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u, lekt dh vksj, , Towards a new dawn, , ECCE, TRAINING MODULE, FOR, ANGANWADI WORKERS, , Ministry of Women and Child Development, Government of India, New Delhi, September, 2017

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ECCE, TRAINING MODULE, FOR ANGANWADI, WORKERS, , Ministry of Women and Child Development, Government of India, New Delhi, September, 2017

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INTRODUCTION TO THE TRAINING MODULE, This training module is part of the job training module for Anganwadi Workers and focuses, only on the early childhood care and education (ECCE) part of the training. This module is, planned for a period of 5 days out of the 26 days allocated for the job training. The purpose, of this module is to guide trainers to train Anganwadi Workers so that they are able to plan, and conduct appropriate ECE activities for 3 to 6 year olds., It is designed to provide the Anganwadi Worker a basic understanding of the ECCE, curriculum and pedagogical approaches to ensure optimal and holistic development of, young children so that they are ready to start formal schooling at the age of six years. It also, includes a component on psychosocial development of children below the age of 3 years, to, help Anganwadi Workers counsel parents/caregivers on early stimulation., It is expected that this training will be followed by periodic refresher or thematic trainings, for further knowledge and skill enhancement., , 3

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

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Session 7, , Introduction to ECE curricu3 hour, lum and routine, - What is a balanced ECE curriculum?, - Principles of planning an, ECEschedule/routine, - Introduction and shared, reading of ECE state curriculum, ECE routine and AWW, handbook (if applicable), - Theme based planning:, yearly, monthly, weekly and, daily plansUse of activity, books, , Lunch, Session 8, , 1 hour, , 10:15am –, 1:15pm, , 1:15 – 2:15pm, , - Developing developmen3 ¼ hours, tally appropriate activities for, children across domains and, low cost play material, , 2:15 – 5:30pm, , 4 ¼hours, , 9:00 am – 1:15, pm, , 1 hour, , 1:00 – 2:15pm, , 1 hour, , 2:15 – 3:15pm, , Video 4: Creative activities with children, , DAY 3, Session 9, , Field visit, - Set up of an AWC to promote activity based learning, for preschoolers—activity, corners, organization and, management of time and, space, - Demonstration of 3-4 hour, ECE routine by trainer in, model Anganwadi Centres, using PSE kit and existing, teaching and learning material followed by Discussion., , Lunch, Session 10, , Early identification and referral, , Session 11, , Inclusion of children with dis- 1 ¾ hours, abilities, , 5, , 3:15 – 5:30 pm, , Annexure E: Four posters on early signs of, disabilities, Annexure F: Four posters on management, strategies for children, with disabilities, Annexure G: Strategies, for inclusion of children, with disabilities

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

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DAY ONE, SESSION 1 : INTRODUCTORY SESSION, Duration:1 hour, Expected learning outcomes:, The participants will:, a) Understand the process of brain development and related importance of early years, b) Understand the concept and significance of ECCE and school readiness, Materials Required:, White board, felt pens, flip charts, flip boards, Video 1: Windows of opportunity, Early Childhood, Education Programme, Venita Kaul,NCERT (pages- 17-21), Method:, Activity 1: Sharing of one‘s own childhood experiences (30 minutes), a) Ask participants to share one pleasant and one not so pleasant memory eachof their childhood, days. After 10 minutes, start sharing your own personal memory to help participants to open, up., b) While participants share their personal memories, take cues from the experiences shared and, write them on the flipchart., c) Extend the discussionwhile emphasizingthe role of thechildhood days andmemoriesand, how they have a lifelong impact. Use example of how we remember rhymes learnt in early, childhood even as adults., d) Showcase Video 1: Windows of opportunity to discuss the importance of brain development, during early years., Activity 2: Role of the AWC in addressing children’s developmental needs (30 minutes), a) Write down few questions on the board and ask the participants about their opinions on them., Some of the following questions can be used:, , , Most of you have been working with young children? Have you observed their, behaviour? If yes, what were your observations?, , , , What do you feel are some of the developmental needs of young children?, , , , What kind of environment is required for the development of the young child?, , , , Why is it important to engage with young children?, , , , What role do Anganwadi Centres play in ensuring and facilitating good quality early, childhood care and education?, , 7

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Facilitator’s note:, Sum up the discussion by highlighting:, •, , Criticality of early years and brain development, , o First three years are the most important in a child’s life., o Brain is most plastic, grows fastest and is most responsive to the outside world in, these years., o While genes, nutritional and health status play an important part, the environment, of the child is very important for his/her growth and development., •, , Importance of ECCE in providing a stimulating environment that promotes school, readiness, especially for underprivileged children who may not have adequate, resources at home., , •, , Nature of ECCE:A holistic intervention covering health, nutrition and care,including, psycho-social and emotional needs period., , •, , Role of parents, community and ICDS in promoting school readiness and all round, development of the child period., , •, , School readiness: In the broadest sense, refers to how ready are children for school?, How ready is the Anganwadi for school for the children? And how enabled are the, parents and families for supporting children’s early education?, , •, , Discuss that children are not innately “ready” or “not ready” for school. It is lack of, opportunities that is the problem., , SESSION 2: BIRTH TO THREE YEARS OF AGE, Duration: 1 hour, Expected Learning Outcomes:, The participants will:, a) Learn about key aspects of child development continuum, b) Acquire knowledge on the developmental domains and milestones, Material Required:, Handout on domains of development and developmental milestones, cards/chits made of chart, paper with developmental milestones written on them, markers, National Early Childhood, Care and Education (ECCE) Curriculum Framework (25-29 pages), 8

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Method:, Activity 1: Introduction to early development continuum, domains and milestones (30 minutes), a) Ask the participants to name a few children in their families and communities. Ask them what, ages they are and what they are able to do (for example, a six-month-old can hold her head, upright, a nine-month-old can sit without support)., b) Ask the participants if they can say that these children are progressing well. How can they say, that?, c) Discuss with the group about the domains of development and milestones for birth -3 years, using ANNEXURE-A., Background note:, A child’s development is holistic in nature, but can be categorized under different domains— physical/motor, cognitive, language, socio-emotional and creative and aesthetic appreciation. These, five domains are interdependent—each domain is linked with the other and affects its development and each skill is a blending of other skills. For example, recognizing and naming the colour, of an object is a combination of cognitive and linguistic skills. Development in each of these areas, is dependent on appropriate stimulation and opportunities to learn., Accomplishments or major achievements along the developmental continuum across these five, domains are called developmental milestones. These developmental milestones are an orderly sequence of steps and appear within a fairly predictable age range. At the same time, it is important, to note that each child is unique and develops at her/his own pace and all children do not acquire, the same set of skills at the same age., Activity 2: Understanding the sequence of developmental milestones from birth to 3 years, (30 minutes), a) Divide participants into groups of 4-5., b) Distribute cards with skills from different domains of development, with examples written on, them., c) Ask the participants to sequence the cards age-wise., d) Continue till all groups have sequenced the cards in correct order., Facilitator’s Note: Summarize the session, Ask why it is important to know the milestones and how this knowledge is useful for providing age, appropriate experiences to children. Present the true/false sheet on child development. Read out, the statements and invite participants to answer true or false. Refer to the answer sheet given in, ANNEXURE B for steering the discussion., , 9

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SESSION 3: EARLY STIMULATION, Duration: 2 hours, Expected Learning Outcomes, The participants will:, a) Understand the importance of early stimulation, b) Develop skills to plan and conduct stimulation activities and counsel parents, Material Required:, Chart paper, cardboard box, old pictures, thread, glue, and ‘waste materials’ for making toys., Method:, Activity 1: Importance of responsive care practices and early stimulation (30 minutes), Now that the participants have learnt about how children develop,, a) Ask the participants their views on what young children need for their optimal development, and how adults can foster acquisition of skills across all domains of development., b) Explain how early stimulation affects child development and why. Discuss the importance, of responsive caregiving, adequate and early stimulation—play and communication with, children., Facilitator’s note:, Play and communication, as well as proper feeding, help a child grow healthy and learn., Some participants may think that a newborn is too young to talk to or play with. Point out, that the following are all examples of stimulating activities that foster development of, various domains:making eye contact with a newborn, rocking a newborn lightly, making, repetitive sounds to a child, responding to the sounds made by a child, giving him/her toys, and objects to hold and other such interactions., Activity 2: Responsive care activities for children (15 minutes), a) Ask participants about the common play and communication activities they have seen, parents doing with their children and how these benefit young children., b) List answers on a flip chart and link these to the next activity., Activity 3: Developing age appropriate early stimulation activities and play materials (1 hour 15, minutes), a) Prepare cards noting different ages of children between birth and 3 years and milestones/, development domains., b) Divide the participants into groups of 4-5. Distribute the cards to the participants., c) Ask the participants to plan play and communication activities and prepare related play and, learning materials., 10

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d) Mention some suggestive age appropriate stimulation activities as given below:, , , Newborns: Simple actions such as making eye contact, smiling at, singing or talking, to, and even holding a baby are age-appropriate activities for a newborn. Providing, opportunities and space to the child to move their arms and legs freely is important., , , , 1-6 months: Looking into the eyes of the baby, smiling and talking to the baby, are, useful for babies in this age. Responding to the baby’s sounds and gestures is very, useful., , , , 6-12 months: Letting the child do things on her/his own, for example eating, letting, her/him play with common household items., , , , 12 months to 2 years: Giving things to stack, put into containers, giving toys to push/, pull, encouraging the child to walk, asking simple questions, responding to child’s, question, showing things in the immediate environment and labelling them, playing, word games., , , , 2 years and older: Helping the child count, compare things—match, sort, classify, using, simple homemade toys, providing opportunities to draw. Asking simple questions, and encouraging the child to talk, sing songs, recite and act out rhymes, and listen, to stories using picture books. Using traditional stories and games to foster desired, behaviours, as children at this age can understand what is right and wrong. Modeling, good behavior and gently correcting is better for their socio-emotional development, than scolding children for misbehaving., , e) Ask the participants to present their activities and materials to the rest of the group., Facilitator’s note:, Summarize the session by emphasizing that early childhood stimulation aims at providing an, enabling environment such that a child can achieve her/his optimum potential. The detailed, session on activities is attached as ANNEXURE C., SESSION 4: MOTHER AND CHILD PROTECTION CARD, Duration: 1 hour 15 minutes, Expected Learning Outcomes:, The participants will:, a) Understand the importance of the Mother and Child Protection (MCP) card, b) Learn to make effective use of the Mother and Child Protection card for early stimulation, Material Required:, Mother and Child Protection Card, Method:, Activity 1: Introduction to the Mother and Child Protection Card (1 hour 15 minutes), a) Ask the following questions to check participants’ awareness regarding the MCP card period., , , What is the purpose of the card? To learn, understand and adopt better practices for, children., 11

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, , Who keeps the card? Mother and other family members, , , , Who uses the MCP Card? AWWs, ANMs, ASHAs, parents and other caregivers, , , , Who are the caregivers in the community? Mothers, fathers and other family members,, such as grand mothers/grandparents, , b) Show the MCP card to the group and discuss the importance of nurturing and responsive care., c) Discuss the activities illustrated in the MCP card and their role in promoting the child’s growth, and development., d) Explain why each component is important and how each of these—health, responsive feeding, and early stimulation – are interlinked., e) Take the participants through the guidance provided for different age groups and give examples, from the stimulation activities presented in the previous session., Background note:, The Mother and Child Protection card is a tool to support parents and caregivers in promoting, the essential elements of stimulation, health, nutrition and protection. It draws from evidence, in neuroscience on the importance of stimulation, nutrition and protection of children, including, children with disabilities, for their optimal development. It provides information on immunization,, complementary and responsive feeding and early stimulation to parents and caregivers., Anganwadi Workers can use the card to explain a child’s progress and to inform parents about the, age-appropriate developmental milestones, their significance and how these can be promoted, through early stimulation activities. It is important to emphasize the parents can promote, their child’s development through early stimulation during all contact times with the child by, combining this with other daily routine activities such as feeding, bathing, and dressing the child., For example, the mother can look into the child’s eyes, smile at, talk, and sing to the child while, feeding. Emphasize that it is equally important for fathers to spend time and interact with their, child., Facilitator’s note:, Summarize the session by highlighting that the home environment in early years lays the, foundation for the future growth of a child. Anganwadi Workers should establish strong, partnership with parents and other caregivers and support them in creating a caring and, nurturing environment to support their child’s optimal development., SESSION 5: USE OF MCP CARDS FOR PARENT COUNSELLING FOR EARLY STIMULATION, Duration:2 hour 15 minutes, Expected Learning Outcomes:, The participants will develop skills to counsel parents on activities to stimulate the growth and, development of their young children., , 12

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Method, Activity 1: Dialogue with families about responsive care and early stimulation (45 minutes), a) Divide participants into groups for role play. Ask that one of the group members plays the, role of an Anganwadi Worker while the other plays the role of a parent/caregiver. Ask that, the group member playing as the Anganwadi Worker recommend age appropriate, stimulation activities to the person playing as the parent/caregiver. Check for understanding, on items that can be used for organizing play activities at home and how these itemscan be, used., b) Introduce an activity recommended on the Mother and Child Protection card and demonstrate, how to conduct a counselling session with caregivers while emphasizing the following points:, , , Hold regular meetings with parents, , , , Listen to mothers and observe them, , , , Find out about existing practices, , , , Praise parents/caregivers for what they are doing well, , , , Provide advice if any gaps are observed in the existing knowledge and/or practices, , , , Explain each activity mentioned on the card, along with its importance, , , , Explain the milestones and help the parent/caregiver understand her/his child’s, development, , , , In case a child has not achieved the expected milestones, guide the parent/caregiver on, how to conduct stimulation activities at home, , , , Encourage parents/caregivers to spend more time with the child and explain how they, can do this with daily, routine activities, , Background note:, Coaching caregivers on conducting stimulation activities, Most families try to do their best for their children. Their efforts must be praised and they should, be empowered to continue early stimulation in home settings. They may not know that play, and interaction are essential to promote the optimal development of their child. They should be, counseled to:, -, , get the child’s attention, , -, , communicate with their child, respond to their child, , -, , introduce play activities gradually, in a sensitive and responsive manner, selecting activities, that are appropriate for the age and skills of their child, , -, , follow the child’s lead during the activities, , -, , help the child with a new task, and praise the child for her efforts, , c) Discuss with the group that some children may not achieve the milestones as per their age., Demonstrate how the MCP card can be used to counsel parents/caregivers on early stimulation, and care for their children., , 13

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Background note:, Children with developmental delays, disabilities or who are malnourished may require additional, support to develop optimally. While caregivers are often able to recognize when a child is slow, in achieving the developmental milestones compared to other children in their families and, communities, they need support to plan and implement appropriate stimulation activities for, their child. Caregivers may not always feed or communicate with these children as frequently as, needed, and it is important that they are aware of the special needs of these children and their, capacities., Activity 2: Supporting families to promote child development and care during early years (45, minutes), a) Prepare cards with examples of situations in which children have not achieved the milestones, (e.g., a one year old child who does not stand without support)., b) Divide the participants into groups of 4-5. Distribute the cards to the participants., c) Ask them how they would counsel the parents using the MCP card and what stimulation and, play activities they would recommend for the situations on their cards., d) Ask the group representatives to make presentations to the whole group., Activity 3: Holistic development of young children-addressing challenges and concerns(30 minutes), a) Ask the participants to list the challenges they may face in counseling parents/caregivers, and, also the challenges that caregivers may face with their children., b) Invite the group representatives to share the challenges and concerns., c) Facilitate in identifying feasible solutions., Facilitator’s note:, Remind participants that they will learn more about nutrition and health needs of and care for, children in other parts of their training programme. While, for the ease of transaction of the, training programme, they are learning separately about development, nutrition and health during, early years, they should ensure that they look at the child holistically and address the issues in an, integrated manner while counselling the parent., Draw the attention of the participants to the need for linkages with health and nutrition sectors,, including for referrals in cases of poorly nourished children and children with disabilities and, developmental delays. Emphasize the importance of working in coordination with ANMs and, ASHA Workers, with Nutrition Resource Centres in cases of children with severe and acute, malnutrition (SAM) condition, and with District Early Intervention Centres in cases of children with, developmental delays and disabilities., , 14

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DAY TWO, SESSION 6: THREE TO SIX YEARS OF AGE, Duration: 1 hour, Expected Learning Outcomes:, The participants will:, a) Be aware of age appropriate milestones for 3- 6 years, b) Understand about how young children learn, c) Understand the importance of play for learning and development, d) Learn about the concept of school readiness, Materials Required:, Chart paper/VIPP cards, felt pens, bowl, Video 2: Children engaged in play, Video 3: Exploring, school readiness, Method:, Activity 1: Passing the parcel (10 minutes), a) Divide the participants into groups and prepare chits from the chart paper wherein, developmental milestones related to all aspects of development for the 3 to 6 years age group, are written beforehand., b) Put all the chits in the bowl and pass it around to all the groups while creating some music or, sounds by clapping or singing. When the music/sound stops, whichever group has the bowl, should ask any one of its members to pick a chit and read out the given indicator and the group, members can collectively do three things:, , , look at the milestone written on the chit and identify what domain it belongs to, , , , state the relevant age group, , , , Suggest one activity related to the milestone for a child in the given age group. For, example, if the chit says “identifies colours and shapes and classifies blue circles”, the, group who gets the chit will state that it is for cognitive development domain and will, identify which age group it is appropriate for. For example it could be for children who, are 4-5 years of age. Then the group would discuss among themselves and suggest one, related activity for cognitive development of 4-5 years old. Passing the parcel activity, can be repeated again as described above., , c) After the above activity, ask the participants:, , , How the age and level of development of a child is important in selecting activities., , , , What the indicators would be to know if an activity is not developmentally appropriate, for the child., , Facilitator’s note:, The idea is that through the game the whole group engages in discussion and comes to a common, understanding of age-specific development indicators. They can refer to the development, milestones for 3- 6 year olds given as ANNEXURE A., 15

