LAYING THE FOUNDATION - GMR

DRAFT FOR COMMENTS 

March 2007 

LAYING THE FOUNDATION 

A Guide to Setting up and Running Preschools 

To Deliver Quality Early Childhood Education 

Based on the Experiences of 

GMR Varalakshmi Foundation and Shodhana Trust 

GMR Varalakshmi Foundation

EARLY CHILDHOOD EDUCATION 

Comments 

The following excert from the Draft National Curriculum 

Framework (2006), provides the context and framework 

for the GMR Varalakshmi Foundation in the area of preschool 

education. 

“The early childhood stage, until the age of 6-8 

years, is the most critical period when the foundations 

are laid for life-long development and 

the realization of full potential; research shows 

that there are ‘critical periods’ at this stage for 

full development of the brain’s potential. The 

formation of later attitudes and values as well as 

the desire to learn are also influenced at this 

stage, while lack of support or neglect can lead 

to negative consequences, sometimes irreversible. 

Early Childhood care and Education 

(ECCE) requires that young children be provided 

care, opportunities and experiences that lead to 

their all-round development — Physical, mental, 

social and emotional, and school readiness. A 

holistic and integrated perspective views the 

health and nutritional needs of children as integrally 

related with their psychosocial/educational 

development. The curriculum framework and 

pedagogy for ECCE must be based on this 

holistic perspective, taking into account the 

various domains of development, the characteristics 

of children at each sub-stage, and their 

learning needs in terms of experiences. 

It is well known that children have a natural 

desire to learn and make sense of the world 

around them. Learning in the early years must 

hence be directed by the child’s interests and 

priorities, and should be contextualized by her 

experiences rather than being structured formally. 

An enabling environment for children 

would be one that is rich in stimulation and 

experiences, that allows children to explore, 

experiment and freely express themselves, and 

one that is embedded in social relations that 

give them a sense of warmth, security and trust. 

Playing, music, rhyming, art and other activities 

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Laying the Foundation

Comments 

using local materials, along with opportunities for 

speaking, listening and expressing themselves, 

and informal interaction are essential components 

of learning at this stage. It is important that 

the language used in early education is one that 

the child is familiar with in the immediate environment, 

while an informal multilingual classroom 

would help children to comfortably adjust 

to the early introduction of a second language 

(English) and the medium of instruction from 

class I onwards. As the children who come 

under the purview of ECCE are a heterogeneous 

group, ranging from infants to pre-schoolers, it is 

important that activities and experiences for 

them are developmentally appropriate. 

Early identification of disabilities assessment 

and the provision of appropriate stimulation 

would go a long way in preventing the aggravation 

of disadvantage on this account. The caution 

would be against pressurizing children into 

the three R’s (reading, writing and arithmetic) 

and the early introduction of formal instruction, 

i.e. against making pre-schools into training 

centres for admission to primary schools. The 

holistic perspective of ECCE and its methodologies 

(all-round and integrated development, 

activity-based learning, listening and speaking a 

language before learning to write it, contextuality 

and continuity between home and school) must 

inform learning experiences of children throughout 

the childhood stage and lead to a smooth 

transition into the elementary school stage.” 

Draft for comments 

2

GOALS OF BALA BADI 

Comments 

1 To contribute to the healthy physical, mental, 

emotional and personal development of the 

children. 

2. To help children develop into caring, creative, 

thinking people, concerned about others and the 

world around them. 

3. To help children develop a positive self image. 

4. To help children develop as confident, 

independent and secure individuals. 

5. To prepare the children to enter school, ready to 

succeed. 

6. To guide the child to develop good personal habits. 

7. To provide medical attention and nutritional 

supplements to help the proper development of 

the child. 

NUMBER OF CHILDREN 

Each Bala Badi shall have 20 – 25 children. At 

any rate the number shall not exceed 25. 

AGE OF CHILDREN 

Children shall be admitted to the Bala Badi after 

completion of 3 years. They may remain there 

till they are admitted to school (usually upto age 

of 5 years). 

ADMISSION 

Volunteers will conduct a survey of children in 

the age group 3 – 5 years in the community. 

Parents of children in this age group who are not 

attending Anganwadi will be motivated to admit 

their children to Bala Badis. 

Preference will be given by the Bala Badis to the 

most disadvantaged children i.e., the poorest of 

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Comments 

the poor, socially disadvantaged children, children 

with only one parent, etc., 

ADMISSION TIME 

Children will normally be admitted in June / July 

of the year, at the start of the term. If there are 

vacancies, children may be admitted during the 

year, as and when they complete 3 years of age. 

ADMISSION PROCEDURE 

Volunteers must sit with the parents and fill out 

the Form (See Appendix 1 ) and keep the same 

on file. Apart from this, the MOU below will also 

be signed. Volunteers will discuss the MOU 

with the parents. After the discussions, the 

parents and volunteer will sign the same. 


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FOR OUR CHILD’S FUTURE 

Comments 

We as parents are interested in the healthy overall 

development of our daughter / son. 

We therefore would like her / him to attend the GMR 

Varalakshmi Foundation Bala Badi. 

We understand that through regularly attending the 

Bala Badi, our child will learn the basics, and a 

strong foundation will be laid for her / his education. 

We will support the efforts of the Bala Badis by 

1. Bringing the child regularly on time to the Bala Badi 

2. Ensuring that he / she comes to the Bala Badi 

neat and clean. 

3. Taking interest in what the child learns in the 

Bala Badi. 

4. Ensuring that the child practices the good habits 

he / she learns at the Bala Badi. 

5. Ensuring that the child is not exposed to bad 

language / violence etc., in the home or neighborhood. 

6. Ensuring that every child goes to school after 

completion of Bala Badi, and continues education 

to the level that she / he desires. 

7. Attending PTA meetings and giving feedback 

and suggestions. 

8. Not sending the child to Bala Badi if she / he is 

sick. 

9. Ensuring that the child has a proper meal before 

coming to the Bala Badi. 

