bZlhlhbZ lsy] efgyk ,oa cky fodkl ea=kky; ECCE Cell, Ministry of Women and Child Development 1 cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk Planning for Developing Child-Friendly Aanganwadis vf/dkfj;ksa] iz'kkldksa vkSj ;kstukdkjksa ds fy, nLrkost+ Handbook for Officers, Administrators and Planners Printed by Macro Graphics Pvt. Ltd. foU;kl leqnk; The World Bank VINYÃS Society IBRD • IDA | World bank group lHkh ds fy,] gj dgha] United Nations ftEesnkj vkSj u;s us] fopkjus vkSj fiQj ;kstuk esa help understanding this holistically - to think and lekfgr dj dk;kZUof;r djus esa ;g iqfLrdk enn djsxhA ckyk integrate in planing to implement in a region. It will help dh cky&dsafnzr vo/kj.kk dks xgjkbZ ls le>us] mls cky&fodkl in-depth understanding of the child-centred concept dh çfdz;k vkSj f'k'kq&ns[kHkky vkSj f'k{kk ls tksM+us vkSj mls ;kstuk of BaLA (Building as Learning Aid) , linking it with child development and Early Childhood Care and Education dk vfHkUu fgLlk cukus ds rjhdksa dh tkudkjh feysxhA fofHkUu (ECCE) and suggest ideas on how to make it integral fopkjksa] xfrfof/;ksa vkSj 'kkldh; izko/kuksa] ;kstukvksa] vkSj enksa to the plan. This will also help in guiding towards dk vfHklj.k djus esa Hkh ;g iqfLrdk enn djsxhA convergence of different ideas, activities, government provisions, schemes and items. ;g iqfLrdk dsoy izkjafHkd jkLrk Hkj fn[kkus ds fy, gSA ,d This document is only to show the initial path. It has vf/dkjh ;k ;kstukdkj ds :i esa vki Hkh viuh jpukRedrk vkSj been made with this belief and faith that as an Officer dYiuk'khyrk ls blesa cgqr dqN u;k tksM+ ldsaxs] bl fo'okl ds and Planner, you can also add a lot more with your own lkFk bls rS;kj fd;k x;k gSA creativity and imagination. 1 Hkkjr ljdkj MkW- Jhjatu] Hkkjrh; Ikz'kklfud lsok efgyk ,oa cky fodkl ea=kky; la;qDr lfpo 'kkL=kh Hkou] ubZ fnYyh&110 001 Dr. Shreeranjan, IAS Government of India Joint Secretary Ministry of Women & Child Development nwjHkk"k@ Tel: 011-2338 7683 IkQSDl @ Fax: 011-2307 0479 Shastri Bhawan, New Delhi-110 001 E-mail: shreeranjan@nic.in Website: http://www.wcd.nic.in izkDdFku Foreword cky fodkl] ekuo fodkl dh uhao ,oa jk"Vªh; fodkl dh vk/ At the outset the, 'ICDS Mission: The Broad Framework for Implementation' emphasises upon 'the environment for change' kj&f'kyk gSA Hkkjr esa lesfdr cky fodkl lsok,¡ (vkbZ-lh-Mh-,l-) for strengthening and restructuring the present systems and the ;kstuk bldks vk/kjHkwr O;oLFkk iznku djrh gSA processes. This calls for creating a favourable 'eco-system' that is conducive for achieving the objectives of ICDS in a holistic ¶lesfdr cky fodkl lsok,¡ ¸(vkbZ-lh-Mh-,l-) ;kstuk dk fe'ku manner. Resources thus play an integral role in ensuring this vkSj mlds dk;kZUo;u ds fy, O;kid :i&js[kk orZeku iz.kkfy;ksa eco-system. One such resource is infrastructure. The National ,oa lsokvksa ds iquZxBu rFkk leqfpr ,oa ldkjkRed cnyko ds Early Childhood Care and Education (ECCE) Policy and the Broad fy, ekgkSy rS;kj djus ij tksj nsrh gSA cqfu;knh lqfo/k,¡] fo'ks"kdj Framework for Implementation envisions the Aanganwadi Centre (AWC) as a “vibrant child friendly ECD centre” with adequate vk¡xuokM+h Hkou] ,d vuqdwy ifjfLFkfr ,oa cnyko esa lfØ; infrastructure, financial and human resources for ensuring a Hkwfedk vnk djrh gSA vk¡xuokM+h Hkou lesfdr cky fodkl dh continuum of ECCE in a lifecycle approach and attaining child fn'kk esa vk¡py ls vk¡xu vkSj fiQj vk¡xu ls ckÞ; txr ds iM+koksa development outcomes. The vision of “vibrant child friendly ECD ds chp rkjrE; ,oa rknkRE; LFkkfir djrk gSA blds ekè;e ls cky centre” calls for strong interconnection between the goals of the programme, the objectives of the services provided, the quality fodkl ds lHkh vk;keksa dks è;ku esa j[krs gq,] okRlY; iwfjr lqfo/ standards and non-negotiable criteria to achieve quality and how kvksa vkSj leFkZd lsokvksa ds ekè;e ls cPpksa ds lok±xh.k fodkl dks the adaptation of existing built environment or design of new lqfuf'pr fd;k tk ldrk gSA jk"Vªh; izkjafHkd ckY;koLFkk ns[kjs[k infrastructure can help proactively in achieving them through sensitive design of spaces and settings. vkSj f'k{kk uhfr (bZlhlhbZ) uhfr Hkh gekjh bl opuc¼rk dh iqf"V djrh gSA vk¡xuokM+h@cky fodkl Hkou cPpksa ds LokLF;] iks"k.k] This connection is possible when all the stakeholders in the planning, designing and implementation are able to participate euksldkjkRed ,oa lkekftd fodkl dh fn'kk] ikjLifjd Lusg and contribute meaningfully. While the Administrator at State, lEcE/ dks] ,d mQtkZ ,oa mRizsj.kk iznku djrh gSA lHkh ,sls l¡xBu] Division, District or Project will need to explore and understand uker% vk¡xuokM+h] Iys&xzqi] Iys&Ldwy] ulZjh&Ldwy bR;kfn ds uke this connection for guiding the team for good planning and making approvals, the design and execution team of architects ls fofnr dsanz ,d Hkou gh ugha] cPpksa ds [ksydwn] Þkl&ifjÞkl and engineers will need to understand the important role and ,oa mYykl ;qDr] vk¡xu ls izk¡x.k rFkk O;f"V ls lef"V dh ;k=kk responsibility they can play and contribute meaningfully to dks n'kkZrk gSA ,sls dasnz (Hkou) lekt esa ,d lcy O;fDrRo dks develop inclusive and child-friendly spaces that are also sensitive izfriQfyr gksus dh ,d leqfpr ;k=kk ,oa ekxZ iznku djrs gSaA to the needs of adolescent girl and women. Finally, it is important that the Aanganwadi Worker/ ECCE Teachers and Caregivers, vr%] cky&Hkou@vk¡xuokM+h dks ,d vPNs Hkou ds lkFk&lkFk] Program Manager, CDPOs, Supervisor, and others are able mRlkgo/Zd] lfØ;] l`tukRed] ckykuqdwy ifjos'k ds lexz :i to effectively use the facilities created for young children, adolescent girls and women to achieve the objectives. esa fodflr ns[kk tkuk pkfg,A bldh ;kstuk rS;kj djus esa lHkh A Design Framework of innovative design options with the ifjokjksa ,oa lg;ksxh laLFkkvksa dh lgHkkfxrk vko';d gSA concept of BaLA (Building as Learning Aid) for Aanganwadi/ ECCE Centres addresses these issues intrinsically. In this context a comprehensive design framework for Aanganwadis have been blhfy,] ;kstuk vkSj fMt+kbu bl dk;ZØe vkSj blds eq[; mís';ksa developed for different target groups which are (a) Administrators dh lEosnu'khyrk dks dbZ ekè;eksa ls vfHkO;Dr djus dk ,d and Planners (b) Implementing Agencies and (C) Supervisors and lkFkZd volj iznku djrk gSA vr% os lHkh tks cky fodkl ls Aanganwadi Workers/ECCE Teachers. lEcfU/r o la;qDr gS] bu rhu d`fr;ksa tks iz'kkldksa ,oa ;kstuk cukus • Planning for Developing Child Friendly Aanganwadis addresses the needs of Officers, Administrators and Planners. okyksa ds fy,] izfriknu djus okyksa ds fy, ,oa cky fodkl dsanz ls This will help them conceive and create the eco-system tqM+s lHkh lsok iznkrkvksa gsrq gSa] mls ldkjkRed :i ls xzg.k ;ksX; within their ambit that allows existing and new Aanganwadis ekusaA bl igy esa] Hkou dks Hkkoukvksa ls míhiu ds :i esa iz;ksx be developed with higher sensitivity towards achieving djrs gq, cky fodkl ds fofHkUu pj.kksa dks lefiZr fd;k x;k gSA the objectives for ECCE, nutrition and health for children, 2 • cky lqyHk vk¡xuokfM+;ksa ds fodkl dh ;kstuk cukuk% adolescent girls and women. It also informs about the potential convergences that can be brought into the programme in their blls vf/dkfj;ksa@iz'kkldksa vkSj fu;kedksa (IykulZ) dh domain. dfBukb;k¡ de gks tkrh gSaA ifj.kke Lo:i muds dk;Z{ks=kksa esa • Developing Child-Friendly Aanganwadi with BaLA is an ubZ vk¡xuokfM+;ksa dk fodkl gks ik,xkA blls jk"Vªh; izkjafEHkd instructional manual for Implementation agencies and ckY;koLFkk ns[kjs[k vkSj f'k{kk uhfr (bZlhlhbZ) dk y{; Hkh Engineers focussing on repair, upgradation and construction. izkIr djus esa enn feysxhA This will help them understand the objectives of the programme and how their technical work connects with it • cky lqyHk vk¡xuokM+h ckyk ds lkFk fodflr djuk % in the larger eco-system. It focuses on frugal innovation in blds ekè;e ls cky fodkl ds lHkh vk;keksa] ifjos'k ,o technical execution of work. It provides the details of how existing Aanganwadis can be repaired, adapted, facilities iz.kkyh ls tqM+uk vklku gks tk,xkA ekStwnk vk¡xuokfM+;ksa dks added and BaLA Settings and Resources created to make nq#Lr djus esa enn feysxhA ;qok oxZ] fo'ks"kdj ckfydkvksa them sensitive to the developmental needs of young children, vkSj efgykvksa ds fodkl gsrq lalk/u l`ftr fd;k tk adolescent girls and women. Furthermore, this will help them ldsxkA in new construction work. • Using Effectively Child Friendly, BaLA based Aanganwadi • Ckky&lqyHk ckyk&;qDr vk¡xuokM+h okrkoj.k dk Environment is a user’s manual for Aanganwadi Supervisors, mi;ksx% ,sls ekgkSy ls vk¡xuokM+h lqijokbt+jksa@dk;ZdrkZvksa Workers and other practitioners. This will give them a range vkfn dks ykHk gksxkA cky fodkl xfrfof/;k¡ etcwr gksaxhA of ideas and bank of activities that they can use over a period of time for healthy child-development activities and ECCE ;fn ckyk ds rgr~ vk¡xuokfM+;k¡ igys gh py jgha gSa rks by using BaLA -Settings and Resources. It does not matter blls dksbZ iQdZ ugha iM+sxkA os Hkh vius&vius Lrj ij dk;Z if BaLA ideas are already created in their own Aanganwadi djsaxhA uohdj.k ds ckn lkeqnkf;d Lrj ij os dqN u dqN today. They can still do several things with frugal innovation xfrfof/;k¡ tkjh j[k ldrh gSaA at their own level. Over time, they can visualize, how various resources from the government and the community can be utilized for betterment of their own Aanganwadis. This has been comprehensively developed by an experienced mijksDr fopkj/kkjk foU;kl leqnk; ,oa foU;kl] LFkkiR; interdisciplinary team at VINYÃS Society and VINYÃS, Centre vuqlU/ku vkSj vkdYiu dsUnz }kjk muds dbZ fl¼gLr] for Architectural Research & Design. Their engagement with xq.kh&tuksa }kjk fodflr dh xbZ gSA mudk ;g iz;kl iz'kaluh; gSA Aanganwadi and creative learning ecosystem for optimal child development is laudable and commendable. eSa vius lHkh lgdfeZ;ksa dk Hkh vkHkkj O;Dr djrk gw¡A ;g d`fr] ns'k esa cky fodkl ds ekgkSy dks c<+kok nsxhA The underlying theme of all the documents is innovation - in maximising the use of space and make it child-development bu iz;klksa dk mís'; l`tukRed uohdj.k gSA bu iz;klksa ls as well as user- friendly with in the frugal resources available, cky fodkl&vuqdwy ifjos'k cuus esa enn feysxhA lsok iznk;xh sensitive to specific needs, in different methods and activities for better service delivery. While celebrating and acknowledging (lfoZl fMyhojh) csgrj gks tk,xh] tks Hkkjrh; fofo/rkvksa the diversity of our country’s people, culture, geology, climate dks Hkh lekfgr djsxhA bl egÙoiw.kZ iz;kl ds lkiQY; esa lHkh and resources, attempt has been made in maintaining a practical lgHkkfx;ksa] ifjokjksa vkSj lekt dks bl mís'; gsrq l¡dYi] balance to achieve quality standards. One of the most critical elements is ownership of all the stakeholders involved. This has leiZ.k ,oa leUo; fn[kkuk gksxkA long term implication in not just creating something new, but in sustaining it in the future, at all levels. I appreciate The World Bank’s support in the production of these fo'o cSad us] bu d`fr;ksa ds izdk'ku esa leFkZu ,oa lg;ksx fn;k handbooks and making it possible to reach out to the relevant gSA blds fy,] eSa] mudh iz'kalk djrk gw¡A eq>s iw.kZ fo'okl gS fd professionals and practitioners for further action. bu d`fr;ksa dk ykHk lHkh mBk ik;saxsA I take this opportunity to urge one and all to use this technical resource and design framework with illustrated examples and gesa Hkjkslk gS fd ;g rduhdh lalk/u] cPpksa ds lok±xh.k fodkl truly hope that it will inspire all those involved in making a esa vewY; lg;ksx iznku djsxk] tks vUrr% lcy cky fodkl dk difference to the holistic development of young children. ekxZ iz'kLr djsxkA MkW- Jhjatu Dr. Shreeranjan 3 :ijs[kk 1- gekjh vk¡xuokM+h dSlh gks ldrh gS\----------------------------------------------------------------------------8 2- vk¡xuokM+h esa D;k cny ldrk gS\-----------------------------------------------------------------------------18 3- vk¡xuokM+h dk l¡nHkZ le>uk--------------------------------------------------------------------------------------26 3-1.vk¡xuokM+h esa çkjafHkd f'k'kq ns[kHkky vkSj f'k{k.k dh egRork--------------------------------------------------------- 26 3-2 .