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Activity 2: Activities for Children and their significance (20 minutes), a) Divide participants in groups of 4. Give them two questions to discuss:, , , What are the activities and tasks that children enjoy doing? Why so?, , , , What do you think they learn from these activities?, , b) Ask all groups to share their responses to the questions, noting the reasons behind selecting, the activities they identified. List down all the reasons on chart paper., Facilitator’s note:, The trainer can take cues from the discussion and guide the discussion towards the characteristics, of young children and how they learn. This can be further followed with some key inputs from, the trainer’s side (e.g., preschool aged children do not learn by merely listening to adult;they, learn by observing others, including elders; through play; by exploring the world around them;, through experimenting, trial and error; and by asking questions). Detailed information on how, young children learn is attached as ANNEXURE D., Activity 3: Importance of Play for Children’s development (15 minutes), a) Elaborate on the types and role of play in the development of children by showcasing the Video, 2 on children engaged in play in an ECE setting. Discuss how younger children play alone or in, groups of two and how they learn to play in groups and teams and follow rules as they become, older., b) After the video, initiate a discussion on the importance of play and use the following questions:, , , What are children doing in the video?, , , , Do you think they are learning anything? If yes,what?, , , , How do you think that play can enhance learning?, , Facilitator’s note:, Sum up by highlighting the importance and role of play in promoting development in all domains:,  Gross motor skills are developed as a child learns to reach, grasp, crawl, run, climb and, balance. Fine motor skills are developed as children handle small toys, thread beads etc.,  Children learn to solve problems through play. As they explore the world around them,, they learn colours, numbers, sizes and shapes. They learn to compare and analyze, which, helps to develop in them a scientific temper.,  Children develop language and literacy skills as they listen to others and re-enact their, roles and responsibilities through dramatic play.,  During play they are required to cooperate, negotiate, take turns and play by the rules,, which are important skills for socialization. They begin to develop and understand rules, and negotiate them, as well as learn about social roles in real life., , 16

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Activity 4: School Readiness: Concept and Significance (15 minutes), a) Ask the participants what they understand of school readiness and to write their answers on, the flip chart., b) Show Video 3 on school readiness to the participants., c) Follow up with a discussion around what school readiness is and why it is important for children, , to be school ready before leaving Anganwadi Centre and joining primary school. Trainer may, refer to page number 23 and 24 of National ECCE Curriculum Framework to further get detailed, understanding on school readiness., SESSION 7: INTRODUCING THE ECE CURRICULUM AND ROUTINE, Duration: 3 hours, Expected Learning Outcomes, The participants will:, a) Become familiar with the state ECE curriculum, b) Be able to use the given material as reference while planning sessions on their own., c) Learn to develop yearly and monthly/weekly and daily plans, based on the state curriculum, and by following principles of program planning, d) Understand the appropriate use of activity books and other materials for children, Materials Required:, Power Point presentation of key features of the state ECE curriculum; copies of the state ECE, curriculum, AWW handbook, ECE kit, activity books, National Curriculum Framework on ECCE,, Early Childhood Education Programme, Venita Kaul, NCERT (42-45) and chart paper., Method:, Activity 1: Planning for ECCE: Shared readings and group presentations (1 hour), a) Introduce all the state-specific materials to the trainees. Conduct a 10-minute presentation and, show all the materials to the participants, discussing the rationale behind the development of, the material., b) Talk about the state ECE curriculum and highlight ways of integrating it with Anganwadi, Worker handbook/ activity bank, activity books, pre-school education (PSE) kits while, conducting an ECE routine in an Anganwadi. Please use the figure given below for reference., Activity book, Will help to reinforce concepts introduced, in class through individual activity, twice a, week performance on activity books will in, turn provide feedback for curriculum, , Assessment card, Will be based on indicators as identified in, state curriculum and children’s performance, will give feedback to curriculum renewal, , State, ECE curriculum, Balanced routine, Curriculum should provide content for, developing schedule and activities and will, also give feedback for curriculum renewal, , Preschool kit, Will help to reinforce concepts in curriculum, and support free play activity as emphasized, in curriculum and routine., , 17

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c) Thereafter, divide participants into 4 groups and give one section of the state ECE curriculum, to each group for shared reading and to discuss and identify ways to make connections with, existing ECE reference material such as an ECE routine, AWW handbook, activity books, and, assessment cards., d) Ask the participants to make a group presentation summarizing the curriculum content and, connections with existing ECE materials and present any gaps identified in the process. The, remaining groups can then ask questions after the presentations., Activity 2: Theme based planning: Yearly and monthly, weekly and daily plans (1 hour 30 minutes), a) Ask the participants if they make any short term and long term plans for themselves or their, families. Do they plan their finances? Are these plans guided by any objective?, b) After listening to a few responses from the participants, orient them on the importance of, planning curricula for the long term, medium term and short term (Refer to page 52-54 of the, National ECCE Curriculum Framework)., c) Share basics principles of programme planning (Refer to page 42-45 of the Early Childhood, Education Programme, Venita Kaul, NCERT). Note that planning should:, , , reflect a balance of indoor and outdoor activities, free and structured activities,, individual group activities, large and small group activities, , , , be flexible to accommodate immediate needs and situations, , , , address age as well as developmental levels of children, , , , be based on long term objectives and expected outcomes and should lead to their, achievement, , d) Discussthe state ECE curriculum in terms of objectives, broad structure and learning, outcomes of the curriculum. Discuss the themes that can be covered with pre-school children., Some themes can be: My Family and I, Environment (including animals, plants and water),, Communication, Transport, Fruits and Vegetables, Festivals etc. Note that one or more themes, can be selected each month and activities can be planned accordingly; in all, about ten themes, in a year is feasible., e) Ask participants to develop a monthly plan using the template below., Months, , Themes, , Language Cognitive Creative Physical, , April-May Myself, Parts of the, Body, Senses, Jun-July, My Family, My, Home, My School, Aug-Sept Environment, (Plants, Food), Oct-Nov Environment, (Animal), , 18, , Emergent, literacy &, numeracy (4-5, years)

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Dec-Jan, Feb-Mar, , Environment (Water,, Air), Transport/, Community Helpers, , f) Ask one or two groups to share their plans, to be reviewed to see if there is sufficient time, allocation for all developmental domains, including activities for each day and having separate, plans for younger and older children, with the plans for older children focusing more on building, school readiness skills., g) Based on the sample month’s plan, ask the participants to further divide it into week-wise, planning based on the given template and apply this to a day’s routine., h) Ask participants to present their group work and discuss the feasibility of the monthly plan, from the implementation perspective., Month, Theme, Sub theme, Week 1, , Week 2, , Week 3, , Week 4, , Day 1, Day 2, Day 3, Day 4, Day 5, Day 6, Activity 3: Introduction to the activity books (30 minutes), a) Introduce the activity books for different ages to the participants and discuss the importance, of the books for children. Emphasize that activity books are not a substitute for classroom, processes, but rather, should be used to reinforce the concepts introduced in class through, individual activity. Discuss the dos and dont’s of using the activity books with children:, , , Introduce activity sheets from the activity books to children with clear instructions, , , , Be flexible in the use of activity books as per the child’s needs and pace of learning, , , , Clarify to children that there is no compulsion to complete activity sheets neatly or, within a stipulated time, , , , Do not use activity books every day. Two worksheets per week are enough to engage, young children., , , , Use the activity book to give insights to parents regarding the progress of their children., , 19

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SESSION 8: DEVELOPING DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR CHILDREN, (ACROSS DOMAINS) AND LOW COST TEACHING AND PLAY MATERIAL, Duration: 3 hour 15 minutes, Expected learning outcomes:, The participants will:, a) Develop age appropriate activities for development of language, cognitive and school, readiness competencies, b) Develop teaching learning materials (TLMs) that can be used to make learning interesting, c) Become familiar with the components of the PSE Kit and strategies for using it, Materials Required:, Old newspapers, papers, sketch pen, colour crayons, scissors, cello tape, chart paper, empty, boxes, cans, story books, PSE kit guidelines, Video 4: Creative activities with children., Method:, Activity 1: Recall domains of development (15 minutes), a) Divide participants in 4 groups and ask following questions:, , , Can you recollect the domains of development? List out the domains., , , , What kind of activities should be carried out in each domain, specifically for 3-6- yearold pre-school children? List out a few of them for each domain., , , , Do you think all children achieve the milestones at the same time? Why?, , Facilitator’s note:, Discuss the fact that there is diversity among young children. There are differences in children’s, development and growth in each domain. The pace of learning for every child is different. Children, with special needs develop differently than children who are developing at what scientists have, determined is an average pace. There are children who show a developmental acceleration, function at a level more like older children. There are also children who show a developmental, delay function more like younger children. There are also some who are late bloomers., Background note:, Recapitulation of domains of development,  Large/Gross motor skills: Using large groups of muscles to sit, stand, walk, run, and keep, balance, etc.,  Small/Fine motor skills: Using eye and hand coordination to be able to eat, draw, dress, build, blocksplay, write, and do many other things.,  Language and Literacy skills: Speaking, using body language and gestures, communicating,, and understanding what others say, seeing meaning in reading and writing and pre literacy, skills.,  Cognitive skills: Thinking skills, including learning, understanding, problem solving,, reasoning, and remembering, classifying objects, thinking in sequence, concept formation.,  Social/Emotional skills: Interacting with others, having relationships with family, friends,, and teachers; cooperating, and responding to the feelings of others, respecting diversity;, respecting others rights, regulating emotions, inner discipline., 20

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Activity 2: Development of domain specific activities (1 hour 15 minutes), a) Referring to state ECE curriculum, trainer will select and demonstrate at least two activities, in each of all 5 domains of development: language, cognitive, socio- emotional and creative, development., b) Participants will observe the demonstration while keeping in mind one crucial question:, , , What skills, concepts or capacities do these activities cater to?, , c) Show Video 4 on creative activities for children, d) After conducting the activities, ask participants to write all the responses on the chart paper., Trainer will further elaborate on them by providing essential information to the participants, regarding language, cognitive and socio-emotional development., e) Divide the participants in groups to design and present at least three activities each under all, the above domains. Remaining groups will suggest changes, if required., Background note:, While planning activities, participants needs to focus on the following skills and concepts listed, under each domain:, Under cognitive development:,  Identification of shape, colours, body parts, object names, etc.,  Development of Sensory organs – hearing, touch, sight, taste, smell,  Development of Pre-number concepts,  Development of cognitive skills of – Identification, matching, classification, sorting, sequence, thinking, serial thinking, pattern making, concentration and attention span.,  Problem Solving,  Identification of Number and Numerals, Under creative development:,  Building imagination,  Building creativity,  Expressing through arts,  Appreciating others,  Fine motor coordination,  Concentration, Under language development:,  Listening - conversation, stories, songs and poems, objects, events, festivals, family and, others,  Speaking -expressing own views , sharing experiences, asking variety of questions, responding, in full sentences, extending sentences, adding/creating new words, using imagination,, explaining about objects and things that are around, 21

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 Emergent Reading, •, , Extending vocabulary and verbal expression, , •, , Strengthening comprehension in the AW language, , •, , Print Awareness, , •, , Developing interest in story books and reading as an activity, , •, , Phonemic Awareness, , •, , Identification of various words and letters, , •, , Book handling – how to hold, and turn pages etc. How to do pretend reading…etc., ,  Emergent writing, •, , Seeing meaning in / connecting writing as an activity with their daily life, , •, , Making drawing based on heard stories, , •, , Making character that they liked in particular story/ poem, , •, , Doing make-believe writing, , •, , Free drawing, , •, , Inventive spelling, ,  Cutting and pasting in a particular shape,  Book handling – how to hold a book, turn pages, pretend reading etc., Activity 3: Introducing Pre-school Education (PSE) Kit (30 minutes), a) Introduce and share Preschool education kit with the participants., b) Emphasize on three categories of materials available to the Anganwadi Worker:, , , Preschool Education (PSE) kit: Material that can be procured from market by, department, , , , Material which can be prepared by Teacher/Anganwadi Worker, , , , Locally available low cost material in the environment, , Facilitator’s note:, Highlight that the selected material should be safe, hygienic and child friendly. List of material that, is locally available and can be used: old and clean clothes, bottle caps, old tyres, plastic bottles,, wooden toys, coconut shells, used paper, leaves and pebbles etc., c) Display the sample PSE kit of the state and introduce the items. Ask the participants to work, in groups to do the following tasks:, , , Map the items of the kit with respect to the domains it caters to, , , , Arrange PSE kit material in 4 learning corners i.e. blocks corner, book corner,, pretend play corner and art & craft corner, , , , Each group will demonstrate one activity each using PSE kit, 22

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Activity 4: Development of domain specific teaching and play material (1 hour 15 minutes), a) Expand the discussion towards the teaching learning material that can be developed by, Anganwadi Workers., b) Conduct a session on developing following materials and discuss the use of all the materials, developed during the session. Allow time for practice with the use of materials., Some Suggested Play/Learning Materials to be developed by Anganwadi Worker, Sensory and cognitive development, Touch boards, Seriation cards, Sequential thinking cards, Four and eight piece puzzles, Flash cards of vegetables, fruits, animals,, vehicles etc., Dominoes made on cardboards, Pretend play, Finger or cloth puppets, Making rag dolls, Making a puppet or head mask, , Oral language and emergent literacy, Picture cards – word and letter identification and, discussion, Flash cards with numbers, pictures, alphabets, etc., Picture Books, Puppets/ Masks for a particular story or concept,, picture books, charts etc., , 23

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DAY THREE, SESSION 9: FIELD VISIT, Duration:4 hours, Expected learning outcomes:, The participants will:, a) Understand what constitutes a child-friendly learning environment, b) Learn to organize space and activity corners, c) Develop skills in conducting core preschool education activities, Materials Required:, Stationary (e.g., crayons, sketch pens, paper, scissors, cello tape, stapler, glazed paper), TLMs, developed in the previous session, white board, National ECCE Curriculum Framework Pages 81-97, Method, Activity 1: Demonstration of 3-4 hour routine(3 hour), a) Visit a nearby model AWC which meets most of the criteria of a vibrant ECCE centre., b) Divide the group into 2 and visit two model AWCs, with a trainer to accompany each group., c) Each trainer should plan and demonstrate a 3-4 hour ECE routine in one of the model, Anganwadi Centres using the state ECE curriculum, PSE kit and existing TLMs., d) Ask trainees to observe the centre and a day’s routine based on the following questions:, , , Observe classroom environment, both indoor and outdoor, at the AWC, , , , Is it clearly evident that a routine was followed? Was there enough time for each, activity?, , , , How did the trainer introduce concepts?, , , , What materials were used?, , , , How did the trainer transition from one activity to another?, , , , How had the trainer organized activities to cater to different age groups?, , , , Were all children involved in the activities? If yes, how did the trainer ensure that? If, not, what could she have done?, , Activity 2: Observation sharing (45 minutes), a) After coming back to the training centre, conduct a sharing session on the above questions, after the completion of field work., b) Ask participants to share their observations in detail including at least one positive element, and one concern., , 24

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Facilitators’ note:, Emphasize the following key elements that should be part of a day’s routine:, •, , Activities cover all domains of development, , •, , There should be a mix of free and structured play, , •, , There should be a mix of group and individual activities, mix of quiet and active activities etc., , •, , Opportunities to be provided for all children to participate., , Background note:, Learning environment, Indoor Environment, Outdoor Environment,  The centre is neat, clean, safe, organized,  Safe and clean drinking and cooking water, and attractive., is available., , , There are some daris, mats for classroom, activities and in case the children want to, sleep., , , , Walls displaychildren’s work, thematic, charts and posters at children’s eye level., , , , A daily routine chart is displayed for the, AWW/ teacher to follow easily., , , , There are3-4 activity/ display corners, (e.g., manipulative and construction toy, corner with puzzles, blocks, pretend play, corner with dolls and other toys, story, book corner and art and craft corner)., , , , There is a low black-board at children’s, height with chalk for children to scribble/, draw., , , , Objects are labelled, children’s name, cards are displayed and reading materials, are available for a print-rich environment., , , , Furniture and materials are suited for, children., , , , There are handwashing facilities, including, soap., , , , Adequate, safe space/playground for, games and activities, with age appropriate, outdoor play material and equipment, are available (e.g., balls, tyres, sandpits,, swings)., , , , The centre is fenced and has a lockable, gate., , Activity 3: Hands-On Experience: How to Set Up the Learning Environment (15 minutes), a) After coming back to training centre, divide participants into small groups and allocate one, corner to each group., b) Ask each group to set up the allocated corner in the training room as observed in the model, AWC. The corners can be set up using the PSE kits and the teaching learning materials(TLMs), developed by the groups in an earlier session., c) Ask each group to present their corners to the other participants, explaining the materials, and set up of each corner, how they will be used by children and how this will benefit the, children., 25