MOTHER FATHER VOLUNTEER 

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Comments 

SELECTION OF INSTRUCTOR 

Where possible, the instructor must be from the 

concern village or community. However, if no 

one comes forward, no one is found suitable, or 

the issue is too political, instructor may be selected 

from a larger area. 

The opening for instructor will be publicized so 

that all potential candidates are aware. Applications 

will be invited from candidates with minimum 

standard 10 th pass. 

All eligible candidates will be given 

a) Written test which checks basic knowledge of 

language, grammar and spellings 

(English+Telugu); basic mathematics, basic 

science and general awareness. 

b) Those getting above 60% (or the top 5-6 

candidates) will appear for a personal interview 

where ability to create a good healthy learning 

work with children and give them care; ability to 

get on with parents and community; innovative 

and enquiring mind; skills in dance, music, arts, 

attention to detail; sense of maturity, 

responsibility; discipline and integrity will be the 

major criteria. 

The interview will be conducted of internal persons 

along with external experts who share the 

approach to ECE. 

Remuneration 

Volunteers if 10 th pass will be paid Rs.800 and 

Rs.900 if 12 th pass in the village situation. However 

this will depend on location and local conditions. 

HELPER 

The helper will be selected from the concerned 

community and will preferably be a widow or 


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lady who has no other means of support. While 

there is no minimum educational qualifications, 

standard 7 is desirable. 

Comments 

Selection will be through interview involving 

internal and external persons. 

The criteria will be to work with and get on with 

children; to get on with parents and community; 

attention to hygiene and cleanliness; discipline; 

integrity; skills and interest in arts and craft. 

Remuneration for Helper 

Helper will be paid Rs.500/- per month (to be 

locally adjusted). 

PRESSURES IN SELECTION 

The candidate who is best suited for the role 

should be selected. While all suggestions are 

welcome with regard to potential candidates, the 

performance in the selection procedures will be 

the only criteria for appointment. 

If undue pressures are brought for selection of a 

candidate and it is not possible to resolve this 

even with community discussions, it is preferable 

to withdraw the BB from that village/slum. 

TIMING OF SELECTION 

Preferably instructor will be selected in April-May, 

so that they may undergo training and orientation 

and be ready to start by late June. 

TRAINING OF BBIS 

A five day training programme is essential before 

a BBI takes up duties. The training will include 

sharing the vision; sharing basics about child 

psychology and working with children and the 

contents of this manual. Also, skills of working 

with children and community. Most important will 

be bringing the attitude to ba a successful BBI. 

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Comments 

The training will involve 3 days of classroom 

sessions (lectures; group and individual activities; 

hands-on; experience sharing etc.) and two 

days of observation classes at Sodhana. 

Every seminar, 3 day refresher programmes will 

be organized. In addition one or two exposure 

visits / participation in external workshops etc. 

will be facilitated. 

(Please see Annexure for sample training schedule) 

TRAINING OF HELPERS 

There will be a two day training for Helpers 

which will shars the vision; basics of working 

with children and communities; their role and 

duties; hygiene and sanitation; and most important 

the right attitude. 

There will be one-day refresher trainings every 

year. 

BBI DUTIES AND RESPONSIBILITIES 

a) To prepare list of all children in the age group of 

3-5 years in the community who are not enrolled 

in Anganwadi 

b) To admit children of 3-5 years in BB 

c) Identify children in the age group of 6-12 years 

and get them enrolled into Govt schools 

d) To form Mothers’ committee of B B including 

with an elected Chairperson to work with them 

towards better education in the community, with 

special stress on girl’s education. 

e) To ensure the smooth and effective functioning 

of the B.B as per this manual 

f) To work in identifying the creativity and innate 

abilities of the children and nurture them 

g) To prepare and innovate no cost/low cost TLM 

h) To attend the two review meetings held by the 

Foundation every month, without fail 

i) To attend training programmes conducted by the 

Foundation periodically 

j) To maintain all records 


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k) To maintain good relations with his/her 

Supervisors and other staff of the Foundation and 

be answerable and accountable 

l) To use every available opportunity to improve her 

communication skills 

m)To conduct PTA meetings periodically 

n) To be aware of each student intimately and 

maintain good relations with the parents 

o) To be punctual to the work and be ready at the 

BB at least 15 min in advance of the timings of 

the BB 

p) To have good relations with the ANM and other 

local health staff and to educate all mothers’ 

committee members about the immunization 

details of their children and to follow up with them 

periodically. 

q) To visit every child’s house at least twice in a 

year. 

r) The BBI is entitled to one CL a month. When he/ 

she has to go on CL the concerned Supervisor 

or the Coordinator must be informed in advance. 

Comments 

BB HELPER DUTIES AND RESPONSIBILITIES 

a) To open the BB centre and clean the room and 

premises before the children start coming 

b) To go homes of children who have not come to 

BB to pick them up and similarly drop them. 

However the parents also have an equal 

responsibility in this. 

c) To keep the children clean and look after their 

hygiene and help the BBI in this regard 

d) To arrange for safe drinking water facility on the 

premises 

e) To attend with love and care to the basic needs 

of the children of the centre 

f) To maintain good relations with the parents and 

ensure regular attendance of the children 

g) To help the BBI in all her chores 

h) To be able to run the centre in absence of the 

BBI 

i) To prepare and serve the food hygienically and 

without loss of nutrition and as per the Menu card 

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Comments 

REVIEW MEETINGS OF BBIs 

Review meetings will be held once in 15 days. 

They will be conducted by concerned supervisor. 

Objectives 

I. To review the performance of BBs 

II. To strengthen the skills and knowledge of the 

BBs 

III. To announce and discuss programmes to be 

taken up in the villages by the Foundation 

IV. To create a platform for sharing of knowledge 

V. To resolve conflicts if any 

VI. To help develop the personality of BBI 

VII. To issue snacks and to disburse honorarium 

VIII. To help B.Bs solve their problems and learn 

from each other 

IX. To help disseminate innovate ideas, TCM etc. 

X. To be a support mechanism 

Scope 

To cover all aspects related to Education, 

Healthcare, Sanitation and Empowerment 

through interactive sessions. General matters 

pertaining to running of BBs, cooperation of the 

parents and elders, and any other matter related 

to BB running will form the scope of the review 

meetings. 

