
Storage Space:
No. of centres
Sufficient
15
Insufficient
No Storage space
Arrangement of Classroom:
No. of centres
Arranged neatly for different kind of activities
14
47
Arranged neatly but no space to conduct activities
15
50
Disorganized arrangement
|| Part - II ||
|| 25 ||
Age Specific Work Schedule:

No. of centres
Separate work schedule for 3-4, 4-5 years age group available
13
Schedule available only for 4-5 years age group 3+ children

simply observe older children
20
Same time table or work schedule for all the children

irrespective of age group
20
67
Arrangement of TLM in Classroom:

No. of centres %
Simple to understand, relevant and interesting
22
73
Arranged neatly but not relevant to the curriculum
13
Poor arrangement, not relevant to the work schedule
13
|| Part - II ||
|| 26 ||
Status of Basic Amenities in ECE Centers:

The status of the basic amenities in the 30
ECE centres observed is reported below
There are no toilets in any centre (100%)

No drinking water facility in 18 centres
(60%)
Bore-hand pumps provide drinking water
in 12 centres (40%)
Suffocating classrooms in 12 centres (40%)
There is no proper lighting and ventilation
in two centres (7%)
12 centres function in unclean surroundings
(40%)
There is no adequate storage space in 15
centres (50%)
No space to conduct activities in the

classroom in 15 centres (50%)
ECE PROGRAMME - PART C

To understand the quality of teacher-child
interaction with reference to developmental
priorities, Part C of the adopted version of
ECHERS was used.
The ECE programme at the centres is
observed with reference to the following
developmental areas. Development in each area
is assessed by examining different aspects.
Areas of Development and Related

Aspects:
Personal Care, Hygiene and Habit formation
Physical Development
Social and Emotional Development
Development of Language and Literacy
Art, Music and Creativity
Areas of Development and Related

Aspects:
Personal Care, Hygiene and Habit
formation:
Habits formed in the children related to
hand washing, personal grooming, independent
toileting, interaction during meals/snack time,
eating independently etc. are observed under
this area.
Physical Development:
Space provided for development of gross
and fine motor skills, opportunities provided
for children to jump, hop, run, balance etc. are
assessed in this area.
Social and Emotional Development:

In this area habits developed in the
children related to reciprocal greeting of the
teacher and child, co-operation, sharing and
social interaction are studied.
Development of Language and Literacy:

Opportunities provided for receptor
language; listening opportunities, expressive
language speaking activities, activities for
language development, activities conducted for
reading, writing and number readiness are to
be studied as part of the development of
language in the ECE programme. The
development of cognitive skills like
classification, seriation, pattern making and
sequencing are also to be observed.
Art, Music and Creativity:

The scope for free play, art and craft
activities and opportunities provided to
children to sing songs or rhymes with expression
and actions, and for activities involving music
|| Part - II ||
|| 27 ||
with movement to develop creative abilities in

the children are assessed in this area.
The investigator has to observe the
programme at the centre and record it on the
basis of his/her actual observation, in the actual
way the programme was transacted.
The tool administered has a number of
items to assess the abilities/skills developed
through the programme in each of the above

mentioned areas of development namely
physical, social, emotional, cognitive and
creative areas.
The scores under each area of development
and the total score on the programme quality
are given in the following table for all the 30
ECE centres studied in both the districts
Table 1:
Programme Quality in ECE Centres-Visakapatnam District
|| Part - II ||
|| 28 ||
Programme Quality in ECE Centres - Adilabad District
|| Part - II ||
|| 29 ||
It is observed that the scores on the

programme quality range between 60% to 97%
in all the centres of both the districts are
impressive. The scores indicate that the
programme is transacted effectively.
The quality of teacher-child interaction is
appreciable. Developmental priorities of the
children are taken care. The programme as such

appears to be focusing to a great extent on the
holistic development of the child.
The Best Performers:

The centres which scored 90% and above
are graded as A+ and the A+ centres along their
scores on programme quality are given below:
Centre
Score
Mandal
District
1. Hukumpet
96%
Golgonda
Visakapatnam
2. Cheruvuguda
97%
Utnoor
Adilabad
3. Navodayanagar
97%
Utnoor
Adilabad
4. Pochanloddi
93%
Jainoor
Adilabad
5. Andhuguda
96%
Jainoor
Adilabad
6. Lingapur
94%
Siripur
Adilabad
7. Konkasingi
94%
Golgonda
Visakapatnam
8. Bethapudu
96%
Devarapally
Adilabad
Among the 30 ECE centres selected for the study, there are two A+ centres in Utnoor, Jainoor
and Golgonda mandals while Devarapally and Siripur mandals have one A+ centre each.
There is no centre with A+ in Siripur Mandal.
C Graders:
Centre
Score
Mandal
District
1. Salewada
58%
Utnoor
Adilabad
2. Yemaikunta
49%
Indravelly
Adilabad
3. Ushagaon
51%
Jainoor
Adilabad
Only three centres out of the 20 in the Adilabad district are graded as C. Interestingly, there
are no C grade centres in Siripur Mandal, and Visakha districts.
Except the above three centres, the scores for all the other centres range between 60% to
97% indicating the quality of the programme.
|| Part - II ||
|| 30 ||
Number of centres with different grades:

A+
A
B+
90 and above
80 - 89
70 - 79
60 - 69
50 - 59
10
While many the centres stand more or less

equally on the Physical conditions low grades
are due to poor performance in the areas
Language, Literacy and Communication; Art,
Music and Creativity. These centres need to
be strengthened in these areas.
3 centres on all parameters is shown graphically.
Centres with A+ Grades (8 in number)

are performing equally well on all parameters.
Performance of Yemaikunta in language,

literacy & communication is too poor i.e. 27%.
Five out of 20 centres in Adilabad and three

on ten centres in Visakapatnam are graded A+
on centre quality.
Ushegaon also performs low on these 2

parameters - Language, Literacy &
Communication (53%); Art, Music &
Creativity (43%).
The three C grade centres among the 30

selected centres are Salewada(U), Yemaikunta
(I) and Ushegaon (J).The performance of the
Salewada (B) scores low on Art, Music &

Creativity (48%); Development of Language,
Literacy & Communication (53%); Physical
Development (50%). More attention needs to
be paid in these areas.
C Grade centre on Programme Quality:
Graph 3: Programme quality on all developmental areas centre wise

In the following graphs, the first five horizontal bars correspond to developmental areas,
and the next five bars indicate the physical conditions of the ECE programme included in the
box on the left side.
|| Part - II ||
|| 31 ||
Salevada Center performance on all parameters

A+ Grade centres on Programme Quality:
Utnoor Mandal:
*
Cheruvuguda Center performance on all parameters

Golgonda Mandal:
*
|| Part - II ||
|| 32 ||
Hukumpeta Center performance on all

parameters
90 and above A+ 80-89 A 70-79 B+

60-69 B 50-59 C Below 50 - D
Centre Quality Comparison
Centre Grade- the management grades the

ECE centres with the following criteria
The centres are graded on the basis of their

scores on physical conditions and programme
quality as follows:
Punctuality, activity, TLM, Records,

cleanliness, public report, good habits,
preparedness
Table 2:
Physical Conditions
Mondal
Utnoor
Indravally
Jainoor
Sirpur
Lingapur
Golgonda
Devarapally
Lakkuguda
Salevada (B)
Cheruvuguda
Navodayanagar
Yenka
Yemaikunta
Devapur
Gattepally
Keslaguda
Kailashnagar
Patnapur
Pochanleddi
Ushegaon
Marlawai
Anduguda
Pittaguda
Naguguda
Alliguda
Lingaur
Yellapatter
Gairampet
Polavaram
Hukumpet
Konasinghi
Nagapuram
Pedanandipally
Marepally
Devarapally
Garsingi
Bethapudi
Programme Quality
Total
% Score Grade
Total
% Score
Grade
54
46
53
62
50
48
55
56
50
49
56
55
42
48
46
58
50
50
56
51
49
55
61
50
59
53
60
51
45
52
72
61
71
83
67
64
73
75
67
65
75
73
56
64
61
77
67
67
75
68
65
73
81
67
79
71
80
68
60
69
57
42
70
70
52
35
64
60
58
62
46
67
37
45
69
55
51
53
68
59
64
64
69
68
63
55
61
60
48
69
79
58
97
97
72
49
89
83
81
86
64
93
51
63
96
76
71
74
94
82
89
89
96
94
88
76
85
83
67
96
B+
C
A+
A+
B+
C
A
A
A
A
B
A+
C
B
A+
B+
B+
B+
A+
A
A
A
A+
A+
A
B+
A
A
B
A+
B+
B
B+
A
B
B
B+
B+
B
B
B+
B+
C
B
B
B+
B
B
B+
B
B
B+
A
B
B+
B+
A
B
B
B
MNMS
Grade
A
B
A
A
A
C
A
A
A
A
A
A
A
A
A
A
A
A
B
B
A
A
B
A
A
A
A
A
A
A
|| Part - II ||
|| 33 ||
ECE Programme Role of ECE Teacher:

Recognizing the critical role the teacher
plays in any ECE programme, study made an
attempt to collect data directly from the teachers
of the 30 centres selected for the study. A
detailed questionnaire was prepared with the
following objectives
To study the quality of teaching