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SESSION 10: EARLY IDENTIFICATION AND REFERRAL, Duration- 1 hour, Expected Learning Outcomes:, Theparticipants will:, a) Understand the signs of major disabilities, viz., physical-motor, visual, hearing and intellectual, b) Learn about the importance of referral and intervention, Materials Required1. Visual Aid: Four posters on early signs of disabilities(ANNEXURE E), Method, ACTIVITY 1: Concept and importance of early detection of disabilities, a) Ask the participants to identify all the children/adults that they know in their village/, neighbourhood/family who have a disability. Let all the participants discuss the different types, of disabilities., b) On chart paper, list out the information discussed as below., Name of, Type of disability How did you come to, child/person, know/What were the, indicators?, , What are the things that the person, cannot do? What can the person do?, , Facilitator’s note:, The discussion should lead the participants to understand how disability restricts the development, and functioning of the individual. The point to be highlighted here is also that disability restricts, capacity only in limited areas, while the person with disability can do many things. For example,, in the case of a child who is blind, while she may not be able to see, she has the ability to learn,, participate in class, play with her friends, etc., c) Discuss the concept and importance of early detection of disabilities. Discuss how disability, impacts the development of the child. Present early signs of all the four major disabilities. Use, the posters to further explain the early signs (posters in ANNEXURE E)., d) Talk about the importance of referral to the participants. Inform them that when they feel, that a child is developmentally not on track, they should refer the child for comprehensive, assessment and further intervention to hospitals/NHM-RBSK/ PHC/District Early Intervention, Centres (DEIC) for treatment and intervention or contact the ASHA/LHVs and seek assistance, for referral., , 26

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SESSION 11: INCLUSION OF CHILDREN WITH DISABILITIES, Duration- 2 hours30 minutes, Expected Learning Outcomes:, Theparticipants will:, a) Understand the concept of inclusion, b) Understand the importance of inclusion of children with disabilities (CWD) in AWC, c) Learn the basic strategies of managing CWD in AWC, d) Learn to adapt activities and aids for inclusion of CWD in AWC, Materials Required:, a) Four posters on management strategies for children with disabilities(ANNEXURE F), b) Chart paper, cardboard, worksheets for colouring, empty match boxes, chickpeas, sand,, pebbles, branches, cushions, chunnis., c) Handout with examples on strategies for inclusion of children with disabilities (ANNEXURE G), Method, Activity 1: Introduction to the concept of inclusive ECE (30 minutes), a) Discuss the concept of inclusive ECE, its importance and management strategies using the, posters., b) Follow this with a question-answer session., Activity 2: Case Studies: Focus group discussion (45 minutes), a) Divide participants into groups of about 5-6 members each., b) Ask them to read and discuss the two cases presented below, answering the following, questions:, , , What are the stimulation and development opportunities available to Suresh and, Deepak?, , , , How important is early childhood education for children with disabilities?, , , , Could Deepak be included in an AWC? If so, how can an AWW include him in the class/, activities?, , Case 1, Suresh is 4year old. He attends the local preschool centre. His grandmother leaves him at the, preschool centre daily on the working days at 9.45 am. He wishes the Anganwadi Worker ‘Namaste’, on arrival at the centre. He participates in all the activities of the preschool, such singing of rhymes,, exercising, playing games, colouring, and listening to stories told by the Anganwadi Worker. He, has learnt to wash his hands before and after eating. He carries his tiffin with him, eating his food, from home and supplementary food received at the AWC. He interacts and communicates with, other children at the AWC.At times, he fights with the other children. His immunization record is, maintained by the Anganwadi Worker., , 27

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Case 2, Deepak is also 4years old like Suresh. Deepak has poor vision and falls frequently while moving, around. His mother does not allow him to move around too much. Hence, he is always at home. He, sits in a corner in his house, and keeps rocking his body. His siblings go to school, so there is no one, at home to talk to him. His mother feeds him. She does not like it if he eats by himself, as he tends, to get messy., Facilitators’ note:, Facilitator will discuss with the participants the importance of ECCE and how it helps in overall, development of children-identify the benefits of sending a child to AWW. The facilitator can, then stretch the discussion to how children with disabilities (CWD) are denied this basic right to, opportunities for equal development. Highlight how unfair this is. Link it to attitudes, barriers in, inclusion of CWD in AWCs.Try to sum up positive and facilitative ideas which the group suggests, for inclusion of CWD in the AWC., It is also important to point out to participants that children with disabilities are a heterogeneous, group. This means that all children with disabilities, are not the same. For example, say, in case, of children with visual impairment, some would have low vision, some partial blindness, some, totally blind, some with a tunnel vision. So, each child is unique, and depending on the extent of, disability, would require suitable adaptations in the setting of the AWC, activities and aids and, medical help., Activity 3: Adapting and preparing aids and activities for a CWD in an AWC (60 minutes), Facilitators’ note:, The biggest barrier to including children with disabilities in is that the AWW does not know how, to engage the child in the classroom activities. Majority of CWD can be included in the AWC by, making minor modifications in aids, activities and setting of the centre., Divide the entire group into 7 small subgroups. Ask each sub-group to choose one of the tasks listed, below. Give the materials to them to prepare. After 30 minutes of group work, ask the participants, to share their work with the whole group., , , Activities involving colouring: Give some colouring worksheets to the participants and ask, them to adapt the sheets so that a visually impaired child can colour., , , , Activities involving tearing and pasting: Give some worksheets for tearing and pasting, and ask the participants to adapt these for a child with visual impairment. Also ask the group, to discuss what would they have to keep in mind while using these for a child with hearing, impairment or a child with intellectual impairment., , Facilitator’s note:, Worksheets for colouring could be adapted by putting straws, match sticks, wool, thread, strings,, twigs, fevicol etc. or pin pricks on the entire outline of the figure to be coloured, which a child, with visual impairment can feel and colour within. Before the child can colour, give plenty of, opportunities to hold crayons and scribble. Ensure that the paper to be torn and glue or the crayons, are put in the child’s hand, as the child cannot see. Allow to explore the materials before she actually, starts to use it. For a child with hearing impairment, ensure that the child has followed what is, to be done. For a child with intellectual impairment, the child may require multiple instructions, and demonstrations. The child may not be able to follow multiple instructions. So, make the task, simple. How would they do that? Can this child first learn just tearing?, 28

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, , Sound discrimination and awareness of sounds: Ask the group to make sound boxes for a, child with hearing impairment. Use empty cans/empty match boxes and fill two cans/boxes, each with materials like pebbles, sand, dal, rice. The boxes are to be matched on the basis of, the sounds they produce. Can the group think of more sound based games?, , Facilitator’s note:, This activity would help a child with sound discrimination. Ability to screen out unwanted sounds, and selecting the sounds that you want to hear is important in the hearing process. Children with, hearing impairment may have difficulty doing this. Activities on sound discrimination help a child, become aware of the sounds in his/her environment. Facilitator could also initiate an activity of, making sounds using body, for example, clicking of fingers, clicking of tongue, breathing sound, and rhythmic clapping (Refer Annexure G).,  Story Telling: Ask the participants if they have to tell a simple story (say, ‘A thirsty crow’), to, a child with hearing impairment, what adaptations would they need to make? Ask them to, demonstrate a story with appropriate storytelling aids. (For example, flash cards, cut-outs for, the story).,  Shapes and Sizes: Ask the group to prepare 3-dimensional cut-outs of shapes (triangle, circle, and square) in 3 sizes (small, bigger, and biggest) and to demonstrate their use to foster, the concept of shape and size fora child with visual impairment and a child with intellectual, impairment. Ask the participants what other concepts would require adapted materials and, how could the TLMs be adapted?, Facilitator’s note:, All children, particularly children with disabilities benefit from the use of teaching learning, materials, which keep them engaged, focused and actively learning. AWW could prepare and cuts, outs of shapes and sizes from card-board/thermocol. These 3-dimensional shape-size aids could, be used for example, for a child with visual impairment, who can learn the concept of shape by, feeling the cut-outs and also tracing them. The AWW could also provide blocks of different shapes, and sizes. Worksheets on shapes and size concept can be adapted by putting thick cloth/sand, paper/card board/thick paper cut-outs on the shapes drawn on the worksheets, which the child, touches, feels and learns (Refer Annexure G).,  Ask the group to discuss adaptations needed for a child with cerebral palsy whose body and, hands are stiff:, •, How to help a child who has a very stiff body and cannot sit in class, to sit up in a chair?, •, While other children can holding crayons and colour, what fine motor activities can you, alternately give to this child who has very poor grip so that she does not feel left out?, Facilitator’s note:, The facilitator can discuss importance of proper positioning/seating of a child with cerebral palsy., This helps the child to participate in the activities as he can now sit up and look around to know, what is happening. For a child who cannot sit on his own, the AWW could use pillows to support,, or use cloth/chunnies to hold them up in proper position on a chair, or use old tyres to help the, child to sit up. As worksheets mostly involve hand activities, a child with stiff hands/no hand grip/, hands remaining in a fist, may have difficulty with these. While other children do colouring/tearing/, pasting/folding, such a child can be given activities for opening up of hands and strengthening of, hand muscles, for example kneading of plasticine, rolling of rolling pin, crushing of paper, scooping, sand and releasing it, kneading of paper for paper-machie, rolling out ‘snakes’ from clay balls,, squeezing soft balls,and other such activities which provide opportunities to exercise t hands,, palm and fingers. Adaptations may also be required for the teaching learning materials, such as,, using elastic or ‘gripper’ for improving the grip of the child on a crayon (Refer Annexure G)., 29

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, , Present to the group the case of a child who is very slow and is not able to learn a simple task, such as holding a crayon in her hand, even after many days of instructions. She is perhaps,, intellectually challenged. How would they teach this to the child?, , Facilitator’s note:, Whatever the child needs to do, should be explained slowly and in simple language. You may even, need to demonstrate the activity. For example, if the child is to be taught to hold a crayon or a, pencil, this should be explained and this seemingly simple activity would need to be broken down, into smaller steps- like pick crayon, hold between finger and thumb, hold at a place that you can, use it for colouring, grip should not be loose., Multi-sensory approachis very useful, and helps all children, including children with disabilities., One can make use of real materials, visual cues such as flash cards, body movements and rhymes,, for example, for reinforcement., To enrich the discussions, refer to the detailed handout for more examples on strategies for inclusion, of children with disabilities which is attached as Annexure G., , 30

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Day 4, SESSION 12: SKILL BUILDING - STORY TELLING, ACTION SONGS AND RHYMES, Duration: 2 hours, Expected Learning Outcomes:, The participants will, a) Learn how to develop stories, b) Learn how to develop material required for storytelling, c) Learn to more effectively tell stories and teach action songs and rhymes, Materials Required:, Whiteboard, felt pens, flip charts, Video 5: Story telling through pictures, locally available material, for development of storytelling aids i.e. old newspaper and magazines, pictures, used cloth, etc.),, appropriate sample of picture books and story books, storytelling aids, Method, Activity 1 – Understanding story development (20 minutes), a) Showcase the Video 5 of an Anganwadi Worker telling a story to children. Ask participants, to observe the session while looking for the following aspects of the story: context, length,, appropriateness for the age group, characters, use of language, voice modulation and sequence, of events., b) After the video ends, open the floor for the participants to talk about the video/story telling, session and their observations. Use a flipchart to write the comments of the participants., c) Club the comments into themes, such as length of the story, context, characters, language,, sequence and end of the story., a) Follow this with a discussion on what makes a story interesting for children in terms of length,, theme, and presentation., b) Discuss the purpose and techniques of storytelling: Lead the discussion towards story telling, as an important tool to foster language skills, creativity and imagination among children as, well as to foster good habits., Activity 2 – Developing a story and storytelling aids for young children(45 minutes), a) Divide the participants into groups of 4-5 and ask them to develop a story for young children., b) Ask each group to develop one type of story-telling aid (e.g., story cards, finger puppets, hand, puppet) for the story the group has developed., c) Sum up the session by talking about why story selection is important and recapitulate the, aspects to be kept in mind. Tell the participants that the story they have developed will be, presented while using the aids., , 31

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Facilitator’s note:, While developing the story, keep following key concepts in mind:, , , A story has a beginning, middle, and an end, , , , Stories may have many characters but there should be one main character around which the, story should revolve, , , , A story has a setting that tells where the story takes place, , , , The main character has a problem that needs to be solved, , , , The main character takes action to solve the problem, , Source: McGee, Lea M., and Donald J. Richgels. Designing Early Literacy Programs: Strategies for At-Risk Preschool and, Kindergarten Children., , Activity 3 – Demonstration of storytelling (40 minutes), a) Ask one participant from each of the groups from the story development session to come and, do a storytelling session using the story and the aids developed by them., b) Ask all the participants to observe the storytelling sessions very carefully., c) After all the demonstrations, ask participants to critically evaluate the story and the storytelling, techniques observed, providing suggestions on improving the quality of story development, and storytelling., d) Sum up the session by emphasizing the importance of storytelling for young children and, highlighting the important aspects of storytelling, such as voice modulation, intonations,, seating arrangement, and use of visual aids., Activity 4 – Demonstration of action songs (15 minutes), a) Ask the participants to sit in a circle and ask one of them to demonstrate an action song/rhyme., b) Follow up the demonstration with a discussion on the benefits of action songsversus songs, without the actions., Facilitator’s note:, Talk about introducing the children to kinesthetic movements, rhythm and rhyming words and its, importance. Movement allows children to connect concepts to action and to learn through actual, experience. Mere repetition of songs and rhymes become rote memorization., Sum up the session by talking about having storytelling and action songs session every day for, young children as they help them to develop language competencies. Explain to the participants, that it provides young children with the opportunities to:, , , , , , , , , , Build imagination and curiosity, Increase their vocabulary, Enhance listening and speaking skills, Introduce them to different settings through stories, Learn to articulate in complete sentences, Comprehend instructions, Develop questioning skills, Learn through experience and connect concepts to action, 32

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SESSION 13: ORGANIZING FREE AND OUTDOOR PLAY: SKILL BUILDING, Duration: 2 hours, Expected Learning Outcomes:, The participants will:, a) Understand the importance of planned free play for creativity, socio-emotional, cognitive, and language development, and for learning to persevere and complete a task as well as by, providing a means of channelizing their emotions., b) Learn to organize and manage free play activity so that all children get opportunities to play in, the corner of their choice, c) Learn to facilitate free play., Materials Required:, Play material for the four corners (i.e., pretend/imaginative play corner, art and craft corner, picture, book corner, and construction/manipulative play corner; see list of materials under Activity 1), ball,, a baton for relay race, National ECCE Curriculum framework (pg.44-48), video 6 and 7 on free play., Method:, Activity 1: Understanding organized free play(40 minutes), a) Show Video 6 and 7, where children are involved in free play. After the video, ask the following, questions to initiate discussion:, , , What did you observe?, , , , What were children doing in the activity corners? What were they talking about?, , , , Was any planning evident in organizing the free play?, , , , What was the Anganwadi Worker doing during free play?, , , , What kind of learning/development opportunities did you observe children were, getting during free play with respect to the different domains?, , , , How could it have been done better?, , Facilitator’s note:, Record all the responses and sum up the session by emphasizing the role of free play:, , , Children learn to make choices and simple decisions and become more independent, , , , They are active participants and not just passive recipients., , , , Free play serves as a natural way for children to express their ideas and emotions, get, socialized and explore the world around them. They also learn some executive skills like, persevering a task or concept and experiencing the joy of completing it., , 33

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Activity 2: Organizing the classroom and material for free play (35 minutes), a) Divide participants into 4 groups. Assign each group to set up one activity corner., , Description of the 4 corners and examples of materials they could include:, , , Pretend/imaginative play corner: Various kinds of dolls, doll-sized furniture and, clothes, doll-sized cooking utensils (e.g., pots,dishes, spoons), pretend food (vegetables, or fruits made of clay), dress-up clothes (e.g. scarf, cap, stole, jacket, small sari, long, pieces of cloth), combs and a mirror, doctor’s set, , , , Picture book corner: A variety of children’s books, children’s magazines and books, made by children in the classroom; these can include large board books, picture books,, local folk tales, simple story books, and theme-related books, , , , Construction/manipulative toy corner: Blocks of different colours, shapes and sizes;, puzzles; matching cards; lacing strings or lacing cards; threading strings and beads;, small toys such as cars, trucks, animals, figures and other toys that relate to children’s, current interests or objects from the environment, , , , Art and craft corner: Different types of paper;pencils;different coloured chalk, crayons,, washable markers, and paints; slates;paintbrushes; tape; playdough or clay; rolling, pins and boards;ice-cream sticks; old newspaper and magazines for collages, , b) Once the corners have been set up, ask respective groups to present their corners to the rest, of the participants. Provide and seek feedback, recommending any additional materials or, modifications to improve the corner to facilitate children’s play., Activity 3: Demonstration of guided outdoor play activities, a) Demonstrate a few guided outdoor activities as follows, and then ask participants to take part, in them:, 1), 2), , Throwing at a target, Throw and catch, , 3), , Relay race - a race between two or more teams, where members of a team take turn by, running only for a part of the race and then passing the baton (could be any item) to the, next member until they reach the endpoint., , b) Ask participants which skills will be developed during these activities. Emphasize the role of, these guided activities in helping children to exercise specific gross motor skills, concentrate, on a given task, follow instructions, wait for their turn and cooperate while playing with other, children., 34