çkjafHkd f'k'kq ns[kHkky vkSj f'k{k.k esa fuos'k D;ksa\------------------------------------------------------------------------- 26 3-3.gekjs ns'k esa lesfdr cky fodkl lsok,¡] f'k'kq ns[kHkky vkSj f'k{kk vkSj muds mís';------------------------ 27 3-4.lesfdr cky fodkl ifj;kstuk ds varxZr Hkou vkSj lsokvksa dh xq.koÙkk dh ns'k dh orZeku fLFkfr-- 28 3-5.vk¡xuokM+h ds l¡nHkZ esa tqM+s dqN eqn~ns------------------------------------------------------------------------------------------- 30 4- vk¡xuokM+h vkSj ckyk------------------------------------------------------------------------------------------------32 4-1.ckyk D;k gS\------------------------------------------------------------------------------------------------------------------------------ 32 4-2.vk¡xuokM+h esa ckyk D;ksa\-------------------------------------------------------------------------------------------------------------- 33 4-3.3&6 o"kZ ds cPpksa ds loZkaxh.k fodkl ds mn~ns';-------------------------------------------------------------------------- 36 4-4.ckyk (lalk/u ds :i esa ifjos'k)------------------------------------------------------------------------------------------------ 37 4-5.le;&lkfj.kh esa ckyk&txgsa vkSj ckyk&lalk/u---------------------------------------------------------------------------- 37 5- vk¡xuokM+h ds HkkSfrd okrkoj.k dk fodkl----------------------------------------------------------------42 5-1.lesfdr cky&fodkl lsok ;kstuk ds mís';ksa dks dSls çkIr djsa ------------------------------------------------------ 42 5-2.vk¡xuokM+h dh ifjdYiuk------------------------------------------------------------------------------------------------------------- 43 5-3.;kstuk dh uhfr--------------------------------------------------------------------------------------------------------------------------- 44 5-4.ifj;kstuk ;k vk¡xuokM+h Lrj ij ;kstuk cukuk------------------------------------------------------------------------------- 45 5-5.vk¡xuokM+h dh cukoV vkSj vkdYiu-------------------------------------------------------------------------------------------- 46 5-6.vk¡xuokM+h dh cukoV vkSj vkdYiu esa D;k gks----------------------------------------------------------------------------- 47 5-7.vk¡xuokM+h ds çk:i dh vksj c<+uk----------------------------------------------------------------------------------------------- 50 5-8.xq.koÙkk ds ekud vkSj vfuok;Z dlkSVh----------------------------------------------------------------------------------------- 50 5-9 .vk¡xuokM+h ds lEiw.kZ HkkSfrd okrkoj.k fodkl ds v¡x------------------------------------------------------------------- 51 5-10.HkkSfrd okrkoj.k ds vko';d izko/ku------------------------------------------------------------------------------------------ 53 5-11.lekos'kh HkkSfrd okrkoj.k------------------------------------------------------------------------------------------------------------ 54 5-12.vkdYiu esa ckyk txgsa vkSj lalk/u--------------------------------------------------------------------------------------------- 56 6- dk;kZUo;u---------------------------------------------------------------------------------------------------------------57 6-1.dk;kZUo;u ds eq[; fcUnq------------------------------------------------------------------------------------------------------------- 57 6-2.HkkSfrd okrkoj.k fuekZ.k esa vU; foHkkxksa @ ifj;kstukvksa dh Hkwfedk------------------------------------------------- 59 4 6-3.vk¡xuokM+h dk;Z dks jkstxkj vkSj thou&;kiu ds ekSds ds :i esa cjruk------------------------------------------- 61 6-4.gj Lrj ij uokpkj---------------------------------------------------------------------------------------------------------------------- 61 6-5.miyC/ izf'kf{kr ekuo lalk/u---------------------------------------------------------------------------------------------------- 62 6-6.vkdYiu ds fodYiksa ds [kpZ dk vuqeku------------------------------------------------------------------------------------- 63 6-7 .dk;kZUo;u ds rjhds--------------------------------------------------------------------------------------------------------------------- 64 7- Hkwfedk,¡ vkSj ft+Eesnkfj;k¡------------------------------------------------------------------------------------------68 7-1.vk¡xuokM+h fodkl esa iz'kkldksa vkSj ;kstukdkjksa dh Hkwfedk------------------------------------------------------------- 68 7-2.vk¡xuokM+h fodkl esa okLrqdkjksa vkSj vfHk;Urkvksa dh Hkwfedk---------------------------------------------------------- 74 7-3 vk¡xuokM+h ifjosf{kdk] dk;ZdrkZ vkSj lgkf;dk dh Hkwfedk vkSj ft+Eesnkfj;k¡ ------------------------------------ 76 7-4 vk¡xuokM+h okrkoj.k fodkl esa leqnk; dh Hkwfedk------------------------------------------------------------------------ 82 8- ;kstuk] vkdYiu vkSj dk;kZUo;u vkSj lesfdr cky fodkl ;kstuk vfHk;ku ds dk;kZUo;u ds fy, snkjh @ vfHklj.k------------------------------------------------------------ 96 ifjf'k"V & 2[k vU; 'kkldh; foHkkxksa ds lkFk lk>snkjh @ vfHklj.k----------------------------------------------------------- 98 ifjf'k"V & 3 çR;sd vk¡xuokM+h esa D;k gks ldrk gS----------------------------------------------------------------------------------- 100 • cky dsfUnzr ckyk&;qDr vk¡xuokM+h dk fodkl djus ls lEcfU/r nLrkost+-------------------------------------------- 102 • foU;kl vkSj ckyk ds ckjs esa 5 Index 1. Visualizing Our Aangawadi----------------------------------------------------8 2. What can be Transformed in an Aanganwadi?---------------------------- 18 3. Understanding the Aanganwadi Context---------------------------------- 26 3.1 Significance of Early Childhood Care and Education---------------------------------- 26 3.2 Why invest in Early Childhood Care and Education (ECCE)--------------------------- 26 ----------------------------------------------------------------- 27 3.3 Objectives of ICDS in India- 3.4 Current Status of Quality of ICDS Infrastructure and Services in the country---------------------------------------------------------------------------------- 28 ------------------------------------------------- 30 3.5 Some issues connected to Aanganwadis- 4. Aanganwadi and BaLA-------------------------------------------------------- 32 4.1 What is BaLA?---------------------------------------------------------------------------------- 32 4.2 Why BaLA in Aanganwadis?---------------------------------------------------------------- 33 4.3 Objectives of Holistic Child Development for Age group 3 - 6----------------------- 36 4.4 BaLA (Building as Learning Aid)------------------------------------------------------------ 37 4.5 BaLA Settings and Resources in Aanganwadi Time Table------------------------------ 37 ------------------- 42 5. Development of Aanganwadi Physical Environment- ------ 42 5.1 How to Achieve the Objectives of Integrated Child Development Scheme?- 5.2 Visualizing Aanganwadis-------------------------------------------------------------------- 43 5.3 Policy for Planning---------------------------------------------------------------------------- 44 5.4 Planning at the Project or Aanganwadi level--------------------------------------------- 45 5.5 Concept and Design of Aanganwadi------------------------------------------------------ 46 ------------------------------------------------- 47 5.6 What should Aanganwadi Design have?- 5.7 Moving towards Design of Aanganwadis------------------------------------------------- 50 5.8 Quality Standards and Non-Negotiable Criteria---------------------------------------- 50 5.9 Components to Holistically Develop Physical Environment of Aanganwadi------ 51 5.10 Essential features of Physical Environment----------------------------------------------- 53 5.11 Inclusive Physical Environment------------------------------------------------------------ 54 5.12 BaLA -Settings and Resources in Design-------------------------------------------------- 56 6 ---------------------------------------------------------------- 57 6. Implementation- -------------------------------------------------------------- 57 6.1 Key points of Implementation- 6.2 Convergence with Other Departments / Projects in Developing Physical ----------------------------------------------------------------------------------- 59 Environment- 6.3 Aanganwadi Work as Opportunity for Employment & Livelihood Generation---- 61 6.4 Innovation at Every Level-------------------------------------------------------------------- 61 6.5 Availability Trained Human Resource----------------------------------------------------- 62 6.6 Estimating the Cost of Design Options---------------------------------------------------- 63 6.7 Implementation Methods-------------------------------------------------------------------- 64 7. Roles and Responsibilities --------------------------------------------------- 68 7.1 Role of Administrators and Planners in Aanganwadi Development----------------- 68 --------------------- 74 7.2 Role of Architects and Engineers in Aanganwadi Development- 7.3 Role & Responsibilities of the Aanganwadi Supervisor, Worker and Helper------- 76 7.4 Role of Community in Developing Aanganwadi Environment----------------------- 82 8. Planning, Design and Implementation - connection with the ICDS Mission - Broad Framework for Implementation------------------------- 86 Annexure Annexure- 1 List of Schemes for Converging Resources for Aanganwadis--------------------- 89 --------------------- 97 Annexure - 2a Partnership / Convergence with other Govt. Departments- Annexure - 2b Partnership / Convergence with other Govt. Departments--------------------- 99 ----------------------------------------- 100 Annexure - 3 What can be Done in Every Aanganwadi- • Documents to develop Child-friendly, BaLA integrated Aanganwadis-------------------- 102 • About Vinyãs and BaLA 7 1- gekjh vk¡xuokM+h dSlh gks ldrh gS \ Visualizing Our Aanganwadi ,d ,slh vk¡xuokM+h dh dYiuk djs] a tks Imagine an Aanganwadi that is full thou dh me¡x ls Hkjh gksA ;gk¡ cPps % of life. Where children have : • iQwyksa ds jax ls fp=k cukrs gksa • Colours of flowers to paint with • ,sls isM+&ikS/ksa ds chp gksa] ftuesa gj fnu • Trees and plants on which the birds, fpfM+;k¡] dhM+s vkSj jaxhu frrfy;k¡ vkrh gksa bees and colourful butterflies come everyday • NksVs isM+ksa ij p<+ dj dwn ldrs gksa • Trees to climb and jump • ogk¡ dh gok esa iQSyh iQwyksa dh lqxU/ u Hkwy ldsa • Fragrance in the air that they remember • vius cxhps ls iQy vkSj lCth rksM+ dj [kk • A kitchen garden to pick a fruit or a ldrs gksa vegetable to eat • NksVh lh xqiQk esa Nqi ldsa • A cosy cave to hide in • ,d iV~V ftl ij tks th esa vk;s] mls cuk,¡ ;k fy[ksa • Those little alcoves to play with friends • fe=kksa@lgsfy;ksa ds lkFk [ksyus ds NksVs dksus • A board to paint or write anything that • fdlh ?kqekonkj yksgs dh M.Mh ij m¡xfy;k¡ comes to mind pyk ldsa • A metal bar to roll the fingers on • phtsa iQSykus dh txg esa phtsa iQSyk nsa vkSj dksbZ • A messy space to mess around and no u MkaVs body to scold • ,d Nk;knkj vk¡xu esa feV~Vh vkSj jsr ls [ksy • A shaded courtyard to play with mud ldrs gksa and sand • ,d Nk;knkj txg esa rktk idk gqvk xekZ&xeZ • A shaded place to eat hot, freshly [kkuk [kk ldrs gksa cooked food • fdlh vk¡V ij cSB dj lgsyh ls ckr dj ldrs gksa • Low height seat to chatter with a friend • fdlh Vhys dh snkjh ls lEHko gqvk gSA blesa ckyk ds cky&dsafnzr fopkjksa dk Hkh lgt lekos'k fd;k x;k gSA nwljs 'kCnksa esa] vk¡xuokM+h esa ldkjkRed cnyko laHko gS vkSj bl cnyko ds vusd rjhds gSaA 24 vk¡xuokM+h esa D;k cny ldrk gS \ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis txg] ckn esa @ Post-intervention Space xfrfof/;k¡] vc @ Activities now eq[; d{k esa cky&lqyHk ckyk lalk/uksa ds dksus vkSj NksVh&cM+h lkewfgd xfrfof/ ds fy, ckyk iQuhZpj cgq&mi;ksxh iQuhZpj BaLA furniture for small and large group activity Multi-purpose furniture and corners of BaLA resources in main activity room Cqfu;knh ;qfo/kvksa ls ;qDr v/Z&Nk;knkj vk¡xu vkSj cSBd vfHkHkkodksa ds bUrt+kj dh txg Seating in partially shaded courtyard equipped with basic Space for waiting parents amenities This transformation took place in Aanganwadis situated in the State capital and also in distant small town and a remote village. Some basic ideas and processes are at the core, but they are appropriated for the different contexts. This transformation was made possible in existing Aanganwadis as a result of coordinated and planned effort and partnership of various entities: due to the initiative of the State Department and its stakeholders; due to motivation, contribution, creativity and innovation brought in by the government system and the institutions outside; due to the responsibility taken by NGOs. In other words, a positive transformation in Aanganwadis is possible and there are different ways to do it. What can be transformed in an Aanganwadi? 