To study the perceptions of teachers on the
ECE centre and children
To understand the classroom practices
To identify the contribution of teachers to the
centres
To understand the issues and problems of
teachers
Teachers were trained in games, singing

songs, story telling, creative activities and also
in designing activities to develop fine and gross
motor skills.
95% of the teachers in Adilabad, and 90%
in Visakapatnam opined that the materials
given to them and training they had in
preparing TLMS were useful in organizing the
activities at Balabadi. They said that they could
teach Telugu to Non-Telugu speaking children
more meaningfully as a result of training.
Dimensions Covered from Teachers

Point:
Teachers could reflect on quantitative as
well as qualitative factors regarding the
functioning of ECE centers, yet for the
purpose of the present study the following
dimensions are taken into consideration.
Training
Monitoring
Curriculum transaction/ classroom

transaction
Contribution of parent and community
Issues, problems and suggestions
Training:
All the ECE teachers in both the districts
are trained by Sodhana trust for a period of 16
days. They expressed satisfaction about the
training provided to them.
Monitoring:
All teachers feel that monitoring is a
necessary and useful component in the ECE
program. The ECE centres are regularly
monitored by the CCs who are very
democratic. Teachers reported that during
monitoring the CCs motivate and encourage
to learn and give them suggestions for refining
their skills.
|| Part - II ||
|| 34 ||
Strategies for improving attendance:
1. Visiting every house personally

2. Persuading children and parents
3. Project the joyful environment in the

Balbadi to parents during Badipandaga
Personal hygiene and good habits and
health:
Teachers teach good habits like washing

hands, toilet training etc. to children
They educate children and their parents

on the importance of cleanliness and
personal hygiene
Ensure timely vaccination and other
medicines are aware of 104 services,
organize health check ups
Maintain growth charts
The above rudiments of personal hygiene

and good habits as listed in the Teachers HandBook are inculcated in children by the teachers.
|| Part - II ||
|| 35 ||
Time table:
90% in Visakapatnam and 65% of the
teachers in Adilabad reported that they are able
to conduct the activities as per the schedule.
Classroom activities:
Activities related to reading and writing are

planned specifically for 4+ children.
Other activities like singing, recitation of
rhymes, games are conducted together
for 3+ and 4+ children.
Teachers expressed that activity related to
counting was difficult for the children to
understand.
Maintenance of Registers and Records:

Teachers views
Teachers maintain records and registers as
expected by the management. They are
maintained neatly and systematically; and they
update them only after school hours. Teachers
felt that
It is important to maintain registers and

records.
Maintenance of records does not disturb
the academic programme (85% in
Adilabad, 100% in Vishakapatnam)
Involvement and co-operation of parents

and community:
There is a good relationship among the
teachers, parents and other community
members. Parents take interest in their childrens
education and discuss about their children with
the teachers. Parents behave courteously with
the teachers.
85% of the teachers in Adilabad and 80%
in Vishakapatnam reported that community
members participate in Balabadi Activities.
40% of parents in Adilabad, 10% in
Visakapatnam extend their cooperation in
running of Balabadis.
|| Part - II ||
|| 36 ||
Issues and problems:

Teachers (in both the districts) could not
point to any specific issue or problem that
disturbs the functioning of the center. However,
some teachers expressed that they encounter
problems with management committee, parents
and children.
They update the records and registers only

after school hours. In all the places teachers
handle children with care and concern. Even
routine activities like teaching of letters and
numbers personal touch is not lost.Teachers
keep the centre clean on their own.
2) Training
Availability of toilets and drinking water.
the focus of training on specific skills based

on their own strengths has really helped in
building confidence in them (.95% in Adilabad
and 90% in Vizag).All the teachers expressed
satisfaction about the training provided to
them.
Supply of food at ECE
3) Relationship with others:
Teachers suggested that Balabadis need

improvement in these areas:
Better rooms with more space for

conducting activities.
Factors contributing for effectiveness:

1) Attitude / Commitment of the teacher
is reflected in their attitude towards the
programme. Teachers clearly stated that the
centre functions for them and it is their children
that are benefited. Hence are willing to work
happily for the centre.( audio and video
document) Regular attendance of children is a
very clear indication of teachers effectiveness
and teachers were also very clear regarding the
strategies to be adopted for holding children in
the class .
To quote a few
visiting the house personally and persuade

children and parents ,
project the joyful environment in the
balabadi and so on.
85% of teachers in Adilabad and 100%
teachers in Vizag felt that maintaining
records and registers is important but does
not disturb the academic programme.
A)Cluster Coordinators All teachers

(100% in both the districts) felt that Cluster
Coordinators are helpful in solving the
problems related to centre. CCs motivate,
encourage and help teachers in refining their
skills.
B)Parents Cordial relationship prevails
between teachers and parents which is clearly
evident from the responses received both from
the teachers and parents. Parents are happy
about their childrens learning in Balabadi and
behave courteously with the teacher. All the
teachers in both the districts are happy with
the parents.
C)Community The positive relationship
between the teacher and the community is
responsible for the overall effectiveness of the
programme. Community helps the teachers in
making children attend the centre and
participate in balabadi activities.100% of
teachers from Vizag, 85% from Adilabad didnt
encounter any problem from management.
|| Part - II ||
|| 37 ||
ECE Programme Role of Parents:

Being viewed as key players in determining
the childrens outcomes, a guided interview was
conducted with parents of ECE children
selected for assessing school readiness.
The total sample set for this purpose was
150 parents. From each of the 30 ECE Centres
selected for the study parents (father/mother)
of five children from each centre were requested
to answer the questions in the schedule. The
investigators conducted informal interviews
also with the parents.
Family support in sending the children to
Pre-school as well as taking interest in what is
Parents all over, recognized the importance

of education and most of them are sending their
children to study well and get good education.
Other parents want their children to learn
songs, dances and rhymes.
When asked who encourages to send

your children to Balabadi?
59% of the parents in Adilabad District
said that Village heads encouraged them while
going on, how the child is learning and

progressing are all important in making the
programmes more effective. Hence, an attempt
is made to draw
Parental perceptions on ECE centre
Awareness of the programme at the centre.
Parental participation/involvement.
Reasons for sending their children to

school:
The parents were asked to mention the
reasons for sending their children to ECE
centre. The answers of the parents on this were
as follows.
52% in Visakha Districts replied that they are

sending their children on their own.
It is interesting to note that the village
heads are acting as social agents in
Adilabad district encouraging the parents to
send their children to school.
Balabadi benefits parents - They said that
because of Balabadi.
|| Part - II ||
|| 38 ||
Their children are safe and secure

Productivity in work increased (90%)
Improved their skills
Incomes increased 80% in Adilabad 75% in Visakapatnam
Elder children freed from sibling care
Utnoor
Indravelly
Sirpur
Jainoor
Visakapatnam
88%
72%
60%
62%
72%
Almost all the parents (99%) felt that the Balabadi timings are convenient for them.
What do you like most in Balabadis?

Parents like:
Good habits developed in the children
Stories, poems, rhymes etc.
Care taken by teachers towards their

childrens health
Teachers behavior, commitment

patience and care
The songs and stories taught in Balabadi

have become so popular that each parent and
even the other villagers hum those songs at
their work place also.
Is food supplied to children at Balabadi?
Balabadi - Parents involvement:- The

responses of the parents in this area are very
encouraging.
Visits by the parents: Almost all the parents
(95%) in both the districts visit Balabadi
regularly.
In Adilabad district, parents of two pupils

(by rotation as per the school roll order) are
encouraged to visit the MNMS everyday for
an hour at least to witness and understand the
class room interaction.
Parent teachers meetings: 85% of the
parents reported that they attend parent
teachers meetings.
|| Part - II ||
|| 39 ||
Monthly public report day- Badi Pandaga:

On the last Saturday of every month the parents
and the community elders gather to receive the
monthly public report from the MNMS
teacher. This is called Badi Pandaga. The
teachers share the learning achieved during the
month with the parents on this day. Parents
discuss about the functioning and programme
of the school during the meeting and they also
enquire about their childrens performance with
the teacher.
Parents contributions to Balabadi: The
responses of the parents in this area are a bit
disappointing.
Only 12% of the parents reported that they
offer their services, donate materials and money
to keep the Balabadi clean and attractive. Only
8% of the parents prepare TLMs for organizing,
activities in the School.
Lack of motivation on the part of the parents
to make the environment clean in and around
the Balabadi is reflected, as only 8 parents out of
150 reported that they are contributing in cash or
kind to the ECE Centre. In the context of the
community managed ECE Centres, more parents
need to be encouraged at least to spare their services
to maintain cleanliness in the ECE Centre.
Midday meals have to be provided (12%)
Pucca roof to the school
Big classrooms with adequate space for

conducting activities
Organization of ECE Centres parents

awareness: It is interesting to note that parents
are aware about the organization procedures of
ECE Centres. They attend the school
management committee meetings and are
aware of the resolutions taken in each meeting.
Who will bear the expenditure related to
the organization and facilities to the school?
Almost all the parents (98%) reported that
the expenditure is borne by Village
Organization committee.
Do you pay fees for your child in the
Balabad? How much?
Surprisingly, many parents do not know
whether they are paying fee or not. No parent
could tell how much they are paying to the
school as tuitions fees:
However, some parents said they are
paying, while the others replied that they are
not paying any fees
Suggestions for improving Balabadi:
|| Part - II ||
|| 40 ||
ECE Programme Role of Coordinators:

