Evaluation of Non-Formal Pre-School Educational Services Provided at Anganwadi Centres (Urban Slums of Jammu City)

Arora, Samridhi; Bharti, Shaveta; Mahajan, Arti

doi:10.1080/09718923.2006.11978381

Cited by 10 publications

(6 citation statements)

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“…Despite program implementation in poorer villages and slums and outreach by Anganwadi workers to homes of the poorest families, services may nevertheless be underutilized by their intended recipients and provided to some families who are better off (Khullar, 1998). The preschool portion of activities has been described as underresourced, with the government providing standardized teaching materials such as charts of animals, alphabet, numbers, etc., but not providing funding for development or replenishment of educational materials (Arora, Bharti, & Mahajan, 2006). Excessive paperwork has been noted at all levels of staffing (Khullar, 1998), with Anganwadi workers in particular required to maintain a variety of records, including attendance records, food and fuel logs, registers with participants' demographic information, and inspection registers with notes from supervisors and others visitors.…”

Section: The Integrated Child Development Scheme In Indiamentioning

confidence: 99%

Childcare: welfare or investment?

Conley

2010

Int J Soc Welfare

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Conley A. Childcare: welfare or investment? Int J Soc Welfare 2010: 19: 173–181 © 2009 The Author, Journal compilation © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. Childcare (also called day care or preschool) has generally served three purposes: to care for children while parents are employed; to provide early childhood education; and to cater to the needs of poor and disadvantaged children. This article proposes that the welfare approach to childcare be augmented by a social investment approach to enhance human and social capital investments among low income families and communities and to contribute to wider social development goals. The Head Start program in the United States and the Integrated Child Development Scheme in India are used to illustrate this argument.

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Section: The Integrated Child Development Scheme In Indiamentioning

confidence: 99%

Childcare: welfare or investment?

Conley

2010

Int J Soc Welfare

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“…These differences could be attributed to the differences in teaching aids, amenities as well as the provision of fewer opportunities to encourage their creativity and intellectual growth [42] in these set ups. Children in preschools on the other hand are equipped with early enrolment, several amenities, aids and activities which stimulate the overall (motor, cognitive, linguistic, social, and creative) development of the child [34]. This difference was supported by the findings of this study wherein the 3-year-old LSE participant who attained the highest score, attended a regular preschool from 1.11 years of age, in contrast to the other children in the subgroup who attended Anganwadi schooling only after 3 years of age.…”

Section: Discussionmentioning

confidence: 99%

Can the socio-economic status of young children influence their language performance? An Indian study

Dadlani¹,

Karuppali²,

Bhat³

et al. 2018

Journal of Indian Association for Child and Adolescent Mental H

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“…Saha (2005) conducted a study on the Influence of School Environment on Cognitive Development of Children with the objective to study the influence of school environment on cognitive development of students and found that the school environment exerted positive influence on cognitive development of children. Arora, et al (2006) conducted the study on Evaluation of Nonformal Pre-school Services provided by Anganwadi Centers (Urban Slums of Jammu City). They found that the non-formal pre-school education was provided to children at centers and workers used two way interaction methods and takes the help of teaching aids for imparting education to the children.…”

Section: Importance Of Audio-visual Aids For Young Childrenmentioning

confidence: 99%

Effect of Audio-Visual Intervention Program on Cognitive Development of the Preschool Children

Roul¹

2013

Sci. Technol. Arts Res. J.

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Article Information Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purpose of the study was to study the effectiveness of the audiovisual intervention program on the cognitive development of preschool children in relation to their socio economic status. The researcher employed experimental method to conduct the study. The sample consisted of 100 students from preschool of Rohini, Delhi. Thus the total study consisted of 100 children of class L.K.G, besides, all (100) parents of the all sampled children covered under the experimental and control groups were included in the sample so as to collect the data related to their SES. The Cognitive Development Test was developed by investigator and Socio Economic Status scale was developed by Rajeev Bhardwaj. The findings of the study were: (i) Audiovisual Intervention Program has also positively affected the overall cognitive development of the preschool children; and (ii) the Audiovisual Intervention Program has not been found to be differently affecting the cognitive development of the preschool children at different SES levels. Hence, in many ways the findings of the present study can be beneficial in strengthening the non-formal preschool education component. It can be useful for the young children, the teachers who handle the young children, teacher training institutions and the policy makers as well.

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Evaluation of Non-Formal Pre-School Educational Services Provided at Anganwadi Centres (Urban Slums of Jammu City)

Cited by 10 publications

References 1 publication

Childcare: welfare or investment?

Childcare: welfare or investment?

Can the socio-economic status of young children influence their language performance? An Indian study

Effect of Audio-Visual Intervention Program on Cognitive Development of the Preschool Children

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