Evidence on Early Childhood Education (ECE) suggests that children who engage in early and play-based learning activities have better developmental outcomes than those who don’t. The National Early Childhood Care and Education Curriculum Framework in 2013 mandated a ‘play-way’ curriculum in all Anganwadi Centres (AWCs) and preschools. In 2018, the government launched the ‘Transformation of Aspirational Districts’ initiative. One of the components involved capacity building, improving infrastructure, and nurturing a child-centric environment in the AWCs of these districts. The National Education Policy (NEP), 2020, envisions universalising Early Childhood Care and Education through Anganwadis. However, the advent of COVID-19 led to an abrupt halt in ECE services and progress.
AWCs fall under the Integrated Child Development Services (ICDS) Scheme. Preschool education is one of the six services provided in this package. AWCs are expected to provide preschool education through low-cost, locally sourced material that caters to the sociocultural context of mothers, and children below six years. The infrastructure usually consists of an open space and one or two rooms to carry out activities. On the other hand, private preschools usually mimic the formal schooling approach in terms of infrastructure and learning activities.