Requirements 

Drawing sheets, sketch pens, water colors, 

thermocol sheets etc for the preparation of TLM. 

Snacks for the BB children is also disbursed 

during review meetings. 

Timings 

9.30 AM to 4.30 PM. 


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TRAININGS TO BBIs (Annual Workshop also) 

Comments 

Objectives 

I. To review the systems, procedures, successes 

and shortcomings 

II. To re-inforce the philosophy and shared inscon 

of ECE 

III. To help develop the skill set of the BBIs 

IV. To introduce new methods of teaching 

V. To develop the communication skills of BBIs 

VI. To develop the talents of BBIs 

VII. To share functions of other NGOs working in 

pre-school education 

MONITORING OF BBs 

Who will monitor and periodicity: The concerned 

Supervisor visits a BB at least once a week. (see 

Annexures) 

What is to be monitored: The following records must 

be checked by the Supervisors and Coordinator – 

1. Personal diary 

2. Student’s profile 

3. Achievement record 

4. Food material issue book 

5. PTA record 

6. Talent bank 

7. Story telling record 

8. Attendance register of students 

9. Attendance register of BBI and Helper 

In addition to records the performance of the 

children is also to be monitored and crosschecked 

with Student’s profile. 

The maintenance of the BB premises, display of 

TLM, Tasting of food material, Personal hygiene 

of the children is also to be routinely checked. 

The supervisor must observe the BBI conducting 

activities and must give feedback. 

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Comments 

HOME VISITS 

BBI must visit the home of every child atleast 

twice a year, in order to build up rapport with the 

family and understand the child better. 

If there are serious problems in the family, BBI 

will bring to supervisor’s notice and efforts need 

to be made to find a solution. 

DRESSING OF THE CHILD 

Before the academic term begins, during the 

admission, the following will be stressed to the 

parents. 

1. The child will be bathed and dressed in clean 

clothes before being sent to Bala Badis. 

2. Child will wear chappals / shoes. 

3. A clean piece of cloth / handkerchief will be pinned 

to the child’s dress. 

4. Child’s nails will be cut once a week. 

5. Child’s hair will be oiled, combed before being 

sent to Bala Badi. 

6. Child will brush his / her teeth. 

In case it is found that some children are not 

following these, parents will be counseled privately. 

No child will be reprimanded publically 

for any of these problems. 

ILLNESS 

In case a child comes to the Bala Badi with 

fever, an infectious condition or in any physical 

discomfort, the parents will be requested to take 

the child back. The parents will be advised to 

take the child to the doctor. In case a child falls 

ill during the course of the day, the child will be 

escorted house at the earliest. In case the 

parents are not home, the child may rest at the 

Bala Badi till it closes. At the end of the day, the 

Instructor will inform the parents of the nature of 

the problem. 


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In case the illness is acute and parents not 

available, they will be informed at their work 

place. 

Comments 

INJURIES 

In case any child is injured during the course of 

the day, appropriate first aid will be given – e.g., 

the wound will be cleaned with water and antiseptic 

; antiseptic cream will be applied ; Band 

Aid will be applied. Parents will be informed of 

how the child got hurt, when they come to collect 

the child. 

If the child loses consciousness, bleeds through 

the nose / mouth / ear, the parents will be immediately 

informed. The volunteer shall also immediately 

inform his / her supervisor, and accompany 

the child and parents to the doctor. 

FIRST AID KIT 

A properly stocked first aid will be available at 

each Bala Badi. (Please see Appendix 2 for 

details of contents). 

It is the duty of the volunteer to check the availability 

and expiry date of the medicines, and 

ensure refilling every month. 

IMMUNIZATION 

The Bala Badi worker will have records of the 

immunizations given to each child, and will 

remind the parents at appropriate time for getting 

the immunizations done. The Bala Badi worker 

will also take the children for Pulse Polio immunization 

whenever the same takes place. 

MEDICAL CHECK-UPS 

Medical check up of all B.B children will be done 

twice a year. One or both parents should be 

present at this time. The format in Appendix – 

will be used to keep a record. Children identified 

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Comments 

suffering with serious problems will be facilitated 

for further care at government hospitals. 

In case of ailments needing short term medication, 

doctor will prescribe and B.B Instructor will 

work with parents to ensure the medication 

course is completed. 

Doctor may use his/her judgement to give Vit A, 

de-worming and iron tablets to all the children. 

Doctor and B.B Instructor will counsel the parents 

individually and collectively for better health, 

based on the results of the medical check up. 

PTA MEETINGS 

PTA meetings shall be conducted once a month 

in the presence of a supervisor. The overall 

progress of the class, as well as special highlights 

of the past month plus plans for the next 

month will be presented. Comments, suggestions 

will be sought from parents in an open 

positive spirit. The atmosphere will be friendly 

and comfortable for the parents. 

A written record of all suggestions will be maintained. 

Feedback on implementation of previous month’s 

suggestions will be given. 

After the general meeting, each child’s parents 

will be briefed individually on their ward’s progress. 

SPACE 

Ideally, the Bala Badi should be situated in an 

open plot of land, with a building following Plan 

A. The dimensions of the plot should be 

_________________________ 

and of the building should be __________ 

______________________________________________________________________. 

There should be a small toilet on the plot, as 

shown in the plan. 


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The bare land around the building should be 

smooth, with no stones / wild growth etc., There 

should be no puddling of water, nor any open 

drains in the plot. 

Comments 

However, it is recognized that this may not always 

be possible. As an alternative while efforts 

are on to secure land and building, the Bala 

Badis may be run in a house, provided that the 

house is spacious enough to accommodate the 

children ( at least 

_________________________ ). 

It must have adequate light and ventilation. The 

entrance of the house must be safe and secure. 

