let us know icds of india

7/28/2019 Let Us Know ICDS of India

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INTEGRATED CHILD

DEVELOPMENT SERVICES

in India, provide the 0 to 6

years young children with anintegrated service of

supplementary nutrition,

healthcare &

preschool education.


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Reference: Fronline, April 23, 2010, pp 4-9, 24-26

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ICDSNutrition component initiated

for drought-prone, in 1975

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Launched on 2nd October 1975 in

33 Community Development Blocks,

ICDS today represents one of the worlds

largest programmes for early childhooddevelopment. ICDS is the foremost symbolofIndias commitment to her childrenIndias response to the challenge of

providing pre- school education on onehand and breaking the vicious cycle ofmalnutrition, morbidity, reduced learningcapacity and mortality, on the other.


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Children are the first call on human resource

development (HRD) because young children are

the most vulnerable and the foundation for lifelong

learning and human development is laid in these

crucial early years. Investment in HRD is a pre-

requisite for economic development of any nation.

The first six years constitutes the most crucial period

in life, when the foundations are laid for cognitive,

social, and emotional, physical/motor development

and cumulative lifelong learning.


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Child survival, growth and

development, has to be looked at as

a holistic approach, as one cannot

be achieved without the others.

There have to be balanced linkages

between education, health and

nutrition for proper development of

a child.


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ICDS is an inter-sector programme which

seeks to directly reach out to children,

below six years, especially from vulnerableand remote areas and give them a head-

start by providing an integrated programme

of early childhood education, health andnutrition. No programme on Early

Childhood Care and Education can succeed

unless mothers are also brought within itambit as it is in the lap of the mother that

human beings learn the first lessons in life.


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Integrated Child Development Services

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ICDS Scheme made universal with 14 lakh

Anganwadi centers approved

Delhi , August 6, 2010

The ICDS Scheme is a Centrally Sponsored Scheme

implemented by the States/UTs on a sharing

pattern of 90:10 for all components including

Supplementary Nutrition Programme [SNP] for

North East and 50:50 for SNP and 90:10 for all other

components for all States other than North East. 8


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The Scheme offers a package of six services viz.

1. supplementary nutrition,

2. pre-school non-formal education,

3. nutrition & health education,

4. immunization,

5. health check-up and

6. referral services.

The latter 3 services are provided through the Public

Health Infrastructure and system of the Ministry of

Health & Family Welfare.


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Union Minister for Women and Child

Development, Smt. Krishna Tirath

This information was given by Smt. Krishna

Tirath, Minister of State for Women and Child

Development (Independent Charge) in a written

reply to a question in the Lok Sabha. The Minister further said that

currently, the Scheme is being implemented

through a network of 11.83 lakh operational

Anganwadi Centres (AWCs), against 13.67 lakhsanctioned AWCs as on 31.5.2010, across the

country. 10


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The Scheme envisages involvement of Voluntary

Organizations, Central Social Welfare Boards, Local

bodies, Panchayati Raj Institutions etc. whereverthey are functional, to be actively involved in this

Programme for implementation, soliciting

community support etc.

The State Governments can, within the overallframework of the ICDS entrust the whole or part of

the ICDS projects to a Voluntary Organization for

which grants to them would be provided by the

concerned State/UT administrations.

As per information available, number of NGOs

engaged by States/UT Admns., including the State of

Gujarat for implementation of ICDS, is 66.


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Objectives of the scheme . continued

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Child & mother nutrition: a major challenge

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Nutrition indicators like under weight in pre-

school children, stunting, wasting of these

children, prevalence of low birth weight, anemia

in pregnant women, adolescent girls and children

under three years, poor breast feeding andcomplementary feeding rates pose a major

challenge.

Chronic mal-nutrition among school children as

reflected by stunting and wasting is 45.5 %, and15.5 % respectively as per national Family Health

Survey (NFHS) 2, 1998-99.


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The right to food-paradox in US

The General Comment on the Right to Food says: the

roots of the problem of hunger and malnutrition arenot lack of food but lack of access to available food.

As a recent Institute for Agriculture and Trade Policy

(IATP) report says, The United States is food secure,

but the Government fails to protect its peoples rightto food. The US Department of Agriculture reports

that some 11% of US households (and 18% of US

children) lack access to adequate food at some point

in the year. That statistic represents 12.6 millionpeople. Yet, even after exports, the domestic supply of

food in the US could feed everyone in the country

twice over.


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It is indeed unfair and unjust that so many

millions of children should suffer and die

from under-nutrition especially when the

economic performance of the country hasbeen impressive for close to two decades

now. Particularly disconcerting has been the

extremely slow pace of improvement in the

nutritional status of children.


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What then are the actions needed to ensure

the eradication of child under-nutrition ?