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SESSION 14: CONDUCTING FREE AND GUIDED CONVERSATION: SKILL BUILDING, Duration:1 hour 30 minutes, Expected Learning Outcomes:, The participants will:, a) Understand the importance of free and guided conversation, b) Learn to initiate/conduct conversation with children to enhance their language competencies, Materials Required:, Picture cards, flashcards, story/ picture book, Video 9 on free and guided conversation, Method:, Activity 1: Identifying themes/topics for free and guided conversation, a) Divide participants into 4 groups. Ask them to recall all the activities that help in developing, skills to receive and understand information and express it orally. Help the participants to, understand that free conversation and guided conversation on a particular theme are also, activities which help children develop skills for listening and expressing themselves with, confidence and comprehension., b) Ask the participants to list the activities or themes or topics for guided conversation that they, have used or can use in the Anganwadi Centre. These can be drawn from the themes in the, curriculum., c) Ask the participants to list activities, themes or topics that they have used or can use for guided, conversation in the Anganwadi Centre., Activity 2: Understanding free and guided conversation, a) Show the Video 9 of good practice on free and guided conversation to the participants., b) After the video, ask the following questions to initiate discussion:, , , , , , , , What was the nature of the tone and pitch of the AWW’s voice while interacting with, children?, Was the theme of interest to children?, What kind of questions were asked during the conversation?, How did AWWs involve all children?, What TLMs were used for the given activity?, How could it have been done better?, , Facilitator’s note:, After the discussion add the following guidelines to keep in mind while conducting free or guided, conversation:,  Free and guided conversation is aimed more at helping children develop their language skills,, rather than at teaching them about the particular topic,  Conversations can be built around a theme, picture, story or a personal experience,  ‘Voice and tone’ should be soft and conversational,  Ask open-ended questions which help children to extend their thinking and build on the, conversation,  Engage children in conversation that is cognitively demanding but not threatening to, improve their thinking skills, 35

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SESSION 16: SKILL BUILDING: ACTIVITIES FOR EMERGENT LITERACY AND NUMERACY (FOR, 4-6 YEAR-OLDS), Duration: 1 hour 45 minutes, Expected Learning Outcomes:, The participants will:, a) Understand the importance of emergent literacy and numeracy, b) Learn how to organize and conduct emergent literacy and numeracy activities, Materials required:, Video 10: Emergent literacy- Letter sound identification, Video 11: Emergent literacy- Story reading, using a book, Video 12: Emergent numeracy, Video 13: Child doing a pre-number activity, Video 14:, Print awareness, Video 15: Emergent writing activities, projector, computer, white board, marker,, state ECE curriculum, Method, Activity 1- Importance of emergent literacy and numeracy (15 minutes), a) Show the videos (Video 10: Emergent literacy: Letter sound identification, Video 14: Print, awareness) of two session each on emergent literacy., b) After the video, ask participants to share their observations based on the questions below., Encourage and provide enough time to all the participants to respond, , , Who was conducting the session?, , , , What activities did you see in the video?, , , , What kind of learning opportunities were the young children getting?, , , , Were children able to understand and respond to the AWW?, , , , How are these activities different from what you do in your Anganwadi Centre?, , , , Which teaching learning materials were being used?, , , , How are these activities related to reading and writing and learning of mathematics?, , c) Write their observations on the board. Highlight what constitutes emergent literacy and, numeracy and why these skills are important., Background note:, Literacy emerges gradually in early years. Emergent literacy activities help children make meaning, of words and express themselves, and are critical skills to be developed before children can read, and write. The emergent literacy activities advance the language skills by promoting talking,, listening for meaning, curiosity about words or letters and seeing them as means to communicate,, following directions, and giving directions, developing large vocabularies,.These activities can be, embedded in familiar activities and in play, for example in pretend play by giving paper and pens, in that corner, where children may pretend to prepare lists before they go for shopping., Emergent literacy experiences include:,  Oral language: Ability to understand and use language through listening, speaking and, acquiring of new vocabulary, 36

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 Print awareness: Understanding of the functions of letters, words, pictures and printed text, and how these relate to oral language,  Book knowledge: Book handling and understanding of what a book is and how it is to be, used or read,  Pretend reading and writing,  Alphabet knowledge: Ability to identify and say names of the alphabets,  Phonological awareness: Ability to identify sounds and the understanding that sounds are, combined to make words,  Emergent writing: scribbling, random strings of letters, child invented spelling based on, phonemic awareness and attributing meaning to these, Emergent numeracy, The foundation for mathematical concepts is laid in the early years of education. Learning to, match, sort, classify, and put objects in order develop number sense in children. The AWW should, begin with simple matching, moving on to sorting, classification, seriation, quantities (few/many,, more/less) and eventually to specific numbers (for example, two pencils, five balloons). A variety, of experiences, both guided and free, to handle and explore objects help children understand, relationships between objects, apply reasoning, as well as develop spatial concept (for example,, top/bottom, inside/outside).The early numeracy activities should build on the daily life experiences, of children at home and at the AWC.,  Recognising patterns and shapes,  Reasoning activities: puzzles,  Comparisons and measurements, for example of size, weight, height and length,  Matching of objects/ pictures according to a specific criteria,  Sorting, grouping and classification on the basis of one dimension, progressing to more than, one dimensions,  Sequential thinking: understanding the order of things- what comes first, lays foundation for, understanding ordinal positions,  Spatial relationships: concepts of top/ bottom, straight/ curved etc. are important for, understanding of basic mathematical concepts,  One to one correspondence: matching sets of objects with cardinal numbers and using one, count term for each object,  Counting beginning from building groupings or sets of objects, progressing to the numbers, Activity 2: Promotingoral language and emergent literacy(25 minutes), a) Introduce the participants to different language and emergent literacy activities like shared, reading, picture reading, word chain, word wall, etc. through video(Video 11: Emergent, literacy: Story reading using a book and Video 15: Emergent writing activities)., b) Demonstrate a picture reading activity. Show a big-sized picture to the group. Ask following, questions:, o, o, , What is happening in this picture?, Who all can you spot in the picture?, , o, , What are they doing?, , o, , What may they be thinking?, , o, , What may they be feeling?, 37

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Listen carefully to the responses of the participants and answer their questions, if any. Build on, their responses by commenting on the characters, asking for interpretations and relating one’s own, experience. Use skilful questioning, including simple recall questions and open ended questions, to continue the conversation. Emphasize on the plot, vocabulary and refer to the illustration and, printed words (to foster sight reading) of the picture. Maintain fun and joy in the activity., Background note:, Some suggestive activities for development of oral language and emergent literacy skills among, children:, a) Create word chain: Children should be exposed to different sounds so that they understand, that each word is made up of sounds. In this activity, children should be asked tohear the, word carefully and make another word with the beginning sound, ending sound and rhyming, sound, progressively, of the spoken word thus creating a word chain based on similar sounds., b) Create a word wall: The words that children find fascinating in a story, could be written on a, chart paper and read aloud to make connection between spoken and written words., c) Shared reading: Reading story books with children, providing supportive activities before,, during and after book reading., , , Introducea story and writer’s name to children. After that show pictures to children, and let them use their imagination to predict the story in their own ways, based on, pictures. Then read the story to them., , , , Ask questions which provide opportunity to children to predictthe sequence of the, story. This will help children to expand their thinking and imagination., , , , While reading the story familiarize children with process of reading such as the, direction of a book from left to right, turning to next page after finishing one page, etc. Encourage children to decode words from the print after listening to a story., , , , Ask various questions in the context of the story to help children to explore and, comprehend their understanding., , , , Ask children to ‘write’ a story based on what they have heard. Allow children to do, ‘make believe’ writing. After that sit with them one by one and ask what they have, expressed in the writing and put it in proper words and text., , d) Pretend writing: This activity will help children to understand that an idea can also be, communicated in written form, thus developing an interest in writing. Providecrayon/ pencil, and paper to children. Allow them to draw whatever they feel like.Encourage children to, write few lines about the picture they drew. Allow them to do make believe writing and, invent their own spellings. Once children have finished ‘writing’, ask them what they have, written. Children will interpret it in their own words; model their writing and stick the paper, on the display board with the child’s name written on the paper. This activity can be repeated, while asking children to write their names or a story they like the most., It is important to create a print-rich environment and draw attention of children to words in their, immediate environment, for example in functional print such as daily schedule displayed in the, centre, labels of objects, names of children., , 38

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Activity 3: Activities for emergent numeracy (25 minutes), a) Introduce the participants to different activities on emergent numeracy through demonstration, such as sorting of red blocks and blue blocks, matching of pictures of flowers, classification, of pictures of animals and birds, comparison of long and short sticks, seriation of number, dominoes, pattern completion and counting of objects, . Share examples of emergent, numeracy activities and their significance. Show videos (Video 12: Emergent numeracy, Video, 13: Child doing a pre-number activity), if possible., b) Develop number dominoes as an example teaching learning material. Demonstrate use of the, number dominoes., c) Divide participants into groups of 4-5. Ask them to list five examples of outdoor experience, that would promote early numeracy, also listing the materials and equipment required and the, numeracy skill that would be promoted. Ask group representatives to present their work., d) Expanding the activities presented by the participants, give examples of how to increase, the complexity of the tasks when children have mastered a particular level of the expected, skills., Background note, Some suggestive activities for development of emergent numeracy skills among young children, are:, a) Classification set: Classification can be done with any concept including colour, shapes,, size, fruits and vegetables. For example, asking children to identify all red objects in the, environment, or classifying black beads and yellow beads from a cluster of beads. It should be, done initially with the real objects in the immediate environment. Start with a single criteria,, for example, classifying square and triangle blocks, progressing to two or more attributes,, for example, red squares and blue rectangles. It is also important to give experiences of, classification, where children are just asked to classify, without any criteria provided by the, AWW, and then asking children how they classified. Children may have their own logic of how, things are related. Once a child is able to classify objects, the skill can be fostered further,, using picture cards., b) Comparison: This activity helps children to understand and compare two things with each, other and form concepts of shape, size, weight and height, for instance, to identify differences, between light and heavy, short and long etc. This can be done with any object which can be, compared on the basis of a criteria, such as short and long sticks, small and big stones etc., The objectsgiven for comparison of an attribute should be same on other attributes, say,, both the items could be sticks, one long and one short, two stones, one heavy and one light., Once children are able to identify similarities and differences, and compare, the concept of, measuring could be introduced through play activities, for example through sand play and, water play., c) Pattern copying and pattern completion: This is an introductory activity for children to, develop basic understanding on pattern so that in future children will be able to understand, complex patterns in mathematics. This can be initially planned as an activity to copy a given, pattern, progressing to pattern completion, for example asking children to make a pattern, of two leaves one flower., , 39

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d) Counting and learning the concept of number: Children could be asked to collect leaves,, flowers, balls or any such objects from the environment and count them. Begin with less, than nine objects, progressing further as children acquire the concept. In this way children, will learn one to one correspondence., e) Number identification: Number cards with numerals written on them may be shown to, children,asking the children to placecorresponding number of beads beside the card. For, instance, if the card has number 2 written on it, the child will keep two beads besides the, card., Activity 4: Developing activities on emergent literacy and numeracy (40 minutes), Divide the participants into groups of 4-5. Ask the groups to plan one emergent literacy and numeracy, activity, develop the play materials for the same and demonstrate. Have a follow up discussion after, the demonstrations., , 40

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DAY FIVE, SESSION 16: ASSESSMENT OF YOUNG CHILDREN, Duration: 2 hours, Expected learning outcomes:, The participants will:, a) Understand what is assessment and why it is important, b) Get oriented to the fact that assessment of young children is meant to help children achieve, their developmental milestones and not to judge them or label them., c) Be acquainted with the different techniques of assessing young children, d) Learn how to use child assessment cards., Materials required:, Child Assessment Card, National ECCE Curriculum Framework (pg.59-61), Method:, Activity 1 – Introduction to assessment (20 minutes), a) Conduct a few activities with participants such as those given below to introduce the concept, of ‘assessment’ to them. Give different tasks to the participants and ask them to grade each, other’s performance, as to whether each participant performed well or needs help, as required, in the Assessment Card., , , Ask a few participants to recite a poem individually, , , , Ask a few participants to do a shared reading session., , , , Ask a few participants to conduct a guided conversation activity with others., , Activity 2 – Discussion (30 minutes), a) A likely finding of the previous activity to be discussed will be that each of the participants, is at a different level in terms of task completion, despite being provided same conditions, and resources. This leads to the understanding that assessment is necessary to know where, each child stands in terms of expected learning outcomes. Since each child develops at his or, her own pace, the assessment of skills and abilities informs the Anganwadi Worker to make, suitable interventions, by making modifications in her plans., b) Ask participants their views on the significance of assessment and methods of assessing, children., c) Share and discuss the section on Assessment of children’s development and learning in, National ECCE Curriculum Framework., , 41

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Activity 3 – Introduction to assessment report : Discussion(1 hour), a) Introduce the participants to “assessment report” to help them understand the purpose and, method of conducting assessment and reporting on it., b) Emphasize that no tests are to be conducted for assessment on individual children at this age., Assessment has to be based purely on observation of children in natural classroom setting and, through anecdotal records., c) Show the assessment report to the participants and talk about different indicators for different, ages. Also discuss how the Anganwadi Worker is expected to report each child’s progress in the, report for each indicator once every quarter, based on observation on specific tasks or based, on general observation over time., d) Ask the participants to go through the indicators mentioned for different ages and ask them to, list indicators for which assessment can be challenging., e) Have a discussion around those specific indicators and collectively try to solve the issues they, have regarding the indicators., f) Inform the participants that after the assessment on different indicators they have to give, their opinion about the learning level of the child and also discuss how to plan for the child, for the next quarter to help the child reach the developmental milestones. This would involve, focusing on areas where child needs help., g) Get each participant to fill up an Assessment report for one quarter as practice activity., Facilitator’s note:, Sum up the discussion by mentioning:, , , There need not be a strict format for assessing young children., , , , An Anganwadi Worker needs to be observant and develop the habit of reporting/ noting, down the achievements as well as the difficulties faced by children at her centre on a regular, basis., , , , Anganwadi Worker needs to view and report all developments of a child in a positive light, and feedback should be to encourage the child., , , , Monthly ECCE Day can be used to display children’s work and engage with parents and, community. This will help to showcase the centre’s work and also encourage parents to send, children to the AWC., , SESSION 17: PLANNING 4 HOUR ECE ROUTINE, Duration:2 hours, Expected learning outcomes:, The participants will be able to, a) visualize a day’s routine to be implemented in an Anganwadi Centre, b) learn to carry out daily planning., Materials’ required:, Chart papers, Felt pens, National ECCE Curriculum Framework, 42

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Method:, Activity 1: Planning a sample daily routine (1 hour 20 minutes), a) Ask participants to go back to their previous groups that were formed while making the, curriculum plan., b) Now, ask them to use the given template and prepare a sample plan for a day, highlighting the, following crucial points while planning daily routine:, 1., , Include a balance of active and quiet activities., , 2., , Provide for individual, small and whole group activity and interactions., , 3., , Allow for active exploration of materials within the learning environment., , 4., , Encourage flexibility to meet children’s varying needs., , 5., , Incorporate both indoor and outdoor activities and free and guided activities., , 6., , Have a balance of both child-initiated and teacher-directed opportunities., , 7., , Have a balance of structure and flexibility, , 8., , Ensure needs of all children including those with disabilities are being addressed., , c) Show the given template to the participants and ask them to plan the daily schedule. Before, starting the planning spend some time on discussing the teacher led vs. child led activities., Mention that activities like free play and free conversation are self-directed and provide, opportunity to children to explore, use imagination, interact with materials and surroundings, to construct their own knowledge, whereas the guided activities are more teacher led., Time, , Routine, , Group setting/, place, , Teacher initiated/ Child, initiated, , Activities, , 8:00-8:30 am, a) Ask participants to present and reflect on the plan being developed. Give the example of daily, sample routine as given in National ECCE Curriculum Framework. Talk to the participants, regarding the recommended classroom practice coming through from the India Early, Childhood Education Impact Study (ANNEXURE H).The recommendations include a suggested, time distribution of activities in an effective preschool class., b) Talk about the importance of having age and developmentally appropriate classroom, transaction along with following a routine, which should be plannedyet flexible., Sample Daily Routine, 1. Morning circle time (30 min): welcome/ greeting, prayer, conversation, 2. Work with materials (80 min): free play and guided play (40 min each), 3. Outdoor games (30 min), 4. Goodbye circle time (40 min): Story/ rhymes based on identified themes, 5. School readiness activities (30 min): for children aged 4-6 years In this sample, at least an, hour each day is spent on the allotted theme., , 43

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Activity 2: Discussion on sample plans (40 minutes), a) Spend some time on discussing all the given sections in the sample daily routine plan in their, state specific ECE curriculum. In the new routine the 4 hour duration has been broken into the, following units:, 1) Morning Circle Time – This is the time when the AWW will set rules, take attendance, conduct, a small prayer and a song, will talk about the day’s activities, encourage children to share news, from their homes or neighbourhood through free conversation and also have some structured, or guided conversation based on the theme that is being followed. This can also be story telling, time and time for a short rhyme or song., 2) Free Play and Guided Play– This is one of the most important parts of the day as children get, a chance to exercise their choice and work with their hands. This is also the time when it is, possible for the AWW to provide age specific instruction to children by rotation in small groups, or individually while others are engaged in free play. Free play in activity corners gives children, scope to explore and experiment, talk among themselves, learn to persevere and complete a, task and provide opportunity to actively use their imagination., 3) Outdoor Play – this is important for children as it gives them scope to participate in activities, that involve large muscle movements. For older children, this is the time to learn to participate, in team games., 4) Good Bye Circle Time : Younger children can leave after 20 minutes. After this, the older, children can focus on early literacy activities. The trainer will initiate a discussion on how this is, different from formal teaching of 3Rs ., 5) Feeding Time Interactions can be used as an opportunity for informal exchanges between, teacher and children – about hand washing, sharing responsibilities around distribution of, food, taste of food, different food habits, the ingredients, etc. Food can be served immediately, after the good bye circle time. Younger children can leave after feeding. The older children stay, back for focused school readiness activities., SESSION 18: PLANNING 4 HOUR ECE ROUTINE, Duration: 1 hour, Expected learning outcomes:, The participants will, a) Learn to plan and organize activities as per the shared sample plan, b) Be able to visualize and demonstrate a day’s routine to be implemented in Anganwadi Centres, Materials Required:, Preschool Education kit, teaching learning material, State, ECE curriculum, AWW handbook (if available), Method, Activity 1: Demonstration of sample plan in groups, a) Divide the participants into 4 groups., b) Each group will be given the task of doing a, demonstration as per the plan they have developed., 44