The house shall also be safe in that 

(a) there will be no nails etc., projecting from the 

wall at a height which might hurt children. 

(b) No loose electrical connections or plug points 

at child height. 

(c) No obstructions which will cause the child to 

trip and fall. 

When the Bala Badi is situated in a house, the 

volunteer will also identify an open area which is 

safe and clear, and at a reasonable distance 

from the Bala Badi, where children can be taken 

for outdoor games. 

SEATING ARRANGEMENT 

Seating arrangements in the B.B should be 

flexible and should be changed often. Sometimes 

it could be rows, sometimes in a circle, 

sometimes in small groups etc. 

Ideally each child should have her own small mat 

to sit on, which she must spread and put away 

neatly herself. 

Footwear must be taken off and put away neatly 

by children before entering. If there is no space, 

low-cost racks can be provided for arranging 

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Comments 

shoes. If many pairs of slippers are similar, they 

may be marked with initials to avoid confusion and 

children taught to recognize their own footwear. 

CLEANING 

The Bala Badi shall be swept and mopped every 

day by the helper. All play material shall be kept 

clean and dust free. All books, TLM etc., shall 

be put away in appropriate place by the volunteer. 

Each child will put away his / her things and 

help keep the Bala Badi clean. 

THE BB SURROUNDINGS 

BBI and supervisor will need to work with the 

community over time to that the vicinity of the 

BB is clean and that there is no disturbing or 

negative influence. 

PLAY EQUIPMENT 

It is desirable to have play equipment in the BB. 

While care must be taken to see the equipment 

is safe and sturdy, it can be locally made, where 

possible with recycled material – e.g., old tyres 

on trees make great savings. Innovation and 

creativity need to be used. 

WATER 

Water from a clean source will be stored in a pot 

or bucket with a tap. The pot or bucket would be 

cleaned and refilled everyday. 2-3 glasses 

would be available and older children would 

help to fill and give these to all. Glasses would 

be rinsed after every use. 

SANITATION 

Wherever possible, a ventilated improved pit 

latrine would be built in the B.B. premises. 

Where not possible, public toilet would be used. 


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Children would be slowly trained to use the toilet 

during breaks. 

Comments 

Children would be trained to request permission 

to use the toilet during class time and would be 

accompanied by the helper. Hands would be 

washed after toilet use. 

SNACKS 

The idea behind providing a daily snack is to 

provide supplementary nutrition to the children. 

The normal menu followed is : 

Monday : Biscuits and Banana 

Tuesday : Boiled egg 

Wednesday : Dates 

Thursday : Peas and Banana 

Friday : Boiled egg 

Saturday : Rice flakes and Banana 

This may be modified based on local needs. 

IDENTIFYING A FOOD IN-CHARGE 

To procure and distribute all the material a person 

who is well versed with marketing and also 

kitchen management is required. The person 

would identify the quality of material, different 

brands available, rates etc and shortlist the 

shops for procurement. He/she will obtain quotations 

from the suppliers periodically and procure 

food material in such quantities that would make 

the purchase economical and also possible to be 

stored with care so that the food material does 

not become stale. 

STORAGE OF MATERIAL 

The procured material must be stored safely in 

closed metal boxes. It has to be secured against 

the attacks of rodents. It should not be stored for 

long durations to prevent turning stale. Whenever 

new stock arrives, the old stock must be 

shuffled to the top before storing the material. 

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Comments 

DISTRIBUTION OF MATERIAL 

The material is supplied to the BBIs twice-amonth 

during review meetings. For supply, the 

attendance particulars of the children is checked. 

Based on the calculated consumption of children 

present and the possible savings based on the 

absentees, fresh stock is issued for the next 

period. 

MONITORING MECHANISM 

The food in-charge should visit the schools 

periodically to ensure that the stock is stored 

properly and hygienically. He/she must also 

check the prepared food for any smell and taste 

it to ensure it is fit for consumption. Any discrepancy 

in the usage or mismanagement of the 

material must be brought to the notice of the 

concerned Supervisor immediately, who will in 

turn bring it to the notice of the Coordinator for 

necessary action. 

Supervisors and Coordinators also need to make 

surprise checks during the serving of the food to 

the children and taste the cooked material. 

ANNUAL DAY 

Every B B must celebrate an Annual Day, where 

the talents and learnings of children would be 

displayed to the parents and community. The 

parents of the children would help in the organization 

and the whole community would be invited. 

Every student must get a chance to come on stage. 

OTHER DAYS 

Children’s Day, Republic Day, Independence Day 

and Gandhi Jayanti will also be marked by appropriate 

events. 

Diwali, Sankranthi, Christmas and Idd will be 

celebrated. 


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PUNISHMENT 

Comments 

No child will ever receive any corporal punishment 

– slapping, pinching etc. No child will be 

abused or taunted or spoken to in unduly harsh 

tone or humiliated. 

HOLIDAYS 

Every location, will before the opening of the B 

B, prepare a list of holidays, vacations etc. this 

will be shared with the parents. 

OTHER INFORMATION 

The BBI must also act as a disseminator of 

information on ICDS and other schemes related 

to mother and child welfare. 

PICNICS & OUTINGS 

Outings should be organized twice a year for 

B.Bs. This should be to be a safe place, relatively 

close to the B.B. 

Parents must be informed in advance and written 

permission taken. One or two parents must 

accompany the group. 

Care should be taken to procure food from a 

hygienic source, and to carry clean drinking 

water. 

Games and activities different from the routine 

must be organized. 

The children should not be allowed to go near 

water or to be too exposed to the sun. Care must 

be taken to return before dark. First aid kit must 

be carried. 

A picnic would be a good opportunity to inculcate 

values like not litterings not destroying vegetation 

etc. 

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Comments 

TLM 

The purpose of TLM in a Bala Badi is to excite 

and stimulate the curiosity of children, help them 

learn and to re-enforce learnings in different 

ways. There should be a variety and abundance 

of TLM available in a Bala Badi, and it 

should be changed frequently, so that the children 

have something new to look at. 