Several expert groups have offered valuable

suggestions on how best to tackle the

problem of child under-nutrition. These

suggestions fall broadly into three clusters;

technical, programmatic requirements, and

institutional arrangements.


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Technical Interventions

There is overwhelming evidence to suggest that

tackling child under-nutrition requires a life cycle

approach, which implies that different interventions

are needed at different stages in the life of a woman

(during adolescence and pre-pregnancy and after the

birth of the child) and of a child (immediately at

birth, up to six months, 6-23 months and 24-59

months). 41


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Five critical technical Interventions

1. Improve breast feeding practices in the first six months of

the infants birth _ by early initiation and colostrum feeding;feed only breast milk for first six months.

2. Complementary foods [rich in energy, protein,

micronutrients and minerals] after 6 month with breast

feeding up to 2 years.

3. Control micronutrient deficiency & anaemia in the first years

of life; Vitamin A supplement, deworming, ORS when

affected by diarrhea,

4. Control deficiencies in young women,

5. Provide quality care for children with severe under-nutritionunder appropriate medical supervision.

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Programmatic Requirements:

1. Situation Analysis

2. Linkages with other sectors

3. Political commitment and partnership

4. Capacity Building

5. Communication & Community

6. Corporate Social Responsibility7. Resources

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Institutional Arrangements

Implementing ICDS in a mission mode; pilot a

two anganwadi -worker model in the ICDS;

ensuring better coordination between health &

nutrition interventions.

Coordinate between Ministry of Women & ChildDevelopment and Ministry of Health & Family

welfare.

To overcome malnutrition, Institutional

structures for public policy and coordinated

action in nutrition may be established.44


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Institutional Arrangements

At Panchayat, Nagar palika, and local body levels

a Council for freedom from Hunger may be

activated.

Womens nutrition during reproductive age, and

child nutrition during first two years are to be

provided with community food security systems.

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general guidelines: childs needs

Children of all ages need affection and attention,opportunities for physical and mental growth,

and a healthy, safe environment. However,

children's needs will vary based on their age and

developmental stage.

The following are some general guidelines for

different age groups.

Since you know your child's personality andpreferences the best, develop some questions of

your own. 46

B b ' N d (0 18 th )


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Baby's Needs (0 - 18 months)

Nurturing and love.

Adequate individual attention from a familiar

and consistent caregiver.

Routines that can be adapted to your baby's

needs Opportunity for exploration and learning

(activities so that babies aren't left alone in cribs

for long periods of time).

Clean environment (i.e. diapering and eating

areas are separate).

Safe environment, including "baby safe" toys.47


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Ask:

How would you manage a child who cried

continuously?

At what age do you think discipline should

begin?

What kind of discipline would you use with

children the age of my child?

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Young Children's Needs (18 months - 5 years)

Adequate adult guidance. Activities to stimulate creativity and build

self-esteem.

Routines that build a sense of security. Other children to play with.

Safe, clean, pleasant environment indoors

and outdoors.

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Ask: What kinds of meals do

you provide?

What activities do youprovide for children this

age? How do you handle toilet

training?

What do you do if a child isangry and behavingaggressively?

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Older children (school children ages 5 - 11)

Age appropriate learningopportunities during vacations and

after school.

Other children of the same age.

Adequate adult leadership and

oversight. Space enough for active sports

and games.51


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Understanding fatherhood

What is needed is anunderstanding offatherhood that is centredon who men really are,what aspirations they haveas fathers, and their own

potential to changethemselves. He must alsoacknowledge and respondto realities such associoeconomic factors, thebalance between home-life

and work, and culturalnorms, all of which impacton men as they strive to begood fathers.

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ROLES PARENTS PLAY


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ROLES PARENTS PLAY

Three indicators which are consistently used to measure

peoples success in later life are:

moving up in society;

fulfilment of potential; and

capacity to form and maintain rewarding relationships.

Parents own success in these terms provides role models

and examples for their children, and can therefore be an

important success factor for their children.

Available evidence suggests that the more men and women

cooperate economically, the more equally they tend to

divide childcare responsibilities. Whether or not the father

lives with his children, the quality of his relationship with

their mother is also influential.

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Food _ Availability, Access and Absorption

Food availability is assured when enough

of it is produced or imported and at an

affordable price it is available locally.

Food access is assured when we can buy,

prepare and consume food to avail a

nutritious diet.

Food absorption is assured when we have

normal physical and mental health and are

able to maintain it with our diet.58


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FOOD AND NUTRITION SECURITY-1

Initiatives to improve the nutritional status of thepopulation during the last five decades include:

Increasing food production and building buffer

stocks.