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c) Set up the 4 corners of the classroom with appropriate materials to facilitate this activity., d) Each group will be given time to study a week’s routine in detail and then decide on the given, activity on a particular day., e) Move in groups and show them how to cross- reference the resource banks and the routine, given in their handbook., f) Demonstration by participants will be reviewed and discussed by the entire group who, along, with the trainer, will give feedback and suggestions for improvement., SESSION 19: GUIDELINES AND PLANNING FOR CELEBRATION OF ECCE DAY, ADVOCACY, FOR IMPORTANCE OF ECE, Duration: 3 hours, Expected learning outcomes:, The participants will:, a) Learn how to strengthen relationships with parents in order to establish mutual trust and, respect between children’s various care-givers., b) Develop an understanding and methods of carrying out initiatives like organizing ECCE day to, involve parents., c) Be able to strengthen visibility and respect for and understanding of early childhood education, within the community, thereby encouraging local parents to send their children to preschool., d) Provide opportunity to participants to do mock practice on organizing an ECCE day., Materials required:, Guidelines for celebrating ECCE day (MWCD), white board, markers, chart papers, felt pens, Method, Activity 1: Introducing ECCE day : Discussion (1 hour), a) Ask the participants about their experience with the parents and communities they are working, with., b) Initiate a discussion on the importance of parents and family in the development of a child. The, parents are a critical link for ensuring continuity between the home and AWCs., , , How often do you interact with parents? Is it planned?, , , , What do you generally discuss with them?, , , , Are there any monthly meetings/ interactions where families and communities are, invited to the preschool?, , c) Introduce ECCE Day and ask participants about their understanding of it., , , Have you heard about ECCE day? Have you organized ECCE day?, , , , What is ECCE day? What is the purpose of it?, , 45

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, , In what ways does it help an ECCE Worker to connect with the parents and the, community?, , , , Ask participants to share their experience of conducting ECCE day and discuss., , Facilitator’s note:, Facilitate discussion on the same and encourage participants to share their experiences of, organizing ECCE day. Highlight the importance of ECCE day by adding:, , , To enlighten the parents and community about age and developmentally appropriate early, childhood care and education practices., , , , To facilitate active participation of parents and community members by creating opportunities, for them to contribute human and material support to the AWC., , , , To educate parents and community regarding value of non-formal play and activity based, method of learning., , , , Inform parents about the progress of their child on growth, development and learning, milestones, , , , Explore ways to engage community members in monitoring and supporting the services, offered at the Anganwadi Centres., , Refer to the guidelines of organizing ECCE day (issued by MWCD). Detailed guidelines are given, as ANNEXUREI, Activity 2: Group work(40 minutes), a) Ask the participants to think about the strategies that will help them build better relationship, with parents and the community., b) Present the strategies to the whole group and discuss it., Facilitator’s note:, Wrap up the discussion by highlighting the importance of establishing communication channels, and rapport with the parents and community. Summarize the discussions by adding strategies, like:, , , Daily interact with parents/ grandparents when they come to drop their children or during, home visits, , , , Invite parents and community members to the preschool to observe preschool activities, conducted in the Anganwadi and explain the rationale for these practices, , , , Involve grandparents/ parents/ community members in conducting story telling sessions for, the children in Anganwadi based on their availability, , , , Organize an ECCE day in the AWC, , , , Conduct a parents’ meeting at the AWC to share children’s progress and orient parents on, ensuring continuity of similar stimulation activities at home., , , , Conduct a community meeting at the AWC to inform and seek support about various issues, pertaining to functioning of AWC., , 46

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Activity 3: How to plan ECCE day (1 hour 20 minutes), a) Ask participants to imagine they are planning an ECCE Day for the parents and community., b) Split up into two groups and prepare the following tasks:, Group 1:, Prepare an activity plan of what you are going to do with the children and their families. Include at, least one song or dance; make sure each child participates; showcase a routine activity or a talk on, critical issues for parents and community., Group 2:, Do pre-planning keeping in mind the following aspects:,  Decide the date of event and venue,  Identify the focus of ECCE day,  Prepare invitation to the event,  Plan logistics and material support in coordination with supervisor and CDPOs,  Identify resource persons,  Identify and coordinate with the stakeholders from health, education, PRIs to participate in, the event,  Engage community in organizing the activities and encourage them to attend and participate., c) Ask participants to present the work of each group and invite feedback and suggestions from, each other., d) Talk about how an ECCE functionary has to work closely with the community as they deal with, children who are the future of the community and the country at large., e) Sum up the discussion by highlighting the crucial role of AWW, supervisor and CDPO in planning, ECCE day along with the process for planning ECCE day as given in Annexure I., SESSION 20: FEEDBACK FROM PARTICIPANTS, Duration: 30 minutes, Expected outcome:, , The participants will share their reflections on the training content and processes, Materials required:, , White board, Marker, Activity 1: Reflection, , a) Ask and encourage the participants to share their reflections on the content covered and the, methodology used., b) Have a discussion around the concerns being shared by the participants in a positive and, constructive manner with a view to further improve the programme., 47

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REFERENCES, 1. Ministry of Women and Child Development (2013), National Early Childhood Care and, Education (ECCE) Curriculum Framework. New Delhi, 2. Ministry of Women and Child Development & Ministry of Health and Family Welfare (2012),, Guide Book: Mother and Child Protection Card, National Institute of Public Cooperation and, Child Development, New Delhi., 3. Ministry of Health and Family Welfare (2017), Operational Guidelines for Implementing Early, Childhood Care & Development in Public Health System, Child Health Division, Ministry of, Health and Family Welfare, Government of India., 4. Draft Module for Anganwadi Worker Training in West Bengal, Department of Child Development, and Women Development and Department of Social Welfare, Government of West Bengal and, UNICEF West Bengal, 5. Training Manual on Early Childhood Care and Development for ICDS Functionaries, Government, of Chhattisgarh and Care., 6. WHO (2012), Care for Child Development: Facilitators Notes, WHO, Geneva., 7. Training Module and curriculum developed by QUEST, 8. Chopra, G (2012). Stimulating Development in Young Children with Disabilities at Anganwadi, and at Home: A Practical Guide, Engage publications, New Delhi., 9. Chopra, G( 2012). Early Detection of Disabilities and persons with disabilities in the community., Engage publications, New Delhi, 10. McGee, Lea M., and Donald J. Richgels. Keeping the End Goal in Mind. Designing Early, Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children. pp45.Guilford, Publications, 72 Spring Street, New York, NY 10012, 2003., 11. Kaul, V. (2009). Early Childhood Education Programmes: NCERT, New Delhi, 12. Kaul, V., Bhattacharjea, S., Chaudhary, A. B., Ramanujan, P., Banerji, M., & Nanda, M. (2017)., The India Early Childhood Education Impact Study. New Delhi: UNICEF, , 48

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50, , 3-6 months, , Explores, objects with, hands and, mouth., , Responds by, turning/looking, towards sounds, and touch., , Sustains structured physical, activity for at, least 3-5 minutes at a time, , 3-6 months, , Birth-3 months, , Shows alertness during, waking periods, , Birth-3 months, , 9-12 months, , 18-24 months, , Specific Aspect - Physical Fitness, , 12-18 months, , 24-36 months, , 3-4 years, , Explores, various ways, to move body, (e.g. climbing,, dancing), Sustains physical activities, for at least 10, minutes at a, time for at least, 30 minutes, each day, , Continues to, progress in, participation in, activities, , Specific Aspect- Sensori-Motor Coordination, , Sub-Domain- Motor development, , Begins to, participate in, games, outdoor, play, and other, forms of exercise, Engages in, at least 60, minutes or, upto several, hours, daily of, unstructured, physical activity, , Engages in, structured, physical, activities for, more than 60, minutes each, day, , 4-5 years, , Tries to 'bite', into hard surfaces with gum, , 6-9 months, Enjoys feeling different, textures (e.g., bricks, walls,, tile, wood,, twigs, water), , 9-12 months, , Coordinates, eye and hand, movements, (e.g., puts a, smaller object, into a large, container), , Explores and, responds to different surface, and textures, (e.g., mats,, mud floor, soft, pillows, etc.), , 12-18 months, , Moves objects, from one hand, to another, , 18-24 months, , Demonstrates, awareness of, own body in, space (e.g.,, walks around a, table without, bumping into it), , 24-36 months, , Improves, eye-hand, coordination, (e.g., catches a, bounced ball), , "Physically, reacts appropriately to the, environment, (e.g., bends, knees for a soft, landing, moves, quickly to avoid, obstacles)", , 3-4 years, , Carries a glass, full of water, across the room, without spilling it, , 4-5 years, , Broad Guideline- The child will be able to use his/her senses (see hear, touch, smell and taste) to guide motion., , Explores and interacts with the, environment, playfully, , Broad Guideline - Demonstrates the stamina and energy to participate in daily activities, , 6-9 months, , Sub-Domain- Physical development, , Domain-Physical and Motor Development, , ANNEXURE A: DEVELOPMENTAL MILESTONES FOR CHILDREN-Birth to six years, , 5-6 years, , Initiates physical activities, (e.g., movement, games with other, children, dancing, to music), , 5-6 years

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51, Walks backwards, though, not in a well, coordinated, way, , Stands on one, foot for few, seconds, , Creeps and, crawls speedily, through a narrow space; rolls, fast, , 4-5 years, , Walks backwards with, improved, coordination, , Walks backward, forward, and sideways, with coordination and ease, , Walks with ease Walks on, on straight lines straight, curved, and circular, lines with ease, , Walks on, tiptoes, , Walks in a, straight line, , Walks holding, furniture, , Walks alone, , Picks up objects Stands on one, from a standing foot unsteadily, position, , Stands alone, , Bends down, from a standing, position, , Creeps, crawls, and rolls slowly, , 3-4 years, , Pulls to standing position, , Sits with, support, back, straight, , 24-36 months, , Bends over, easily, , Moves when, on the floor by, rolling, , Rolls from, stomach to, back and back, to stomach, , 18-24 months, , Gets into sitting, position independently and, plays while in, this position, , Lifts head and, chest with, weight on, hands when on, stomach, , Lifts head and, chest when on, stomach, , 12-18 months, , Sits without, support; gets, into crawling, position from, sitting position, , Deevlops control over head, movement, , Turns head side, to side, , 9-12 months, , Broad Guideline - Coordination of large muscles to engage in different activites, , Crawls through, tunnels, , Plays with feet, and toes, , Moves arms,, legs, , 6-9 months, , Creeps and, crawls with, purpose, , 3-6 months, , Birth-3 months, , Specific Aspect - Gross Motor, , Walks forward, confidently and, backwards cautiously with eyes, closed, , Walks up and, down on an inclined plane with, ease, , Supports body, weight on one, knee or hand in, crawling position;, rolls with eyes, closed, , 5-6 years

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52, , Tries to climb, stairs with support, , Throws/drops a, ball clumsily, , Jumps while, standing at one, place, , Walks up and, down the stairs, on alternating, feet, without, support, , Jumps easily, , Bounces and, catches a large, ball, , Catches a rolled Catches a large, /thrown ball, ball with hands, by using arms,, and body, hands and, body., , Climbs and, descends a rope, ladder, Climbs and, descends steps, with alternate, feet on each, step, , Catches medium, size ball with hand, , Throws a cricket, size ball at a given, target; dodges, the ball, , Runs fast for a, longer time, , Skips with agility, , Skips unevenly, Runs fast with, improved pace, , Jumps from a, height of 1.5, mt, body is well, coordinated and, lands on feet with, confidence, , Maitains balance, while moving, quickly, , Jumps from a, height of 1 mt, without support of hands, on touching, ground, , Balances on, one foot for a, longer time, , Throws a ball, or a ring with, some precision, often missing, the target, , Climbs and, decsends with, both feet on a, step at a time., Sometimes, uses alternate, foot, , Runs in a, straight line at, even pace, , Jumps from a, height of 60, cms often with, hands touching, the ground, , Balances on, one foot for a, very short time,, stops when, directed to, , Throws a big, ball, often, missing the, given target;, sometimes able, to catch with, hands and body, support. More, successful in, stopping a rolling ball, , Throws a ball in, a specific direction, , Climbs low, steps, , Balances on, one foot with, assistance

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53, , Grasp fingers, pressed into, palm, , Birth-3 months, , 3-6 months, Grasps small, objects with, thumb and, forefingers, , 6-9 months, , Specific Aspect - Fine Motor, , Learns to move, hands and body, off of the support, , Kicks a small, ball forward, , 9-12 months, , Scribbles with, oversize crayons on a large, sheet of paper, , Tries to grab, and keep the, ball, , 12-18 months, , Puts rings on, a peg, , 18-24 months, , Creates mock, letters and, numbers, , Buttons small, buttons slowly, , Fastens large, buttons, , Puts a stiff, wire or thread, through a large, hole, , Holds crayons, with fingers, instead of fist, , Writes some, letters or numbers which are, recognisable, , Puts a stiff, wire or thread, through a, smaller hole or, beads, , 4-5 years, , Buttons and unbottons skillfully, , Writes different, letters and numbers with which, s/he is familiar in, his/her everyday, environment, , Puts a stiff wire, or thread through, holes arranged in, a complex order, or design, , 5-6 years, , Shows activeness, and enagages in, activity for longer, period, Engages in, active play and, exercises for a, longer period, , Plays actively, and tires easily. Needs brief, rest periods, between short, activity sessions, , 3-4 years, , Swings in a, standing position, without support, , Swings in a, sitting position, without help, , Swings in a, sitting position, with some help, from an adult, , Kicks a ball at a, given targetwith, accuracy and precision if the target, is at a moderate, distance of about, 3-4 ft., , Kicks a ball at, a given target, with some, precision, , Kicks a large, stationary ball, to a short distance in a given, direction, , Scribbles with, crayon and, make vertical,, horizontal and, circular strokes, with crayon, , Puts large pegs, in holes, , 24-36 months, , Broad Guideline - Uses fingers and hands for different purposes, , Maintains, balance while, sitting and, manipulating, toys, , Kicks a small, ball

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54, , Birth-3 months, , Turns the pages, of the book,, often several, pages at one, time, , Opens and, closes books, , Pushes arm into, sleeve and foot, into shoe, , Turns the pages Turns the pages, of the book one one by one, by one, , Opens door, with assistance, by turning and, pulling doorknobs, , Specific Aspect - Health, , Sub Domain - Health and Nutrition, , Transfers small, objects from, one container, one to another, , Completes, simple puzzles, of 1-2 pieces., , 6-9 months, Responds, through movements, sounds,, mimics to, routine moments (feeding, diapering,, dressing), , Gets relaxed, during bath, , 9-12 months, , Washes hands, before taking, food without, help, , Brushes with, adult’s assistance, , 24-36 months, , Tries to dresses, and undresses, , Washes and, dries hands, with adult’s assistance, , 18-24 months, , Tries to dress, with some help, , 12-18 months, , Increases ability of washing, hands, brushing, teaath and use, toilet, , Undresses, without help, but needs, help in getting, dressed up with, buttons, , 3-4 years, , Broad Guideline - Responds to personal care giving routine and hygiene related practices, , Empties a container by liftng, with hands, , Claps/bravo, gestures, , 3-6 months, , Brings hands, together while, lying on back, , Builds tower of, two cubes, , Washes and, dries hands before eating and, after toileting, , Dressess and, undresses independently, , 4-5 years, , Pours water in, a glass without, spilling, , Completes simple puzzles, , Dresses quickly, , 5-6 years, , Pours water in a, bottle without, spilling, , Completes puzzles of 10 - 25, pieces

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55, , 3-6 months, , Birth-3 months, , 3-6 months, , Differentiates, between family members,, caregivers and, strangers., , Birth-3 months, , Begins to, respond differently to the, caregiver and, other adults, , Exclusive, Breastfeeding, , Sleeps for 8 to, 12 hours, , Sleeps typically, 16 to 17 hours, a day, , 6-9 months, , Takes supplementary food, along with, breastfeeding, , 6-9 months, , Uses tissue to, wipe nose with, help, , Recognizes a, variety of nutritious food, Makes choices, from various, options of food, , Consumes a, variety of food, , Explores food, with fingers, , Makes a difference between, food which can, be and can not, be eaten, , Increases the, intake of food, , 18-24 months, , Tries new food, , Explores various nutritious, food, , 24-36 months, , Names some, qualities of, good nutritious, food, , 3-4 years, , Follows some, consistently, set rules and, routines, , 9-12 months, , 12-18 months, , Knows to hold, caregiver’s, hand when, walking in public places, , 18-24 months, , 24-36 months, , 3-4 years, , Broad Guideline - Demonstrates ability to avoid harmful objects and situations, , Specific Aspect - Safe Practice, , Sub Domain - Safety and Security, , 12-18 months, , 9-12 months, , Will blow, own nose if, reminded, , Stays awake for Begins to, 6 hours without understand the, getting tired, need for rest, and physical, activity, , Broad Guideline - Eats a variety of nutrious food, , Specific Aspect - Nurition, , Tries to eat with, spoon, , 4-5 years, , Tries new food, on own, , 4-5 years, , Uses tissue, to clean nose, without supervision, , 5-6 years, , Begin to understand the benefits, of eating certain, foods for human, body., , 5-6 years, , Shows awareness, of personal hygiene needs (e.g.,, cleans up without, help), , Feeds self