Making TLM 

Each volunteer should try to make new and 

innovative TLM every month. While making TLM, 

the learning objective for the month should be 

kept in view. 

All TLM must be presented for peer review at the 

Review meeting, and suggestions incorporated. 

Only after this it should be put into use. When a 

TLM is felt to be good and useful, the same 

should be shared immediately across Bala 

Badis and adopted. 

Guidelines 

TLM should be “ no-cost” or “ low cost” and 

should use the materials in the environment of 

the child. 

TLM should be safe – it should not have sharp 

edges; should not be so small that it may be 

swallowed; should not have artificial paints etc., 

which will be harmful if the child licks it etc., 

TLM should be kept clean. If washable, it should 

be washed once a fortnight. Otherwise it should 

be dusted and neat. 

TLM should be put away neatly in the trunk after 

its use. 


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TLM should be displayed at the eye level of the child. 

Comments 

Children should be allowed to interact with the 

TLM wherever possible. 

GOOD HABITS 

Emphasis will be laid on the following from the 

day the child enters the Bala Badis. 

1. To take off chappals and keep them neatly. 

2. To clean nose with hanky. 

3. Not to spit. 

4. To wash hands before eating. 

5. To use toilet 

6. To be neat and clean always. 

7. To say “Good Morning “, “Good Evening”. “ Thank 

you”, “ Sorry”, “ Please etc., 

8. To put away toys, TLM etc., in their place after 

use. 

9. To cover nose and mouth with hand kerchief 

while coughing / sneezing. 

SAFE HABITS 

1. Not to touch hot things, electricity wires / 

connections, play with fire. 

2. Not to tease animals. 

3. Not to eat food or drink water from unclean 

sources or unknown fruits etc., 

4. Not to climb unsafe structures. 

5. To be careful while crossing the road. 

6. To keep with guardians in crowded places. 

7. Not to venture into water bodies. 

8. Not to put small objects into nose, mouth or ears. 

9. Not to poke one’s own or anyone else’s eyes / 

ears etc. 

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Comments 

ACTIVITIES 

SONGS/PRAYER 

The children will be taught Jana Gana Mana and 

Vande Mataram. They will sing the national 

anthem at the end of each day. 

They will also say a prayer (see following as 

sample) before the snack. 

READING 

Every Bala Badi shall have a stock of 20 – 30 

simple poem books, story books, word books, 

number books etc., 

Every day, the volunteer shall spend 15 minutes 

reading out from these to the children. All the 

children will sit around the volunteer. Reading 

time will be fixed e.g., every day before the 

lunch break. 

The volunteer will explain, question and discuss 

as he / she reads. He / she will also show the 

pictures in the book as they read. 

Stories / poems etc., can be repeated. Children 

enjoy repetition. 

It is important to ask open ended questions 

related to the story and allow children to think 

and answer. 

JIG SAWS 

Volunteer can take a large piece of cardboard 

(12"x 12" say) and make a hold drawing on it 

and color it. The drawing can be cut neatly in 6 

– 10 pieces like a jigsaw. Put each jigsaw into a 

plastic bag and fasten with a rubber band. 

Have about 10 such puzzles. 

Make up the jigsaws. Assign 2 – 3 children to 

one puzzle. Let them see the picture. Then mix 


22

up the pieces and ask them to re-do it. After 

they finish, they must carefully put away all the 

pieces in the bag and return to the volunteer. 

Comments 

Children can do these puzzles individually or in 

groups every day. 

STORIES/TALES 

Instructor must read out simple, known stores to 

the children everyday. These can be historical, 

mythological, fairy tales, folk stories, stores 

about great people, animals etc., Stories must 

be positive and communicate good values and 

habits. Story reading should be accompanied by 

showing pictures / illustrations. Instructor 

should stop and ask question and discuss points. 

Children can be encouraged to draw scenes 

from the stories, act out the stories etc., 

NATURE STUDIES 

Creating an area inside the centre by gathering 

objects such as leaves, twigs, rocks, tree bark, 

feathers, dried flowers and other interesting 

objects. Going for walks along with guide book/ 

picture book to help the children identify the 

natural objects around them. Looking at trees, 

flowers, and leaves and talking about their 

shape, size and colour and feeling them with 

hand. Talking about how things grow. 

Planting: Growing plants around the Balabadi 

centres (if possible) makes the air healthier and 

helps children to see things grow around them. 

Growing flowers and vegetables from seeds and 

wait for it to grow/flower or have a classroom 

plant that is cared for every day. Expanding the 

learning by doing charts on how many days it 

takes the seed to sprout or how tall the plant is 

everyday. It can be taken cared of by the children 

themselves (Only harmless and non –toxic 

plants and objects to be used). 

23 


Comments 

LEARNING OBJECTIVES 

1. INTRODUCING TELUGU ALPHABETS 

Learning Objective: At the end of one year, the 

child will be able to say the alphabets, identify all 

the Telugu alphabets, and mention several words 

which begin with each letter. 

Some of the activities for this: 

• Flashcards of Telugu alphabets having a letter 

and colourful pictures of object starting with that 

alphabet. 

• Introduction to different words staring with the 

same alphabet. 

• Flash cards showing only pictures of objects. 

Children must then identify the letter that the word 

starts with. 

• Alphabets written with colourful thermocol beads 

/dried tamarind seeds /cereals etc. 

• Rotating disc with Telugu Alphabets and Figures 

drawn on it are supported on a base. A pointer is 

attached at the centre of the disc. When the disc 

is rotated, the children are asked to identify the 

Alphabet or Figure at which the pointer stops. 

• Short Rhymes (4 lines) where there is repetition 

of the same Alphabet in each line, with pictures 

of an object starting with the same alphabet. 

Learning Objective: At the end of the second year, 

the child must be able to write the alphabets. 

Some activities for this: 

• Hard boards cut out in the shape of alphabets in 

which the children can run their fingers through 

and learn to write. 