The success and the quality of the ECE
programme depends on the extent to which the
coordinators execute their responsibilities in the
ECE centres attached to them. Hence, their
views, perceptions and suggestions are
considered to be significant for this study. A
questionnaire was administered to the CCs and
MCs to:
Understand the components of the

training, and the benefits they had through
the training provided to them.
Study the monitoring mechanism they
adopt in ECE centres
Understand the evaluation and assessment
procedures
Recognize the rewarding experiences they
had and
To understand the problems encountered
by them, in executing their responsibilities.
The investigators administered the

questionnaire to 21 coordinators at different
levels. Members of the research team held
interviews with the Mandal Coordinators of
Adilabad District and the Mandal and District
Cordinator of Visakapatnam District.
Thirteen (13) Cluster Coordinators (CCs)
three Mandal Coordinators from Adilabad
District and 2 MECs and 2 CCs and the

District Coordinator of Visakapatnam District
constitute the sample. Details of the cluster,
village, Mandal and District of the selected
Coordinators is given in the table below:
Sample Profile:
In Adilabad District of the 13
Coordinators, 7 are male and 6 are female
Coordinators. All the CCs are graduates and
four of them have B.Ed. One Mandal
Coordinator is a Post Graduate. Some of them
are recently appointed while four of them have
more than two years of experience.
In Visakapatnam all the Cluster
Coordinators and the District Coordinators are
male members. Two CCs have completed only
intermediate while the other two are graduates.
The District Coordinator is a trained Post
Graduate with 7 years of experience and is
appointed by SERP.
Training Benifits:
The Coordinators reported that they
received a foundation training for 15 days from
Sodhana trust, a voluntary organization in
Vijayanagaram. They are satisfied with the
training and they felt that they are very much
benefited by it. The CCs listed the following
benefits they had as a result of the training
provided to them.
Adilabad:
|| Part - II ||
|| 41 ||
The four CCs of Visakapatnam District

reported that they were equipped with the skills
related to teaching Telugu, Maths and EVS, and
that they could learn to conduct creative
activities for children.
All CCs (100%) expressed that they are
able to impart training in turn, to Balabadi
teachers in a stress free environment, where no
protocols are observed.
Majority of CCs, 16 (90%) expressed that
the training helped them to locate the strengths
and weaknesses among the teachers and in the
ECE centres, and to evaluate the programme
objectively.
Visit to Balabadis:
All CCs 4(100%) in Visakapatnam said
they visit each centre 2-3 times in a month.
Similarly all 13(100%) CCs in Adilabad also
reported that they visit each Balabadi twice in
a month. Also they said they try to assess the
progress of the program in their first visit and
then compare it during the second visit. They
also concentrate and pay special attention on
attendance percentage of children.
Some of them 4(31%) identify reasons for

the low grade, workout solutions and
provide necessary guidance to improve the
centre grade.
They reported that more visits are made
to the centres where children lag behind
and where the centres are graded low.
Guidance,
Coordination:
Monitoring
and
All the Coordinators 17(100%) in both

the districts pay attention to various aspects at
the centre, like; attendance of children, health,
personal hygiene, inculcation of good habits,
and ensure proper conduct of activitiesin the
centre. They also monitor the maintenance of
various records, methods of teaching,
punctuality of the teacher, children, time
management by the teachers, and conduct of
PTA meetings.
All the CCs 17(100%) continuously help
and guide the teachers in every aspect related
to Balabadi throughout the year, right from
enrolment, attendance, progress of children and
total well being of the children, teachers and
on the centres functioning as a whole.
CCs reported that work schedule is
designed / planned in consultation with
teachers.
All CCs 17(100%) ensure attendance of
children at the centre. They use child-specific
strategies to improve childrens Grade. A Grade
children are made to do peer teaching with
lower grades children.
All CCs 17(100%) appreciate the
performance of children before the parents
during PTA meets and convince them to send
their children regularly on time to school.
Grading and Evaluation:

All CCs (100%) grade children and centre
by following the criteria evolved by the
organizers.
|| Part - II ||
|| 42 ||
Criteria for grading children:
On similar criteria centre is also graded. If

children and teacher are punctual then they are
graded with A if not they allot Grade B.
cooperation from higher officials in preparing

budget, monitoring, documentation,
maintenance of records and registers.
The teacher and the CC grade the centre

individually. If there is any discrepancy in the
grade assigned, they sit together, cross check
all aspects, and correct the discrepancy and
finalize the grade.
They also expressed that they put all their

efforts in popularizing the Balabadis in their
respective clusters and always try to maintain
good relations with higher officials. They always
complete the predetermined goals/tasks on time
and keep up their promises.
Maintenance of Records:
All the CCs 17(100%) monitor the
maintenance of records and registers at the
centre and help the teachers to maintain them
neatly and systematically.
All CCs 17(100%) persuade the teachers
by telling them that their performance and
centres functioning is reflected through the
regular maintenance of records. Hence they
insist on teachers to keep them up to date.
CCs and Organizers Relations:

All CCs 17(100%) also expressed their
indebtedness to the higher authority/
organization for their guidance in their career.
They also said that they get complete
Health and well being of the Teachers and

the Children:
All CCs 17(100%) reported that they
ensure childrens well being through frequent
monitoring of ANMs, by arranging monthly
health checkups and utilizing 104 health
services.
Whenever teachers fall sick and do not
attend school CCs provide necessary support.
In case of teachers continuous absence they
report to the leaders of village organization.
If the centres have very poor strength i.e,
below 8 children they resolve in the Mandal
Samakhya and close the centre. CCs also
|| Part - II ||
|| 43 ||
reported that two centres in Adilabad district

(Motiramguda and Gottipaloori) and
Visakapatnam (Pappusettipalem in Golgonda
Chinagavaram in Devarapally) are closed by
resolving in Mandal Samakhya.
management practices and other related issues.

Similarly to assess percolation of the concept
in the larger community awareness and
involvement of the general community
representing a wide spectrum has been made.
Contribution of Parents:
This chapter therefore discusses the

initiatives of the community in managing their
ECE centres and also perceptions and
involvement of larger community.
All CCs 17(100%) said that they

encourage parents to contribute for the centre
either in cash or in kind to improve Balbadi.
They also said that the parents cooperate and
they have no complaints from parents.
The CC of Visakapatnam District, said
that the Balabadi is maintained with the funds
received from IKP and SERP.
They didnt respond to the question as to
What amount is required to meet the
expenditure of Balabadi. It appears that they
dont have any estimate about the expenditure.
Effectiveness of the Community

Management:
Communities are the best architects of
successful programmes that match the needs
of the care givers as well as the developmental
mile stones of the children. Hence any good
programme should be deeply rooted with the
communities and blend with what is best
environment for children.
The base of the project under study is
community intervention. It is not only one of
the rare initiatives but significant on 2 counts
direct management of the centre by the
community as well as management by all
womens groupThe study focused on centre management
committee with the objective of arriving a broad
understanding of administration and
The concept and its origin has already been

discussed under chapter-3 Genesis of the
programme.
Community
Approach:
Based
Evolutionary
The approach to facilitate community

ownership in creating the needed intervention
reveals that when communities have relevant
information to act upon and are facilitated
through contextualized and appropriate
mechanisms, they are able to take the
responsibility for their immediate local needs.
It also highlights the fact that community
management doesnt come in the context some
schemes and also doesnt require rigid criterion
to be fulfilled. It is a simple coming together of
people as a community to address their need.
It is in this backdrop the current study
recognized the critical role of community in
the context of effectiveness of the programme
as well as its typical role as manager of the
programme.
After a preliminary visit and informal
discussion with community members it was felt
the necessary to draw the perceptions and
participation levels of the community members
both as of managers of the centres as well as
members of larger community. Hence 2
different tools were used.
|| Part - II ||
|| 44 ||
1) Schedule for Centre Management

Committee
2) Schedule for General Community
Composition of the Centre Management

Committee:
The management committee consisted of
President, Secretary and 3 mothers as members
Management of ECE centre by womens

group is a significant mile stone .This initiative
is making difference in the lives of young
children. Hence the study tried to capture the
role played by the members of the committee.
To arrive at the effectiveness of the ECE centre
run by these communities, observations were
made from the following four dimensions..

programme
making a total of 5. President generally is the

president of the Village Organisation
committee .Hence need not necessarily be a
parent of any child in the centre. An active
parent of the concerned centre is the secretary
with 2 or 3 mothers of the children of the
centres as members.
Know how to manage
Developed management mechanism
To capture the above an interview schedule

was specifically developed and data collected
on the following.
Administrative and managerial practices of

ECE centres.
Performance of the centres
|| Part - II ||
|| 45 ||
Innovative practices in the management.
Each of the committee members was

interviewed individually and the responses were
audio recording.
I Clarity on the need and purpose of the
programme.
The responses clearly revealed that the

awareness level of the members was high
at 84% on the availability of different ECE
centres in the village. Nearly 50% of the
members could differentiate their Balabadi
with other ECE or preschool centres.
Secure place for children when parents

are away on work and education of
children are the 2 predominant
considerations for running a separate
Balabadi in their village a decision of the
community on what works best for them.
Thus the ECE centres of the programme
had a need based origin.
In the context of diverse cultural, linguistic,

geographical and other characteristics a
programme growing up through community
initiative and support will be highly sensitive
to the needs of the community and this may
not be possible in a centralized technical
bureaucratic model
|| Part - II ||
|| 46 ||
II Know how to manage

