Transforming Anganwadi Centres into Play Schools: Evaluating Preschool Education Outcomes in Sonepat District

Author(s): Dr. Gian Chand

Abstract:

Early childhood is a critical stage of human development in which cognitive, emotional, social and physical foundations are established. In India, early childhood education is primarily delivered through Anganwadi Centres under the Integrated Child Development Services scheme. However, increasing disparity between resource-rich private play schools and resource-constrained Anganwadi Centres raises concerns regarding equity and quality in preschool education. Against this backdrop, the present study examines the feasibility and outcomes of transforming Anganwadi Centres into play schools in Sonepat district, Haryana. The main objective of the study is to assess the current status of Anganwadi Centres as providers of preschool education, analyze socio-demographic characteristics of stakeholders, evaluate availability of teaching-learning materials and infrastructure, identify key challenges and suggest strategies for improving early childhood education outcomes through their transformation into play schools. A descriptive-cum-exploratory research design was adopted to capture both the existing conditions and underlying issues. The study was conducted in four villages of Sonepat district. A total of 160 respondents were selected using purposive and convenient sampling, including parents, Anganwadi Workers, ASHA workers, Sarpanch and Ward Panches. Primary data were collected through structured interview schedules, while secondary data were obtained from government reports, policy documents and relevant literature. Findings reveal that most parents are young and moderately educated, influencing their awareness of preschool education. Anganwadi Workers are largely 10th or 12th pass but possess considerable work experience, contributing to service continuity. Basic TLMs such as charts, posters and stationery are widely available; however, activity-based materials like clay, puzzles and picture books are insufficient. Parents largely perceive educational quality as average, indicating moderate satisfaction. Major challenges include inadequate infrastructure, lack of play equipment, limited hygiene facilities, insufficient nutrition support and gaps in trained staff availability. The study suggests strengthening infrastructure, ensuring availability of diverse learning materials, improving hygiene and nutrition, enhancing staff training and increasing government funding. Community participation and adoption of modern, activity-based teaching methods are also emphasized. The study concluded that Anganwadi Centres have strong potential to function as effective play schools if comprehensive reforms are implemented and transforming them into Play Schools will surely significantly improve preschool education quality and ensure holistic development of children in rural Sonepat.

keywords:
Early Childhood Education, Anganwadi Centres, Play Schools Transformation, Pre-school Education Outcomes, Teaching-Learning Materials, Child Development.

Pages: 62-68     |    26 View     |    3 Download