25 3- vk¡xuokM+h dk l¡nHkZ le>uk Understanding the Aanganwadi Context 3-1 vk¡xuokM+h esa çkjfEHkd f'k'kq ns[kHkky vkSj 3.1 Significance of Early Childhood Care f'k{k.k dh egÙork and Education cPpksa dh izkjafHkd f'k'kq ns[kHkky vkSj fodkl esa Ldwy iwoZ f'k{kk The significance of pre-school education is immense, due to its important role in early child dh egÙork cgqr gSA fo'o esa dbZ vè;;u bl ckr dh iqf"V djrs care and development. There have been numerous gSaA cPpksa ds lokZaxh.k fodkl esa izkjfEHkd f'k'kq ns[kHkky vkSj f'k{kk studies across the world that dh cgqr vge Hkwfedk gS D;ksafd gekjs thou point towards this. Early ds igys N% lky Hkfo"; ds iwjs thou ds dbZ Childhood Care and Education vk;ke r; djrs gSaA thou ds bl egÙoiw.kZ (ECCE) is seen as important for overall development of pj.k esa cPpksa ds fy, ,d ,slk mRlkgd vkSj the child since the first six izksRlkfgr djus okyk okrkoj.k cgqr t:jh years are critical in the entire gS] tks mUgsa rjg&rjg ds vuqHko] oLrqvksa vkSj future life. A child needs a txgksa ls vkeus&lkeus gksus ds ekSds nsrk gks stimulating environment vkSj mUgsa muls iz;ksx djus dh NwV nsrk gksA ;g in this critical phase that provides exposure to and muds vius laxh&lkfFk;ksa vkSj o;Ldksa ds lkFk opportunities to experiment vFkZ&iw.kZ vkSj mi;ksxh lEcU/ LFkkfir djus ds with a variety of experiences, ekSds nsrk gksA xzkeh.k vkSj 'kgjh {ks=kksa esa] tgk¡ objects and places. It also cPpksa ds ekrk&firk nksuksa gh thou ;kiu ds fy, provides opportunities for dke ij tkrs gSa] ,slk mRlkgd vkSj izksRlkgd meaningful and enriching interaction with adults and okrkoj.k 'kk;n miyC/ gh u gksA ;g mu others of the peer group. In ifjokjksa ds fy, T;knk lgh gksxk tgk¡ ekrk&firk urban and rural areas, where f'kf{kr u gksa vkSj fdlh Hkh rjg ds mRlkgd parents go out for work to earn vkSj izksRlkfgr djus okyk okrkoj.k cukus esa livelihood, the chances of vl{ke gks vkSj mUgsa ;g le> gh u gks fd ;s cPps dh Hkk"kk vkSj such a stimulating environment is low. This might be truer with under-privileged sections, where l¡KkukRed fodkl ds fy, csgn t:jh gSA thou ds igys N% parents might not be educated, and the home o"kksZa esa ;fn dksbZ cPpk izksRlkgd okrkoj.k esa ugha iyrk gS rks environment may be deprived of any stimulation. If blls mlds fodkl esa çfrdwy çHkko iM+us dh lEHkkouk jgrh gS] a child is not nurtured in a stimulating environment, [kkl rkSj ij ekufld vkSj Hkk"kk ds fodkl ijA Ldwy iwoZ f'k{kk it may result in adverse effect on the intellectual loZO;kih izkjafHkd f'k{kk ds mn~ns'; izkIr djus esa Hkh ,d egÙoiw.kZ and language development. Early childhood education ultimately contributes significantly to the dM+h gSA Universalization of Elementary Education (UEE). blfy, vk¡xuokM+h ij cPps ds lokZaxh.k fodkl vkSj Ldwy iwoZ Hence Aanganwadi has increased responsibility for holistic child development and pre-school f'k{kk dh ftEesnkjh cuk cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis • lalk/uksa dh cM+h cpr (yach chekjh vkSj • Significant saving of resources (cost reduction LokLF; lsokvksa ds [kpZ esa dehA) in subsequent health care, chronic diseases) • ih<+h&nj&ih<+h ykHk (csgrj LokLF; vkSj mRikndrk • Inter-generational benefits (subsequent genera- tions being more productive and of improved ds ykHk vkxs dh ihf<+;ksa rd) health) 3-3 gekjs ns'k esa lesfdr cky fodkl lsok,¡] 3.3 Objectives of ICDS in India f'k'kq ns[kHkky vkSj f'k{kk vkSj muds mn~ns'; In the Indian context, comprehensive early child- gekjs ns'k esa lesfdr f'k'kq ns[kHkky f'k{k.k dh lsok,¡ hood educational and childcare services are avail- vk¡xuokM+h dsanz esa miyC/ gksrh gSaA gkykafd yk[kksa able at an Integrated Child Development Services vk¡xuokM+h dsanz cuk, x, gSa] ysfdu xq.koÙkk dh n`f"V ls (ICDS) centre or an Aanganwadi. While there have been efforts to make several ICDS centres, the vPNh lajpuk ds lkFk vk¡xuokM+h dsanz vHkh Hkh vf/drj government, in general, has not been able to make txgksa ij ugha gSaA lesfdr cky fodkl ;kstuk] tks fd a wholesome quantitative as well as qualitative fo'o dk viuh rjg dk lcls cM+k dk;ZØe gS vkSj lu~ intervention in providing good infrastructure to 1975 ls ns'k esa py jgk gS] vHkh dqN izeq[k lsokvksa dks the ICDS centres across the country. The focus of nsus ij dsafnzr gSA ;s lHkh lsok,¡ ;k rks fdlh lkeqnkf;d the ICDS programme in India, which is the largest such programme in the world and is running in LFkku ;k vk¡xuokM+h dk;ZdrkZ ds ?kj ls nh tkrh gSA ;s the country since 1975 has so far concentrated on lsok,¡ bl izdkj gSa% the provisioning of few major services. These are • N% eghus ls N% lky rd cPpksa] nw/ fiykus dh provided through its centres which have mainly voLFkk okyh vkSj xHkZorh efgykvksa ds fy, iwjd functioned out of a community space or from the iks"kd vkgkjA home of an Aanganwadi worker. These services are: • cPpksa vkSj efgykvksa dk Vhdkdj.kA • Supplementary nutrition to 6 months – 6 years old children, pregnant women and • cPpks vkSj efgykvksa dk LokLF; ijh{k.kA lactating mothers. • cPpksa vkSj efgykvksa ds fy, ijke'kZ lsok,¡A • Immunization to children and women. • LokLF; vkSj iks"k.k lEcU/h f'k{kk&fd'kksjh ckfydkvksa • Health check-up to children and women. vkSj ekrkvksa ds fy,A • Referral services to children and women. • 3 ls 6 lky ds cPpksa ds fy, vuvkSipkfjd vkSj • Nutrition and Health Education to mothers 'kkyk&iwoZ vkjfEHkd f'k{kk çnku djuk and adolescent girls. • fd'kksjh ckfydkvksa ds fy, vk;ju iQksfyd vkSj • Non-Formal Pre-school Education to 3 – 6 dhM+k uk'kd nok,a iznku djukA years of age children. • Supply of Iron Folic Acid and deworming tablets to adolescent girls. w d & iks"k.k vuqij a LokLF; dh tkWp Supplementary Nutrition Health check-ups lesfdr cky fodkl lsok,Wa izfrj{k.k ijke'kZ lsok Immunization Referral Services Integrated Child Development Services iks"k.k vkSj LokLF; f'k{kk 'kkyk iwoZ vukSipkfjd f'k{kk Nutrition and Health Education Pre-school, Non-Formal Education Understanding the Aanganwadi Context 27 bu lsokvksa dks iznku djus dk mn~ns'; bl izdkj gS% Objectives of providing these services are: • uotkr f'k'kq ls N% lky rd cPps ds iks"k.k vkSj • To improve the nutritional and health status LokLF; Lrj dks vPNk cukukA of children of age group - birth to six years. • cPpksa ds vPNs ekufld] HkkSfrd] lkekftd] • To lay the foundation for proper cognitive, physical, social and emotional development of HkkoukRed fodkl ds fy, cqfu;kn rS;kj djukA the child. • e`R;q&nj] vLoLFkrk&nj] dqiks"k.k vkSj Ldwy NksM+us • To reduce the incidence of mortality, dh izd`fr de djukA morbidity, malnutrition and school dropouts. • fofHkUu foHkkxksa ds chp cky fodkl ds fy, uhfr • To achieve effective co-ordination of policy and vkSj dk;kZUo;u ds chp lkeUtL; cSBkukA implementation amongst the various • mi;qDr iks"k.k vkSj LokLF; f'k{kk ds ekè;e ls cPpksa departments to promote child development. ds lkekU; iks"k.k vkSj LokLF; lqfuf'pr djus dh • To enhance the capacity of mother to look after ekrkvksa dh {kerk fodflr djukA normal health and nutritional needs of the child through proper nutrition and health education. 3-4 lesfdr cky fodkl lsok ds vUrxZr Hkou 3.4 Current Status of Quality of ICDS vkSj lsokvksa dh xq.koÙkk dh ns'k dh orZeku Infrastructure and Services in the fLFkfr Country Even though initiatives such as ICDS programme gkykafd cky fodkl ;kstuk dk;Zdze dh 'kq#vkr gq, have been around for a long time, it is very impor- ,d yack le; chr x;k gS] ;g cgqr t:jh gS fd tant that a concerted focus is made in creating f'k'kq&dsafnzr] thoar] vPNk okrkoj.k cukus dh ps"Bk good, lively, child friendly infrastructure for the ldsfUnzr uk cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis • vius Hkou ;k fdjk, ds Hkou dks feykdj djhc • Aanganwadi building (ICDS centre), 41 izfr'kr vk¡xuokM+h iDdh bekjr esa fLFkr FkhaA irrespective of owned or rented, more than 46 djhc 21 izfr'kr v/Z&iDdh bekjr esa] djhc 15 per cent of the Aanganwadi were running from permanent building, 21 per cent from semi- izfr'kr tksM+&rksM+ dh fdlh dPph bekjr esa vkSj permanent building, 15 per cent from makeshift djhc 9 izfr'kr [kqyh txg esa py jgh FkhaA temporary building and more than 9 per cent • losZ{k.k ls ;g irk pyk gS fd 45 izfr'kr running from open space. vk¡xuokfM+;ksa esa 'kkSp dh dksbZ O;oLFkk ugha Fkh • The survey data revealed that more than 45 per- vkSj dsoy 40 izfr'kr esa ew=kky; miyC/ FksA cent Aanganwadi have no toilet facility and • dqN 39 izfr'kr vk¡xuokfM+;ksa esa uydwi Fks] ftuesa 40 percent have reported the availability of only urinal. ls vk/s xzke i¡pk;r }kjk vkSj djhc 12 izfr'kr • Of the 39 per cent ICDS centres reporting ,dhd`r cky fodkl ifj;kstuk dk;ZØe }kjk availability of hand pumps, half of the hand miyC/ djok;s x;s FksA pumps were provided by the Gram Panchayat • vk¡xuokM+h dsanzksa esa lsokvksa ds l¡nHkZ esa djhc 90 and 12 per cent provided by the ICDS. izfr'kr vk¡xuokfM+;k¡ iwjd vkgkj çnku djrh Fkha] • Regarding the provision of services at the 90 izfr'kr Ldwy iwoZ f'k{kk iznku djrs Fks vkSj Aanganwadi centres, more than 90 per cent 76 izfr'kr vk¡xuokfM+;ksa esa cPpksa dk Hkkj ysdj centres provided supplementary food, 90 per cent provided pre-school education and 76 per fodkl izfØ;k dk vuqJo.k fd;k tk jgk FkkA cent weighed children for growth monitoring. • djhc 57 izfr'kr vk¡xuokfM+;k¡s esa [kkus ds fy, • More than 57 per cent of ICDS centres reported rS;kj vkgkj vkSj 46 izfr'kr esa fcuk idk [kkuk availability of ready-to-eat food and 46 per miyC/ FkkA cent availability of uncooked food at the ICDS • djhc rhu pkSFkkbZ vk¡xuokM+h dsanzksa esa nokbZ ds centre. fdV vkSj f'k'kqvksa ds Hkkj ekius dh rjktw miyC/ • Nearly three-fourth of the ICDS centres had the FkhA o;Ldksa ds Hkkj ekius dh rjktw dsoy 49 availability of medical kits and baby weighing scale. Adult weighing scale was reported only izfr'kr vk¡xuokfM+;ksa esa FkhA by 49 per cent of the Aanganwadis. • dsoy 50 izfr'kr vk¡xuokfM+;k¡ ijke'kZ lsok,¡ • Only 50 per cent ICDS centres reported iznku dj jgh Fkh (65 izfr'kr cPpksa dk LokLF; providing referral services, (65 per cent health ijh{k.k] 53 izfr'kr efgykvksa dk LokLFk ijh{k.k check-up of children, 53 per cent for health vkSj 75 izfr'kr vk¡xuokfM+;k¡ iks"k.k vkSj LokLF; check-up of women and more than 75 for lEcU/h f'k{kk iznku dj jgh FkhaA Nutrition and Health Education). • vk¡xuokM+h dsanzksa esa gj eghus vkSlru 24 fnu • Average number of days in a month in which services were provided at the ICDS centres vkgkj] 28 fnu 'kkyk iwoZ f'k{kk] 13 fnu iks"k.k were 24 for supplementary food, 28 for pre- vkSj LokLFk f'k{kk iznku dh tk jgh FkhA school education and 13 for nutrition and health education. Understanding the Aanganwadi Context 29 3-5 vk¡xuokM+h ds l¡nHkZ esa tqM+s dqN eqn~ns 3.5 Some Issues Connected to Aanganwadis bl ifjn`'; esa vHkh ftl xq.koÙkk ls ns'k esa vk¡xuokM+h dsn a z py jgs gS]a Given the above scenario, it is easy to visualize the general quality of services in the ICDS centres bldh >yd fey tkrh gSA ;g Li"V gh gS fd lsokvksa vkSj Hkou dh already running across the country. Clearly, a xq.koÙkk esa o`f¼ ykus ds fy,] cgqr dqN lq/kj tcjnLr uk cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis tkrk gS] tks cPpksa ds fy, gkfudkjd gksrk gSA resulting in smoke filled rooms (no proper 7 cPpksa dh mQ¡pkbZ vkSj Hkkj ekius ds vuqI;qDr lk/u ;k exhaust for smoke) and hence hazardous for children. izko/ku gksrs gSa] ftuls cPpksa ds fodkl dks lgh ntZ 7. There is no proper space available for weighing djus vkSj mlds ifjos{k.k esa dfBukbZ vkrh gSA the child, resulting in improper weighing and 8 vk¡xuokM+h dk;ZdrkZvksa ds fy, viuk futh lkeku j[kus hence poor growth monitoring/ promotion. vkSj ntZ vk¡dM+s ;k jftLVj j[kus dk dksbZ lqjf{kr LFkku 8. There is no proper space in many Aanganwadis ugha gksrkA for storage of monthly records or personal belongings of worker. 9 vk¡xuokM+h esa vfuok;Z tkudkjh vkSj lwpuk (tSls LokLF; 9. Display of Information, Education, ;k vkgkj lEcU/h) nsus ds fu/kZfjr izko/ku ugha gksrs gSa] Communication (IEC) / Behaviour Change ftlds dkj.k dbZ txg ;g tkudkjh vkSj lwpuk mlds Communication (BCC) materials is varied. In fgrxzkfg;ksa ds fy, iznf'kZr gh ugha gksrh ;k iwjh ugha many cases, no IEC/ BCC messages are displayed gksrhA cky&thou j{kk ds fy, egRoiw.kZ lwpukvksa dks gj in the Aanganwadis. Each Aanganwadi should have important messages displayed on child vk¡xuokM+h esa iznf'kZr djuk vko';d gSA survival. 10 dbZ vk¡xuokfM+;ksa esa dksbZ pkgjnhokjh ugha gksrhA blds 10. Many Aanganwadis do not have a boundary dkj.k vk¡xuokM+h dk;ZdrkZvksa dks lqj{kk dh n`f"V ls wall. This may force the Aanganwadi Workers to cPpksa dks ckgj ds okrkoj.k esa feV~Vh dh uje lrg ls not let the children to learn and address physical lh[kus vkSj 'kkjhfjd fodkl ds voljksa ls oafpr j[kuk development in soft ground in the outdoors due to lack of security. iM+rk gSA 11. Finally, there is a huge number of Aanganwadis 11 vHkh cgqr lkjh vk¡xuokfM+;ksa dk cuuk 'ks"k gSA ;g yet to be developed. Their design and services vko';d gS fd budh cukoV vkSj lsok,¡ cky&dsfUnzr gksa must address the issues child-centeredness and vkSj mUgsa vkxs 'kkyk esa lh[kus ds fy, rS;kj djsaA focus on their effective preparation for learning- readiness. Understanding the Aanganwadi Context 31 4- vk¡xuokM+h vkSj ckyk Aanganwadi and BaLA ckyk&lalk/u ckyk&txg ckyk&txgsa ckyk&lalk/u ckyk&lalk/u 4-1 Ckkyk D;k gS \ 4.1 What is BaLA? ^ckyk*] ;kus vaxzst+h esa fcfYMax ,t+ yfuaZx ,sM (Building as BaLA is an acronym for Building as Learning Aid. It is about making physical space as a resource for Learning Aid ;k BaLA) ;k Hkou] lh[kus vkSj cky&fodkl learning and child development. The concept of ds lalk/u ds :i esaA bl ifjdYiuk esa lewps vk¡xuokM+h BaLA is to develop settings and resources for play ds okrkoj.k dks f'k'kq vkSj NksVs cPpksa ds [ksyus&lh[kus ds and learning for toddlers and young children in fy, txg] [ksyus&lh[kus ds lalk/uksa ls rS;kj djuk gSA ;s the entire Aanganwadi environment. These 'BaLA- ^ckyk&txgsa* vUnj ;k ckgj dgha Hkh gks ldrh gSa] tSls dejs esa] Settings' can be inside or outside – anywhere – e.g. in an activity room, in veranda, courtyard, open ijNh esa] cjkens esa] vk¡xu esa ;k ckgj [kqyh txg esa ;k fiNokM+s space or backyard. The 'BaLA-Resources' can be esaA ckyk&lalk/u bu txgksa dks cukus okys f[kM+dh] njokts] integrated in the building elements that constitute iQ'kZ] nhokj] iQuhZpj] lh<+h] [kEcs] t+ehu] vkfn esa lekfo"V gks these settings – e.g. in windows, doors, floor, wall, ldrs gSaA mnkgj.k ds fy,] cjkens dh uhph nhokj ;k iQ'kZ ij furniture, stairs, pillars, ground, etc. For example, cPpksa ds [ksy ;k nhokjksa ij fy[kus ds vyx&vyx iV~V gks a low height wall of a veranda or floor can have Board Games for children or a wall can have ldrs gSaA ckgj ck¡l ;k Vk;jksa ds [ksy] cky&fodkl dh lgt different types of writable surfaces. Tyre or bamboo izfØ;k] [ksy&[ksy esa gh gksus nsrs gSaA ;k fiQj ,sls isM+&ikS/s tks play equipments can let holistic development of cPpksa dks vius Åij p<+us&mrjus] dwnus dk vkea=k.k Hkh nsrs gksa children in a natural way – while playing. Or even vkSj Nk;k