When we look at responses from a qualitative approach angle for a question on what should
be done to make Balabadi function more effectively? - Members came out with a highly relevant
long list of solutions.
School building should be given by Government.
Every parent should think about their children
Children should be made to play other type of games also to give them encouragement.
Afternoon lunch should be provided.
Good songs and games should be included.
Toilets, drinking water, play materials, books, pencils and uniform should be provided.
New activities should be introduced.
Ayah should be appointed to serve biscuits, milk and lunch to children as teacher is not able
to do this work.
Parents should inform the problems to the authorities.
Balabadi is required because pre-school component is not taken seriously in Anganwadi
centre.
Awareness about importance of pre-school stage (early years) should be developed to the
community and also to pregnant women.
Teachers need to be given much more training regularly and properly to make them thorough
in pre-school education.
Teacher should be given training in some more new songs, games and activities.
If lunch is given in Balabadi, children need not go to Anganwadi.
For supplementary food only few of the parents are sending their children to Anganwadi
Some more training to teachers and more facilities to children should be provided.
Teachers should be informed to teach well and take care of children.
|| Part - II ||
|| 47 ||
Differences between Balabadi and Anganwadi
This clearly indicates not only the

awareness of the prevailing scenario, but
members keen and critical observation.
Involvement and monitoring

The management Community members
are providing support to Balabadi through
different means. One fourth of them provide
voluntary service, and another of them bring
children to school. Few members provide
financial contribution, and discuss about
children with the teacher. A significant 15%

are not providing any support.
Co-ordination among the key players of
the project is observed to be good.
Similarly, monitoring of the Balabadi by
Management committee members is also
observed to be satisfactory.
89% of the management committee
members monitored the programme of
Balabadi as a part of their duty. Participation
|| Part - II ||
|| 48 ||
meetings with parents any other special

items relating to Badipandaga.
was absolutely clear from a response on the time

and number of visits to Balabadi,
One or the other member of the

community visit Balabadi regularly
generally in the morning hours.
About grades of children and regularity.

Orientation to parents on health and
hygiene of children. About reasons behind
irregular children.
They also make sudden and surprise visits,
Time spent is also considerable.
They feel if they visit and observe what is

happening they will understand how
children are learning and how teacher is
teaching.
High % of members discussed their

observations of the centre at the meetings
A strong ownership, active involvement,

effective monitoring are visible from the
responses.
Balabadis are expected to develop school
readiness among children for smooth enrolment
in Class I. Hence for a question to explain the
role played by Management Community
members in Class I. the response shows
activities, enrolment of children, and
monitoring etc.
For a question on items for discussion at
the meetings, the multiple responses received
clearly reflect the level of understanding and
involvement of the management community
members.
The discussion points in meetings are:
About children participation in the

balabadi activities
whether children are enjoying
coming with interest
learning to read and write,
whether teacher is teaching well,
regularity of the teacher and so on.
Management issues like salary payment,

enrolment of children, badipandaga,
About the teachers work what she has

done in that week
III Developed Management Mechanisms

A notable administrative practice has been
solving the problems of the centre collectively
(69% response) .This is substantiated by
response to a related question Do you discuss
the observations on the centre in your meeting
89% responded YES. Similarly coordination
with VO and Balabadi teacher are very good
according to 72% of the respondents.
A strong ownership is reflected in the
response of the community for a hypothetical
proposition whether they would be willing to
hand over the BALABADI if any other agency
comes forward to run it? (65%) of the
members didnt like the idea. Majority disliked
the idea of handing over responsibility of
Balabadi to any other agency and strongly
desired that the community should run the
centres. However they could not give clear
response for a question on steps they would take
if the present channel of funding is stopped.
They could not give clear commitment on
taking the onus of funding the programme if
required. However they strongly feel that
Balabadi belongs to them while Anganwadi
centre belongs to Government.
Responses of Management community
and General community members to run
Balabadi if funds are stopped
|| Part - II ||
|| 49 ||
PD - parents discuss in meetings,

CP - Collect money from parents
CD - Collect Donations
CR - Committee will run
DS - Already doing savings
ND - Not yet decided
VE - With the help of village heads and education heads
WR - We will run
RC - If we get money we will run other wise close
GH - Govt help
WS - We wait and see
NR - No response
BS - Send children to big school
MS - Finance from mandal samakhya
GS - Grama sabha will run
AH - We will continue with AWW help
NU - No unity we may not run
|| Part - II ||
|| 50 ||
A high level of satisfaction was expressed

by the members about the conduct of Balabadi.
The reasons mentioned for this satisfaction are
Children are able to read and write
Spend time in secured place
Culture Base
When communities are effectively involved
with their collective vision of education, the
fabric of learning shifts from one of static
knowledge to that of a contextually appropriate
one. The programme has strong roots in
culture.
Majority of members observed reflection
of the culture in Balabadi activities. Title of the
school, appointment of local teacher and coordination in local area seem to have facilitated
interaction in local dialect. The training package
also has sound cultural base.
Financial Management
The area needing attention seems to be
finance management. There are highly
dispersed responses on questions related to
financial matters. There was not much of clarity
on the sources or funds expenditure per child
or taking decisions related to finance matters.
According to project proposals Balabadis
are to be funded and managed by the
Community. They also claim children pay fee
for Balabadi. However the findings of the study
and also senior researchers interaction with
different stake holders during field visits do not
subscribe to this. The field interviews could not
provide any clarity regarding funding of the
project. While some made an attempt to

understand the flow of funding, by and large
the Community mentioned Govt. is providing
funds through Mandal Samakhya. They also
expressed about Govt. helping them in this
manner. Surprisingly a majority of
Management Community members also
mentioned Govt. as a source of funds for
Balabadi.
Though 34% spoke about Mahila
Samakhya mobilizing the funds they do not
have any clear idea about how this money is
mobilized. Some members mentioned bank
and Velugu project are providing funds.
The Management Community members
responses to expenditure on per child per
month also support the above argument ie lack
of clarity.
Majority of the members could not assess
the expenditure per child per month. Members
mentioned that no expenses are made by
parents, might be under the impression that
parents are not directly making payments.
Though some members tried to explain
expenditure per child per month, the response
has not revealed any consistency.
Regarding expenditure for different
activities for Balabadi though majority members
mentioned Management Community, no
clarity is observed in the remaining responses
The response to the question on who
takes decision for spending on different items.
Further substantiates lack of clarity on the part
of management committee members on
|| Part - II ||
|| 51 ||
imparting financial matters. It was a matter of

further concern when lack of knowledge was
as expressed by president and secretary in some
places though this number is small to 3 or
4(Pochamloddi, Labbiguda and Marlavai).
Awareness and Involvement of General

Community:
The support of the community for the
programmes around them is a major factor in
determining the effectiveness of the
programme. To achieve sustainable integrated,
social development the larger community must
be involved. Communities are more confident
and have more ability to work at the individual
and collective level to solve the problems related
to their children. Hence the study collected data
on awareness and involvement of different
groups in the community in the activities

related to Balabadies. This group of the sample
included
Parents (other than balabadi children)
Anganwadi worker / ANM
One each from any of the following ( 3

members )
Surpanch /Ward member /Youth leader /

Community elders
The sample has been specifically identified

to draw different shades of opinion. Perceptions
of parents of children who have no exposure to
ECE, Perception of Anganwadi worker who
otherwise should have been playing the role,
level of concern of the larger public about the
programme.
Sample of General Community
|| Part - II ||
|| 52 ||
Each of the community members selected

was interviewed individually and responses were
audio recording. Facilitators support was taken
in language specific cases. The schedule made
an attempt to assess the following.

functioning of ECE centres.

members on ECE.Programme and its
usefulness

programmes
Awareness on issues and problems faced

by different stake holders in the
implementation of ECE programme.

functioning of ECE centres:
Community is aware of the presence of
ECE centres in the village. 99% of the General
Community having knowledge about the
presence of some ECE centres in the village is
a positive indicator for the project. Regarding
detailed knowledge about the Centre, some
variation in observed. Though a high majority
mentioned balabadi, people who know about
Anganwadi are also in considerable number.
This indicates in spite of having a separate
facility for pre-school education. Anganwadi is
still recognized as a centre/in the village for
helping child development.
A good number (42%) of Community
members visited Balabadi frequently followed
by occasional visit by 22% and 11% rarely
visited.
Badipandaga was mentioned as the main

reason for visiting the school. (87%) of this
group observed that Balabadis are highly
accessible to children. More than half of the
members responded that Balabadis are very near
to primary school, some felt they are not so
close to school. A small number observed
Balabadis are far from primary-school.
Response to availability of play material
79% in Adilabad and 66% in Vizag responded
positively while 23% in Vizag and 1% from
Jainoor mandal of Adilabad expressed non
availability. The other responses were negligible
Most of the Community members know
the Balabadi teachers and they meet them in
person. (84%) They also mentioned that the
teacher is staying in the village. The
Community claimed to be interacting with the
teachers, mostly about the children and about
the centre.
About Balabadi activities story was
observed to be major activity conducted in
Balabadies of Adilabad district. Activities related
to letters and numbers (42%) are observed. The
community members visiting balabadi
frequently is a reflection of communitys
involvement.

