A jigsaw puzzle of human anatomy changes five children’s hands. The younger kids keep themselves engaged with rubber toys. It is slightly past 9.45 am at anganwadi number 1 at A-72, Nizamuddin Basti. One tubelight at the red-and-white-tiled room alienates the dimly-lit room from the bright morning outside.
Shabana, the anganwadi helper, shuttles between attending to kids and negotiating with parents in the locality to send their children to the centre.
The attendance at the anganwadi is higher than other days as some ‘guest’ children drop in for the day. These are kids who are in the locality to visit their relatives, says Gayatri when a DH team visited six of the seven anganwadis in Nizamuddin Basti last Thursday.
“The actual objective of the ICDS scheme is well laid out. However, most of the anganwadis currently serve as the feeding centres for children,” says Harshika Sahni Dewan, Early Childhood Care and Development coordinator, Aga Khan Foundation, which is closely working with the government in anganwadis in Nizamuddin Basti.
“To fill in the gaps, the Aga Khan Foundation has provided the anganwadis with community teachers for pre-school education and infrastructural support,” she adds.
The current focus of the scheme has reduced to food being served at these centres with most children or their mothers turning up only to collect meals after the day’s activities are over.
Read full on Deccan Herlard comGovernment Aanganwadi’s
Regular support was continued to all the 7 Aanganwadi Centres spread all over the Basti as well the nursery section in the MCD School. Further the demonstration maternal and child health centre was also improved considerably in terms of ambience and activities. The classes were very regular, 899 classes were held over the year and this encouraged the parents to send their children regularly, though extreme weather and Ramzaan continue to cause a sharp dip in the attendance.
a. New curriculum implemented
The process of developing a pre school curriculum keeping the local context was initiated in 2012; it was field tested in 2013 and finally implemented in all the nine pre-school centers in 2014. The implementation involves developing lesson plans and classroom observations to ensure that the teachers are transacting the curriculum according to the plan. Capacity building of the community teachers is an ongoing process and continues.
In 2014, the teachers participated in the following capacity building initiatives:
Workshops: A total of 51 days’ workshops were organized on the following themes:
- Storytelling to facilitate language development in young children.
- Developing lesson plans on different themes integrating the activities from the activity bank.
- Refining learning based on the classroom observations by the curriculum development team.
- Regular capacity building along with the school teachers focusing on concepts of language and Mathematics in particular and principles of learning in general.
- Learning to identify early signs of disability in young children and their integration into the classroom.
Finalization of teacher assessment checklist
Teacher Assessment Checklist is to assess the teacher-based on classroom observations for classroom environment, relationship with the children, curriculum transaction process and implementation of activities. This is proving to be a useful tool for monitoring the activities of the teachers.
Read more on: Nizamuddin Renewal org
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