Traditional Roots and Emerging Practices: A Study of Anganwadi Curriculum Implementation in Kerala and Tamil Nadu

Abstract

The Anganwadi curriculum, under the Integrated Child Development Services (ICDS) program, is based on well-established values of overall child development and seeks to impact children aged 3-6 years through play and activity-based learning. The effective implementation of the curriculum at the grassroots level is essential for ensuring quality Early Childhood Care and Education (ECCE). With a focus on the perspective of established roots and new developments, the current study proposes a quantitative method to understand the implementation of the Anganwadi curriculum in the states of Kerala and Tamil Nadu. A total of 30 Anganwadi workers in each state were chosen for the study, using the purposive sampling technique. The data was collected using a semi-structured interview and classroom observation schedule, and the data was analyzed using descriptive analysis. The results show that the Anganwadi centers in both states are following the national framework of ECCE and are committed to child-centered and play-based pedagogy. Though some major differences were noticed in the basic principles of curriculum implementation, the emergence of technology-based practices like digital learning materials, mobile applications, and audiovisual materials is more evident in Kerala. In both settings, the Anganwadi workers have been pointing out some common difficulties in terms of workload, infrastructural issues, and time constraints. The need to acknowledge both the continuity of traditional approaches to ECCE and the growing inclusion of new approaches is emphasized. Improving professional support, infrastructure, and technology use can further help in curriculum implementation in Anganwadi centers.