Improving food distribution and building up thepublic distribution system [PDS]

Improving household food security through:

improving purchasing power, food for work programmes and

direct or indirect food subsidy.59


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Pre primary Education


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Pre-primary Education

Pre-primary Education is

offered to children inboth urban and rural

areas.

In urban areas, wheresufficient children are

available within a

reasonable radius,separate Nursery Schools

or departments are

provided. (continued)

P i Ed ti


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Pre-primary Education

Otherwise nursery classes are attached to Junior

Basic or Primary Schools. In addition to that Pre-Primary education is

provided free of cost.

Thus, the main object of Pre-primary Education is

to give young children social experience rather thanformal instruction.

It has an essential part to play in every schoolSystem, though Pre-primary education in India is

not a fundamental right and thus a very lowpercentage of children receive preschooleducational facilities.


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In the formal education system, Pre-primary

Education is considered to be an integral part

of regular schools.

Therefore, all pre -primary instruction is

attached to Junior Basic or Primary Schools.

The pre primary education is termed as

`Nursery`.


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Pre primary education also extends to

Kindergartens,

crches and

Montessori schools.

In these sections of schools, these special

educational facilities are made available to the

children below the compulsory age of six.

The main objective of pre-primary education is


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The main objective of pre-primary education is

to present an environment to children to

develop a healthy mind through

constructive activities and

informal learning experiences.

This environment also prepares children for

a later day primary education by

enabling them to adjust to the surroundings

outside their home.


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Pre-primary education helps develop

the physical and mental development of

the children,

promote their emotional and

educational development, and

smoothen their socialization (social

development) process.


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Actually, in pre-primary education importance is

not to be given to any kind of formal teaching orlearning, and attention is to be given to the

psychological development of the children.

The activities of pre-school are to be designed as

per the interest and the need of the children. So, it

is ideal not to have a permanent syllabus for thepre-school programme.


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Generally, the main activities of pre-schools

are free-play, organized play, story sessions,

music and dance, acting, drawing and

painting, creative work, nature study,

language development, and inculcating a

sense of counting, measurements, andweight.

SOCIALIZATION PROCESSES,


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PRE-PRIMARY EDUCATION,

LANGUAGE DEVELOPMENT MATERIALS

A child who is already a member of a family learns

to become a member of a society through the

process of socialization in which language plays a

very important role. Though it is often quoted that, as far as pre-school

is concerned, "love is the language and play is the

method," love should also be expressed in a

human language, in addition to other parental or

caregivers' loving behavior, including nonverbal

behavior.

SOCIALIZATION PROCESSES PRE-PRIMARY


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SOCIALIZATION PROCESSES, PRE PRIMARY

EDUCATION,

LANGUAGE DEVELOPMENT MATERIALS

The shelter of parental love takes a backseat

in the pre-school environment, and is, kind

of, substituted by an institutional

arrangement of a learning environment in

which teacher and other children come to

play a part.

From a family situation, a child thus beginsto get exposed to the rain and shine of the

community that surrounds it.

Role of mother tongue


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Role of mother tongue

This process of socialization becomes

very natural if it is done in the mother

tongue of the child.

Since language itself is a system of

symbols, when the initial socialization is

done in a non-mother tongue of the

child, language symbolism gets more

complicated and the child begins to feeluneasy.

LANGUAGE DEVELOPMENT


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LANGUAGE DEVELOPMENT

This happens more so, especially when the

language used in the pre-school has no

opportunities of reinforcement outside its

school environment. First generation learners and children from

the families which have very little exposure

or competence in English face this barrier.

The Indian government lays emphasis to primary


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The Indian government lays emphasis to primary

education up to the age of fourteen years

(referred to as Elementary Education in India.)

It has also banned child labour in order to ensurethat the children do not enter unsafe working

conditions.

Both free education and the ban on child labour

are difficult to enforce due to economic disparity

and social conditions. 80% of all recognized

schools at the Elementary Stage are government

run/supported, making it the largest provider ofeducation in the Country.

However due to shortage of resources


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However, due to shortage of resources

and lack of political will, this system

suffers from massive gaps including high pupil

teacher ratios,

shortage of infrastructure and

poor level of teacher training.

Education has also been made free for

children for six to 14 years of age or up

to class VIII under the Right of Childrento Free and Compulsory Education Act

2009.

For more information:


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www.betterworldheroes.com/sen.htm

UN MDG Progress Report 2010


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UN-MDG Progress Report 2010

In India, the per cent age of undernourishedpopulation was reduced from 24 % to 21 %.

Human Development Index of India was 134

in 1984 and it has remained same in 2007.

South Asia has done well in providing

universal primary education, reaching 90%

in 2008.

National Advisory Council in India

submitted a draft of a Food Security Bill to

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