• Telugu alphabets in large format written on chart. 

Children can fill the same with sand or tamarind 

seeds, etc. 


24

2. INTRODUCING ENGLISH ALPHABETS 

Comments 


child will be able to say the alphabets, identify all 

the English alphabets (both upper case and lower 

case), and mention several words which begin with 

each letter.. Some activities towards this : 

• Different words and pictures with each alphabet. 

Flashcards of English alphabets having pictures 

starting with that alphabet on the reverse side. 

• Alphabet Kites, the head of the kite containing 

the Alphabet written on it and the tail of the kite 

containing 2-3 pictures of objects drawn starting 

with the same alphabet. The kites are provided 

with threads so that the children can fly them. 

• Flash cards showing only pictures (of objects 

from nature or seen around them). After the child 

identifies the picture, he/she is then introduced 

to the alphabet with which the word starts. 

• Alphabets written with colorful thermocol beads / 

dried tamarind seeds /cereals etc. 

• Rotating disc with English Alphabets and Figures 

drawn on it are supported on a base. A pointer is 



Alphabet or Figure at which the pointer stops. 

Learning Objective: At the end of the second 

year, the child will be able to write the English 

alphabets (both upper case and lower case) 

Some activities for this: 

• Hard boards cut out in the shape of alphabets in 

which the children can run their fingers through 

and learn to write. 

• English alphabets in large format written on chart. 

Children can fill the same with sand or tamarind 

seeds, etc. 

( Please note that all the activities mentioned above 

can be used for English, Telugu or any other language. 

The division of activities between English and 

Telugu above is only for convenience) 

25 


Comments 

3. NUMBERS 

Learning Objective: By the end of year one, 

children should be able to count in Telugu ( from 

1 to 50 ) and in English ( from 1 to 20 ). They 

should also recognize the numerals 1 to 20. 

Some activities for this. 

• Numbers can be taught by counting objects 

around the child i.e., the number of leaves on 

the branchlet of a mango tree counting the 

children in the class, the number of chappals, the 

cows in the vicinity . 

• Volunteers may also give a handful of match 

sticks, tamarind seeds etc., for children to count. 

• Figures are drawn showing the number 

embedded in the figures (0-9). For Example: One 

is indicated in Axe, Two is indicated in Duck, Three in 

Jug, Four in Kite, Seven in Glass, Eight in Cat etc. 

• Flash cards may be prepared with the numeral 

written one one side and the number illustrated 

e.g., 3 cows, 4 crows. 

• Picture showing numbers (Like a scenery drawn 

indicating one sun, two trees, one, house, one 

mountain, three birds, four fishes in the pond etc.) 

• Rotating disc with Numbers and Figures drawn 

on it are supported on a base. A pointer is 



Number or Figure at which the pointer stops. 

• Ask children to clap 3 times or jump four times, etc 

Learning Objective : By the end of year two, 

children should be able to count from 1 to 100 in 

telugu, and 1 to 50 in English. The should be 

able to recognize numerals 1 to 50. They should 

be able to write numerals 1 to 20. 

Some activities for this :- 

• TLM showing 1 to 50. 

• Match sticks, seeds etc., for counting upto these 

numbers. 

• Cardboard cut outs with which they can form 

numbers. 


26

4. ME AND THE WORLD AROUND ME 

Comments 


child will: 

• Name, recognize and identify various body parts 

and count them, i.e, one nose, two ears. 

• Recognize and describe common objects around 

him/her, including: 10 plants, 10 animals, 10 birds, 

different types of buildings, means of 

transportation, occupations, colors, shapes, 

materials (e.g., metal, wood, plastic, etc), 

everyday implements and tools, sun, moon, stars. 

• Understand comparisons in terms of height, 

weight, age, hot, cold, soft, hard etc (e.g., taller, 

lighter, etc.) 

• Understand and use: inside, outside, under, over, 

near, far, next to, on, in, behind, in front of. 

• Tell his/her name, name of parents, siblings, 

friends and village. 

• Practice personal grooming: Know and practice 

proper brushing of teeth; oiling and combing of 

hair; washing of hands, feet and face; wearing of 

chappals; use of soap; use of kerchief; use the 

toilet; not spiting. 

• Play cooperatively with other children; exhibit 

sharing and caring 

• Understand and use ‘please’, ‘thank you’, sorry’, 

‘excuse me’. 

Learning Objective: At the end of the second 

year, the child will: 

• Be able to talk about the functions of various body 

parts, e.g., I eat with my mouth; I hear with my 

ears 

• Be able to arrange items according to shape, size 

and colour. 

• Say 3-4 sentences about common objects in the 

environment 

• Sort objects into similar and different 

• Describe similarities and differences 

• Understand and use the concepts: near, far; 

between; around 

27 


Comments • Be able to recognize safe and unsafe practices 

in everyday life and say what is to be done (e.g., 

fire, insects, animals, etc., climbing, crossing 

roads, etc.) 

• Describe why it is important to wash hands, be 

clean, brush teeth, eat different kinds of food, use 

chappals, use toilets, wear clean clothes, etc. 

• Know about growing and nurturing plants. 

• Know that animals suffer pain and must not be 

teased / hurt. 

• Understand and respect the space of others. 

5. SKILLS 

Learning Objectives:At the end of year one, 

child will be able to 

• Make recognizable objects out of clay 

• Colour neatly within boundaries 

• Thread a needle 

• Fill outline drawings with sand / seeds etc., 

• Piece together jigsaw puzzles of 6 – 8 pieces. 

• Arrange nursery blocks 

• Draw with pencil 

• Thread large beads. 

• Plant and grow plants 

Learning Obectives: At the end of year two, 

child will be able to 

• Tie shoe laces 

• Comb hair and wash face and hands 

• Weave on a toy loom 

• Place together jigsaw puzzle of 8 – 12 pieces. 

• Cut shapes out of paper and sticking them 

• Stick inside given shapes. 