HkhA lkFk gh fxuus&lh[kus dh lkexzh HkhA f[kM+dh the trees that are grown to invite children to climb ds t¡xys ;k nhokj ds iyLrj esa ,sls mdsjs x;s vkdkj] ftu ij over and jump from a safe height or provide shade, or learning material to count, or sort. Pre-writing cPps vius gkFk fiQjk ldsa] tks mUgsa vkxs tk dj fy[kus ds fy, aids for children on window grills or engraved rS;kj dj ldsaA bu lHkh dk p;u cky&fodkl] f'k{kk&fo'ks"kKksa shapes on walls on which they can move their little vkSj okLrqdkjksa }kjk fd;k x;k gSA ckyk] vk¡xuokM+h ds ifjizs{; fingers. All these have been identified, designed and esa] bl le> ij vk/kkfjr gS fd Hkou gekjh vk¡xuokM+h dk selected jointly by architects, child– development ,d e¡gxk fgLlk gSA blfy, ;g cgqr t+#jh gS fd blesa yxkbZ and education specialists. In the context of an Aanganwadi, BaLA is based on the understanding xbZ jkkf'k dk ge vf/dre ewY; blds lHkh mi;ksDrkvksa dks that building is one of its expensive components. nsaA blfy, ckyk&txgsa vkSj ckyk&lalk/u dsoy ,d gh rjg Hence, it is important that maximum value of this 32 vk¡xuokM+h vkSj ckyk cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis ls ugha] cfYd cgq&mi;ksxh gksa] ;g ,d investment is given back to all its users. t+#jh 'krZ gSA tSls cgq&mi;ksxh pkSdh dsoy As a consequence, it is important that all BaLA-Settings and BaLA-Resources pkSdh ugha gS & cfYd vyx vyx rjg are developed, not for single type of ds lewg cukus dk rjhdk Hkh gS] dqN cukus use, but for multiple-use. For example, ;k fy[kus dh lrg Hkh gS vkSj ,d LFkku Multiple-use chowki (stool cum desk), dks vkdkj nsus dh ifjf/ fu/kZj.k djus is not just another chowki, but also a okyh oLrq Hkh gSA ckyk&txgsa xfrfof/ dks way to form different types of groups; It becomes a surface to draw or write, l¡nHkZ nsrh gSa vkSj ckyk&lalk/u xfrfof/ as also a way to define territory within dks fuf'pr :i vkSj vkdkj nsrs gSaA pw¡fd a space. BaLA-Settings give a context ckyk&txgsa vkSj ckyk&lalk/u] nksuksa dks gh to an activity, while BaLA-Resources cgq&mi;ksfxrk ds n`f"Vdks.k esa fijks;k x;k gS provide defined form and guide to an & bu nksuksa dk lkFk vyx&vyx le; esa] activity. Since both BaLA-Settings and BaLA-Resources are designed from the fofHkUu mi;ksDrkvksa dks] vusd xfrfof/;k¡] perspective of ‘multiple-use’, together, viuh&viuh y; ls djus dh LorU=krk nsrk in different times, they give freedom gSA txg vkSj lalk/u dk ;gh cgqy&ijrh to different users to undertake diverse lEcU/ ckyk ds cqfu;kn esa gSA activities at their own respective pace. It is this multi-layered relationship of ‘setting’ and ‘resource’ that lies in the core of BaLA. 4-2 vk¡xuokM+h esa Ckkyk D;ksa \ 4.2 Why BaLA in Aanganwadi? gekjh vk¡xuokfM+;ksa ds okrkoj.k vDlj Often, the environments of our f'k'kqvksa vkSj cPpksa ds fy, ,dne uhjl vkSj Aanganwadis are barren and provide little opportunities to children to mUgsa viuh jpukRedrk vkSj dYiuk'khyrk develop their creativity and imagina- fodflr djus ds cgqr de volj nsrs gSaA tion. Everything in their environment is mlds okrkoj.k esa vDlj lc dqN vk¡xuokM+h dependant on the attitude and method dk;ZdrkZ vkSj lgkf;dk ds O;ogkj vkSj dke of working of the Aanganwadi Worker djus rjhds ij gh fuHkZj djrk gSA vDlj and Helper. Often, physical environ- ment has very little that can invite HkkSfrd okrkoj.k esa ,slk cgqr de gksrk gS] tks the young children to it or motivate NksVs cPpksa dks viuh vksj vkefU=kr djs ;k mUgsa them towards an activity, or engage xfrfof/;ksa ds fy, mdlk, vkSj vFkZiw.kZ xM+k vkSj iQkyrw le; fcrkuk cgqr de gks x;k vandalism, less wasteful time or time to just while gSA dqN ;gh vuqHko vk¡xuokfM+;ksa dk Hkh gSA pw¡fd cPpksa dk away. It is a similar experience in Aanganwadis fodkl fujUrj gksrk gS vkSj os gj le; gh dqN u dqN lh[krs also. Since development of a child is continuous le>rs gSa] blfy, ckyk&txgsa vkSj ckyk&lalk/u vUnj&ckgj process and they learn all the time, to provide a lHkh txg fNrjkbZ tkrh gSaA blfy, os cPpksa ds fy, ges'kk continuum, BaLA-Settings and BaLA-Resources are scattered across indoor and outdoor spaces. Hence miyC/ gSa & u vYekjh ;k dejs esa cUn] u mUgsa lesV dj they are always available to the children - neither j[kus dh ft+Eesnkjh! blfy, os vk¡xuokM+h esa dk;ZdrkZ ;k locked up in a room or in an almirah nor is there lgkf;dk dh miyC/rk ij fuHkZj ugha djrs gSa vkSj cPps Lo;a the need to put them inside! Hence, their use is gh vdsys ;k NksVs&cM+s lewg esa dbZ xfrfof/;k¡ lgt :i not dependent on the constant availability of the ls dj ldrs gSaA ewyr% ckyk cPpksa dks vk¡xuokM+h ds fudV Worker or Helper in an Aanganwadi. And children, on their own or in small groups can do self-directed ykrk gS vkSj blds fy, çksRlkfgr djrk gS fd os viuh gh activities, naturally. Essentially BaLA increases igy ls lh[k ldsaA ;g txgksa vkSj lalk/uksa ds foU;kl ls access and stimulation for self-initiated learning. lekos'kh okrkoj.k rS;kj djus esa enn djrk gSA ;g cPpksa It helps create an inclusive environment through esa le; ds ldkjkRed mi;ksx dh lEHkkouk c<+krk gS vkSj the arrangement of settings and resources. It fosters miyC/ txg ds csgrj mi;ksx dh lEHkkouk c<+krk gSA bl positive engagement of children. It also facilitates better utilization of available space. In this sense, vFkZ esa ckyk dk mn~ns'; NksVs cPpksa vkSj HkkSfrd okrkoj.k ds the objective of BaLA is to establish a positive and chp ,d ldkjkRed lEcU/ dh LFkkiuk djuk gS vkSj mUgsa better relationship between the young children and csgrj us ds fy, ;gk¡ nh xbZ rkfydk mi;ksxh gksxhA blesa cPpksa ds 'kkjhfjd] The table given here will be useful to understand the objectives of Holistic Child development. Here jpukRed] ckSf}d] lkekftd] lEosnukRed vkSj Hkk"kk fodkl all the broad objectives of children’s physical, crea- ds lHkh mn~ns'; ,d gh n`f"V esa ns[ks tk ldrs gSaA tive, intellectual, social-emotional, language devel- opment can be seen at a glance. Lkkekftd o lEosnukRed fodkl Development of Social & f'k'kq dk • lqj{kk ,¡o Hkjksls dh Hkkouk dk fodkl Emotional Skills • vknrksa dk fuekZ.k% O;fDrxr vknrsa] • Developing feeling of safety and security lEiw.kZ fodkl lkekftd vknrsa • Development of habits: personal hygiene, social skills Overall • vius O;ogkj dks fu;fU=kr djus dh • Developing the ability to control their own Child Development ;ksX;rk dk fodkl behaviour • fofHkUu lewgksa vkSj çFkkvksa dks tkuus ds • Developing the ability to manage the ;g lsUVj iQWkj vyhZ pkbYMgqM ,tqds'ku fy, çksRlkfgr djuk behaviour and manners in the socially ,.M MoyIesUV] vEcsMdj ;wfuoflZVh ,oa • Lkkekftd :i ls Lohd`r rjhdksa dk vius acceptable ways ckfydk f'k{kk dk;Zdze] ds;j bafM;k ds O;ogkjksa ;k l¡osxksa dks fu;fU=kr djus dh • To encourage the knowledge of different dk;Z ij vk/kfjr gSA ;ksX;rk dk fodkl customs and traditions This is based on the work by • Lkkewfgd fØ;kvksa ds çfr :fp dk fodkl • Developing interests in group activity the Centre for Early Childhood Education and Development, • vius ckjs esa vPNh Hkkouk dk fodkl • Feeling good about one’s own self Ambedkar University, New Delhi and Girls Education Programme of Hkk"kk fodkl Language Development Care India • lquus ds dkS'ky dk fodkl • Developing the hearing ability • èofu foHksnhdj.k • Differentiation in various sounds • ekSf[kd vfHkO;fDr dk fodkl • Verbal Expression • 'kCn Hk.Mkj dk fodkl • Develop word knowledge • vkykspukRed n`f"Vdks.k lquus dk fodkl • Skill to listen to self criticism • l`tukRed vfHkO;fDr • Creative Expression • i<+us dh rS;kjh • Prepare to learn • fy[kus dh rS;kjh • Prepare to write ckSf¼d fodkl Intellectual Development • bfUnz;ksa dk fodkl (ik¡pksa bfUnz;k¡) • Development of all five senses • çeq[k lEcks/ dk fodkl • Developing skill to recognize e.g.- tSls% jax igpkuuk] vkdkj] vklikl dk colour recognition, shape recognition, bu mn~ns';ksa dks gkfly djus ds environment around them okrkoj.k vkfn fy, dbZ rjg dh xfrfof/;k¡ • Ekkufld dkS'kyksa dk fodkl • Development of mental skills. E.g. Making connections, memory vk¡xuokM+h dk;Zdze vkSj fnup;kZ tSls% feyku] Lej.k] ljy oxhZdj.k] development, simple categorization, esa gksaxhA bUgs lqlaxr lkeku j[kus ;k iznf'kZr ds vkys@iV~V@ydM+h dh iV~Vh Batten for display or to keep material ×k fdrkcksa dk dksuk j Book Corner V nhokj ij ets+nkj niZ.k k Fun Mirrors on Wall 2- cgq&mi;ksxh pkSdh 2. Multi - Use Chowki (stool cum desk) 3- est Hkh] fcLrj Hkh 3. Table cum Examination Bed 4. Floor-Space 4- IkQ'kZ&txg l Multi-Purpose Geometrical Line on Floor B IkQ'kZ ij jax&vkdkj dh cgq&mi;ksxh iafDr m Dot-Board on Floor M IkQ'kZ ij fcUnq&iV~V n Goltara on Floor < IkQ+'kZ ij xksyrkjk 5. Window-Space 5- f[kM+dh&txg o Gintara on Window or Wall .k f[kM+dh ;k nhokj ij fxurkjk p Prewriting Grill on Window or Wall 6. Door-Space r f[kM+dh ds taxys&fy[kkbZ dh rS;kjh esa lgk;d q Concept of Big and Small 6- njokt+k&txg r Learning enabling child friendly Latch Fk cM+s&NksVs dh vo/kj.kk • In External BaLA-Settings n- lh[kus&fl[kkus ;ksX; fpVduh @ dq.Mh 1. Play Space for children • ckgj dh ckyk txgsa a Tyre play area - Settings 1- cPpksa ds [ksyus dh txg b Bamboo / Timber play - Settings d ifg;k [ksy txg • Bamboo Swings [k ck¡l @ cYyh [ksy txg • Timber log Swings c Space to play with Mud, Sand and Water • ck¡l ds >wys • cYyh ds nwljs >wys d Earth Mounds for Roli-Poli x feV~Vh jsr vkSj ikuh ls [ksyus dh txg 2. Ramp - Space ?k yq<+dus&iq<+dus ds Vhys 3. Low height seats near Entrance (‘Aant, 2- uk vPNk jgsxkA table of activities in Aanganwadis, through vxys i`"Bksa esa vke fnup;kZ vkSj le;&lkfj.kh ls bl lEcU/ examples. The next few pages establish this relationship with the daily activities and time table. dh LFkkiuk dks n'kkZ;k x;k gSA vkxs le;&lkfj.kh ds vUnj The coloured activity within the time table has been cus jaxhu [kkuksa esa nh xbZ xfrfof/ dks mlds ckgj mlh jax dh described in detail outside with the same colour for xfrfof/ vkSj ckyk ls tksM+ dj foLrkj ls le>kk;k x;k gSA linking activity with BaLA. Aanganwadi and BaLA 37 izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources cky fodkl ds fy, mi;qDr lalk/u Appropriate resources for child- development. ifjosf{kdk vkSj dk;ZdrkZ dks 'kkjhfjd vkSj HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards overall child and self-development. vk¡xuokM+h dh le; lkfj.kh* / Time Table of Aanganwadi* fodkl lkekftd 'kkjhfjd Hkk"kkRed vkjke Development Social Physical Language Rest xfrfof/;k¡ Activities Summer le; fnu Time 8:30 - 9:00 9:00 - 9:30 9:30 - 10:00 10:00 - 10:30 xehZ es 'kkfjfjd vkSj HkkoukRed fodkl dh Day izLrkfor xfrfof/;k¡ Proposed activities for the le; Winter physical and emotional fnu Time 9:30 - 10:00 10:00 - 10:30 lnhZ es 10:30 - 11:00 11:00 - 11:30 development Day • ckgjh [ksy @ Outdoor Play • jLlh ij pyuk @ dwnuk cky xhr @ dgkuh Walking on string / Jumping lkseokj O;k;ke Children's Song / • mNyuk dwnuk @ Jumping Monday Exercise cPpksa dk Story vkxeuA eaxyokj LokxrA ckg; [ksy fxurh @ vaxzsth o.kZekyk xfrfof/ Activities O;fDrxr Counting / English Tuesday Outdoor play LoPNrk dh Alphabets HkkoukRed fodkl dh tk¡p rFkk fgUnh o.kZekyk ds lkFk izLrkfor xfrfof/ vfHku; ckyxhr oLrq Kku cq/okj izkFkZuk A Acting / Proposed activity for the uk'rk djukA Hindi Alphabets of y?kq vodk'k emotional development Wednesday Children's Arrival of Object Short Break • fp=kdkjh djuk song Children. identification (';keiV~V ij) Welcome. jLlh ij pyuk Doing Drawing (on xq:okj Checking LorU=k okrkZyki Walking on blackboard) Thursday personal Free conversation string/jumps hygiene. 