members on ECE
Children going to school with interest and
reasons for liking the school
82% of the respondents observed that
children are going to balabadis with interest,
while 18% observed teacher accompanying the
children to school.
A majority (64%) expressed that children
like Balabadi because of games, songs and
activities in the Balabadi.
|| Part - II ||
|| 53 ||

programmes:
Regarding communities contribution to
Balabadi / ECE centres, 37% mentioned
different types of contribution. 27% are
encouraging children for enrolment. 11% are
donating materials, while 6% are providing
financial assistance. Some are regularly
attending the meetings. 9% of the community
is not contributing anything.
Use of the Balabadi to the village.Members
of the community group stated the following
facilities / benefits derived from Balabadi.
Parents are happy about the availability
of Balabadi as they feel their children are safe
and secure. Instead of playing in the hot sun
children are in one place and are studying.
Parents expressed that as they have missed

opportunity to study in the school, at least their
children are getting opportunities to good
education in the school and hence good future.
Balabadi is useful in preparing children

ready for class I.
Parents are able to attend to their work.
Children are becoming active and

expressive.
Children are repeating the songs after they

come back from the centre, so parents are
also learning them and are repeating them
while at work.
Parents say that this system of schooling

might facilitate children to go for higher
studies which they have been dreaming.
V
|| Part - II ||
|| 54 ||
CHAPTER
IV
ECE Programme Model-Adilabad and

Visakapatnam Districts
The current study attempts to understand

the similarities and differences in the ECE
programme models funded by SERP in
Adilabad and Visakapatnam Districts.
In 2008, SERP initiated ECE programme
in the four Mandals of Adilabad namely,
Utnoor, Indravelly, Jainoor and Sirpur, and
Deverapally and Golgonda Mandals of
Visakapatnam District. The model followed at
each of the above Districts is as follows
Differences in the ECE Model:

Adilabad District:
CDR is working with MMS of the above

four Mandals. It is a 6 year project with initial
support from SERP. Resource cell of CDR
provides continuous support to ECE teachers,
CCs and MCs.
The ECE centres of Deverapally and
Golgonda Mandals of Visakapatnam District
are completely managed by the MMS. Sodhana
Resource Team provides academic support, and
monitoring cum training through monthly
visits.
|| ECE Programme Model || Chapter IV ||
|| Part - II ||
|| 55 ||
Similarities:
Same curriculum is followed
Teachers by and large follow teachers hand

books prepared by Sodhana/CDR
Teachers and Coordinators are trained by

Sodhana Trust
The Operational framework, Teachers

selection procedure, Training Programme,
Monitoring mechanism, Evaluation procedures
which are almost similar in both the districts
are discussed below.
Same monitoring and evaluation

procedures are followed in both the
districts
Common documentation procedures
Operational Framework:
The programme functions under a critical
operational system turned to ensure
|| Part - II ||
|| 56 ||
effectiveness of the intervention. Different

institutional structures form the part of the
framework.
making and implementation of all components

of the project.
Reviews the progress and learning

outcomes of schools in each Mandal.
Monitors the performance of the

coordinators and suggests measures to
improve.
Scrutinizes the expenditure under the

project and ensures timely release of funds
to the V.Os and School Committees in all
Mandals.
Adilabad District:
CDR, a Non-Governmental Organization
is working with Mandal Mahila Samakhya of
Utnoor, Indravelly, Jainoor and Sirpur Mandals
in Adilabad District. It is a 6 year project
supported by SERP.
Functions of CDR:
CDR is responsible for timely decision
Mandal Mahila Samakhya (MMS):

The four Mandals of Adilabad, and
Devarapally and Golgonda Mandals have
Mandal Mahila Samakhyas. The Presidents of
the MMS take an active part in implementing
the ECE programme. They visit the schools
regularly to assess the progress of the children.
They also discuss the functioning of the school
with the V.Os. They give constant support to
the teachers. The Mandal and Cluster
Coordinators submit the monthly outcome

reports to the MMS.
Village Organization:
Representatives of the individual SHGs
within the Village are the members of the V.O.
The President of the V.O by consensus
constitutes the Parents Committee of the
MNMS. The V.O has to prepare the Micro
Credit Plan MCP for parents who wish to
|| Part - II ||
|| 57 ||
borrow towards paying the monthly salary of

the teacher and disburses the amount as a loan;
accordingly. The V.O is responsible to ensure
the repayment of the loan amount by the
parents.
School Committee/Parents Committee

(PC):
A School Committee of Parents and
Village tribal elders is to be responsible for
proper upkeep and functioning of the school.
The President of the Village Organization

(V.O) of the Self Help Groups is the President
of the School Committee. The members of PC
frequently visit the school and encourage the
teacher. They examine issues related to low
attendance of the pupils and take up the matter
with the concerned parents. They participate
in the monthly Badi Pandaga. The PC pays
the salary to the teacher every month on Badi
Pandaga day after hearing the Public Report.
Operational Framework at Visakapatnam District Devarapally and Golgonda

Mandals:
|| Part - II ||
|| 58 ||
There is a difference in the operational

mechanisms of Vizag model. The programme
is directly managed by District Coordinator of
DRDA and the role of external agency is limited
to technical support.
monthly report containing all the details

such as enrolment, attendance, Teachers
grade, School grade, Pupils grade, etc is
prepared and presented in MEC which is
held on 26th of every month.
District Coordinator:
Teacher Selection Selection Procedure:
Conducts review meetings regularly at the

Village level and discusses the progress and
learning outcomes of schools in the Golgonda
and Devarapally Mandals. He monitors the
performance of the MCs and CCs and suggests
measures to improve. Plans celebration of
National festivals in various Villages.
In both Adilabad and Visakapatnam

Districts, Community identifies suitable
candidates to be selected as teachers for
Balabadi. He/she should preferably an
Intermediate qualified below 20 yrs age, and a
resident of the same village. He/she should
speak the mother tongue of the Balabadi
children.
Sodhana Resource Team:

Conducts a review meeting once in a
month and extends all technical support.
Village Education Committee (VEC):
VEC should see that a comprehensive
In Adilabad District, CDR Centre for

Development and Research holds a test and
interview to scrutinize the competencies and
eligibility of all the identified persons before
finalizing the selection.
|| Part - II ||
|| 59 ||
In Visakapatnam District, the Resource

team of Sodhana Trust holds a written test, a
test in drawing and an interview to all the
candidates short listed by MMS and Director
DRDA and selects suitable teacher. Care is
taken to select teachers who have artistic and
cultural talents and who can mix easily with
children.
batches of twenty five. A.M.S-Hyderabad has

extended its support to TRC in standardizing
the curriculum and in training of ECE
instructors and coordinators.
Training:
Teacher Training in Visakapatnam

District:
Teacher training in Adilabad district:

Every selected teacher is trained systematically
in all aspects of joyful learning and teaching
methods. All efforts are made to build the right
attitude towards the child and its surroundings
during the training programme. Every teacher
has to attend a 16 day foundation training
course in activity based teaching and learning
methods in the first year. It includes a four day
stay in the Balabadi with the MNMS teacher.
The trainee interacts with the community and
learns about the important tools of community
governance. The trainee teacher learns about
class room dynamics, techniques of teaching
methodology and teacher-pupil interaction,
preparation and use of low cost, no cost TLM
is an inherent part of the foundation course.
Resource teams from Sodhana, SSA and

AMS help in training of the CCs and ECE
teachers in Adilabad district.
In Vishakha district teachers selected for

the Balabadis in the selected Mandals of Vizag
district also undergo a similar training. Training
is provided for these teachers in Vijayanagaram
district by Sodhana Trust. Resource team of
Sodhana provides technical support to all the
ECE centres in Devarpally and Golconda
mandals. A Sodhana resource team conducts
review meetings once in 3 moths to provide
necessary support to the teachers.
Monitoring:
A strong monitoring mechanism has been
designed for the ECE centres in Adilabad and
Visakapatnam Districts under the present study.
In addition to the foundation course every

teacher is trained for two days every month in
teaching the next months programme.
Subsequent annual training courses are also
arranged to retain the teachers orientation and
to improve their teaching skills.
In order to, monitor and review the

learning outcomes of schools in each Mandal,
Coordinators are appointed at different levels.
There is a Cluster Coordinator, (for every 10
pre-schools) and one coordinator for each
Mandal.
Training and Resource Centre (TRC) at

Utnoor, conducts the teacher training in
The CCs and MCs play a key role in the

effective functioning of the ECE centres.
|| Part - II ||
|| 60 ||
Evaluation Process :
A comprehensive and continuous evaluation process form an integral part of the ECE
Programme in these Mandals.
The evaluation procedures as reported by

Teachers, CCs and MCs and as recorded in
the documents and from the investigators
observations are described below.
Evaluation at the Centre level:

The teacher evaluates the learning levels
of all children every month and provides
additional attention as required children are
assessed and graded on the basis of the
competencies achieved in Telugu, Mathematics,
EVS, activity, story, song and games. The
criteria for evaluation being recognize,
Associate, read, participation, following
instructions, asking questions, narration etc
in the non-academic areas. The monthly
assessment reports prepared by the teacher are
Pupils enrolment report
Pupils attendance analysis
Pupils assessment report