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56, , Reacts when, caregivers say, “no” but still, may need adult, help to refrain, from unsafe, behaviour, , Follows basic, health and safety, rules and improves responding appropriately, to harful objects, or activities, Does not accept, toys, candies,, money or other, things from strangers., , Follows basic, health and, safety rules and, responds appropriately to, harful objects, or activities, Understands, the difference, between safe, and unsafe, touch, , Looks at both, sides of the, road before, crossing., , Builds awareness about, need to follow, health and, safety rules, , "Communicates, to peers and, adults, when he/she, sees a dangerous behavior", Knows not to, cross roads, without an, adult, , Tells caregivers, when somebody hurts him/, her or makes, her / him feel, bad., Begins to avoid, dangers (stove,, ponds, knives,, etc.), but still, needs assistance

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57, , 3-6 months, , Smiles, waves, or laughs in, response to, positive adult, interaction, , Smiles back, at caregiver;, Makes eye, contact while, breast feeding, , Birth-3 months, , 3-6 months, , Birth-3 months, , Identifies, himself/herself, in reflection(, mirror, water,, picture ), , 6-9 months, , Initiates, interaction, with caregivers, through smiles,, gestures, , Vocalizes when, near familiar, adults, , 12-18 months, , Offers a toy to, another child, who is crying or, upset, , Expresses, pleasure when, familiar adults, are around, , 18-24 months, , "Expresses, concern for, another child, by touching, or talking to, child ", , Specific Aspect: Personal identity, sense of self and positive self image, 9-12 months, , Understands, his/her actions, (to play, eat,, dress), , 12-18 months, , 18-24 months, , Knows age and, gender, , 24-36 months, , Identifies one’s, likes, dislikes,, thoughts and, feelings, , 3-4 years, , Broad Guideline - Child is able to perceive herself/himself in a positive way, , Gives simple, help to peers, who are in, need (e.g., hug,, comfort object,, pat), , Enjoys playing with and, imitating other, children, , Continues, to develop, preferences for, familiar adults, , Begins to build, relationships, with other, adults and, children, Shows comfort, while sitting, next to other, child and plays, with same toys, without much, interaction, , Approaches, familiar adults, freely, , 3-4 years, , Uses simple, ways of communication,, e.g., to share, toys sweets, with familiar, adults, , 24-36 months, , Sub Domain - Self Awareness and Self Esteem, , Enjoys playing, with adults like, peek-a-boo, , Shows preference for, familiar adults, by smiling,, moving hands,, babbling, etc., , 9-12 months, , 6-9 months, , Broad Guideline - Child trusts and interacts with familiar individuals, , Specific Aspect - Interaction with adults and peers, , Sub Domain - Social Relationships and Interpersonal Skills, , Domain - Personal and Socio-Emotional Development, , Demonstrates, confidence in, approaching, tasks, , 4-5 years, , Expresses sympathy towards, peers (e.g.,, says, "Don't, cry), , Enjoys playing, in a group of, children, , Manages in, the absence of, adults, , 4-5 years, , Handles appropriate tasks, independently, , 5-6 years, , Shows awareness,, understanding,, and concern for, what others are, feeling, , Enjoys and engages in cooperative play with, group, , Enjoys interacting, with other adults, and adults, , 5-6 years

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58, , Begins to, distinguish, between angry, and friendly, voices, , 3-6 months, , Birth-3 months, , 3-6 months, , Likes to be held, close, , "Cries when, hungry, uncomfortable, tired,, or unhappy", , Birth-3 months, , Recognizes, own name, e.g.,, looks up, or, turns head toward a person, who is saying, his/her name, , Responds with, gestures or, vocalizations, when name is, taken, , Shows strong, sense of self as, an individual, and tries to be, assertive., , Specific Aspect - Emotionally expressive, , Sub Domain - Emotional Well being, , Shows personal, desires (I want,, Don't want), , Begins to devel- Demonstrates, op individuality a need for independence while, still seeking, security from, adults., , 6-9 months, , Frowns in, response to, discomfort or, inability to do, something, , 6-9 months, , Observes parent's facial expressions (e.g.,, look at parents, after throwing, a toy)., , Recognizes, feelings when, labeled by, adults, , Expresses need, Shows awarefor emotional, ness of being, support, seen by others, (e.g., repeats, behaviour when, notices that, someone is, watching), , Experiences a, wide range of, emotions (e.g.,, affection, fear,, anger, sadness)., , 24-36 months, , 18-24 months, , 12-18 months, , 9-12 months, , 12-18 months, , 18-24 months, , 3-4 years, "Begins to, understand, differences, among people, on the basis of, culture, ethnicity,, abilities, and, disabilities", , Notice differences in others,, objects, and, environment, , Labels own, feelings and, those of others', based on their, facial expression or tone of, voice, , Begins to, express feelings, needs and, opinions with, more accuracy, in difficult situations, , 3-4 years, , 24-36 months, , Broad Guideline - Respecting others/treat everyone with respect, , Specific Aspect - Accepting and Respecting Diversity, , Looks at the, caregiver on, the accomplishment of a, new task (e.g.,, standing or, walking), , 9-12 months, , Begins to understand the use, of resources to, comfort self and, controls expression of emotion, with adult's guidance, Progesses in, understanding, the feelings,, and that others, may feel differently about the, same situation, , 5-6 years, Understands, similarities and, respects differences among, people, , 4-5 years, "Shows awareness of and, respect for, differences, among people ", , Uses more complex language to, express his/her, understanding of, feelings and their, causes, , 5-6 years, , Shows self esteem in demonstarting new, skills and aware, of his or her own, characteristics, and skills., , 4-5 years, , Broad Guideline - The child should be able to recognize and express varied range of emotions (anger, joy, frustration, jealousy, fear, etc.), , Explores the, face and other, body parts

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59, , Cries and calms, when picked up, , Birth-3 months, , 3-6 months, Shows Separation anxiety, , 9-12 months, , Reacts to, Expresses anger when some- changes in daily, body takes his/ routines, her toy, , 6-9 months, , Follows some, consistently, set rules and, routines, , "Clings to caregiver, in the presence, of strangers", , 12-18 months, , Tries to adjust, to routines and, rules, , "Cries when, caregiver is not, in sight or clings, to caregiver, in the presence, of strangers ", , 18-24 months, , Anticipates and, follows simple, routines, with, reminders and, assistance, , 24-36 months, , Broad Guideline - Regulation of impulses, emotions and behaviour, , Specific Aspect- Emotional control, , Sub Domain - Self Regulation, , 4-5 years, , "Change behavior for different, surroundings", , "Separates with Tolerates the, assistance from absence of, familiar adults, significant, adults without, demonstrating, a great deal of, anxiety", , 3-4 years, , 5-6 years

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60, , Birth-3 months, , 3-6 months, , 9-12 months, , Asks simple, question e.g., says, "what, that?" or "who, coming?", , 18-24 months, , Specific Aspect- Initiative, , Sub-Domain- Initiative, , Shows interest, towards new, activities/objects, , 12-18 months, , Asks questions, about new, experiences, e.g. why, what, and how, , Shows interest, in performing, routine tasks, , 24-36 months, , Asks questions, about future, events for e.g., when will we go, to nani's house, again?, , Asks numerous, complex questions e.g. how, metro works?, , Wants to take, initiative to do, daily activities, independently, , Sub-Domain- Persistence, , Expresses his/, her preferences, towards activities, experiences, people or, objects, , Expresses, preferences, and sometimes is not in, agreement with, others, , Shows stubbornness while, making preference, , Initiates games, with other, children, , Makes decisions regarding, their own self, , Initiates an, activity and, puts it into, practice (Block, construction), , Asks another, child to play, together, , Shows interest, in wider range of, experiences, both, independently, and with peers/, adults, , Shows interest, in new experiences with, others children, e.g. says, Sonu, goes for swimming. Can I?, , Delibrates and, weighs different, options regarding, which one would, be better, , Asks higher level, questions e.g., what would happen if all colours, disappear, , 5-6 years, , 4-5 years, , Shows interest, in sensory and, other experiences e.g., listens stories,, plays with, friends etc., , 3-4 years, , Broad Guideline- The child should be able to take initiative in doing activities, , "Shows interest, by exploring, environment through, sensori-motor, movements, e.g. touches,, tastes etc. ", , 6-9 months, , Broad Guideline- The child is able to show curiosity and interest to experience and learn new things., , Sub-Domain- Curiosity and Interest, , Domain-Approaches Towards Learning

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61, , Turns towards, the direction of, the sound, , Repeats simple, movements, (e.g., waving), , Birth-3 months, , "Responds, with movement, and facial, expressions to, musical sounds", , 3-6 months, , 18-24 months, , Tries several, times a difficult, task for 10-15, minutes, , Tries several, times a difficult, task for 5-10, minutes, Tries several, times a difficult, task for 3-5, minutes, , Claps and, moves body for, the song, , Responds to, music with, body movements, , Sings simple, melodies and is, able to do very, simple dance, , "Chooses the, music he/she, likes, and selects the, most favorable, songs.", , Broad Guideline-Child demonstrates skills to distinguish different sounds, "Recognizes, the type of music by rhythm, and experiments with new, positions when, dancing", , Completes longterm or complex, tasks with supervision, Completes, task, longterm and less, concrete, Completes a, range of self, help tasks, e.g. feeding,, undressing,, grooming, , Completes self, chosen, shortterm, concrete, tasks, , "Sings the lyrics, he/she has, memorized and, experiments with, new positions, while dancing", , Tries several times, a difficult task for, 15-20 minutes, , Focuses on activity for a sustained, period of time, and returns to the, activity after being interrupted, , Focuses on, activity with, increased attention and can, ignore interruptions e.g., can focus on, activitiy even, when other, children are sitting around, , 5-6 years, , 4-5 years, , Repeats preferred activities, and focuses, on activity for, longer period of, time, , 3-4 years, , Repeats the, preferred, activities with, increased attention, , 24-36 months, , Specific Aspect- Sound Discrimination and Musical Creativity, , 12-18 months, , Broad Guideline- The child should be able to persist at a task, 9-12 months, , "Responds, Recognises few, with movement songs, claps for, and facial, the song, expressions to, musical sounds", , 6-9 months, , Specific Aspect- Persistence in Activities

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62, , Vocalizes to get, attention, , Makes, sounds to, let others, know that s/, he is experiencing pain, or pleasure, , Points to, familiar objects when, named, , Recognizes, the voice, of familiar, people, and turns, towards the, speakers, , Smiles reflexively when, someone pays, attention, , Responds to, sounds in the, environment, (e.g., startles or, cries if there is, an unexpected, sound, , 3-6 months, , Birth-3 months, , 6-9 months, , Communicates, a need through, facial expressions which describe actions, , Responds appropriately to, simple requests, such as “wave, bye-bye”, , Pays attention to familiar, voices, , 9-12 months, , Answers "yes", or "No" questions, , Uses words to, express emotions, , 12-18 months, , Responds appropriately to a, simple question,, instruction or a, request through, appropriate actions or simple, sentences, , Responds appropriately to a, simple question, or a request, through words, or gestures, , Begins to communicate using, more than two, sentences and, knows the rules, related to sentence formation, , Speaks in complete sentences, about an idea/experience/object, , Expresses, ideas in words,, phrases or, simple short, sentences, Uses nonverbal, gestures and, body language, to express, needs and feelings (e.g., gives, spontaneous, hug), , Learns to follow, multi-step directions in instructional situations, , Follows 2 step, directions given, in a sequence., , Learns specialized, words for different categories, , Responds, to simple, directions (e.g.,, jump, run etc.), , Tells the difference between, real and fictional, words, , Listens with increasing attention, to spoken language, conversations and stories, read aloud for, 10-15 minutes, , Listens with, increasing attention to spoken, language, conversations and stories, read aloud for 5-10, minutes, , Listens with, increasing attention to spoken language,, conversations, and stories, read aloud for 5, minutes or so, , Responds appropriately to, a slightly more, complex question,, instruction or a, request through, appropriate actions or complex, sentences, , 5-6 years, , 4-5 years, , 3-4 years, , ., , Demonstrates, ablity to follow, 1-2 step direction, , 24-36 months, , Points at different objects, after naming, them, , Uses telegraphic, sentences(ë.g.,, "I go"", , Develops a listening span of, upto 6 minutes, , 18-24 months, , Broad Guideline- The child should be able to communicate in various ways, , Specific Aspect- Receptive and Expressive, , Sub-Domain- Receptive and Expressive Language, , Domain- Language, Communication and Literacy

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63, , 3-6 months, , 3-6 months, , Birth-3 months, , Birth-3 months, , 9-12 months, Tries using, combination, words to form, phrases and, sentences, , Expresses with, single words,, using different, vocal sound, , Specific Aspect - Vocabulary, , 18-24 months, , 12-18 months, Continues to, communicate, in sentences, with some, parts of speech, missing, , 24-36 months, Uses sentences, in, home language,, that show an, emergence of, more complex, grammatical, structures., Uses the correct, grammatical, structure with, respect to gender, , Uses sentence, with simple, grammatical, structures, , Correctly uses, the personal, pronoun (I,, they, and you), , Develops vocabulary of 200, words, , 18-24 months, , 24-36 months, , Specific Aspect- Book Apprecition, , Sub-Domain- Literacy, , Develops vocabulary of 150, words, , Develops vocabulary of 50, words, , Develops vocabulary where, several words, might still be, baby talk, , 12-18 months, , 9-12 months, , Develops, awareness of,, and simple, vocabulary, related to the, body, for e.g.,, head, eyes,, nose, mouth,, ears, teeth, etc., , Develops a, vocabulary of, several hundred, words; Enquires, about meaning, of unfamiliar, words, , 3-4 years, , Develops awareness of, and more, extended vocabulary related to the, body, for e.g., neck, shoulder,, elbow, knee, ankle, chest etc., , 4-5 years, , 4-5 years, , 3-4 years, , Broad Guideline - The child should be able to recognize and use words when heard or seen, , Identifies some, objects using, baby talk, , 6-9 months, , 6-9 months, , Broad Guideline - The child should be able to pick up most parts of speech to form more complete sentences, , Specific Aspect-Structure of Language, , Develops awareness of and still, more extended, vocabulary related to the body,, for e.g., eyebrows, eyelashes,, lips, cheeks,, heels, hips, etc., , 5-6 years, , Speaks mostly, in complex and, compound sentences, and uses, "If" statements to, express conditional relations, , 5-6 years

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64, , Birth-3 months, , Birth-3 months, , 3-6 months, , 3-6 months, , 6-9 months, , Expresses different feelings, when someone, is reading to, him/her, , 6-9 months, Brings the book, to an adult to, be read out, , Explores book, with senses, (sight, touch,, smell), , Demonstrates, interest in, books, pictures, and looks at, them without, any adult help, , 18-24 months, , 9-12 months, , 12-18 months, , 18-24 months, , Begins to see that, space separates, printed words;, knows difference, between letter, and punctuation, mark, , Follows written, text on a page, while pretend, reading or following along, , 3-4 years, Extends awareness of print, in classroom,, home and, community and, begins to notice, print in various, contexts, , Begins to understand that, print progresses from left to, right, , 24-36 months, Begins to, recognize some, frequentlyseen signs and, symbols in the, environment, that contain, print; Notices, both words and, pictures on a, page, , Broad Guideline - Recognizes words, signs and symbols in the environment, Begin to understand that letters, represent specific, sounds; begin to, distinguish some, similar looking, letters, , 5-6 years, , Makes prediction, regarding a story, that has not been, read, , Develops a small, story based on, pictures, , Asks and, answer simple, questions, in a simple, sentence about, a story related, to a particular, character, action, or picture, in the storybook, , Remembers, words and expressions from, his favourite, story, , 4-5 years, , Knows how print, is read (e.g., left, to right, top to, bottom, etc.)., , Sits over a longer, time and looks, at a picture book, or some other, printed material, , Tries to read his/, her favourite, stories independently by pretend, reading, , 5-6 years, , Holds a book right, side up based on, the knowledge, of the positions, of the objects, pictured, , 4-5 years, , Holds correctly, a picture book,, turning the, pages one by, one, from beginning to end, , Shows interest, in reading or in, written text by, enjoying read, aloud, , 3-4 years, , Picks favourite, books, , Turns pages to, find a favorite, picture in a, familiar book, , 24-36 months, , Specific Aspect - Print Awareness, , Prefers certain, books, , 12-18 months, , 9-12 months, , Broad Guideline- Bonding and Interest in books

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65, , Birth-3 months, , 3-6 months, , 9-12 months, , Makes sounds, that are assocated with vehicles, animals,, birds or toys, , Imitates various Enjoys nursery, sounds made, rhymes, by adults, , 6-9 months, , 12-18 months, , 18-24 months, Enjoys hearing, nursery rhymes, and begins to, recite familiar, phrases of, songs, books, and rhymes, , 24-36 months, , Understands, that letters form, words; letters are, not the same as, numbers, , Begin to understand that, letters make, words, , Begins to distinguish between, letters with similar shapes, , Recognises several letters of the, alphabet, , Associate letters, in their own, names with those, present in other, words, , Recognizes vowel, sounds with assistance, , Differentiates, between similar- sounding, words, , Recognises, the first letter, in his/her own, name, , Correctly tells the, vowels and most, of the consonant, sounds, , Becomes aware Picks words startof the fact that ing with the same, multiple words sound, could begin, with the same, sound, , Recognizes and, repeats multisyllable words, , Names 4-5 words, that begin with, the same sound, , Able to indicate, the beginning and, ending sounds of, words, , Identifies words Provides rhyming, that rhyme, words in songs,, poems with a, rhyming pattern, , 5-6 years, , 4-5 years, , 3-4 years, , Broad Guideline - Develops awareness of sounds through exposure to words, rhymes, songs etc., , Specific Aspect - Phonological Awareness, Phonics and Letter Knowledge