• Make objects from clay 

• Painting using large, stubby brushes and smaller, 

finer brushes. Also painting with cotton swabs 

allows them to develop their grip. 

• Threading flowers 

• Making vegetable prints with lady finger, potato, 

etc 

• Take care of the garden including digging and 

weeding 


28

6. LANGUAGE SKILLS 

Comments 

Learning Objective : At the end of year one, child 

will be able to 

• Say, with actions, 6 poems in Telugu and 4 poems 

in English. 

• Answer simple questions about himself / family 

environment. 

• Listen to and understand simple stores in Telugu. 

Learning Objectives: At the end of year two, the 

child will 

• Say, with actions, further 6 poems in Telugu and 

4 in English. 

• Answer simple questions about the village, his/ 

her friends, animals, birds and plants around etc., 

• Listen to and understand simple stories and ask 

questions about the same. 

• Tell 3 – 4 simple stories. 

7. PHYSICAL ACTIVITIES 

Learning Objectives: The children must enjoy 

and indulge in physical activities and must develop 

good motor coordination. At the end of 

year one, they must be able to: 

• Run 

• Hop in place 

• Throw and catch large ball 

• Follow instructions and do simple group 

exercises/drill 

Learning Objectives: At the end of year two, they 

must be able to: 

• Hop about 

• Skip a few times with rope 

• Hit a large ball with a bat 

• Kick a ball in a desired direction 

• Follow instructions and do group exercises/drill 

29 


Comments 

SOME GAMES 

CHAIR GAME 

A big circle is drawn on the floor and children 

are made to stand on it. Smaller circles are 

drawn along the inner circumference of the circle 

and one Alphabet, Numerical or Figure is drawn 

inside each circle. The smaller circles indicate 

the chairs. Children will run along the circle with 

a song or music. The number of circles will be 

one less than the number of children. After the 

song or music stops, the child who misses the 

chair will have to come in the centre and ask the 

rest; one after the other the name of the chair 

belonging to each child. Each child identifies and 

replies accordingly. 

FISH POND GAME 

The picture of a large pond is drawn on one 

chart paper. Another chart paper is cut out in the 

shape of small fishes. On one side of the 

fishshaped pieces are colored and on the reverse 

side English alphabets/Telugu alphabets / 

Numbers /pictures are drawn. Any magnetic 

object (i.e. nail, screw, wire etc.) are attached to 

the fishes so that they get attracted by magnet. 

The fish will be thrown into the pond facing 

upwards (i.e. the side given the look of a fish) 

and the alphabets or numbers will be hidden . A 

long stick with a thread tied at one end and 

containing a magnet is hung from the thread. 

The children will pick up fishes from the pond 

with the help of a magnet tied to a long thread. 

The children have to identify the alphabet written 

on the reverse side of the picked up fish. 

BADGE GAME 

Badges with a single alphabet (Telugu and 

English Alphabets) are distributed to each child. 

All the children will move in a circle with a song 

or music. The teacher will call out an alphabet. 

The child wearing the badge with that alphabet 

will have to identify him/herself, read out the 


30

alphabet and state a word starting with that 

alphabet; and all the other children in the group 

have to repeat the same. 

Comments 

ALPHABETICAL/NUMERICAL SUN 

A sun is drawn on the floor or on a chart paper 

with the rays of the sun indicating English alphabets, 

Telugu alphabets and Numbers. The children 

will have flash cards of English alphabets, 

Telugu alphabets and Numbers with them and 

will move in a circle with song or music. When 

the song or music stops, each child will stand 

along a ray and will identify the alphabet or 

number one at time as asked by the Instructor. 

Each child has also to identify the flash card with 

them and place them on the appropriate ray 

containing the alphabet or number drawn on it. 

COCK GAME 

Children are divided equally in two groups and 

made to stand in two lines at some distance, 

facing each other. A circle is drawn in the middle 

and a ball is kept in the centre of the circle. Flash 

cards of Alphabets, Numbers and Figures are 

tied to the waist of the children. The Instructor 

will call out two flashcards. The children having 

those two flashcards will have to run and pick up 

the ball kept in the centre of the circle. One who 

picks up the ball first will get “One Mark” and 

these two children leave the game. This way the 

game continues until two children are left; among 

them one who pick up the ball first gets “One 

Mark” and the other does not get any point. 

TRAIN GAME 

All the children sit in a circle, one child or a group 

of two or three sitting together waiting at one 

station. Each station has the name of an English 

Alphabet, Telugu Alphabet, Number or Figure. 

One child becomes the engine or the train. The 

Child who becomes the engine/train will have no 

name. The Engine will move along the circle with 

31 


Comments 

song or music. When the song or music stops, 

the engine has to call out the name of the station 

at which the train stops and the child or children 

waiting at that station will have to join the engine 

and run along with the engine. In this way the 

game continues until all the children join the 

engine or board the train. 

DICE GAME 

Six Small 6 faced dices of wood are prepared 

with each face of the dice having an English or 

Telugu Alphabet. The one child have to call a 

number or an alphabet. The dices are thrown. 

For Example: If a child calls number “2” for the 

Alphabet “A”, then if 2A or three 3A comes, 

then the child will say 4 for 2A’s and 6 for 3A’s. 

This way the game continues and the children 

learn to count. 