Evaluation at the Cluster level:
The cluster coordinator reviews the

progress of the school with the teachers every
fortnight and interacts closely with the
community and the school committees.
CCS work in close coordination with the
teachers. The CC collects the monthly
assessment reports from the teachers and
prepares the cluster report for every month.
Copies of the CCS reports and teachers reports
are given to the parents community and school
community every month.
|| Part - II ||
|| 61 ||
Cluster coordinators prepare monthly

school assessment reports for all the pre- schools
in his/her clusters.
The schools are graded on:
Punctuality
Activity
TLM
Records
Cleanliness
Public report
Public Participation
Good habits and
Hygiene
The Mandal coordinator/Mandal
Education coordinator (Vizag District) guides
and assists the CCs. MCs also visit the schools
in the Mandals regularly, to ensure
improvement of learning outcomes in each
ECE centre. The MC has to submit a monthly
report on the progress of the schools to the
Mandal Samakhya.
Vishakhapatnam:
Mandal Education coordinator-MEC
prepares a comprehensive Monthly Report of
all the pre schools, cluster wise in his Mandal.
This is to be presented in Mandal Mahila
Samakhya Meeting which is held on 26th of
every month. Every month this monthly report
is to be signed by Additional Project Director
IKP-DRDA, Assistant Project Manager IKPDRDA-Mandal wise and District Coordinator
SERP.
Monthly Report:
The following details are presented for each
pre school in the cluster in the monthly report.
(a) Enrolment of children: Gradewise
(grade A- 3+ Children, B- 4+ children)
caste wise : SC,ST,BC,OC
sex wise : boy/girl

category : POP (poorest of the poor), Poor
and middle
Total number of children as per survey and
total number of children enrolled in the
Balabadi are also given clusterwise.
(b) Pupils attendance
(c)Subject wise performance: Performance
of children is graded as good,satisfactory and
poor. Number of children who fall in each
category in the following areas is given subject
wise.
Grades are given on the following areas:
Environmental science
Telugu
Maths
Games
Songs
Story Telling
Poems
Creative activities
Krutyalu
(d) Centre conditions : Centre conditions
are also graded as good (G) satisfactory (S) and
poor (P) taking the following parameters:
Cleanliness-inside and outside ECE centres
Hygiene
Discipline
Average attendance
Record maintenance
(e)Grades to ECE centres : ECE teacher
in consultation with the members of village
education committee assigns grades to the pre
schools on the basis of the following aspects:
Cleaning of the environment (inside and
outside)
childrens percentage of attendance
hygiene of children
|| Part - II ||
|| 62 ||
record maintenance
TLM
V.O. Participation
letters-identification,writing,reading
Abinayalu (dramatization)
Krutyalu (activities)
Vemana Padyalu
cultural activities
parents attendance percentage at PTA
parents attendance percentage at public
meeting(Badi pandaga)
percentage of Educational Savings- SHGs to
V.O
(All the schools recorded 0% in this area
by March 2010)
Percentage of parents contribution: Again
0% is recorded for all schools
Education agenda: Presented by SHGs and
V.O.
Total of the marks allotted on each of the
above parameters is the total marks
achieved by the centre and the total marks are
translated into grades (A,B,C)
Teacher:
Records the minutes of parent-teachers

meetings
Prepares the monthly public report
Prepares pupils
- Enrolment report
- Attendance report and Grades of the
children
- Assessment report every month for the
ECE centre.
Cluster Coordinator:
Documents on all the above details for
the 10 12 Pre-schools in his Cluster along
with the teachers; leave reports, and teachers
grades.
Mandal Coordinator:
Mandal Coordinator has a document for
all the clusters in his Mandal, Monthly
documents with full details of enrolment,
Attendance, Grades of the children, Grades of
the Schools and Learning outcomes for all the
four Mandals in Adilabad and two Mandals in
Visakapatnam are available.
Documentation:
CDR- Prepares:
Documentation is the hall mark of the

culture of this system.
Director, CDR, peruses every report of

each School in all the Mandals.
Quarterly Public Report and
Annual Project Report and places it in
public domains
In Visakapatnam District, every month
these reports are sent to District Coordinator
SERP, Assistant Project Manager IKP
DRDA (Devarapally and Golgonda Mandals)
and Additional Project Director IKP DRDA,
Visakapatnam.
This process of documentation builds
transparency and accountability in the system.
Every minute data, of each child, each

centre, all the centres in the cluster, all the
clusters in the Mandal and all the four
mandals under the project in Adilabad and 2
mandals of Vizag is documented. Soft and hard
copies are ready at the click of a button.
On the spot, recording of the remarks,
minutes of the meetings, resolutions and
preparing reports have become the ingredients
of the culture of the personnel involved in
Balabadis.
V
|| Part - II ||
|| 63 ||
CHAPTER
ECE PROGRAMME IMPACT ON

CHILDREN
In this chapter, the results of the impact of

ECE programme on school readiness of ECE
children, and on the achievement of Class I
children are presented.
School Readiness of ECE Children:

Readiness for school is a key measure of
childrens outcomes in their early years.
It focuses on childrens ability to meet the
demands of school tasks such as:
Being comfortable, exploring and asking

questions
Being able to hold a pencil and to run on

the playground
Playing and working with other children
Remembering and following directions/

rules
Children who have these and other similar

abilities are ready to benefit from educational
activities provided in school. In this sense,
school readiness serves as an indicator of the
health of children in a community and is useful
for understanding and comparing variables and
differences in groups.
Domains of School Readiness:

Educational researches have identified, in
numerous studies, the domains of school
readiness.
The three domains usually cited are:

Physical, Socio emotional and Cognitive.
These domains are present throughout every
individuals development from early childhood
through the school years and beyond regardless
of the persons place of birth or ethnic origin.
Numerous studies related to School
Readiness reveal that the abilities related to the
above five developmental domains need to be
deliberately developed during early years to
ensure a smooth transition to school. How well
children are prepared for this transition is
important as it impacts on their long term
outcomes.
Children enter school with marked
differences in the cognitive, non-cognitive and
social skills needed for success in the school
|| ECE|| Programme
ECE Programme
ImpactModel
on Children
|| Chapter
|| Chapter
IV || V ||
|| Part - II ||
environment. These initial differences are

predictive of later academic and occupational
success (Boethal, 2004, Dockett Perry 2001,
2007, Le etal, 2006). This is because skills
develop cumulatively, so that those acquired
early form a sound basis for later skill
development. (Cunha et al, 2006)
Successful transition to school is important
for all children. If the move to school does not
go well and children do not manage the
demands of the new environment their
engagement in school activities and even their
actual attendance at school can be compromised
(Alexander et.al.2001). As the early years of
school are now recognized as being critical for
later school success, both attendance and
engagement are vital to establishing the
attitudes, behaviors and competencies crucial
to ongoing achievement. (NICHD, E.Child
Care Research network, 2004; Pianta Cox
1999, 2002)
A successful transition to school results in
children who like school, look forward to going
regularly and show steady growth in academic
and social skills.
Successful transitions are also more likely
to lead to families being actively involved in
their childrens education and in teachers and
families valuing each other (Ramey & Ramey,
1994).
School entry involves a key transition for
all children. It is a transition to a different
learning, education and care paradigm.
Successful and smooth transition to formal
school depends on how well the skills and
abilities related to the developmental domains
|| 64 ||
are developed in the children by the ECE

programme. An ECE programme that nurtures
the pre-requisite cognitive, linguistic and social
competencies in the child acts as a solid
foundational stage for childrens schooling. A
quality ECE programme should create interest
in learning among children and involve them
in pre-learning activities. The effectiveness of
the programme depends on how well the
programme prepares the children for formal
schooling.
So, the readiness of the children in the ECE
centres who are to enter the formal primary
school is measured, as part of assessing the
quality of the ECE centres.
From each centre five children have been
randomly selected to administer the readiness
kit. Thus the total number of 4+ children
selected for the study is 150 (five children per
centre) in all 30 centres selected for the study.
The School Readiness Kit developed by
World Bank India has been administered to
the children in ECE centres, who are ready to
enter primary school. However, the instrument
is selective in terms of domains since it focuses
on cognitive and language domains only. This
limitation is because the other domains cannot
be measured on a one time basis.
Hence childrens readiness for academics
i.e pre-number and pre-reading skills only are
measured.
There are 10 activities in the tool related
to pre-number and pre-reading. The activities
are designed to examine the extent to which
concepts related to, more or less, position words,
pre-number and sequential thinking,
|| Part - II ||
|| 65 ||
classification, following instructions, numbernumeral association, auditory discrimination,

patterning, comparison of numbers, and picture
reading are developed in the children.
Instructions, to help the children do the
activity are clearly given for each activity. The
score to be given for the answer and the correct
answer are also provided in the tool. The
maximum score for all the activities is 40.
The investigator administered each of the
activities one by one to each individual in the
centre.
The score on each activity and the total
score on all ten activities are tabulated out of a
maximum score of 40 in all 30 centres for the
150 children to whom the test was given.
Performance of children in each centre
reveales that all children could perform some
activities easily, while some other activities could
not be performed by more number of children.
The number of children who could perform
the activities from 1 to 10 is recorded, and the
activity which maximum number of children
could not do is understood as the difficult item/
area for the child.
Readiness: Inferences
The readiness test administered is a
criterion referenced test. Hence, all the children
on each activity should be scoring not less than
80%. To ensure their academic reading for
formal schooling.
Activity 2: Mathematical Vocabulary

