The utilization of Integrated Child Development Services in
Kerala was found to be less than optimum in our previous study
in Njarackal, Eranakulam, Kerala [1]. We conducted a qualitative
study in the same area between March and May, 2018, to determine
the reasons for underutilization of services. The method
consisted of a focus group discussion with 11 mothers with young
children, and in-depth interviews with two anganwadi workers and
a Child development program officer. The recorded interviews
were transcribed, themes were identified and triangulated.
Most mothers and functionaries desired better
physical infrastructure at the anganwadis, where the children
could run around and play. The mothers felt that most anganwadis
had very limited infrastructure, so children had to sit and
sleep in a small room throughout the day. Most mothers were
satisfied with the cleanliness, food and attention given by the
staff at anganwadis. Despite many shortcomings, most mothers
were willing to send their children to the anganwadi. Some
mothers commented "children eat more when they are at
anganwadi than at home."
The main reason for the parents not sending
children beyond 4 years to the anganwadi was absence of English
education. The medium of instruction in anganwadis is Malayalam,
the local language and mother tongue of most children. English
is not taught as part of nonformal education, except for the
alphabet. Most parents conveyed their desire to admit their
children into English medium schools in class I, where a major
eligibility criterion is basic knowledge of English. Those
students who attend pre-school at English-medium kindergartens
have significant advantage over those who attend
Malayalam-medium anganwadis. Hence, parents opined that they
withdraw their children from the anganwadis and send them to
private English medium kindergartens. Some mothers were worried
that "children don’t learn English, computer and Hindi at
anganwadi."
Parents are unlikely to change their
preference for English-medium schools, and the government also
has valid reasons for the language policy [2]. So, there does
not appear to be a clear solution to the demand noted in this
study for more English teaching in anganwadis. As there is a
demand for English education in many parts of India, as is
evident from news reports [3,4], a revision of curriculum of
anganwadis needs to be considered, which may possibly improve
acceptability of anganwadi services [3,4].
1. Francis PT. Utilization of anganwadi in a
rural population of Kerala. Indian Pediatr. 2017;54:65-66.
2. Ministry of Human Resources Development,
Government of India. National Education policy, 2020. Accessed
June 17, 2021. Available from:
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
3. MLAs unite, demand English medium schools
in gram panchayats. Accessed April 21, 2021. Available from:
https://www.newindianexpress.com/states/karnataka/2021/mar/17/mlas-unite-demand-english-medium-schools-in-gram-panchayats-2277591.html
4. Rural India: English medium schools mushrooming across
villages. Accessed April 21, 2021.Available from:
https://economictimes.indiatimes.com/industry/services/education/
rural-india-english-medium-schools-mushrooming-acrossvillages/articleshow/6756667.cms?from=mdr