32

Annexure 1 

BALA BADI ADMISSION FORM 

1) Name of the Student : 

2) Name of the Mother : 

3) Name of Father : 

4) Date of Birth and Age as on 1 st July of ongoing year : 

5) Girl / Boy : 

6) Caste : 

7) Address : 

8) Student Health status : 

a) Height : 

b) weight : 

9) Family Details (e.g. Occupation of parents, number of siblings, family income ) : 

33 


Annexure 2 

FIRST AID KIT 

1) Paracetamol - 60 ml - 2 Bottles 

(Cadpar Syrup) 

2) Wokadine -100 ml - 1 Bottle 

(Iodine) 

3) Gentamicin -5 ml - 1 Bottle 

(Eye/Ear drops) 

4) Hydrogenperoxide -100 ml - 1 Bootle 

5) Lindane Lotion -100 ml - 1 Bottle 

(Scafoma) 

6) Dettol -100 ml - 1 Bottle 

7) Soframycin -20 grams - 1 Tube 

(Skin cream) 

8) Cotton Roll -1 - 1 

9) Bandage cloth -10cm*3m - 1 Roll 

10) Band Aid -4 strips - 4 


34

RECORDS 

Annexure 3 

1. Visit Book 

2. Food Issue Book 

3. Teacher Attendance Register 

4. Pupil Attendance Register 

5. Personal Diary 

6. Students Profile 

7. P.T.A. Meeting Record 

8. Story Telling Record 

9. Achievement Record 

10. Talent Bank 

35 


RECEIVED 

FOOD ISSUE BOOK 

Annexure 4 

Sl. Date Total Items Received Quantity Signature 

ISSUED 

Sl. 

No. 

Date 

Items Issued Quantity No. of Students Balance Signature 


36

Annexure 5 

TEACHERS ATTENDANCE REGISTER 

Name of the school : 

Name of the Village : 

Name of the Teacher : Name of the Helper: 

Designation : Designation : 

STUDENTS ATTENDANCE REGISTER 

Month : No. of Days : Class : 

Year : Avg. Attendance : Section : 

No. of days present : 

Girls / boys : 

37 


PERSONAL DIARY 

Annexure 6 

Date Morning Afternoon 

BRIDGE COURSE DURATION 

Date 

Morning 


38

STUDENTS PROFILE 

Annexure 7 

Name of the Student : 

Fathers Name : Education : 

Mothers Name : Education : 

Family Financial Status : 

Student Special Talents : 

Students Health Status : 

STUDENT WEIGHT 

June/July August/September October/November 

December/January February/March April/May 

Month : 

Read Write Identify 

Action Songs : ________________________________________________ 

39 


P.T.A. MEETING RECORD 

Annexure 8 

Date : 

No. of Members Attended : 

Points discussed Decisions Taken Parents View 

Signatures of the 

Attended 

STORY TELLING RECORD 

Sl. No. 

Date 

Name of the Story 

VISIT RECORD 


40

ACHIEVEMENT RECORD 

Annexure 9 

Drop-outs : Community Mobilization : 

S.H.G. : Training : 

T.L.M. : Commencing : 

Sl. No. 

Date 

Points 

41 


Annexure 10 

FINANCIAL STATUS 

Group – A - Landlord (Upper Class) 

Group – B - Employee (Middle Class) 

Group – C - Worker (Lower middle Class) 

Group – D - Farmer (Lower Class) 

Group – E - Labour (Below the poverty line) 


42

SAMPLE TRAINING PROGRAMME 

Annexure 11 

DAY 1 

9.30 – 9.45 : Ice Breakers 

9.45 – 10.15 : GMRVF Initiatives 

10.15 – 10.30 : Tea 

10.30 – 11.00 : Why Bala Badis and objectives (Presentation) 

11.00 – 12.15 : Principles which should guide B Bs (Small group work, 

presentation and Sum up) 

12.15 – 01.15 : Hands-on experience of activity–based teaching methods 

01.15 – 02.15 : Lunch 

02.15 – 03.15 : Qualities of a BBI (Group work and presentation) 

03.15 – 03.45 : Rating myself on the qualities :- 

One is to one discussion with supervisors 

03.45 – 04.00 : Tea Break 

04.00 – 05.00 : Interactions with parents and community: Presentation 

and Discussions 

05.00 – 06.30 : B B Songs, dances etc. Practice Session 

DAY 2 

9.30 – 9.45 : Recap 

9.45 – 11.00 : Understanding children of ages 3-5 

(Expert resource person) 

11.00 – 11.15 : Tea Break 

11.15 – 12.15 : Hands on experience of activity-based learning 

12.15 – 01.15 : Making and using TLM: Hands on session 

01.15 – 02.15 : Lunch 

02.15 – 03.00 : Health, hygiene and safety (Doctor) 

03.00 – 03.30 : Interaction with parents and community: Disussions 

03.30 – 03.45 : Tea 

03.45 – 04.45 : What makes children succeed, what makes children fail 

(Expert Resource person) 

04.45 – 05.30 : Duties of BBI and Helper: Presentation, Discussions 

05.30 – 07.00 : Making TLM: Hands-on Session 

DAY 3 

9.30 – 9.45 : Recap 

9.45 – 10.45 : Monitoring and record maintenance: Presentation and 

Discussions 

10.45 – 11.00 : Tea 

11.00 – 12.00 : Hands on experience of activity-based learning 

43 


12.00 – 01.15 : Problems and how to solve them 

(Sharing by Veteran BBIs) 

01.15 – 02.15 : Lunch 

02.15 – 02.45 : Review meetings – What, when: Presentation 

02.45 – 03.30 : Snacks and the food distribution systems: Presentation 

03.30 – 03.45 : Tea 

03.45 – 05.00 : Other duties of BBI (e.g. Literacy, engaging 

school children) 

05.00 – 06.30 : BB songs, dances: Practice Session 

DAY 4-5 

At Sodhana B B 


44

STUDENTS PROFILE 

Annexure 12 

Sl. 

No. 

Name of the Student Age Height Weight FinancialStatus Health Status Page No. 

45 


TALENT BANK RECORD 

Annexure 13 

Sl. 

No. 

Name of the Student Mother/Father/Guardian’s Name Family FinancialStatus Family Details Student Special Talent 


46

GMR VARALAKSHMI FOUNDATION 

COMMUNITY SERVICE WING - RAJAM 

BALABADI STUDENTS SURVEY SHEET 

Annexure 14 

Name of the Village : _______________________________________ Mandal : 

District : Srikakulam 

Sl. 

No. 

Name of the Student Boy Girl Age 3-5 years Father’s Name Mother’s Name Joined in Anganwadi Remarks 

Yes 

No 

47

LAYING THE FOUNDATION - GMR

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