Position words
Almost all the children (in Visakapatnam
98% & Adilabad 93%) could acquire
mathematical ability related to position words.
Activity 3: Pre-numbers and Sequential
thinking
74% of the children in Adilabad & 80%
of the children in Visakapatnam could perform
the activity related to pre-number and
sequential thinking.
Because it is less than 80% in Adilabad
and just 80% in Visakapatnam this needs to
be strengthened. A focus on training the
teachers is developing sequential thinking
amongst children is required.
Activity 4: Classification Fruits/
Vegetables
Activity related to classification is
performed by majority of children
(Visakapatnam 96%, Adilabad 92%).
Activity 5: Language Listening
Following instructions
All the children in Visakapatnam 50
(100%) and 96 (96%) in Adilabad could
develop the skill of listening and could follow
the instructions to perform the activity.
Activity 6: Number Numeral Association
Activity 1: Pre-number (More/Less)
Majority of children in Visakapatnam 46

(92%) and in Adilabad 84 (84%) could develop
the ability to associate numerals (number).
The concept related to pre-number (more/

less) developed in almost all the children.
Activity 7: Pre-reading Auditory

discrimination
|| ECE Programme Impact on Children || Chapter V ||
|| Part - II ||
Ability for auditory discrimination is

developed in 86% of the children in
Visakapatnam and 78% in Adilabad.
The children in Adilabad district belongs
to 6 different dialects. Though Telugu is not
their mother tongue the extent to which this
ability is developed deserves appreciation.
Activity 8: Pre-number Patterning
|| 66 ||
Activity 9: Pre-reading (Picture reading)

The ability to read the pictures (prereading) is developed in 49 (98%) of children
at Visakapatnam and 92 (92%) at Adilabad.
In this area the teachers of Adilabad deserve
a word of praise because the children who speak
different dialects could do picture reading and
speak correctly in Telugu.
Activity 10: Comparison of numbers
Most of the children could not do the

activity on patterning. Only 46% in
Visakapatnam and 52% in Adilabad could do
it.
Only 33 (66%) in Vizag and 61 (61%) in

Adilabad could do the activity on comparison
of numbers.
Readiness on patterning (pre-number) is

not acquired in most of the children.
Hence, it appears this activity is difficult

to most of the children.
If children are not made ready in

patterning (pre-number) and acquire mastery
at this level may have a significant long time
impact on the performance and achievement
in Mathematics at higher grades.
The teacher could not make them ready

for schooling on this pre-number activity.
This deficiency will stay with them in

terms of impact for long term.
Hence, it can be concluded that most of

the children could not do activities related to
patterning and comparison of numbers.
Therefore, it appears that these areas related to
pre-number have to be strengthened before they
enter formal school.
Table 3:
Showing readiness in children (1 10 Activities):
|| Part - II ||
|| 67 ||
Graph 3:
Performance on easy and complex areas on Readiness across Districts
The reviewed study in four regions of the

country on a sample of 1495 school eentrants
found that most of the children deficient in
concepts and skills (such as sound
discrimination, sequential thinking) related to
readiness (NCERT 1999). These findings are
in agreement with the sequential thinking and
contrary in sound discrimination.
A crucial factor influencing mathematics
learning is the readiness of the child in prenumber concepts like sequential thinking,
comparison of numbers etc. Therefore learning
of numbers/maths should be logically preceded
by mastery of pre-requisite concepts, skills and
conclusion.
Currently, the world over, instructional
process and curriculum development at the
school level, is largely influences by Piagetian
and Vygotskian thought and information
processing theory.
While Piagetian theory does not provide

for any cognitive acceleration, Vygotsky has
specified what he terms as the zone of proximal
development (ZPD) which is the distance
between the actual developmental level as
determined by independent problem-solving
and the level of potential development as
determined through problem solving under
adult guidance or in collaboration with more
capable peers (Vygotsky 1978:81). This high
lights the crucial role of mediation in assisting/
accelerating the learning of the child. In view
of the academic demand for providing the child
a solid foundation in mathematics in the early
years the need to accelerate in the children
development of the prerequisite skills and
concepts becomes essential.
The Mean and SD values for the four
Mandals in Adilabad District and two mandals
of Visakapatnam District are given below.
|| Part - II ||
Table 4:
Readiness Mean and SD values Mandal wise:
|| 68 ||
|| Part - II ||
|| 69 ||
It is observed that there is not much

variation in readiness of the children across
the Districts. The performance of the children
in Golgonda (Mean 31) is the highest and is
lowest in Sirpur (Mean 24.3) Mandal.
When we look at the four mandals of
Adilabad, the mean performance of children
in Utnoor is better compared to other mandals.
Again, the SD for Jainoor is 11.56, whereas the
SD of Utnoor Mandal is 3.9. It means that the
intra variation among the Balabadis in Utnoor
Mandal is very less compared to other mandals.
Stated otherwise, children in all centres of
Utnoor Mandal are performing more or less in
the same way. But the intra-centre variation
among centres in Jainoor Mandal is very high.
In Visakapatnam District the mean
performance of the children in Golgonda
(Mean 31) is slightly higher than Devarapally
(Mean 28.3). The deviation in performance is
also negligible showing that the performance
of the children in all the centres of both the
mandals is more or less at the same level.
(Devarapally SD 7.5 and Golda SD 7.18).
Achievement of Class I Children in

Different Subjects :
Good quality programmes for ECE have a
positive impact on childrens all round
development. It is also seen to have critical
linkages with childrens learning outcomes. It
means that better learning outcomes must be
seen in children who are exposed to learning in
the early years.
Hence, in the present study, it is proposed
to compare the difference in performance of
the children in Class I with ECE exposure and
without ECE exposure.
To study the effectiveness of the ECE
programme in the identified ECE centres under
investigation, 3 Non-ECE and 2 ECE children
of Class I are randomly selected taking 5
children on an average from each centre. As
such the sample consists of 76 ECE children
and 81 Non-ECE children of Class I making a
total of 157 children.
|| Part - II ||
Achievement Tests in Mathematics,

English, Environmental Science, Telugu (Oral
& Written) were administered to the sample
children.
Description of the Test: The model test
papers from the ECE teachers Hand book
(May 2009) prepared by Sodhana Trust
Cheepurpally and Centre for Development and
Research (CDR) are used for the study. These
tests prepared with specific criteria for
evaluation are administered to assess the
learning outcomes of Class I children in Maths,
EVS, Telugu and English. The test was
conducted for 25 marks.
|| 70 ||
Analysis of Data: Marks obtained in each

subject are analyzed and the Mean and SDs are
calculated at Mandal level and District level to
study the difference in performance between
ECE and Non-ECE children of Class I. The
performance of the children in the form of
Means and SDs is furnished below subject wise.
Table 5:
Performance in Environmental Science
(EVS)
performance of children in EVS with ECE
and Non-ECE background.
|| Part - II ||
|| 71 ||
Graph 6: Environmental Science Comparison between ECE and Non ECE Mandal
wise
Mean
Standard Deviation Dispersion Mandal wise
|| Part - II ||
|| 72 ||
Table showing district wise performance of children in EVS with ECE and Non-ECE
District wise
EVS Comparison between ECE and Non ECE District wise
Standard Deviation Dispersion District wise
|| Part - II ||
|| 73 ||
The findings from the table at a glance

reveal that the achievement of class I children
in EVS with ECE background is consistently
better than the performance of children who
enrolled directly without any exposure to ECE
in Class I in both the districts of Adilabad (ECE
Mean=18.07 & Non-ECE Mean=16.55) and
Visakapatnam (ECE Mean=17.75 & Non-ECE
Mean=16.43).
With special reference to each Mandal, the
performance of Class I children in EVS with
ECE background at Utnoor Mandal
(Mean=19.08) is best when compared to other
mandals of Adilabad district.
Where as
Golgonda Mandal (Mean=19.2) at

Visakapatnam Class I childrens performance
is best when compared to Devarapally
(Mean=16.9).
However the observed difference is not
significant satistically.
Performance in Mathematics:
The data collected from the Maths test are
processed and analyzed by adopting SD and
Mean and the results are presented.
Table 7:
Table showing Mandal wise Mean & SD in Maths ECE & Non-ECE children
Graph 7:
|| Part - II ||
|| 74 ||
Mean
Mathematics Comparison between ECE and Non ECE Mandal wise
Table showing District wise Mean & SD in Maths ECE & Non-ECE children
|| Part - II ||
|| 75 ||
The performance of ECE children in

mathematics is better in both the districts of
Adilabad (ECE Mean=19.35 & Non-ECE
Mean=14.2) and Visakapatnam (ECE
Mean=16.5 & Non-ECE Mean=16.14) than
Non-ECE children.
The performance of Class I children in
Maths at Indravally (ECE Mean=21.22 &
Non-ECE Mean=17) Mandal of Adilabad
district is better than Golgonda Mandal (ECE
Mean=19 & Non-ECE Mean=19). There is not
much difference in ECE & Non-ECE childrens

performance in Visakapatnam.
However, the observed difference between
ECE & Non-ECE childrens performance is not
significant statistically.
Performance in English:
The collected data from English test were
Table 7:
Table showing Mandal wise Mean & SD in English for ECE & Non-ECE children.
|| Part - II ||
Graph 8:
Mean
English Comparison between ECE and Non ECE Mandal wise
|| 76 ||
|| Part - II ||
|| 77 ||

Table showing District wise Mean & SD in English for ECE & Non-ECE children.
English Comparison between ECE and Non ECE District wise

|| Part - II ||
The performance of Class I ECE children

in English at both the districts Adilabad (ECE
Mean=18.13 & Non-ECE Mean=14.17) and
Visakapatnam (ECE Mean=15.82 & Non-ECE
Mean=14.86) is better when compared to
children who are enrolled directly into Class I
without any exposure to ECE.
It is also observed that Adilabad childrens
performance is slightly better than
Visakapatnam in Class I English.
Class I ECE childrens performance in
English at Indravally Mandal is better than the
|| 78 ||
other mandals at Adilabad (ECE Mean=21.8

