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on the associations between health and nutrition on the one hand and education on the other
(Behrman 1996). The research emphasizes the need for child development to be approached in an
integrated manner.
Source: Conceptual Framework, New Concept, 2003
What still remains fuzzy is the less than tangible link between endemic poverty, malnutrition, and
educational attainment/achievements. As reported in the preceding sections on the different stages
of child development, children definitely do not receive adequate nutrition. Even if families have
heard about balanced diet, safe water storing practices and importance of eating vegetables, they
have not paid much heed to them. ICDS has had a demonstrable impact on the incidence of
severe malnutrition in children, although moderate levels of malnutrition and morbidity continue
to severely constrain better life chances for more than half of the child population.
We, researchers (as lay persons), observed children who were active and playful despite looking
thin and malnourished. According to Dr. Ranga Rao (an public health expert associated with this
study) children often use and exhaust the available energy for physical activity and this is often at
the cost of growth and development of mental functions and faculties. The WB in a review of
literature on the issue, further elaborates that: ‘For example, the capacity for processing,
structuring and classifying information, ability to ask and answer appropriate questions, short
term memory, levels of alertness, attention and concentration are some of the capacities which are
crucial for success in school. These are known to be adversely affected by nutritional and health
deficits, which therefore limit the ability of the child to benefit from classroom instruction or later
learning opportunities (Levinger, 1994; Del Rosso and Marek, 1996). Malnutrition, even in its
milder form, can dull motivation and curiosity, reduce child’s exploratory play and interaction
with caregivers and the environment, thus restricting the child's psychosocial development.
Conversely, there is evidence to suggest that children who receive psycho-social stimulation
along with nutritional supplementation tend to benefit more in terms of gain in nutritional status
as compared to those who receive nutritional intervention alone (Martorell, 1997)’ (Conceptual
Framework, New Concept, 2003).
Further, inadequate nutrition manifested in short-term hunger syndrome, impacts on a child’s
ability to learn and retain new concepts. Hence, common complaints by teachers that children
lack the ability to concentrate, exhibit listlessness in the classrooms etc. take on a new urgency.
Several studies, especially those on the Tamil Nadu mid-day meal programme, have stressed the
benefits of a hot and sumptuous meal in school, particularly for children in poverty situations. As
Educational Resource Unit Page 66 April 2003