'kqØokj Prayer. ckâ; [ksy Friday Breakfast. Outdoor play 'kfuokj Hkze.k% izkd`frd&unh ds ikl] igkM+ ds ikl] gkV cktkj] iksLV vkfIkQl] LokLF; Saturday Excursion: of nature, near rivers, near hill, weekly haat /bazar, post *NRrhlx<+ jkT; ds vk/kj ij ifjosf{kdk vkSj dk;ZdrkZ dks HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards overall child and self-development. izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources ifjosf{kdk vkSj dk;ZdrkZ dks 'kkjhfjd] Hkk"kkRed] lkekftd vkSj HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards overall child and self-development. ckSf}d lkekftd lEosnukRed iks"k.k ifjokj Hkze.k Cognitive Social Emotional Nutrition Visit Families 10:30 -11:00 11:00 - 11:30 11:30 - 12:00 12:00 - 12:30 12:30 - 2:30 xfrfof/;k¡ Activities 'kkjhfjd] Hkk"kkRed] lkekftd vkSj HkkoukRed fodkl dh izLrkfor xfrfof/;k¡ 11:30 -12:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 3:30 Proposed activities for the physical, language, social and emotional development MkbV fdV dk jk"Vzh; ioZ feV~Vh dk • vfHku; ckyxhr @ Acting / Children’s song mi;ksx National f[kykSuk cukuk • ckyxhr @ dgkuh @ Children’s song / Story Using diet Making Celebration • tUefnu eukuk @ Celebrating birthday kit clay - toy iwjd iks"kkgkj • ukpuk xkuk @ Dance-music fn'kk Kku tUefnu eukuk forj.k (nSfud dsUnz can djus ls Direction Celebrating ukpuk xkuk ehuw vuqlkj) iwoZ lHkh fjdkMZ iw.kZ Dance Music forj.k iwoZ djuk Sense Birthday xfrfof/;k¡ Activities izfrfnu gkFk Updating feV~Vh dk /ksuk lh[kuk records before cPpksa esa iks"k.k lEca/h izLrkfor xfrfof/ R;kSgkj eukuk f[kykSuk cukuk Proposed activity with children to Supplim- closing the MkbV fdV dk Celebrating Making entary centre relate with nutrition mi;ksx Festival clay - toy Nutrition • iwjd iks"kkgkj forj.k (nSfud ehuw vuqlkj) Using diet [kkus ls igys izfrfnu gkFk /ksuk lh[kuk distribution de ls de 5 kit fidfud eukuk mNyuk dwnuk (as per ifjokjksa esa Hkze.k Supplementary nutrition distribution Going for daily menu) djuk (as per daily menu). Learning to wash Jumping Picnic Learning to Visiting atleast 5 hand before eating vkaxuokM+h esa wash hand families Li'kZ Kku Jenku fp=kdkjh before eating Touch Sense Contributing Drawing Labour in AWC dsUnz] xzke i¡pk;r Hkou] 'kkyk vkfn dk vyx & vyx Hkze.k djk,¡A office health centre, Village Panchayat, School, etc. to be visited separately. *Based on Chhattisgarh State ifjosf{kdk vkSj dk;ZdrkZ dks iks"k.k lEcU/h fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards nutrition related development izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy lalk/u Training and Motivation Enabling Setting for Activity Resources izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources ifjosf{kdk vkSj dk;ZdrkZ dks 'kkfjfjd vkSj HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and cky fodkl ds fy, mi;qDr lalk/u Worker towards overall child and Appropriate resources for self-development. child development. vk¡xuokM+h dh le; lkfj.kh* / Time Table of Aanganwadi* fodkl lkekftd 'kkjhfjd Hkk"kkRed vkjke xfrfof/;k¡ Activities Development Social Physical Language Rest HkkoukRed fodkl dh Summer le; izLrkfor xfrfof/ Time fnu 8:30 - 9:00 9:00 - 9:30 9:30 - 10:00 10:00 - 10:30 xehZ es Proposed activity Day for the emotional le; development Time Winter fnu 9:30 - 10:00 10:00 - 10:30 10:30 - 11:00 11:00 - 11:30 lnhZ es • LorU=k okrkZyki Free conversation Day lkseokj O;k;ke cky xhr @ dgkuh Children's Song / Monday cPpksa dk Exercise Story vkxeuA LokxrA fxurh @ vaxzsth o.kZekyk xfrfof/ Activities eaxyokj O;fDrxr ckg; [ksy Counting / English Tuesday LoPNrk dh Outdoor play Alphabets HkkoukRed fodkl dh tk¡p rFkk vfHku; ckyxhr fgUnh o.kZekyk ds lkFk izLrkfor xfrfof/ cq/okj izkFkZuk A Acting / oLrq Kku Proposed activity for the Wednesday uk'rk djukA Children's Hindi Alphabets of y?kq vodk'k emotional development Arrival of Short Break song Object identification • feV~Vh dk f[kykSuk Children. Making clay-toys xq:okj Welcome. jLlh ij pyuk Thursday Checking Walking on personal string/jumps hygiene. 'kqØokj Prayer. ckâ; [ksy LorU=k okrkZyki Friday Breakfast. Outdoor play Free conversation 'kfuokj Hkze.k% izkd`frd&unh ds ikl] igkM+ ds ikl] gkV cktkj] iksLV vkfIkQl] LokLF; Saturday Excursion: of nature, near rivers, near hill, weekly haat /bazar, post *NRrhlx<+ jkT; ds vk/kj ij ifjosf{kdk vkSj dk;ZdrkZ dks HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards overall child and self-development. izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources ifjosf{kdk vkSj dk;ZdrkZ dks 'kkfjfjd] Hkk"kkRed] lkekftd vkSj HkkoukRed cky&fodkl vkSj Lo&fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards overall child and self-development. ckSf}d lkekftd lEosnukRed iks"k.k ifjokj Hkze.k Cognitive Social Emotional Nutrition Visit Families 10:30 -11:00 11:00 - 11:30 11:30 - 12:00 12:00 - 12:30 12:30 - 2:30 xfrfof/;k¡ Activities ckSf¼d fodkl dh izLrkfor xfrfof/ Proposed activitiy for 11:30 -12:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 3:30 the cognitive development • fn'kk Kku Direction sense MkbV fdV dk jk"Vzh; ioZ feV~Vh dk mi;ksx National f[kykSuk cukuk Using diet Making Celebration iwjd iks"kkgkj kit clay - toy forj.k (nSfud dsUnz can djus ls xfrfof/;k¡ Activities fn'kk Kku tUefnu eukuk ukpuk xkuk ehuw vuqlkj) iwoZ lHkh fjdkMZ iw.kZ Direction Celebrating Dance Music forj.k iwoZ djuk cPpksa esa lkekftd fodkl dh Sense Birthday izfrfnu gkFk Updating izLrkfor xfrfof/ feV~Vh dk /ksuk lh[kuk records before Proposed activity for the R;kSgkj eukuk f[kykSuk cukuk Supplim- closing the social development MkbV fdV dk Celebrating Making entary centre • vk¡xuokM+h esa Jenku mi;ksx Festival Using diet clay - toy Nutrition Contributing labour in AWC fidfud eukuk distribution de ls de 5 kit mNyuk dwnuk (as per ifjokjksa esa Hkze.k Going for Jumping daily menu) djuk Picnic vk¡xuokM+h esa Learning to Visiting atleast 5 Li'kZ Kku wash hand families Touch Jenku fp=kdkjh Contributing Drawing before eating Sense Labour in AWC dsUnz] xzke i¡pk;r Hkou] 'kkyk vkfn dk vyx & vyx Hkze.k djk,¡A office health centre, Village Panchayat, School, etc. to be visited separately. *Based on Chhattisgarh State ifjosf{kdk vkSj dk;ZdrkZ dks iks"k.k lEcU/h fodkl ds fy, izsfjr vkSj izf'kf{kr djuk Motivation and training of Aanganwadi Supervisor and Worker towards nutrition related development izf'k{k.k vkSj izsj.kk xfrfof/ ds fy, mi;qDr ekgkSy ckyk&lalk/u Training and Motivation Enabling Setting for Activity BaLA-Resources 5- vk¡xuokM+h ds HkkSfrd okrkoj.k dk fodkl Development of Aanganwadi Physical Environment lu~ 2012 rd lEiw.kZ Hkkjr esa djhc 14 yk[k vk¡xuokfM+;k¡ Lohd`r In year 2012 in entire India, there were about 14 lakh Fkha ysfdu djhc 13-19 yk[k dk;Zjr FkhsA buesa ls djhc 47» (6-19 approved Aanganwadis, but about 13.19 lakh were working. Of these, about 47% (6.19 lakh) Aanganwadis yk[k) dk viuk Hkou Fkk vkSj djhc 7 yk[k vk¡xuokfM+;ksa dks u, had their own building, whereas there was a need for Hkou dh vko';drk FkhA about 7 lakh new Aanganwadi buildings. bl ifjn`'; esa ;g t:jh gS fd vk¡xuokM+h ds HkkSfrd okrkoj.k dks In the above scenario, it is important to make the cky fodkl dsafnzr vkSj fgrxzkfg;ksa dks nh tkus okyh lsokvksa ds physical environment of Aanganwadi oriented towards child development as well as make it conducive towards vuq:i cukus esa nks] Lrjksa ij dk;Z fd;k tk,% services for all users. Thus, the intervention is needed at • igys ls cuh vk¡xuokfM+;ksa esa two levels: • u;h cuus okyh vk¡xuokfM+;ksa esa • Developing the existing Aanganwadis • Making new Aanganwadis nksuksa esa dk;Z djus dk rjhdk vyx gks ldrk gS fdarq ekxZ&n'kZd fl¼k¡r leku gksaxsA bUgsa izkFkfedrk ds Øe esa Hkh j[kk x;k gSA The method of working with both may be different, but the basic guiding principles shall be same. These are also kept in the order of priority. 5-1 lesfdr cky&fodkl lsok ;kstuk ds mn~ns';ksa dks dSls çkIr djsa\ 5.1 How to Achieve the Objectives of vk¡xuokM+h esa ,dhd`r cky&fodkl lsok ;kstuk ds mn~ns'; izkIr Integrated Child Development Scheme? djus ds fy, dbZ Lrjksa ij dk;Z djus dh vko';drk gSA ;kstuk To achieve the objectives of Integrated Child ds ik¡p mn~ns'; izkIr djus ds fy, N% izdkj dh lsok,¡ fu/kZfjr Development Scheme (ICDS) programme in Aanganwadis, work needs to be done at different dh xbZ gSaA ;s lHkh lsok,¡ vyx&vyx fgrxzkfg;ksa (tSls uotkr levels. To achieve the five objectives, six services f'k'kq] f'k'kq vkSj 3&6 o"kZ ds cPpksa] fd'kksjh ckfydkvksa] xHkZorh have been designated. These services are focused efgykvksa] ekrkvksa) ij dsafnzr gSa] vkSj bUgsa vk¡xuokM+h Lrj ij on different beneficiary groups (like infants, dk;ZdrkZ] lgkf;dk vkSj ,-,u-,e- viuh&viuh ifjosf{kdk vkSj babies, children of 3-6 years of age, adolescent fpfdRlk vf/dkjh ds funsZ'ku esa Øe'k% iznku djrs gSaA lsok girls, pregnant women and mothers) and at the Aanganwadi level, it is the Worker, Helper and iznku djus esa xq.koÙkk vge gSA ysfdu bl xq.koÙkk ds dbZ igyw Auxiliary Nurse Midwife (ANM), who deliver them gSa & tSls] iks"k.k dh xq.koÙkk] izfrj{k.k dh xq.koÙkk] LokLF; under supervision of their respective Supervisor and dh tk¡p vkSj ijke'kZ lsok dh xq.koÙkk] 'kkyk&iwoZ vukSipkfjd Medical officer. Quality is critical in the delivery of w d & iks"k.k vuqij a LokLF; dh tkWp Supplementary Health check-ups Nutrition lEiw.kZ cky fodkl vkSj cky O;ogkj dh t+:jrsa Requirements of holistic child development and child behaviour fd'kksjh ckfydkvksa dh t+:jrsa xHkZorh efgykvksa vkSj a uckM+h fgrxzfg;ksa dh fofo/ t+:jrsa vkSj lqfo/kk,Wa vkWx izfrj{k.k Requirements Diverse needs and comfort of AWC ekrkvksa dh t+:jrsa ijke'kZ lsok Immunization with respect to beneficiaries and users Requirements of Referral Adolescent girls pregnant women Services and mothers Requirements of holistic child iks"k.k vkSj LokLF; f'k{kk development and child behaviour Nutrition and Health 'kkyk iwoZ vukSipkfjd f'k{kk Education Pre-school, Non-Formal Education 42 vkWaxuokM+h ds HkkSfrd okrkoj.k dk fodkl cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis f'k{kk vkSj iks"k.k vkSj LokLF; f'k{kk dh xq.koÙkkA lkFk gh gS service. However, there are various aspects of quality fgrxzkfg;ksa dh fofo/ t+:jrksa dks iwjk djus esa vge Hkwfedk – like, quality of nutrition, quality of immunization, quality of health check-up and referral services, fuHkkus okys HkkSfrd okrkoj.k dh xq.koÙkkA ;g nLrkost+ quality of pre-school non-formal education, bl HkkSfrd okrkoj.k dh xq.koÙkk cukus vkSj mls lesfdr nutrition and health education. Also, the quality cky&fodkl lsok ds mn~ns';ksa vkSj lsokvksa ls ckyk ds ekè;e of physical environment that plays an important ls vUrjax :i ls tksM+us ij dsafnzr gSA fgrxzkfg;ksa dh fofHkUu role in fulfilling the diverse needs of beneficiaries. t+:jrsa] fofo/ uk t:jh gksxk fd ml Lrj towards qualitative aspects also. Since ICDS is ij xq.koÙkk] 'kklu dh n`f"V] uhfr] ;kstuk] cukoV] Øk;kUo;u] delivered at the ground level by Aanganwadi centres, izHkko'kkyh mi;ksx vkSj j[kj[kko esa dSls gks vkSj ykbZ tk,A it is important to bring quality in government’s vision, blds fy, lHkh Lrjksa ij ;kstuk ds mn~ns'; vkSj mlds ihNs policy, planning, design, implementation, effective use and maintenance. Towards this, it is important dh n`f"V dh le> gksA mn~ns'; izkIr djus ds fy, fu/kZfjr that at all levels, the objectives of the programme lsokvksa ds ckjs esa Li"Vrk gksA izHkko'kkyh uk eqf'dy gks ldrk gSA people, communities, resources, etc. However, it may vyx&vyx ifjfLFkfr;ksa esa ;kstuk dSlh gks ldrh gS] blds be difficult for everybody to understand these intricacies at all levels. But what is expected from a plan and how okLrfod mnkgj.k lHkh Lrjksa ij ck¡Vs tk ldrs gSaA ;kstuk dk a plan will be approved – this must be understood at all [kkyh [kkdk gks ldrk gS] ftlls reke egÙoiw.kZ fcUnq mlesa levels. Examples of what good plans can be in different fufgr jgsa vkSj dqN NwV u tk,¡A fdlls D;k visf{kr gS vkSj situations, can be shared at all levels. There can be a dSls ;kstuk dks le> dj eatwjh feysxh] bldk v¡nkt lHkh Lrjksa blank template of plans, which has all important points ij gks ldrk gSA ^^vPNh ;kstuk dSls cuk,¡\** ij izf'k{k.k Hkh fully integrated – so that nothing is left out. Training programmes can be organized on “How to make good vk;ksftr fd, tk ldrs gSaA ;kstukvksa esa fofo/rk gks ldrh gSA plans?”. There can be diversity in planning too. • ;kstuk dk [kkdk D;k bl fofo/rk dks lesVus ds • It must be ensured, how to allow the diversity of fy, yphyk gS\ & ;g lqfuf'pr djuk pkfg,A planning is to be addressed in the template. • ;kstuk Lohd`r djus ls igys mls dSls tk¡psaxs\ • How will a plan be appraised? • D;k tk¡pus okys bl [kkds dks vPNs ls le>rs gSa\ • Are those who are going to appraise, well • D;k os ckgj vyx&vyx LFkkuksa dh fofo/rk vkSj aware of the issues involved? ifjfLFkfr;ksa ls ifjfpr gSa] ftlls fu"i{k gks dj fofHkUu • Are they familiar with the diversity and ;kstukvksa dks tk¡p ldsa\ ;fn ugha] rks D;k muds Hkh fdlh situations of different places, so that they can rjg ds mUeq[khdj.k dh vko';drk gS fd os ;g dk;Z appraise diverse plans without any bias? If not, do they need an orientation in order to do ftEesnkjh ls dj ldsa\ their job responsibly? • D;k ;kstuk dh Lohd`fr ds ckn ml ij vey djus dh • After approval, is there any system for O;oLFkk vkSj rU=k gS\ ;fn ugha] rks mlds fy, fdl rjg implementation? If not, what kind of dh O;oLFkk] fdl Lrj ij gksuh pkfg,\ arrangements must be available and at which • ;g O;oLFkk,¡ dSls cusa\ tSls] ;kstuk esa Hkou esa ejEer dh levels? t+:jr gSA izHkko'kkyh ejEer djus dh D;k O;oLFkk gS\ • How to make these systems? E.g. A plan may • ;fn ;kstuk esa izf'k{k.k dh vko';drk >yd jgh gS rks D;k have repair of building. How to ensure effective repair? ml vko';drk ds vuq:i mi;qDr izf'k{k.k ogk¡ miyC/ • If a plan is reflecting need of training, is there a gks ldrk gS\ way for that type of training to happen there? Development of Aanganwadi Physical Environment 45 • ;kstuk esa ckyk ds dbZ enksa dks 'kkfey djus dk fooj.k • A plan may reflect several BaLA items of work, gks ldrk gS] tks 'kkldh; nj&vuqlwph esa ugha fn, x, gSaA which are not part of the regular Government ,slh fLFkfr esa bu enksa dh Lohd`fr D;k ckt+kj dh nj ij gks Schedule of Rates (SoR). In such a situation, can these be costed, based on the market ldrh gS\ ;kstuk cukus oky]s tk¡pus okys vkSj Lohd`r djus rates? Everybody at the level of planning, okyksa dks bu lHkh ckrksa dks è;ku esa j[kuk gksxkA ;fn tks dqN appraising, approving will need to keep such ;kstuk esa gS] og ,d ckj esa Lohd`r ugha gks ldrk rks D;k matters in mind. Or if everything that is given mlesa izkFkfedrk ds vk/kj ij dqN dk;Z fy, tk ldrs gSa] in a plan cannot be approved in one go, can ftudks miyC/ lalk/uksa ds pyrs] rqjar djuk vko';d gS] there be certain aspects that can be taken on priority, since they are important and based on (tcfd vU; en ckn esa Lohd`r fd;s tk ldrs gSa)\ the resources available, (while other items can be taken up and approved later)? 