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concentric domains that span proximal factors like the immediate family and the extra-familial
context of the larger community, social institutions like school, and extent of utilisation of
services and provisions (distal factors) – especially those relating to health and childcare. In the
final analysis, the framework adopts ‘successful primary school completion’ as a proxy indicator
for child development 2 .
The framework identifies certain constant determining factors and developmental milestones
across the stages, namely adequate nutrition and balanced diet, protection from illness and timely
medical care, hygienic living conditions and clean drinking water, safe environment – free from
violence, abuse, bondage, hazardous work, full-time work and trafficking - and above all,
constant love, affection and mental and physical stimulation for all children. Other factors and
milestones are more specific to the particular stages in defining child developmental outcomes.
These vary from an emphasis on maternal health and nutrition during the pre-natal phase, a shift
to quality care and immunisation during the early years of childhood, followed by
institutionalised mental and physical stimulation during pre-school and primary school years that
focus on holistic skills development. Finally, successful primary school completion requires not
only completion of five years of schooling. It also implies the ability to read and write with
comprehension, be an active learner as well as develop self-learning capacity, ability to articulate
/ communicate, and develop positive self-esteem and self-confidence. The strength of the
framework lies in its ability to integrate the physical and psychosocial development of children
with the social, political, and economic dimensions of health, nutrition, and education, view child
development as a continuous and a cumulative process, and finally put forth a holistic
understanding of what is desirable and necessary for developing as well as evaluating a child-
centred social policy.
Table 1: ICD Conceptual Framework
Source: Conceptual Framework, new Concept, 2003
(Following page)
2 A review of existing literature indicates that the vision or developmental task for the Indian child (by age
11) is that s/he should ‘successfully’ complete primary education. By ‘successful’, it is meant that the child
should not only acquire appropriate numeracy and literacy skills but also an active learning capacity, good
health and nutrition, a set of values, positive self image and motivation, coping skills and social
competencies. (National Curriculum 1988; Primary Years 1998) (Page 6 CF, New Concept)
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