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66, , Birth-3 months, , 3-6 months, , Makes marks, with fingers on, floor or table, , Makes shapes, with food, , Specific Aspect - Reading, , Draws horizontal lines and, circles, , Uses upper, arm muscles, for holding the, writing instrument, thus writing is large, , Scribbles are all, over the paper, , Sketches, shapes on a, paper, , 18-24 months, , 12-18 months, , Pays attention, to pictures in a, book, , Recognises first, name and some, common letters, Pretends to, “read” independently or with, others, turning, pages and looking, at illustrations., , Recognises, symbols in the, surroundings, (e.g., logos), Pretends to, “read” a book, to self, , Draws the stick, figure of a human, body to represent, a person, , Reads familiar, sight words (e. g.,, names), , Identifies more, letters and common sight words, , Spells two to, three letter words, by connecting them in a, sequence; tries to, use vowels, , Writes own name, with some help, , Represents personal experiences, and stories using, drawings, Draws basic, geometrical, shapes e.g.,, circle, triangle,, square, etc., , Understands the, concept of writing, as a tool for sharing information or, a message., , Draws an object, or a person from, their surroundings, , Uses mock, letters to represent words, , Scribbles with, crayon/writing, instrument and, makes vertical,, horizontal and, circular strokes, , 5-6 years, , 4-5 years, , 3-4 years, , 24-36 months, , Broad Guideline - Develops interest and skills in reading, , 9-12 months, , 6-9 months, , Broad Guideline - Develops skills and interest in writing, , Specific Aspect - Writing

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67, , 3-6 months, , Touches objects, nearby (grasps, finger when, touch their, palm), , Responds to, familiar sounds, , Reaches out, and touch, rubs, and squeezes, materials, , "Recognises, familiar smells, and calm by, familiar smells, ( e.g., blanket, that smells of, breast milk )", , Notices unpleasant smells, and reacts with, facial expressions, , Accepts new, foods and taste, offered, , React more to, salty tastes, , ", ", , Focuses eyes, on far objects, or persons, , 9-12 months, , Explores all, sorts of textures – hard,, soft, cold, wet,, sticky and, squishy, , Notices additional odors, , Identifies some, foods by smell., , Enjoys hearing, and listening to, songs, , Shows interest ", in the sounds of Understands, radio or TV, when called, from another, room", , 24-36 months, Follows moving, objects/persons with both, eyes working, together, , 18-24 months, , ", ", , 12-18 months, , Identifies and, distinguishes, between rough, and smooth,, hard and soft, etc., , Discriminates, between, pleasant and, unpleasant, odours, , Matches and, identifies, sweet, sour and, salty tastes, , 3-4 years, , Broad Guideline- Child develops the senses of sight, hearing, touch, smell, and taste, , Locates the, source of sound, , 6-9 months, , Smiles when, hears parents/, caregiver's, voice, , Focuses eyes, Shifts eyes, on near persons from one to anor objects, other (objects/, persons), , Birth-3 months, , Specific Aspect-Use of senses (sight, hearing, touch, smell, and taste) to guide the motions, , Sub-Domain- Development of senses, , Domain- Sensory, Perceptual and Cognitive development, , Names, classifies and, seriates rough, and smooth, surfaces or hard, and soft surfaces to three, levels- rough,, smooth, more, smooth, , Identifies, objects on the, basis of their, smell, , Distinguishes, between and, names the, taste, i.e., sweet, salty,, bitter and sour, , 4-5 years, , Identifies and, names the texture, with eyes closed, and seriates, rough and smooth, surfaces to more, than three levels, , Recalls familiar, smells, , Recalls familiar food stuffs, through the sense, of taste, for e.g.,, lime, sugar, sauce, etc., , 5-6 years

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68, , Notices plants,, animals and, other people, in the environment with, the help of an, adult., , 3-6 months, , Uses senses to, explore environment (e.g.,, touch, sight,, taste, smell and, hearing) with, adult assistance., , Birth-3 months, , Recognises parents (standing, 8 to 12 inches in, front of them), , 3-6 months, , Birth-3 months, Distinguishes, natural objects, from man made, objects using, different senses, , Observes and, examines natural phenomena, (fog, thunder), or different, living creatures, (insects, pets)., , "Explores objects by linking, together different approaches:, shaking, hitting, looking,, feeling, tasting,, mouthing, pulling,, turning and, poking", Identifies some, plants and, animals and, explore their, characteristics, (looks at pets, and domestic, animals, takes, flowers, collects, leaves etc.), , Uses senses, to actively, investigate and, explore the, effects of new, actions on the, objects, , Use senses to, explore objects, and experience, their properties, (e.g., colour,, texture, weight,, taste)., , Specific Aspect - Memory and Observation skills, , Sub-Domain- Development of cognitive abilities, , Observes and, expresses interest in nature, and natural, phenomena, (e.g. rain, wind,, flowers, breeze,, grass, butterfly,, leaves, birds)., , 24-36 months, , 18-24 months, , 12-18 months, , 9-12 months, , Differentiates, between, and, name common, animals and, birds, , 3-4 years, , Discusses, changes in, weather and, seasons, using common, weather-related, vocabulary, (e.g., rainy,, sunny, windy)., , 4-5 years, , 9-12 months, Recognises, parents from, across the, room., , 6-9 months, Recognizes, familiar people, , Recognises, people they, know approaching from, a distance, , 12-18 months, , Recognizes, familiar objects, and pictures in, books, , 18-24 months, , 24-36 months, , Recognizes, familiar people, even though, they may not, have seen them, for a while, , 3-4 years, , 4-5 years, , Broad Guideline - Demonstrates ability to observe, remember and recall objects incidents, events, persons etc., , 6-9 months, , Broad Guideline-The child is able to engage with environment through senses, , Specific Aspect-Use senses to interact with the environment, , Sub-Domain- Explore environment through various senses, , 5-6 years, , Describes simple, relationships, between animals,, plants and the, environment, (e.g., “Fish live in, water.” “Some, animals eat, plants.”)., , 5-6 years

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69, , 3-6 months, , 3-6 months, , Birth-3 months, , 3-6 months, , Birth-3 months, , Birth-3 months, , Remembers the, usual location, of a favourite, object, and ask, for it when not, present, , Remembers, and communicate what happened earlier in, the day, , Specific Aspect - Classification and seriation, , Remembers, specific information (where, his/her toys are, kept), , Observes., remember and, immediately, recall four to six, objects shown, to him/her at a, time, Memorizes a, full verse, , Observes,, remember and, recall immediately three, to four objects, shown to him/, her at a time, Memorizes a, short nursery, rhyme of 2-3, lines., , 12-18 months, , 18-24 months, , 24-36 months, , Specific Aspect - Development of sequential thinking, , 9-12 months, , Classifies on the, basis of three, concepts, for e.g.,, shape, colour and, size, Does classification on the, basis of two, concepts, for, e.g., shape and, colour, Does simple, classfication on, the basis of any, one concept, or dimension,, for e.g., shape,, colour, , 9-12 months, , 18-24 months, , 24-36 months, , Specific Aspect - Problem solving and reasoning, , 12-18 months, , 12-18 months, Finds hidden, toys and will, go looking for, them, , 9-12 months, Looks for a toy, he/she has seen, hidden., , 6-9 months, Looks in appropriate direction, for toys that, have been, dropped or partially covered, by a blanket, , Solves problems by trial, and error (E.g., Tries to reach a, toy with several, ways), , 18-24 months, , Solves problems using, innovative ways, (Climbs on a, stool to reach, an object/toy), , 24-36 months, , 3-4 years, , Applies different strategies to, find solution to, problems., , 5-6 years, , Reproduces and Thinks in forward, extends a logi- and reverse secal sequence, quence, with objects,, pictures, stories, and events, , Repeats a given, pattern involving three to, four objects, , 4-5 years, , 4-5 years, , 3-4 years, , Broad Guideline -Child is able to find multiple solutions/answers to questions, tasks, problems and challenges, , 6-9 months, , 5-6 years, , 5-6 years, , 4-5 years, , Memorizes a, longer poem with, more than one, verse., , Observes., remember and, immediately, recall six to seven, objects shown to, him/her at a time, , 3-4 years, , Broad Guideline - Demonstrates ability to understand the order and sequence of numbers or objects, , 6-9 months, , Broad Guideline - Demonstrates ability to classify objects on the basis of concepts or attributes (e.g. colour, size or shape)., , Remembers, new pictures or, toys shown to, them one to six, days previously

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70, , Birth-3 months, , 3-6 months, , 6-9 months, , Asks help for, completing, tasks (but may, refuse while, assisting), , Asks for help, on challenging tasks (e.g.,, says, "Can take, the teddy from, the almira)., , Identifies major, difference, between two, similar pictures, or objects., , 9-12 months, , Carries out, pretend play, depicting different situations,, improvising different objects, creatively., Acts simple, themes in, pretend play, (cooking, driving etc.) and, use one object, to represent, another (bottle, for phone), , Acts role plays, and use props, in pretend play, , Carries out, pretend play, depicting different situations., , Uses dissimilar objects to, represent other, objects in play, or perform an, action with, an imaginary, object (e.g., use, stirring action, without anything in hand), , Uses or make a, prop to represent an object, (e.g., build a, telephone), , Uses a similar, object to represent another, object in play, (e.g., pretend, a pencil is a, spoon), , Plays with, dolls or stuffed, animals and, realistic props, together (e.g.,, use a play, spoon to feed, a doll), , Uses dolls and, models of animals as if they, were real (e.g.,, rocks doll, pets, stuffed dog), , Act out relational roles in, play (e.g., mom, or dad with, baby), , 4-5 years, , 3-4 years, , 24-36 months, , Carries out, pretend play depicting different, situations, improvising different, objects creatively, with greater complexity., , 5-6 years, , Accurately identifies the type of, help needed, (e.g.,"I think I, know how to do, this, but i need, help in this portion), Seeks specific, help from both, adults and, peers (E.g. Can, you hold this, stick for me), , 18-24 months, , Identifies many, minute differences between two, similar pictures or, objects., , Identifies, relatively minor, difference, between two, similar pictures, or objects., , 12-18 months, , Broad Guideline -The child is able to substitute objects or pretend to play a role, , Specific Aspect - Symbolic Representation, , Uses gestures, and (toward, the end of the, year) simple, language to get, help, , Begind to, identify difference between, two different, pictures or, objects.

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71, , Birth-3 months, , Birth-3 months, , Understands, the concept of, "more” when, referring to, toys or food., , 3-6 months, , 3-6 months, , 6-9 months, , 6-9 months, Identifies simple objects by, their shape, , Shows awareness of the, relative size of, objects, , Describes, physical objects, in terms of relative size (e.g.,, big, little, small,, tall, short, long,, heavy, light), and quantity, (e.g., many, a, lot, full, empty,, whole, part, all,, none), , 24-36 months, , Specific Aspect- Concept of Number, , 18-24 months, , 12-18 months, , 9-12 months, "Shows, age by raising, fingers.", , 12-18 months, , 18-24 months, , Counts to at, least 5 from, memory., , 24-36 months, , Names some, numbers (from, 0 to 100)., , 3-4 years, , Counts and places, numbers in order, up to 10, , Recognizes and, write the number, symbols/digits up, to 10, , Counts and, places numbers, in order up to 5, , Recognizes the, number symbols up to 5, , 5-6 years, , Names and draws, different shapes, "Identifies, three-dimensional shapes, (e.g.,, cylinders,, spheres, cones), through everyday, experiences. ", "Identifies, simple shapes, (e.g., circle,, triangle,, rectangle, and, square).", , 4-5 years, , Places objects in, order of size, i.e., seriate up to five, levels, , Places objects, in order of size, i.e. seriate up to, three levels, , Differentiates, between big, and small objects and match, objects of the, same size, , 5-6 years, , 4-5 years, , 3-4 years, , Broad Guideline- Demonstrate knowledge of number and number operations., , 9-12 months, , Broad Guideline- The child is able to demonstrate knowledge and skills to operate with size, shapes, widths heights, lengths etc., , Specific Aspect-Concepts of size, shape, quantity, length, width, height etc., , Sub-Domain- Development of mathematical concepts

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72, , 3-6 months, , 3-6 months, , Birth-3 months, , Birth-3 months, , 3-6 months, , Birth-3 months, , 6-9 months, , 6-9 months, , 6-9 months, Understands, how things and, objects fit and, move in space, and understands that, when an object, is completely, hidden, it is still, there, , "Demonstrates, use of body and, materials in, space", , 3-4 years, "Shows understanding of, different, relationships, of objects in, space.", , 24-36 months, "Explores the, size, shape, and, spatial, arrangement of, real objects", , 18-24 months, ", Uses blocks to, create their, own simple, structures and, arrangements., ", , Understands, the concepts of, day and night,, afternoon and, evening in, terms of daily, activities, , "Uses terms, related to time:, “tomorrow”, and “yesterday", , "Understands, the concept of, time as it, relates to everyday life (e.g.,, meals,, sleeping", , Specific Aspect- Concept of Money, , 24-36 months, , 18-24 months, , 12-18 months, , Develops the, concept of, before-after, , 3-4 years, , 9-12 months, , 12-18 months, , 18-24 months, , 24-36 months, , 5-6 years, , 4-5 years, Understands, that money is, needed to buy, things, , Distinguishes, money from, other objects, , Demonstrate, awareness, of past and, present, , Realizes that, time is measured with a, clock, , Develops the, concept of, early-late, , 4-5 years, , Understands that, some coins/ currency have more, value, , 5-6 years, , Reads time from, a clock in a rudimentary way, , 5-6 years, , "Shows increas- Understands 'left', ing understand- and 'right', ing of, directionality,, order and position of objects, and words (next, to, beside,, above,, below, under,, over etc.)", , 4-5 years, , 3-4 years, , Broad Guideline- Identifies values and denominations of coins and currencies, , 9-12 months, , Broad Guideline- Understands the concept of time (especially as it relates to daily, , Specific Aspect- Concept of time, , 12-18 months, , 9-12 months, , Broad Guideline- Understands the physical relationship (i.e., direction and position) between self, , Specific Aspect- Concept of space

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ANNEXURE B: Discussion sheet- care for child development (CCD), S. No., , Comment, , 1., , A mother does a better job when she, feels confident about her abilities to, provide care., , True, , Before a caregiver leaves, she should have a, chance to practise any new activity with you and, be confident that she will be able to do the activity, at home., , 2., , The brain develops more rapidly when, the child first enters school than at any, other age., , 3., , Young children learn more by trying, things out and copying others than by, being told what to do., , True, , Evidence shows that children learn by doing things, , 4., , A father should talk to his child, even, before the child can speak., , True, , The father is preparing the child for speech and, how people communicate., , 5., , Before a child speaks, the only way the, child communicates is by crying., , 6., , A baby can hear at birth., , 7., , A baby cannot see at birth., , False, , The child can see at birth, although sight becomes, more refined as the days go on. The child is most, attracted to faces. Studies show that a child can, even begin to copy the faces of others within 2 to, 3 weeks. Some have found imitation even earlier,, within the first few days of life., , 8., , A child should be scolded when she, or he, puts something into the mouth., , False, , Children put things in their mouth because the, mouth is very sensitive. They learn hot and cold,, smooth and rough through their mouth, as well as, by their hands. Make sure the objects are safe and, clean., , 9., , A child drops things just to annoy the, father and mother., , False, , Dropping can be by accident. However, the child, is also learning by trial. What happens, how long, before there is a sound, how other persons react,, etc., , 10., , A child begins to play when she or, he is old enough to play with other, children., , False, , A caregiver can begin to play with a child from, birth. Children learn through play. Caregivers can, play with a young infant child with movements,, touching, and attracting the attention and interest, of the child with simple noises and colourful, objects., , 11., , Children can learn by playing with pots True, and pans, cups, and spoons., , 12., , Talk to your child, but do not talk to, the child while breastfeeding. It will, distract the child from eating., , False, , False, , True, , The brain develops most rapidly before birth and, in the first two years of life. The efforts to help the, child learn at this age will benefit the child for their, whole life., , Young infants communicate by moving and, reaching. For example, they communicate hunger, by sucking their hands, shaping their mouth,, turning to the mother’s breast. Help caregivers see, the child’s signs and interpret them. Waiting until, the child cries is distressful to the child and to the, caregiver., There is even evidence that a child hears before, birth, and recognizes the voices of persons closest, to her or him—including mother and father., , Children do not need store bought toys. They can, learn from many household items, False, , A mother can talk softly to a child and gently, be affectionate to a child who is breastfeeding, without distracting the child from feeding. It helps, the mother become close to her child. The child is, comforted by the sounds and touch of the mother., , Source: WHO (2012), Care for Child Development: Facilitators Notes, WHO, Geneva., , 73