5-5 vk¡xuokM+h dh cukoV vkSj vkdYiu vk¡xuokM+h ds vPNs vkdYiu ds fy, 'kkldh; Lrj ij ,d 5.5 Concept and Design of Aanganwadi O;kid n`f"V] uhfr] ;kstuk] lalk/u lHkh ds ckjs esa lkspus vkSj For good design of Aanganwadis, it will be important to formulate a wider vision, policy, plan mudk izcU/ djuk gksxkA bls] tks vHkh miyC/ gS] ogk¡ ls izkjEHk and resources and manage them. It can start from gks dj] /hjs&/hjs ifj"dkj dh vksj ys tk;k tk ldrk gSA vPNs where things stand today and move gradually vkdYiu ds fy, okLrqdkjksa dks ;kstuk ds mn~ns';] lsokvksa vkSj towards subsequent refinement. To get good mldh Li"Vrk gksuk t:jh gSA design from the architects, it will be important that architects are clear about the objectives and services of the vdlj ;g lkspk tkrk gS fd scheme. vk¡xuokM+h Hkou esa vkf[kj gS gh D;k\ & ,d dejk] ,d Often, it is thought, that after all, jlksbZ vkSj ,d Hk.Mkj! bldh what is there in an Aanganwadi? cukoV esa ,slh D;k [kkl ckr – It is just a room, a kitchen and a store! What is there in it that gS tks bldk vkdYiu fd;k should be ‘designed’? While this tk,\ ;g lp gS fd blesa is true that the size of building Hkou dk vkdkj NksVk gS & is small, but its responsibility ijUrq bl Hkou dh ftEesnkjh and usage are large and diverse. vkSj mi;ksx cM+s vkSj fofo/ Firstly, Aanganwadi is not a building it is an environment, gSaA igyk rks ;g fd vk¡xuokM+h whose biggest responsibility ,d Hkou ugha] okrkoj.k gS] is not only to invite the ftldh lcls cM+h ftEesnkjh toddlers and young children NksVs f'k'kqvksa] cPpksa dks vius in the premises, but also retain ifjlj esa u dsoy vkeaf=kr them for holistic childhood development, in their most djuk gS] cfYd muds thou ds important, formative years of lcls egÙoiw.kZ o"kks± esa lEiw.kZ life. This is the first step towards cky&fodkl esa enn djrs gq,] their subsequent life stages upto ogk¡ Bgjkuk gSA ;g muds vkxs adulthood as well as preparing ds thou] Ldwy f'k{kk vkSj for school education. It is not just the responsibility of the o;Ld thou O;rhr djus esa Department of the Women and vko';d] igyk dne gSA bl Child Development or Worker ftEesnkjh dks lEosnu'khyrk and Helper, Parents but also of ls fuHkkuk u dsoy efgyk the environment that resides in cky&fodkl foHkkx ;k mldh the Aanganwadi premises. It is the responsibility of the Supervisors as well as dk;ZdrkZ] lgkf;dk vkSj vfHkHkkod dh gS] cfYd ml okrkoj.k Officers from Project to State to Central level to dh Hkh gS] tks mlds ifjlj esa fLFkr gSA ;g ftEesnkjh] dk;ZdrkZ form an institutional support and mechanism so vkSj lgkf;dk vPNs ls fuHkk ldsa] ,slk laLFkkxr us ds fy, dqN ç'uksa ij fopkj t+:jh gS% understand this: • D;k vk¡xuokfM+;ksa dk ifjlj cPpksa ds ?kjksa vkSj ifjos'k • Is the Aanganwadi premises able to give a homely tSlk okrkoj.k ns ikrk gS\ and familiar environment to the children? • cky&fodkl dks tks vuqHko ;s cPps vius ?kj esa ugha ik • Is the environment here able to give the children opportunities of child development that they are ikrs] D;k ;g ifjlj mls iwjk djrk gS\ not able to get at home? • D;k vk¡xuokM+h ds lHkh fgrxzkgh gj ekSle esa & pkgs lnhZ] • Are the beneficiaries of Aanganwadi able to xehZ] cjlkr esa vkjke ls ;gk¡ jg ldrs gSa & tcfd ogk¡ comfortably use it in all seasons – winters, 'kk;n fctyh Hkh u gks\ summers, monsoons, even though there may not • D;k vk¡xuokM+h Hkou lnhZ esa xeZ ;k i;kZIr /wi ds lkFk be any electricity? vkSj xehZ esa B¡Ms vkSj Nk;knkj] vkSj cjlkr esa goknkj • Is the Aanganwadi adequately warm or with jgrs gSa\ cozy sunlight in interiors in winters and with shade and cool interiors in summers or well • D;k vUnj LoLFk ekgkSy j[kus ds fy, gj ekSle esa i;kZIr ventilated with breeze flowing in monsoons? izkd`frd jks'kuh vkSj gok jgrh gS\ • Does the interior have adequate natural light and • D;k ogk¡ ihus dk LoPN ikuh gS\ ventilation in all seasons? • D;k gekjs cPpksa dh gkFk /ksus vkSj LoPN rjhds ls ew=k vkSj • Is safe drinking water available? 'kkSp tkus dh vknr] vk¡xuokM+h esa iM+ ldrh gS\ • Is Aanganwadi adequately equipped to instill the • D;k ogk¡ blds cPpksa vkSj o;Ldksa & nksuksa dh t+:jrksa ds habit in young children towards hygienic hand vuq:i izko/ku gSa\ wash, safe urination and defecation? • D;k vk¡xuokM+h esa cPpksa dks eè;ku Hkkstu nsus ds fy, j[kk • Are there provisions for children as well as adults? vUu ;k iks"kd vkgkj dhM+s&edkSM+ksa vkSj pwgksa ;k ueh ls • Is the nutrition supplement and cereals kept lqjf{kr gS\ for supplementary nutrition meals protected adequately from rodents, insects and dampness? Development of Aanganwadi Physical Environment 47 • D;k vk¡xuokM+h dk;ZdrkZ ds ikl viuk lkeku j[kus] 'kkldh; • Is there adequate storage provision available vk¡dM+s lgst dj j[kus dh i;kZIr lqjf{kr to the Aanganwadi Worker to safely keep the vyekjh gS\ belongings and official records? • D;k cPpksa ds lEiw.kZ cky fodkl ds fy, & ftlesa mudk • Are there provisions for holistic child development including physical, cognitive, 'kkjhfjd] ekufld] lEosnukRed] lkekftd] Hkk"kk] jpukRed emotional, social, language, creative domains fodkl & lHkh dqN 'kkfey gS & bldk ifjlj esa izc¡/ gS\ available at the Aanganwadi? • tc dk;ZdrkZ vkSj lgkf;dk fdlh nwljs 'kkldh; dk;Z esa O;Lr • When the Worker or Helper are engaged with gksa] rc cPps D;k djrs gSa\ some work, what are the children doing? • tc fd'kksjh ckfydk,¡ vkrh gSa rks muds eu vkSj t+:jr ds • When the adolescent girls come, are there vuqlkj ;gk¡ D;k izko/ku gSa\ provisions to engage them constructively? • tc xHkZorh efgyk,¡ ;k ekrk,¡ ;gk¡ vkrh gSa rks muds ijke'kZ • When pregnant women or mothers come here, vkSj LokLF; fujh{k.k ds fy, nwljksa dh utj ls vkM+ esa] dksbZ do they have necessary seclusion and privacy to discuss and take advice? ,dk¡r txg gS\ • Can they comfortably use the toilet facilities here? • D;k os ;gk¡ 'kkSp dh lqfo/k mi;ksx esa ys ldrh gS\ These question ;s iz'u tgk¡ orZeku are important for vk¡xuokfM+;ksa ds fy, t:jh existing as well as gSa] ogha vkxs Hkfo"; esa cuus new to be made okyh vk¡xuokfM+;ksa ds fy, Aanganwadis. It is essential to HkhA buds mÙkj [kkstdj] seek answers and O;ogkfjd lek/ku [kkstuk solutions to the vkSj mudks vey esa ykuk problems and vko';d gSA implement them. tkfgj gS] ,d vk¡xuokM+h Hkou vkSj ifjlj ds vkdYiu dh ftEesnkjh It is evident that the responsibility of the design of ,d dejs] ,d jlksbZ vkSj ,d Hk.Mkj ds izko/ku rd gh lhfer ugha] Aanganwadi building and premises is not restricted to the single room, kitchen and store provision alone, but cfYd mlls cgqr O;kid gSA goes much more beyond this. uewuk vkdYiu Model Design vdlj cukoV ds fy, jkT; ;k ftys Lrj ij ,d ^uewuk* vkdYiu Often, a ‘model’ design is made at the district or state level and it is expected to make this all over. Here, is it rS;kj fd;k tkrk gS vkSj ;g vis{kk dh tkrh gS fd bls iwjs jkT; ;k important to understand that any two Aanganwadi sites bykds esa cuk fy;k tk,A fdlh jkT; ;k dsanz 'kkflr izns'k dh dksbZ Hkh or contexts are not identical within any State or Union nks vk¡xuokfM+;ksa dk LFky ;k ifjfLFkfr ,d lh ugha gSA dbZ txg LFky Territory. In many cases the shape, soil or slope of the ds vkdkj] feV~Vh ;k dj fo'ysf"kr dj ldrh gS] ftlls gj iSVuZ ds fy, Aanganwadis in such cases also. These patterns can be mi;qDr vkdYiu rS;kj fd;k tk ldsA properly analysed by a team of Architects and Engineers and to suit each pattern and appropriate adequate design can be developed by them. Development of Aanganwadi Physical Environment 49 5-7 vk¡xuokM+h ds çk:i dh vksj c<+uk 5.7 Moving Towards Design of Aanganwadis blds fy,] okLrqdkjksa vkSj vfHk;Urkvksa dh Vhe ds fy, fofHkUu It will be important to arrange for the team of ifjfLFkfr;ksa dh vk¡xuokM+h;ksa dks tk dj ns[kus dk izcU/ djsaA Architects and Engineers to observe Aanganwadis in different situations. Let them observe the usage os fgrxzkfg;ksa vkSj Hkou ds fofHkUu mi;ksDrkvksa dks mldk of existing facilities by beneficiaries to identify the mi;ksx djrs gq, ns[ksa vkSj tkusa fd budh dSlh t+:jrsa gSa vkSj needs and how they can be addressed. Explain os dSls iwjh dh tk ldrh gSa\ okLrqdkjksa dks miyC/ lalk/uksa] clearly to the Architects about available resources, izko/kuksa vkSj muls dh tk jgh vis{kk Hkh Li"V :i ls crk,¡] provisions and expectations from them so that ftlls O;kogkfjd vkdYiuksa ds fodYi rS;kj fd, tk ldsaA they are able to develop practical options. The first draft of concept designs can have preliminary igys] vkdYiuksa dk izkjfEHkd izk:i ykxr ds eksVs vuqeku ds estimate. It will be good if these can be explained lkFk gks] ftUgsa vyx&vyx Lrj ij] lewgksa esa] le> dj vkSj and understood at different levels in small groups. ppkZ djds tkuuk vPNk gksxkA bls dk;Z'kkyk dh rjg Hkh fd;k This can also be done in a workshop mode, where tk ldrk gS] ftlesa okLrqdkj ljy Hkk"kk esa lHkh dks cukoV the architects can explain the designs in simple ds ckjs esa crk,¡A lHkh ds lq>ko vkefU=kr djsa vkSj cukoV comprehensible, local language. Invite suggestions from stakeholders and share them with architects dks csgrj vkSj vf/d lEosnu'khy cukus ds fy, okLrqdkj to make the designs better and more sensitive. This dks crk,¡A ;g izfØ;k jkT;] ftys ;k ifj;kstuk Lrj ij] ,d process can be done at the District or State level ;k vf/d ckj] miyC/ lalk/u vkSj le; ds vuqlkj dh tk once or more times, depending upon the time ldrh gSA fofHkUu vkdYiuksa dks vafre :i nsus ds igys ;g and resources available. Before finalizing various lqfuf'pr djsa fd muesa dqN yphykiu t:j gks] ftls LFkkuh; designs, make sure that there is some flexibility inherent in them so that these can be fine-tuned or t+:jr vkSj ifjfLFkfr ds vuq:i LFkkuh; yksx vkSj fgLlsnkj] adapted or changed based on local conditions by mlds dqN fgLls kSrs ds] gj vk¡xuokM+h esa gksus pkfg, blds fy, those important points that are essential and have dqN vko';d vkSj O;ogkfjd ekin.M vkSj fcUnq r; djsaA bUgsa to be addressed, without compromise, in every vyx&vyx Lrj ij ijke'kZ djds Hkh fuf'pr fd;k tk ldrk Aanganwadi? Decide some important and practical gSA vk¡xuokfM+;ksa ds fy, xq.koÙkk ds ;g ekud jk"Vªh; Lrj ij standards. These can also be decided through r; fd, x, gSa% discussion at different levels. For Aanganwadis, Quality Standards have been defined at the 1- l¡okn national level: 2- LokLF; iks"k.k] O;fDrxr ns[kHkky o fnup;kZ 1. Interaction 3- j{kkRed ns[k&js[k vkSj lqj{kk 2. Health, Nutrition, Personal Care and Routine 4- vk/kjHkwr l¡jpuk @ HkkSfrd okrkoj.k 3. Protective Care and Safety 5- laLFkku vkSj O;oLFkkiu 4. Infrastructure / Physical Environment 5. Organization and Management 6- cPpksa ds vuqHko vkSj lh[kus ds volj 6. Children Experiences & Learning opportunities 7- ewY;k¡du vkSj urhtksa ds mik; 7. Assessment and Outcome Measures 8- xq.koÙkk rU=k dk leFkZu vkSj lapkyu 8. Managing to Support Quality System vk¡xuokM+h ds okrkoj.k ds fodkl ds fopkjksa dks bu ekudksa ij [kjk Ideas for Development of Aanganwadis will have to confirm these quality standards. Also, ECCE will have mrjuk gksxkA lkFk gh izkjafHkd ns[kHkky vkSj f'k'kq&f'k{kk (çk-ns-f'k- to confirm to the following minimum non-negotiable f'k) dks xq.koÙkk bl U;wure vfuok;Z dlkSVh ij [kjk gksuk gksxk% criteria for quality 1- 4 ?kUVs dk çk-ns-f'k-f'k- dk;Zdze] ftlds chp esa vk/s ?k.Vs dk 1. An ECCE programme of 4 hours duration with fojke gks snack / break time of half an hour 2- 30 cPpksa ds fy,] 35 oxZ ehVj dk [kkyh d{k] 30 oxZ ehVj 2. 1 room measuring at least 35 square meters (carpet area) for a group of 30 children and availability of ckgj dh txg 50 vkWaxuokM+h ds HkkSfrd okrkoj.k dk fodkl cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis 3- i;kZIr çf'kf{kr dehZ;ksa dh fu;qfDr adequate (at least 30 square meters) outdoor space 4- LFkkuh; ;k ekr` Hkk"kk esa cPpksa ij dsfUnzr ikB~;dze] tks for a group of 30 children 3. Adequately trained staff appointed mudh mez vkSj fodkl ls tqM+k gks 4. Age and developmentally appropriate, child 5- vk;q ds vuqdwy f[kykSus vkSj lh[kus ds lalk/u centric curriculum transacted in the mother tongue/ 6- vklku igq¡p okyh] lqjf{kr lajpuk ;qDr] lkiQ&lqFkjs] local vernacular gjs&Hkjs {ks=k ls f?kjk Hkou 5. Adequate developmentally appropriate toys and 7- ihus dk 'kq¼ vkSj i;kZIr ikuh miyC/ learning materials 6. The building should be structurally safe and within 8- Ckkfydkvksa vkSj ckydksa ds fy, vyx 'kkSpky; vkSj gkFk easy approach. It should be clean and should have /ksus dh O;oLFkk surrounding green area 9- dsUnz esa fLFkr çkFkfed fpfdRlk ,oa vkS"k/ fdV 7. Adequate and safe drinking water 10- cPpksa ds fy, larqfyr iks"kd [kkuk cukus vkSj lksus dh 8. Adequate and separate child-friendly toilets and vyx txg hand wash facilities for girls and boys 9. Separate space allocated for cooking nutritionally 11- o;Ld ns[kHkkydrkZ&cPpk vuqikr 1%20] 3&6 o"kZ vk;q balanced meals and nap time for children ds fy, vkSj 1%10] 3 o"kZ vk;q ds fy, izk-ns-f'k-f'k- dsUnz 10. Immediate health service in terms of First Aid/ esa gksaA cPpksa dks fdlh Hkh le; vdsyk ugha NksM+k tkuk Medical Kit available at the centre pkfg,A 11. The adult caregiver to child ratio of 1:20 for 3-6 year old children and 1:10 for under 3 year age should be available at the ECCE Centre. Children should not be unattended at any given point of time. 5-9 vk¡xuokM+h ds lEiw.kZ HkkSfrd okrkoj.k 5.9 Components to Holistically Develop fodkl ds v¡x Physical Environment of Aanganwadi xq.koÙkk ds ekud vkSj vfuok;Z dlkSVh çkIr djus ds fy,] There are four key components for development of physical environment of Aanganwadis, to achieve q k v¡x gS% vk¡xuokM+h esa HkkSfrd okrkoj.k fodflr djus ds pkj ize[ a quality standards and non-negotiable criteria : vk¡xuokM+h ds HkkSfrd okrkoj.k ds fgLlksa dks Development