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Box 10: The Aanganwadi worker of the ICDS programme
The Anganwadi Worker (AWW) is the fulcrum around whom the entire programme revolves.
Originally conceived of as a part-time worker and social animator, the AWW today is more than
just a nutrition-assistant. She is expected to promote good nutrition practices, monitor the growth
of children and communicate the same to the mothers and the community, advocate for a
preventive approach to child care by propagating timely immunisation, growth monitoring,
supplementary feeding etc. She is expected to have some basic knowledge about common
ailments and diseases so that she can advise the mothers and also alert the Lady Health Visitor
(LHV), Auxiliary Nurse Midwife (ANM) and / or the Medical Officer (MO). She is the link
between women and the health care system of the government. In addition to the above she is
expected to distribute supplementary nutrition, vitamins, iron and folic acid tablets, keep a stock
of some basic over-the-counter drugs for distribution and also motivate mothers to limit family
size. As an animator she is expected to motivate children for enrolment in school and as a preschool
education worker she is expected to initiate some educational activities for children in the
3-6 years age group. The ‘more visible aspect of her role is in making the Anganwadi – literally a
courtyard play centre – nurturing and joyful with play activities attracting and sustaining the
participation of children and families. She strengthens the capacity of caregivers – the mothers,
family and the community – for childcare, by building upon local knowledge and practices. This
creates a nurturing physical and social environment for the child, not only at the Anganwadi
Centre but also in the family and the community.’
Source: DWCD Annual Report, GOI 1995-96
During our visits, children were usually sitting quietly in rows with a slate and chalk in their
hands. In some villages we could not interact with the children because they dispersed soon after
the meal. The attitude of the teacher and the helper also leaves much to be desired – they were
indifferent if not shouting at and scolding the children. Only in Karnataka we witnessed some of
pre-school play activities. Clearly the ICDS programme, as operational in the villages, did not
seem to play a significant role in enhancing the preparedness of children to go to school – unless
of course sitting quietly in rows with slate and chalk can be considered preparation so. Possibly,
the link of the ICDS with primary school as an important input in ECCE needs re-examination.
This is not to question the validity of pre-school education and its contribution to primary
schooling. Existing research tells us that the difference in the percentage of retention between
children with ECE experience and those with direct entry into schools is within the 8.4 per cent–
20.5 per cent range (Kaul, Ramachandran and Upadhayay 1993 quoted in the WB concept note).
Rather, we need to consider new ways in which the pre-school component can be strengthened
and delivered in an effective manner. For instance, where the ICDS centre was located within the
primary school, as noted in Karnataka, the situation was more encouraging.
Educational Resource Unit Page 49 April 2003