& Non-ECE Mean=19.6) and Golgonda (ECE
Mean=18.5 & Non-ECE Mean=16.8) when
compared to Devarapally at Visakapatnam.
However, the observed difference is found to
be statistically insignificant.
Performance in Telugu:
The collected data from Telugu test were
Table 8:
Table showing Mandal wise Mean & SD in Telugu written test for ECE & Non-ECE
children.
|| Part - II ||
|| 79 ||
Graph 9:
Mean
Telugu (Written) Comparison between ECE and Non ECE Mandal wise
|| Part - II ||
|| 80 ||
Table showing District wise Mean & SD in Telugu written test for ECE & Non-ECE
children.
Mean
Telugu (Written) Comparison between ECE and Non ECE District wise
|| Part - II ||
|| 81 ||
On the whole the findings observed from

the table reveal that the performance of Class
I ECE children in Telugu language written test
is found to be better compared to Non-ECE
children at Adilabad (ECE Mean=14.8 & NonECE Mean=10.59) and Visakapatnam showed
a contrary result (ECE Mean=13.5 & NonECE Mean=14.07).
From the findings it is also found that at
Indravally Mandal, Class I ECE childrens
performance in Telugu written test is better
(ECE Mean=17.6 & Non-ECE Mean=13) than
the other mandals of Adilabad and it is contrary
at Visakapatnam where as both the ECE and

Non-ECE childrens performance is almost
similar in (ECE Mean=14.8 & Non-ECE
Mean=15).
However, thet values show that the
observed difference between the mandals and
the districts is found to be statistically
insignificant in Telugu written test of Class I
children.
Class I Telugu Part-B (Oral test):

The collected data from Telugu Part-B Oral
test were processed and analyzed by adopting
SD and Mean and the results are presented.
Table 9:
Table showing Mandal wise Mean & SD in Telugu Part-B test for ECE & Non-ECE
children.
|| Part - II ||
|| 82 ||
Graph 10:
Mean
Telugu (Oral) Comparison between ECE and Non ECE Mandal wise
|| Part - II ||
|| 83 ||
Table showing District wise Mean & SD in Telugu Part-B test for ECE & Non-ECE
children.
Mean
Telugu(Oral) Comparison between ECE and Non ECE District wise

|| Part - II ||
From the findings it can be seen that the

overall performance of Class I children with
ECE background in Telugu Oral test is better
when compared to Non-ECE background
children in both the districts of Adilabad (ECE
Mean=13.48 & Non-ECE Mean-10.28) and
Visakaptnam (ECE Mean=12.1 & Non-ECE
Mean=9.67).
Jainoor Mandal at Adilabad is poor (ECE
Mean=11.08) when compared to other mandals
which arealmost similar in their performance
in Class I Telugu Oral test.
Golgonda Mandal Class I childrens
performance is better (Mean=15) than
Devarapally Mandal (Mean=9.93) at
Visakapatnam.
However, the differences in the
|| 84 ||
performance of children in Telugu Oral test in

both the districts found to be statistically
insignificant.
From the findings it is revealed that except
in EVS in all other subjects Class I children at
Indravally Mandal of Adilabad district
performed better.
Similarly, Class I children at Golgonda
Mandal of Visakapatnam district performed
better when compared to Deverapally Mandal
respectively in both the districts.
Relatively the performance of Class I
children in both the districts is best in EVS and
poor in languages (Telugu and English).
Performance of Class I children is better
in Adilabad compared to Visakapatnam.
However it is statistically insignificant.
Table 10:
Achievement Test ECE and Non-ECE All the subjects
|| Part - II ||
|| 85 ||
Class I Achievement test t values
It is seen that there is no significant difference in the performance of ECE and Non ECE
children in Class I in both the Districts. The mother tongue and medium of instruction of the
children and teachers in Visakapatnam is Telugu.
Teachers and children in Adilabad speak 6 different dialects. The medium of instruction is
Telugu and all subjects are taught bilingually.
Though there is difficulty related to language the performance of the children in Adilabad
being on par with their counter parts in Visakapatnam District, deserves credit for the ECE
programme in Adilabad.
Giving children a head start in life is critical for achieving millennium development goals, the
millennium agenda and the reduction of poverty. James Hackman, 2000 Nobel Laureate in
Economic Science stated Invest in the very young.
There is no blue print for a holistic approach to Early Child Development. The
challenge for each community is to determine priorities for a given context and how
they can be met, and where impact can be multiplied through collaboration,
coordination, convergence or integration.
|| Part - II ||
|| 86 ||
Abbreviations and Special Terms

CC
CfBT
CDPO
CDR
DRDA
ECE
ECCE
ITDA
ICDS
IKP
MC
MCP
MMS
MVF
MNMS
PTA
SERP
SHG
SSA
VEC
VO
Cluster coordinators
Centre for British Teachers
Child Development Project Officer
District Rural Development Authority
Early Childhood Education
Early Childhood Care and Education
Integrated Tribal Development Agency
Integrated Child Development Services
Indira Kranthi Patham
Mandal Coordinators
Micro Credit Plan
Mandal Mahila Samakhya
Mamidipudi Venkatarangiah Foundation
Mava Sate Mava Nada
Parent Teacher Association
Self Help Group
Sarva Siksha Abhyan
Village Education Committee
Village Organization
Bala badi
Badi Panduga
Mandal
Sarpanch
ECE Centre of the project

Community Reporting Day
A revenue division in the district
Village Elected Head
|| Part - II ||
|| 87 ||
Bibliography
1.
Adarsh Sharma, Child and community outcome Indicators for ECD programme evaluation a concept note 1999paper
2.
Bernard Venleer Foundation- BVLF publications
3.
Canadian Journal Of experimental Psychology Jo Anne Lefovre Carleton University, Research on the development
of Academic skills Introduction to the special issue on Early Literacy and Numeracy
4.
Corbett 1997 , Indicators of Childrens Wellbeing Foreword , Corbett , Thomas 1997 , NewYork
5.
Curriculum Frame Work for ECCE paper
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Early Years Study April 1999
7.
ICDS IV State Project implementation Plan, Andhra Pradesh, Census of India population projection for India and
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States -1996-2016
Kaul.V, Process based intervention for primary level mathematics 1996- A longitudinal study
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Ministry of Human Resource development Government of India
10. National curriculum Framework 2005, NCERT

11. National Focus Group -2005, Draft Report on ECE
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13. National Institute of Public co-operation and Child development 1985, 1999- National Evaluation of The scheme of
Early hood Care and Education
14. National council of Educational Research and Training-1993, Impact of ECE on Retention in primary grades , A
longitudinal study
15. National campaign for ECCE right, Early childhood Care and Education rights of young children in India
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case study
17. National Association for Education of young children, Washington D C. - Early learning standards, creating conditions
for success
18. NCERT, Minimum Specification for a Pre-school
19. NIPCCD , Select Issues concerning ECCE in India A case study paper prepared for EFA GM report - 2007
20. Promise, Early Childhood Programmes with parents and community participation in Columbia Cinde Columbia
21. SRC ECE AMS, Curriculum guidelines foEarly Childhood Education- Drafty paper
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|| i ||

Research Advisory Committee

Prof. Venita Kaul

Dr. Smt. M. Vani

Prof. Chaya P. Katti

Objectives of the Study:

Women are empowered and their incomes increased*

* Stake holders interview

DESIGN OF THE STUDY

GENESIS OF THE ECE CENTRES in

Chapter IV AN OVERVIEW OF THE FINDINGS

SIGNIFICANT HIGHLIGHTS AND CRITICAL REFLECTIONS

Research Advisory Committee

Prof. Venita Kaul

Dr. Smt. M. Vani

Prof. Chaya P. Katti

Objectives of the Study:

of belonging to the same community. An underlying common thread of belongingness knits

* Stake holders interview

DESIGN OF THE STUDY

ECE PROGRAMME EFFECTIVENESS

Monitoring and Coordination

Effectiveness of Community Management

ECE MODELS A COMPARATIVE PICTURE

PROGRAMME IMPACT ON CHILDREN

Achievement of Class I Children

: Centre Quality Comparison physical conditions vs programme quality

: Readiness in children (1 10 Activities)

: Readiness Mean and SD values Mandal wise

Table 10 : Achievement Test ECE and Non-ECE All the subjects

Standard deviation - dispersion

Standard deviation dispersion

Standard deviation - dispersion

Standard deviation - dispersion

Standard deviation - dispersion

Standard deviation - dispersion

Standard deviation - dispersion

Standard deviation - dispersion

1.1 Nation and the Child

functioning, the child is more likely to succeed

We have substantial data providing that

Creating ECE facility not only helps under

Need for integrated and holistic child

childs development gains will be

age of 3 years for elementary education and to

laying the foundation for a healthy

balance between loud, boisterous activities

opportunities for children to work in large

indoor and out door activities.

self directed, hands on learning activities.

scope for active exploration of the

regular and supportive interaction with

Preschool should provide a safe and

a holistic approach based on continuum

a fresh approach and a strategy for the

a scientific approach based on empirical

an integrated approach to programme

planning and delivery of ECE that

Integrated Child Development

1.2 Status of ECE in AP:

While the need for some of child care

load of facts focusing on memory has now