of Aanganwadi physical fodflr djrs le; xq.koÙkk ekudksas ds ewyHkwr environment must be done keeping in fl¼krksa dk è;ku j[ksa mind underlying principles of Quality Standards ckyk (ifjos'k lh[kus dk l¡lkèku) • fodkl @ mez ds vuqlkj • Developmentally BaLA (Building / age appropriate ejEer dk;Z as Learning Aid) dk;Z Repair Work services • cPpksa dk cgqeq[kh fodkl • Ensuring holistic lqfuf'pr djuk development of • cPpksa ds lUnHkZ ls children • Relevant to the mi;qDr child’s context • ifjokj ,oa lekt dh • Partnership Hkkxhnkjh with family and • cPpksa ds lh[kus ij community • The centrality of the dsfUnzr okrkoj.k child’s learning in • cjkcjh] lekos'kh] the environment t+:jr ds vuqlkj fofo/rk • Equity, Inclusion, vuwdyw u Diversity Adaptation as ewyHkwr lqfo/k,¡ per need Basic Amenities Development of Aanganwadi Physical Environment 51 1- ejEer dk;Z (orZeku Hkouksa ds fy,) 1. Repair work (for existing buildings) 2- t+:jr vuqlkj vuqdwyu (orZeku Hkouksa ;k orZeku 2. Adaptation as per need ( for existing buildings or in cukoV esa cnyko ds fy,) existing design of buildings) 3- ewyHkwr lqfo/k,¡ (orZeku ;k u, cuus okys Hkouksa ds 3. Basic Amenities (for existing or new to be made buildings) fy,) 4. BaLA [Building as Learning Aid] (for existing or 4- ckyk (ifjos'k cky fodkl lh[kus dk lalk/u) new to be made buildings) (orZeku ;k u;s cuus okys Hkouksa ds fy,) It will be appropriate to undertake them in the above bUgsa blh ojh;rk esa dk;kZfUor Hkh djuk Bhd gksxkA order also. In the existing buildings, BaLA work should be orZeku Hkouksa esa ejEer ;k vuqdwyu vkSj ewyHkwr lqfo/kvksa dks undertaken only after ensuring proper repair, lqfuf'pr djds gh ckyk dk dk;Z djuk pkfg,A tSls] ;fn iQ'kZ VwVk adaptation, or provision of basic amenities. E.g. if a floor gS ;k f[kM+dh NksVh gS] rks iQ'kZ dh ejEer ;k f[kM+dh cM+h djus ds is broken or a window is smaller, then only after the floor ckn gh] ckyk dk dk;Z fd;k tk, & rHkh mi;qDr gksxkA ejEer ;k is adequately repaired or window is sufficiently enlarged cnyko ds nkSjku gh ckyk ds lalk/u fodflr fd, tk ldrs gSa & that it will appropriate to develop BaLA-Settings and Resources. However, BaLA -Settings and Resources tSls VwVs iQ'kZ dh ejEer ds nkSjku xksyrkjk ;k fcUnq&iV~V cuk;k tk can be developed along with repair and adaptation ldrk gSA blh izdkj f[kM+dh ds cnyko ds lkFk gh mldh lyk[kksa work also. E.g. while repairing broken vkSj iYyksa esa ckyk lalk/u fodflr fd, tk floor, Goltara or Floor Dot Board can be ldrs gSaA integrated in it. Similarly, while adapting the window, BaLA-Resources can be developed in the shutters and security bars. blh rjg ckyk&txgksa dk fuekZ.k ewyHkwr lqfo/kvksa tSls ikuh&ihus ;k gkFk /ksus dh txg BaLA -Settings can be developed while ;k crZu /ksus dh txg ds lkFk gh fd;k tk making basic amenities, like drinking water ldrk gSA bUgsa ikuh lgstk] cxhpk cuk;k ckyk point or hand wash area. BaLA -Setting txg ds lkFk la;ksftr djds cukbZ tk ldrh 'Waste Water, Mini Nutrition Garden' can be made along and connected to the utensil gSA washing area. u;s fuekZ.k dh cukoV esa vuqdwyu] ewyHkwr In new design and construction, ideas of lqfo/kvksa vkSj ckyk ds fopkjksa dk lekos'k Adaptation, basic amenities and BaLA- igys ls gh gks ldrk gS] ftlls bUgsa Settings and Resources can be integrated from the inception itself, so that they not vyx&vyx u cukuk iM+sA bUgsa vkil esa tksM+ made separately, later. It will be economical dj cukus esa /u vkSj le; & nksuksa dh cpr and cost effective from the perspective to gksxh vkSj csgrj bldh ;kstuk cukus okys ;kstukdkjksa vkSj vf/dkfj;ksa] must be at all levels— planners and officers who are cukoV vkSj fØ;kUo;u djus okys okLrqdkjksa] vfHk;Urkvksa & lHkh planning, architects and engineers who are designing Lrjksa ij gksuh pkfg,A bls lqfuf'pr djuk pqukSrh rks gks ldrh gS & and executing the work. It is important to ensure this, ij vko';d gSA blds fy,] bl ckjs esa mUeq[khdj.k fd;k tk ldrk even though it may be a challenge. Orientation towards this can be undertaken. This is important for two reasons: gSA ;g nks dkj.kksa ls t:jh gS% 1- lHkh fgLlsnkj vius dke ds nh?kZxkeh egÙo vkSj dk;Z dh 1. All partners will understand the long-term ftEesnkjh dks vPNs ls le>saA significance as well as responsibility of their work. 2- ftEesnkjh dk vPNh xq.koÙkk ls fuokZg djrs gq, dk;ZØe dk 2. To achieve the objective of the programme, mn~ns'; izkIr djus esa os viuh egÙoiw.kZ Hkwfedk fuHkk,¡A they are able to undertake their responsibility with importance and perform it with quality consciousness. 5-10 HkkSfrd okrkoj.k ds vko';d izko/ku 5.10 Essential Features of Physical HkkSfrd okrkoj.k dh ;kstuk vkSj cukoV (orZeku vkSj u;h cuus okyh Environment vk¡xuokfM+;ksa ds fy,) r; djus ds igys] xq.koÙkk ds ftu ekudksa vkSj Before planning the physical environment and its dlkSVh dh ppkZ mQij dh xbZ] muds vk/kj ij] ifjfLFkfr ds vuqlkj design (in existing and new to be made Aangan- wadis), it is important to decide a few important dqN vko';d fcUnq r; djus gksx s HkkSfrd okrkoj.k ds Lrj ij ;s aA points based on quality standards and the non- vko';d fcUnq bl izdkj gks ldrs gS% a negotiable criteria, discussed above. In the domain • de ls de 30 cPpksa ds fy, de ls de 35 oxZehVj iQ'kZ of physical environment, these can be as follows: ds {ks=kIkQy dk i;kZIr izkd`frd jks'kuh vkSj okrk;u ls ;qDr • An activity room of area at least 35 square meter ,d xfrfof/ d{kA that is naturally lit and ventilated for at least 30 • ckgj [ksyus dh txg tks de ls de 30 oxZehVj dh gks] children. ftlesa lkiQ jsr&feV~Vh ds vykok cPpksa ds fodkl ds vuq:Ik • An outdoor play space of atleast 30 square meter area, that has clean sand and mud as well lqjf{kr >wys vkSj [ksy lkexzh gksA as safe play equipments and swings conducive • [kkuk idkus ds fy, vkx ls lqjf{kr] izkd`frd okrk;u to child development. ls ;qDr jlksbZ] ftlesa gkFk /ksus vkSj lkiQ ihus ds ikuh ds • A kitchen for cooking food that is safe from fire Hk.Mkj.k dk mik; gksA hazard and is naturally ventilated and equipped • 30 cPpksa] 15 efgykvksa vkSj fd'kksjh ckfydkvksa ds fy, de with facility to wash hands and store drinking ls de nks fnu ds ew=k] 'kkSp] gkFk /ksus vkSj ihus ds ikuh ds water. Hk.Mkj.k dh O;oLFkk gksA • Adequate storage of water for at least two days for urinal, toilet, hand wash for at least 30 • cPpksa ds fy, cky&lqyHk ew=kky; vkSj lekos'kh 'kkSpky; dk children and 15 women and adolescent girls. izko/ku gks] ftls cPps vkSj o;Ld efgyk,¡ lHkh mi;ksx esa • Child friendly urinal for children and inclusive ys ldsaA toilet that can be used by all children, • cPpksa vkSj vk¡xuokM+h dh lqj{kk ds fy, ,d ckM+ gksA adolescent girls and adult women. • A fencing to protect children and the Aanganwadi. xfrfof/ ds fy, i;kZIr txgA lqjf{kr ifjlj esa dsys ds isM+ lqjf{kr vyekjh Sufficient space for activities. Banana trees in secure premises. Safe storage Development of Aanganwadi Physical Environment 53 • cPpksa vkSj ekrkvksa ds forj.k ds fy, igys ls rS;kj • Storage of ready to eat meals and cereals for iks"k.k&vkgkj vkSj vUu ds fy, dhM+s&edkSM+ksa&pwgksa vkSj children and women that is safe and secure from pksjh ls lqjf{kr Hk.Mkj.k gksA insects, rodents and vandalism. • ckgj de ls de rhu o`{kksa dh çtkfr;ksa dk izko/ku] ftlesa • Plantation of at least three different species of dsyk] iihrk] equxk (lgtu) gksaA o`{kksa dh l¡[;k T;knk gks trees that includes Banana, Papaya and ldrh gSA Drumstick. The number of trees can be more. ;g dsoy mnkgj.k ds fy, gSA blesa t+:jr ds vuqlkj dqN ?kVk;k This is shown only as an example. More can be added ;k tksM+k tk ldrk gSA ;g xq.koÙkk ds fy, ^vko';d* gS] vkSj blesa or deleted from this list. For quality, this is the ‘essential’, and there should not be compromise in this. However, a le>kSrs dh xqUtkb'k u gksA ysfdu blesa cgqr dqN tksM+k tk ldrk lot can be added into this, which will depend upon each gS & tks gj vk¡xuokM+h dh ifjfLFkfr vkSj miyC/ lalk/u ds vuqlkj 'Aanganwadis' situation and available resources there vyx gks ldrk gSA ;g lc ^oSdfYid* dh lwph esa gks ldrk gSA ;gk¡ and it can be different for each. These add-ons can be in ^vko';d* izkFkfedrk esa mQij gksxk vkSj ^oSdfYid* ckn esaA the ‘optional’ list. Here, the ‘essential’ list of items will be on priority, while the ‘optional’ list of items can follow later. okLrqdkj dks xq.koÙkk ds fy, ^vko';d* fcUnq Li"V :i ls irk gksus pkfg,A lkFk gh tks dqN ^oSdfYid* rkSj ij bl ^vko';d* Architects must be informed about the ‘essential’ points. esa ifjfLFkfr ds vuqlkj tksM+k tk ldrk gS] og Hkh Li"V gksA blls Also, it should be made clear to them all the ‘optional’, vk¡xuokM+h ds vkdYiu esa xq.koÙkk Hkh vk;sxh vkSj og O;ogkfjd Hkh that can be added, to the ‘essential’, as per situation. This gksxkA vk¡xuokM+h dh cukoV rS;kj djus ds fy, ifjfLFkfr] lalk/uksa will not only bring quality in design, but will also make it more practical. To develop the designs, the more the vkSj t+:jrksa esa ftruh Li"Vrk gksxh] mruk gh vPNk vkSj O;ogkfjd clarity of situations, resources and needs, the architects vkdYiu vkSj fodYi okLrqdkj cuk ldsaxsA bu lcdk lekos'k ,d will be able to make better design options that will be egk&;kstuk (master plan) esa Hkh fd;k tkuk pkfg;sA good and more useful. All these can be included into the master-plan. [ksy dh txg ikuh ihus dh txg ew=kky; ckM+ Play Space Drinking water space Urinal Fencing 5-11 lekos'kh HkkSfrd okrkoj.k 5.11 Inclusive Physical Environment vk¡xuokM+h ,d lekos'kh txg gksuh pkfg, & ;kus ,slh txg tgk¡ Aanganwadi must be an inclusive place - a space where children, girls and women of all lekt ds lHkh rcds] tkfr] /eZ] fyax] lkeF;Z ds cPps] ckfydk,¡ ethnic groups, caste, religions, gender and vkSj efgyk,¡ vk ldsAa bls csgrj le>us ds fy, pkj ckrksa dks ability can come. To better understand this, le>uk t+:jh gksxk% four aspects of inclusion must be understood 1- lekos'kh fLFkfr well: 2- lekos'kh txg 1. Inclusive Location 2. Inclusive Settings 3- lekos'kh lalk/u 3. Inclusive Resources 4- lekos'kh ekufldrk 4. Inclusive Attitude 54 vkWaxuokM+h ds HkkSfrd okrkoj.k dk fodkl cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis 1- lekos'kh fLFkfr% 1. Inclusive Location The first issue is, ‘Where is Aanganwadi located?’. blesa lcls igyk eqn~nk rks *vk¡xuokM+h dgk¡ fLFkr gS\* ;g gksxkA This is very important from the perspective of ;g mlds lkekftd rkSj ij lekos'kh gksus ds fy, cgqr social inclusion. Do all beneficiaries of the egÙoiw.kZ gSA D;k vkl&iM+ksl ds lHkh fgrxzkgh] ftuds fy, neighbourhood feel secure to come here from vk¡xuokM+h gS] ;gk¡ vkus esa lkekftd vkSj HkkSfrd :i ls lqjf{kr social and physical perspective? The location of eglwl djrs gSa\ tgk¡ dgha vk¡xuokM+h dk viuk ;k fdjk, dk Aanganwadi – where it has its own building or a rented one, should be such that all beneficiaries Hkou gS] og ,slh txg gksuh pkfg, tgk¡ lHkh fgrxzkgh fdlh Hkh should feel socially and physically safe and secur- le; vk¡xuokM+h esa vkus ds fy, vius dks lkekftd vkSj HkkSfrd ing in coming to it any time. This should feel like :i ls lqjf{kr eglwl djsaA mUgsa ;g viuh txg yxsA their own place. 2- lekos'kh&txg% 2. Inclusive Settings The second issue is, ‘Will all beneficiaries be able nwljk eqn~nk gS fd *D;k vk¡xuokM+h dh reke lsok,¡ lHkh to equally get all the services of Aanganwadis?’. It fgrxzkfg;ksa dks leku :i ls fey ldsaxh\* blesa ;g lqfuf'pr is important to ensure that, all provisions in Aan- djuk t:jh gS fd vk¡xuokM+h dh lHkh lqfo/k,¡ & izos'k] ganwadis – entrance, activity room, courtyard, xfrfof/&d{k] vk¡xu] [ksy dh txg] gkFk&/ksus] ikuh&ihus] play space, spaces for hand wash, drinking water, [kkuk cukus] [kkuk&[kkus] ew=kky;] 'kkSpky;] cxhpk] vkfn & cooking, eating, urinal, toilet, garden, etc. are accessible and usable to its respective uses. There lHkh txgsa mlds fufnZ"V lHkh fgrxzkfg;ksa dh igq¡p esa gksuh can be diverse cultural preferences of different pkfg;sA ;fn ugha] rks mUgs dSls lekos'kh cuk,¡ ;g le>uk ethnic groups. E.g. to do an activity on the floor t+:jh gSA fofHkUu lewgksa dk viuh lkaLd`frd fojklr ds dkj.k] or on furniture?; To have the toilet block attached dqN xfrfof/;ksa dks djus dh viuh izkFkfedrk ;k rjhdk gks or detached from the main activity space?; To ldrk gSA xfrfof/ iQ'kZ ij gh djuk ;k fdlh dqlhZ&est ij\_ drink water from cup or by folding the palm? It is important to understand and ensure that the 'kkSpky; eq[; xfrfof/ d{k ls ,dne vyx gks ;k tqM+k Aanganwadi settings are inclusive enough to gqvk\ ikuh fxykl ls ihuk ;k gFksyh eksM+ ds\ ;g tkuuk vkSj this diversity of preferences and address them lqfuf'pr djuk t+:jh gS fd vk¡xuokM+h dh txgsa] rjhdksa dh sensitively. bl fofHkUurk dk lekos'k lEosnu'khy k, x;s gSA a ckyk&txgksa vkSj muesa ckyk&lalk/uksa dk mi;qDr integration of BaLA-Settings and BaLA-Resources lekos'k vk¡xuokM+h ds lEiw.kZ okrkoj.k (vUnj vkSj ckgj) dks in the entire Aanganwadi environment (indoor thoUr vkSj xq.koÙkk ls Hkjiwj cuk ldrk gSA ckyk&txg vkSj ;s and outdoors) can make it qualitatively higher and full of vibrancy. BaLA-Settings and BaLA- lalk/u igys ls cuh vk¡xuokfM+;ksa esa vkSj vkxs Hkfo"; esa cuus Resources can be added easily into the existing okyh vk¡xuokfM+;ksa dh cukoV esa Hkh ljyrk ls tksMs+ tk ldrs gSA Aanganwadis as well as in the designs of those to bUgsa vyx ls tksMu + s dh ctk,] orZeku vk¡xuokfM+;ksa esa ejEer] be made in future. As described earlier, rather than t+:jr ds vuqlkj vuqdy w u] ewyHkwr lqfo/kvksa esa foLrkj ds dk;Z separately adding these, it will be economical ds lkFk tksMu+ k fdiQk;rh Hkh gksxk vkSj mfpr izcU/u ls de le; to add in existing Aanganwadis during repair, adaptation as per need, or expansion of existing esa Hkh fd;k tk ldsxkA Hkfo"; esa ubZ cuus okyh vk¡xuokfM+;ksa esa bls basic amenities. With proper management, it can cukoV ds lkFk gh tksMk+ tk ldrk gSA blls Hkh fdiQk;r jgsxh vkSj also be accomplished in shorter time duration. de le; esa dk;Z iwjk gks ldsxkA For the Aanganwadis to be constructed in future, these can be added in their design itself. This will also be economical and will allow the work to be completed within stipulated time. 56 vkWaxuokM+h ds HkkSfrd okrkoj.k dk fodkl cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis 6- dk;kZUo;u Implementation dk;kZUo;u] dk;Zdze dk lcls egÙoiw.kZ fgLlk gS] ftldh ;kstuk vkSj Implementation of a programme is the most important izfØ;k& nksuksa gh egÙoiw.kZ gSaA blds dqN eq[; fcUnq gSaA component, whose planning and process, both are important. There are some key points of implementation. 