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ANNEXURE C: Early stimulation activities, Meaning, Early stimulation includes varied activities that stimulate the whole child. It includes the experiences, and the environment created by the caregiver to facilitate the development of a child., Significance: Early stimulation, •, , ensures healthy development, , •, , encourages children to play, , •, , enhances growth in all domains of development, , •, , develops social relationships and trust, , •, , promotes environmental awareness, , Stimulation in early years is not just important but essential. Appropriate stimulation in early, childhood is one of the critical factors that influence development in early years., Immediate environment of a child provides many opportunities for early stimulation— daily, household activities, other children, adults and pets in the immediate environment, as well as, outdoor excursions, which offer a high level of interest for an infant and a young child., Providing opportunities for all senses to be activated should be a fun and meaningful experience for, those being cared for as well as their caregivers., Knowing that stimulation can lead to a smarter, happier, healthier child, what methods should, parents and caregivers use for purposeful stimulation of a young child’s brain? And when should, they begin?, Infants below six months, The first year of a child’s life is a period of rapid development. Being with others, seeing them, around, interacting with them helps infant learn. The stimulating activities in this stage should focus, particularly on development of sensory capacities and strengthening of motor skills., After the first month, child is awake and active for reasonable time duration, thus one can plan, activities for him/her. For example, at the age of three months child starts tracing sounds, so, a, simple activity such as making sound with spoon and bowl is also stimulating. Hanging play materials, in their line of vision helps in developing sensory skills related to sight. A five month old is interested, in kicking and other large motor activities—providing toys near her feet, for example, promotes, motor development. Around six months of age, caregiver should provide opportunities to squeeze,, pickup, press and hold things to promote fine motor development of children., , 74

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Suggestive stimulation activities for birth to 6-months-olds, Physical and Motor, Hold a brightly coloured object 8 -10”, away from child’s face, and move the object, slowly from one side to, the other., , Language, Shake a rattle on, one side of the, child’s head, and, then on the other, side., , Cognitive, Place bright toys, near the child., , Socio-emotional, Hold, rock and sing to the, young baby., , Stroking and tickling the, Provide soft toys,, child., for example a, stuffed toy made, Play different kinds with a clean sock to, Have eye to eye contact, hold and feel., of music on in an, Tie an object that, and smile to the baby., makes a sound, on one audio visual equipTouch different, side of the child’s bed. ment., Bathe and feed the baby in, body parts and, a fun way, while interacting, Encourage bodily, As the child grows name them., with the baby., movements like rolling older, hold the child, Hang big pictures of, in your arms, talk, over/moving forward, people and animals While the baby is nursing,, and kicking, by strate- in a soft voice and, message his/her fingers and, gically placing a sound take him/her to dif- on the wall at the, hands., child’s eye level., ferent places., toy in the direction, you want the child to, Give toys that they Let the child exmove., can move and make plore by touching,, grasping, shaking,, Do baby aerobics and noise., sucking etc., exercises., Keep talking to the, child each time you, are around even if, you are not holding, him/her., Tips for caregivers, •, , During the first six months most stimulation activities need to be carried out while the child is, lying on his back in the bed or holding the baby in prone position in the lap., , •, , Infants sleep almost 18 hours in a day. Guard against too much/too little stimulation during the, time he/she is awake., , •, , Rhymes should be in simple words and should relate to the child’s world., , Six months to one-year-olds, During this time a child starts crawling. The child’s needs for exploration must be catered to by, providing experiences with riding and string toys, rolling and chasing balls, tossing bean bags, etc., Lullabies and songs should form a part of the daily routine. Story telling should begin at this stage, to promote language., , 75

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Suggestive stimulation activities for 6 months to 1-year-olds, Physical and Motor, Have a clean place for, to crawl. Put bright, toys around so that, the child tries to reach, out or move towards, them., , Language, Point to things, around, describe, and name them., Sing simple action, rhymes on body, parts in a soft voice, and also touch the, specific body parts, as they are named, in the rhyme., , Cognitive, , Socio-emotional, , Take a toy and hide it, in, front of the child, under, a cloth, in your palms,, behind you. Encourage, the child to look for it., , Allow the child to be, handled by other adults, around., Message the baby, it, releases body tensions, and helps in bonding, with the caregiver., , Allow the child to feel, different textures – waDo stretching and, ter, dough, big beads,, bending exercises, paper, cloth soft toys etc Make picture books, with the child’s phoFill a water tub with, Take the child outdoors tographs and create, squeeze toys, sponges,, Hold big pictures of and show different ani- stories about the child., and washcloths. Let, food or toys familiar mals, birds and vehicles, the child squeeze, Play finger games/, to the child. Name in the surrounding,, them., tickle games., and talk about the, imitate their sounds., pictures allowing, Wrap various objects, Show different coloured Encourage the child to, in paper. Let the child the child to touch, do things for himself/, the pictures., flowers and help the, unwrap these., herself, for example, child smell them., sipping, eating, and, Fill several conCut out two opposite, sitting., tainers with difConduct peek-a-boosides of large cardferent materials, games with scarves,, board boxes. Let the, like grains, bells,, blankets, towels, etc., baby crawl and walk, marbles etc. Let the, through these., child shake them., Read aloud from, books with colourful pictures., Tips for the caregiver, •, , Provide suitable apparatus, furniture items, etc. to enable the child to grasp, pull, push, hold, and crawl, hold and stand, start walking using support., , •, , Interact in a playful manner and reinforce the child’s efforts by describing and praising the, child’s behavior., , •, , Allow time for independent play with toys as the child is watched over., , •, , Using a variety of methods enhances well-rounded learning., , 1- to 3- year-olds, One year olds are able to stand up and are beginning to walk. By two years, a child is mobile and, experimenting all kinds of gross movements both with legs and hands. During the period of two, to three years of age, they grow in physical independence in a major way. A leap is witnessed in a, child’s ability to communication and a tremendous increase in vocabulary and its usage. In personal76

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social domain too, a child moves from a comparative passive ‘receiving’ role to an active assertive, interaction pattern. A child’s curiosity leads to development of her/his understanding of all that is,, and that happens around., Suggestive stimulation activities for 1- to 3-year-olds, Physical and Motor, , Language, , Keep a rope in the, middle of a room,, help the child walk up, to the rope and cross, over it. Increase the, height of the rope, from the floor as the, child grows in ability, and confidence., , Picture reading. Point, to things in a picture,, describe and name, them, , Take the child outdoors and focus his, /her attention to, sounds she/he can, hear. Identify these, Roll a ball to the child. sounds and imitate, Encourage the child to them., roll the ball back to the, caregiver. Also encour- Sing songs and, age catching, throwrhymes. Create their, ing and kicking the ball new versions of songs, and passing it through with the child., a tunnel., Read story books to, Most toddlers are, the child. Tell children, learning how to walk, to repeat stories to, and run. Go for lots, encourage sequential, of walks. You can also thinking., conduct theme based, walks such as finding, Encourage children to, blue colour things., tell their own stories, using various aids like, Organize activities for puppet, flannel board,, walking backwards,, masks., jumping over a rope,, climbing, sliding, running, drawing wheeled Do drama and role, toys with strings, etc. play with children., , Cognitive, , Socio-emotional, , Fill big buckets with, water. Provide containers of different, sizes, plastic bottles,, and sponges and let, them explore., , Set up a pretend play, area in your room with, dollhouse and other, housekeeping props., , Take the child on a, walk, encouraging, collection of things, they like. Back in the, room, help the child, sort them into groups., For example, all leaves, in one box, all stones, in one, all twigs in one, etc., , Attend to child when, hurt, hungry etc., , Do informal talk using, a puppet. Hold a glove, Play treasure hunts on puppet of any familiar, animal or of a boy/ girl, a variety of themes., and interact with the, Play guessing of secret child., items by peeking a, little bit and play other Do role play for habit, formation., memory games., , Provide fit together, single piece fix-in, puzzles with a knob. 2, pieces and 3 -4 piece, puzzles may be introduced gradually., , Praise and encourage, the child for her/his, work., Give small responsibilities to the child,, for example bringing, plates, laying table, etc., , Tips for the caregiver, •, , The content of the puzzles, pictures and the story should be related to objects, events and, people familiar to the child, so that he inter-relates the pictures and daily experiences., , •, , Talk in short simple sentences., , •, , Activities like sand play, water play and manipulating small articles like buttons, stones, etc., should be used to foster fine motor development., 77

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ANNEXURE D: How young children learn, The brains of young children are wired in such a way that they are motivated to actively explore, the world and learn from it. There are four important ways in which young children learn. They are:, through concrete experiences, through play, from the daily routines and in the context of nurturing, relationships., Young children learn through concrete experiences, Children who are 3 years of age tend to be concrete thinkers. They have difficulty remembering, events and processing abstract concepts. Therefore, if we want children to learn and understand, concepts, we should create opportunities to provide them hands on experience with materials to, see how things work and construct knowledge. As they grow older they begin to engage in symbolic, thinking which helps them to deal with abstract ideas., Young children learn through play,  By 3-4 year old children begin to carry out more associative play i.e. they play with other, children and are able to share to a limited extent.,  By four and a half to six years of age, the child gets involved more and more in cooperative play, i.e. plays in group situations in which there is common goal., Play helps to promote development in all domains:,  Develop physical skills- Gross motor skills are developed as a child learns to reach, grasp, crawl,, run, climb and balance. Fine motor skills are developed as children handle small toys.,  Develop cognitive concepts- Children learn to solve problems through play. As they explore, the world around them, they learn colors, numbers, size and shapes. They learn to compare, and analyze, which helps to develop scientific thinking. Play gives them an opportunity to, enhance their memory skills as well as their attention span. Children engage in higher levels, of cognitive processes as they engage in dramatic play, which involves symbolic thinking and, deferred imitation. They often act out challenging situations and try to resolve them through, play e.g. pretending to be a doctor or teacher.,  Develop language skills- Children develop language and literacy skills as they listen to others, and discuss their roles and responsibilities in dramatic play. It also helps them to practice turn, taking which is an important skill in communication.,  Develop social skills- During play they are required to cooperate, negotiate, take turns and, play by the rules, these are important skills for socialization. They begin to develop rules for, different types of games, and negotiate them. These experiences help them to understand the, various rules as well as social roles in the real life., Young children learn in the context of relationships, The early relationships that young children experience, teach them who they are and what they, can expect from the world around them. Safe and trustworthy relationships help to promote brain, development. Young children learn to behave in appropriate ways, to a large extent, by observing or, imitating others around them. They learn language through imitating and interacting with others., It is essential for the teacher to develop a relationship with each child in her class and make them, feel special. The quality and stability of early relationships lay the foundation for a wide range of, developmental outcomes like:,  self-confidence, 78

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 motivation to learn,  achievement in school and later in life,  the ability to control ag­gressive impulses,  resolve conflicts in non­-violent ways,  knowing the difference between right and wrong,  having the capacity to develop and sustain casual friendships and intimate re­lationships, Young children learn through activities in the daily routine,  Daily routines help children to apply the knowledge they have acquired in the classrooms to, real life situations.,  Daily routines help children to make sense of their world. This involves understanding how, their worlds are organized – e.g. after waking up, they get dressed, brush their teeth and then, have breakfast. As they come into contact with more people they begin to learn patterns and, routines for social interaction.,  Greetings, good-byes, and chatting with others are examples of routine interactions that teach, social skills., These interactions are also opportunities to help the children to develop language skills. Thus, routines provide the two key ingredients for learning: relationships and repetition., , 79

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84, , Annexure F : Four posters on management strategies for children with disabilities

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ANNEXURE G: Strategies for inclusion of children with disabilities, • All children including children with disabilities have right to education and should be given, equal development opportunities., , •, , IECE is when ALL children, irrespective of their gender, caste, ethnicity and disability learn and, study together in one classroom and in the same centre., , •, , AWW in the inclusive AnganwadiCentre embraces all children as ‘her’ children and the, responsibility of learning of each child as ‘her’ responsibility., , •, , For this, the AWW/supervisor may need to bring about changes in room/building, furniture,, equipment, teaching method, attitudes, worksheets etc., Children with disabilities must attend the Anganwadi Centre and participate in all the activities, of the AWC, equally with other children. All children, including children with disabilities, must be, provided opportunities to explore different mediums, toys and materials like sand, plasticine,, colours, crayons, paint brushes, saw dust, blocks, beads, books etc., While preparing for IECE, the AWW and Supervisor should:, •, , Be ready to accept diversity and differences, , •, , Have knowledge about childhood disabilities, , •, , Be ready to adapt her teaching aids/method, worksheets/activities and bring slight, modifications in teaching and classroom arrangement to help ALL children in her class to learn., , •, , Be innovative. Ask yourself ‘How Can I vary this activity for that child?’ Innovate so that the, child learns and responds., , *Managing a child with Physical and Locomotor Challenge: General principles, Restriction areas: small muscles-grasping, reaching, holding; Large muscles- walking sitting,, standing, balance, stiffness; Positioning., 1. Children with physical disability are likely to have normal intelligence and would benefitfrom, ECE/school experience., 2. Admit in Anganwadi/local school. The child with physical disability may need an escort for, going to AW/school from home., 3. Make the child sit in the AWC in such a position so that she can participate in all activities, 4. Accessible and open shelves which stock toys /books/daily needs thingsin AWC helps the child, to take out materials that she needs independently., 5. Ensure proper positioning. This helps the child to remain involved in the environment as he can, now sit up and look around to know what is happening. For a child who cannot sit on own, prop, up using pillows, or use cloth/duppattas to tie with chairs to hold them up Use tyres and logs to, help the child to sit up, 6. Even though the child may have difficulty in movement, try to give opportunities for outdoor, play. He may not play like others, but think of ways to involve partially., 7. Use of adaptive aids to increase opportunities for integration with non-disabled e.g. use of, adaptive feeding equipment while self-feedingMake spaces accessible by providing ramps,, *SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at, Home: A Practical Guide, Engage publications, New Delhi., , 88

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lifts, railings, slopes., 8. They would need to move around independently, for which the child may require wheel chair,, calipers, crutches, sticks or artificial limbs. For this,encourage the parents to get in touch with, District Rehabilitaion centres or hospitals to arrange for assistive devices. Take help of ASHA/, ANM/LHV and tie up with RBSK scheme., 9. Child may need regular physiotherapy/ exercises., *Managing a child with Hearing Impairment: General Principles, Restriction areas: Hearing; speech; communication; social interaction; concentration., 1. Get in touch with audiologist and get hearing aids fitted immediately., 2. Ability to screen out unwanted sounds and selecting the sounds that you want to hear is, important in the hearing process. Children with hearing impairment may have difficulty doing, this. Make the child aware of the sounds in his/her environment., 3. Speak naturally and clearly. Be loud but do not shout. Encourage children to try to listen, attentively., 4. Make sure child is looking at you while you are speaking, so that she can observe, facialexpressions, gestures and lip movements. Make her sit close to you., 5. Encourage the child to play with his peer mates and participate in all activities, 6. Encourage the child to express his/her feelings and emotions., 7. They would have difficulty in participating in activities which are chiefly language based,like, attending story narration in AWC. Use flash cards and pictures as cues while telling stories and, also ensure that the child is sitting close to you., 8. Remember, the sense of hearing of this child has got affected, which in turn comes in the, way of the child acquiring language and communication skills, which in turn affects the child, participation with peers. For example, when playing with peers, the group may find difficult to, explain to her what the group wants, so the child with hearing impairment could have difficulty, in participating in group activities. Help the child to understand. Explain the rules of the game, beforehand., 9. Plan games which are movement based., *Managing a child with Visual Impairment: General Principles, Restriction areas: Mobility; environment learning and concept formation; Self feeding and self, care; Social skill acquisition., 1. As the child cannot see, we need to explain and describe the environment to the child., 2. Give the child objects that he can touch, explore and learn about. For example, even a simple, thing like a flower needs to be touched, smelled and ‘seen’ from the tactile and auditory sense, than the visual one., 3. These children have a tendency to bend their head forward or sideways. Teach them to keep, their head up. When somebody speaks to them, teach them to turn their head towards the, person who is talking to them., *SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at, Home: A Practical Guide, Engage publications, New Delhi., , 89

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4. Provide them with opportunities to learn about their environment.Eg if showing pictures of, fruits in class, the visually impaired child may be given models of frits which she can feel and, understand, or better still, give fresh fruits in hand., 5. Visually impaired child does not realise that there are objects and people around with whom, she can play. Nor does this child reach out for objects, as they don’t exist for her. So, bring, the objects within grasping range. Even when given objects, they may not understand how, to use/manipulate them. Eg., a pull along toy with a string attached to it. She does not know, till ‘shown’ how to use this toy. It is important to remember that no observational learning is, happening for this child., 6. Use large print of alphabets and digits. Give magnifying glass., 7. These children have a normally formed body. They should be trained to move around, independently. Help them to go independently in the anganwadi. For this, keep the space free, of clutter, and don’t change the setting of furniture., 8. Encourage and teach the child to eat his own food and use toilet independently., 9. Visually challenged children can learn to read and write using a special educational equipment, like Braille. Educational opportunities should not be denied to them., *Managing a child with Intellectual Challenge: General Principles, Restriction areas: Cognition; learning; understanding; concept formation; activities of daily, living like-bathing, combing, toileting, self-feeding., 1. Whatever you want the child to do, explain it slowly and in simple language. You may even, need to demonstrate the activity. For example, if you want to teach him to hold a crayon or, a pencil, this should be explained and this seemingly simple activity would need to be broken, down into smaller steps. The child may need a few sittings to be able to hold crayon/pencil, adaptively., , *SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at, Home: A Practical Guide, Engage publications, New Delhi., , 90

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*SOURCE: Chopra, Geeta (2012). Stimulating Development in Young Children with Disabilities at Anganwadi and at, Home: A Practical Guide, Engage publications, New Delhi., , 91

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CONTENTS, Introduction, , 97, , Purpose of Fixed Monthly ECCE Day, , 97, , Suggestive Activities to be organized on Fixed Monthly ECCE Day, , 98, , Who will be involved in the organisation of the Fixed Monthly ECCE Day, , 99, , Issues to be Discussed, , 99, , Role of AWWs, ICDS Supervisors, CDPOs, Member of PRIs etc., , 100, , Supervisory and Monitoring Arrangements for Organisation of, Fixed Monthly ECCE Day, , 101, , Expected Outcomes of Holding Fixed Monthly ECCE Day, , 101, , 96

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