6-1 dk;kZUo;u ds eq[; fcUnq 6.1 Key Points of Implementation • vkdYiu • Design • dk;kZUo;u dh izfØ;k • Implementation Process • ejEer @ fuekZ.k dk;Z • Repair / Construction Work • ifjpkyu vkSj j[kj[kko • Operation and Maintenance vkdYiu Design 1- HkkSfrd okrkoj.k ds vko';d rÙoksa dk fu/kZj.k (orZeku vkSj u;h 1. Deciding essential elements for physical environment (for existing and new to be made cuus okyh vk¡xuokfM+;ksa ds fy,) Aanganwadis). 2- r; fd;s rÙoksa ds vk/kj ij 2. Based on the decided elements • orZeku vk¡xuokfM+;ksa esa ejEer] ewyHkwr lqfo/k,¡ • Repair, Basic amenities, Adaptation or cnyko ;k lq/kj Enhancement in existing Aanganwadis • u;h cuus okyh vk¡xuokfM+;ksa dh cukoV bl t+:jr vkSj • Design of new Aanganwadis, which can be ifjfLFkfr ds vuqlkj fHkUu gks ldrh gSaA different for diverse needs and situations. 3- vk¡xuokM+h ds vkdYiu esa ckyk rÙoksa dks tksM+uk 3. Linking BaLA elements with the design of Aanganwadi. 4- HkkSfrd okrkoj.k ds lHkh fgLls ,slh cukoV ds gksa ftlls mUgsa 4. All components of the physical environment must LFkkuh; Lrj ij u dsoy cuk;k tk lds cfYd mudk ifjpkyu be designed such that not only can these be made vkSj j[kj[kko Hkh LFkkuh; Lrj ij miyC/ yksx] miyC/ lalk/u ls locally, but can also operated and maintained by Lo;a gh dj ldsaA blls tgk¡ okrkoj.k dh xq.koÙkk cuh jgsxh] ogha people and resources available locally. While mldk j[kj[kko] le; ij vkSj this will retain quality in the environment, it will also reduce time and cost in de [kpsZ esa gksxkA maintenance. 5- [kkuk idkus esa] tgk¡ rd lEHko 5. Using renewable energy for gks] uodj.kh; mQtkZ dk mi;ksx cooking, to the extent possible. gksA 6. Preparing options of design 6- vkdYiu ds fodYiksa dks rS;kj and adapting them to local situations. djuk vkSj LFkkuh; ifjfLFkfr ds 7. Getting user group to approve vuq:i ldsa project • viuh O;fDrxr Hkwfedk vPNs ls tku ldsa • Know the individual role properly • nwljksa dh Hkwfedk vkSj mlls tqM+ko vPNs ls tku ldsa • Know their role of others and ways to connect • vius dk;Z dh iwjs rU=k esa egÙork vkSj vko';drk to them le>sa vkSj viuk mÙkjnkf;Ro vPNs ls iwjk dj ldsa • Understand the importance of their work • viuh ftEesnkjh vPNs ls fuHkk ldsa in entire system and are able to complete their • ifj;kstuk dk mn~ns'; izkIr djus esa lfØ; Hkkxhnkj responsibility, effectively cu ldsa • Able to fulfil their responsibility properly 8- dk;kZUo;u ds fy, vU; foHkkxksa dh Hkkxhnkjh @ vfHklj.k • Become an active stakeholder in achieving the ds fy, vkSipkfjdrk,sa iwjh djuk_ ,tsfUl;ksa dks vkil esa objectives of the project 8. Completing formalities with other departments for tksM+ dj leUo; djukA their partnership and convergence. Connecting 9- dk;kZUo;u ,tsalh fu;qDr djuk agencies for coordination. 10- dk;kZUo;u ,tsUlh ds dk;Z dh lHkh rduhdh] ys[kk vkSj 9. Appointing an Implementation Agency. fof/ 'krs± r; djuk 10. Deciding all the technical, accounting and legal 11- vk¡xuokM+h ds xq.koÙkk ekin.M] mn~ns'; Lohd`r vkdYiu terms and conditions of engagement for Imple mentation agency. ds fodYiksa vkSj vuqekfur Lohd`r jkf'k] fujh{k.k] 11. Orienting and familiarizing the Implementation ifjos{k.k] ftEesnkjh vkfn ls dk;kZUo;u ,tsUlh dks Agency about the quality standards of Aanganwadi, Hkyh&Hkk¡fr ifjfpr djokukA objectives, approved design options, approved 12- dk;kZUo;u ,tsalh dks dk;Z izkjEHk djus ds vkns'k lkSaiukA estimated costs, monitoring, supervision system, accountability, etc. 12. Handing-over, Work start-off Order to the Implementing Agency. 58 dk;kZUo;u cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis ejEer @ fuekZ.k dk;Z Repair / Construction Work 1- ejEer @ fuekZ.k dk;Z fn'kk&fuZns'kksa @ 1. Undertaking repair / construction work according to guidelines / vkdYiu ds vuqlkj djukA instructions / designs. 2- vU; foHkkxksa dh Hkkxhnkjh @ vfHklj.k 2. Ensuring convergence / lqfuf'pr djukA partnership of other departments. 3- fofHkUu fLFkfr;ksa esa dk;Z dh ns[kjs[k] 3. Supervision of work at diverse xq.koÙkk ekin.M] LkR;kiu] Lohd`r locations to ensure quality, adherence to standards, jkf'k vkSj le; esa dk;Z iw.kZrk lqfuf'pr certification of works, completion djukA within approved amount and time 4- t+:jr ds vuqlkj dk;kZUo;u izfØ;k esa 4. Refining or changing the ifj"dkj ykuk ;k cnyukA implementation process, as per need. ifjpkyu vkSj j[kj[kko Operation and Maintenance 1- lHkh HkkSfrd vkSj vU; lqfo/kvksa dk 1. Developing a system so that all Bhd ifjpkyu vkSj j[kj[kko fu;fer physical and other services are jgs bldk rU=k vkSj izko/ku rS;kj djukA properly operationalized and 2- HkkSfrd okrkj.k ds leqfpr mi;ksx] maintained regularly. 2. Motivating and training the lqfo/kvksa ds Bhd vkSj fu;fer stakeholders (CDPO, Supervisor, ifjpkyu vkSj j[kj[kko ds fy, lHkh Worker, Helper) towards effective Hkkxhnkjksa (cky fodkl ifj;kstuk vf/ use of physical environment and dkjh ijfosf{kdk] dk;ZdrkZ] lgkf;dk) amenities, their effective operation dks izsfjr vkSj izf'kf{kr djukA and maintenance. 3. Connecting the local community 3- vk¡xuokM+h ds dk;ZØe vkSj HkkSfrd in an integral manner with okrkoj.k fuekZ.k] mi;ksx] ifjpkyu vkSj the Aanganwadi programme j[kj[kko lHkh esa LFkkuh; leqnk; dks and development of physical vUrjax :i ls tksM+ukA environment, use, operation and blds fy, izfØ;k vkSj izko/ku rS;kj maintenance. Prepare process and provisions for this. djukA 6-2 HkkSfrd okrkoj.k fuekZ.k esa vU; foHkkxksa @ 6.2 Convergence with Other Departments ifj;kstukvksa dh Hkwfedk / Projects in Developing Physical vk¡xuokM+h fuekZ.k tgk¡ ,d vksj lkekftd dk;Z gS ogha Environment 'kkldh; dk;Z Hkh gSA vdlj vk¡xuokM+h fodkl ds fy, Aanganwadi construction, on one hand, is social work and government work on the other. lalk/uksa dh deh Often, there is scarcity of human as well eglwl dh tkrh gS & as material resources for developing ekuo lalk/u dh Hkh Aanganwadis. However, this scarcity can vkSj HkkSfrd lalk/uksa be addressed by linking up with the goals, dh HkhA bl deh dks projects, programmes or objectives and targets of other government departments. vU; 'kkldh; foHkkxksa ds y{;ks]a ifj;kstukvksa Here, an effective convergence is vkSj izko/kuksa ls Hkh critical with other departments - this is tksM+ dj iwjk fd;k tk also one of the most important need as ldrk gSA well as challenge today. In fact many senior and retired officers from the government feel that the most important ;gk¡ vU; 'kkldh; work of government officers is to ensure foHkkxksa ds lkFk convergence and this is precisely the izHkko'kkyh vfHklj.k weakest link in the system even now. cgqr egÙoiw.kZ gS & ‘Innovation in convergence’ is not the objective of this document, but this is much needed. vkSj ;gh vkt lcls vko';d vkSj cM+h iz'kklfud pqukSrh Hkh Convergence has this unprecedented capacity to gSA njvly dbZ ofj"B vkSj lsok&fuo`Ùk vf/dkjh vkt ;gh Implementation 59 ekurs gSa fd iz'kklfud vf/dkfj;ksa dk lcls effectively achieve the egÙoiw.kZ dk;Z vfHklj.k gh gS & vkSj ;gh vHkh goals of two or more government departments. Some examples follow: Hkh lcls detksj dM+h Hkh gSA ^vfHklj.k esa 1. There is need of a child-friendly uokpkj* bl iqfLrdk dk mn~n' s ; ugha gS] ij bldh source of water in Aanganwadi. cgqr t+:jr gSA vfHklj.k] nks ;k vf/d fHkUu • One objective of Public Health foHkkxksa ds y{;ksa dks izHkko'kkyh cw>] its own and other department’s goal jointly. This will foosd] vfrfjDr l`tukRed vkSj jpukRed lksp vkSj rjhdksa dh require administrative as well as technical intelligence, t+:jr gksxhA vfHklj.k ds ,sls lkekU; enksa vkSj lEcfU/r foHkkxksa wisdom, as well as creative and innovative thinking and dh lwph ifjf'k"V&2d vkSj 2[k esa nh xbZ gSA lkFk gh ,slh dsUnzh; ways. A list of such common items that can be converged ;kstukvksa dh Hkh lwph gS] ftudk mi;ksx vk¡xuokM+h fodkl ds with other departments is given in the Annexure 2a and 2b. Also, there is list of all central government fy, fd;k tk ldrk gS (ns[ksa ifjf'k"V&1)A egkRek xk¡/h xzkeh.k schemes given in Annexure 1. Mahatma Gandhi Rural jkst+xkj xkj.Vh ;kstuk (eujsxk) ls Hkh vk¡xuokM+h ds HkkSfrd Employment Guarantee Act (MNREGA) can also be used okrkoj.k ds dbZ fgLls fodflr fd;s tk ldrs gSaA to develop certain components of Aanganwadi physical environment. 60 dk;kZUo;u cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis 6-3 vk¡xuokM+h dk;Z dks jkstxkj 6.3 Aanganwadi Work as vkSj thou&;kiu ds ekSds ds Opportunity for Employment :i esa cjruk and Livelihood Generation Local community or Women’s Self vk¡xuokM+h dh ejEer] cnyko ;k Help Groups (SHGs) can undertake vuqdy w u ;k ckyk dk;Z ;k mls fofHkUu works like Aanganwadi repairs, lalk/uksa tSl]s cPpksa ds f[kykSu]s [ksy ;k adaptation and BaLA work or making lh[kus dk lkeku] iks"kd&vkgkj rS;kj and providing its various resources djuk] vkfn dk;ks± dks LFkkuh; leqnk; ;k like children’s play equipment or toys, making learning materials or efgyk Lo&lgk;rk lewg gh rS;kj dj supplementary nutrition, etc. On one ldrs gSA a blls tgk¡ leqnk; dk vk¡xuokM+h hand while this may facilitate better ls ?kfu"B fj'rk cuus dh lEHkkouk gksxh] relationship between community ogha] LFkuh; jkstxkj vkSj thou;kiu ds and the Aanganwadi, it may expand ekSds c<+x as s tks efgyk cky fodkl ds vU; opportunities for employment and opportunities for livelihood mn~n's ;ksa dh Hkh iwfrZ djsxkA blls bu dk;ks± generation on the other – thereby dks djus dh xq.koÙkk Hkh csgrj gks ldsxh achieve other goals of women and vkSj mudh ykxr Hkh de gksus dh lEHkkouk child development. This may increase Hkh jgsxhA the possibility of better quality work at a lower cost. xehZ jksdus ds fy, LFkkuh; dqEgkj ds f'kYi dk mi;ksx 6-4 gj Lrj ij uokpkj Use local craft from a potter to 6.4 Innovation at Every Level vk¡xuokfM+;ksa ds m¼kj ds fy, ;g It will be important to analyse the reduce heat fo'ys"k.k djuk vko';d gksxk fd vc mechanism such that for developing ftl uohu n`f"V ls mudk fodkl gksuk gS the (existing and new) Aanganwadis (orZeku vkSj u;h vk¡xuokfM+;ksa dk) mlds with a fresh vision, at all levels - fy,] gj Lrj ij & • what components and processes are already appropriate and if • vHkh tks v¡x vkSj izfØ;k esa mi;qDr there are shortcomings—how to vkSj vPNs dke dj jgs gSa & mls dk;e modify them with refinement or j[kuk improvement • mlesa tks dqN deh gS] mls ifj"dkj • if there is something insignificant ;k cnyko ls csgrj cukukA tks dqN or creating obstacle —how to xSj&t:jh vkSj dke vVdkus okyk] remove or change it and bring new process. To do this, innovation at mls gVkuk ;k cnyukA vkSj tgk¡ every level may be needed—at dgha u;h izfØ;k vkSj u;k rU=k ykus Aanganwadi supervision level, dh vko';drk gS] mls ykukA ;g Project level, District, Division or djus ds fy, gj Lrj ij uokpkj State level. Everyone will need to dh vko';drk gksxh & vk¡xuokM+h be motivated for this innovation - to make the system simple, more ifjos{k.k] ifj;kstuk] ftys lEHkkx vkSj responsible and sensitive. jkT; Lrj ijA bl uokpkj ds fy, lHkh dks izfs jr Hkh djuk gksxk vkSj rU=k dks ljy] vf/d mÙkjnk;h vkSj lEosnu'khy cukus ds rjhds fodflr djus dh t+:jr gksxhA Implementation 61 6-5 miyC/ izf'kf{kr 6.5 Availability of Trained ekuo lalk/u Human Resource izf'kf{kr ekuo lalk/u dh deh dbZ Lrjksa Lack of trained human resource can be at different levels. It is ij gks ldrh gSA HkkSfrd okrkoj.k fuekZ.k possible that architects who can ds l¡nHkZ esa vk¡xuokfM+;ksa esa mi;qDr cnyko make appropriate adaptations ;k u;h cukoV cukus okys okLrqdkj 'kk;n or new designs for Aanganwadis ;qokvksa dks dk;Z esa çf'kf{kr djuk Training youth towards work miyC/ u gksA a cky&lqyHkrk vkSj mlds are not available. Engineers who fy, t:jh lEosnu'khyrk okys dk;kZUo;u are sensitive towards necessary childfriendliness in developing ds vfHk;Urkvksa dh deh gks ldrh gS] Aanganwadis may be rare to find. tks vk¡xuokfM+;ksa dks cky&dsfa nzr snkjh ls dk;Z djus esa eqf'dy gksxh lq>ko • vk¡xuokM+h dk;Z dh xq.koÙkk esa ckjhdh ls • bl rjhds esa ;fn lEcfU/r foHkkx tks tkus esa vkerkSj ij fnypLih ugha gksxhA dk;kZUo;u djsxk] mldk vk¡xuokM+h ds • 'kkldh; nj vuqlwph ls ckgj ds dk;Z [kkl dk;Z ds fy, mUeq[khdj.k vkSj vke Bsdsnkj ls djokus esa eqf'dy gksxhA izf'k{k.k gksuk mi;qDr jgsxkA blfy, os dke ;k rks v/wjs ;k xq.koÙkk dh • blls efgyk cky fodkl foHkkx dh n`f"V ls de Lrj ds gksaxs ;k gksaxs gh ughaA Hkou fuekZ.k ls tks xq.kkRed vis{kk,sa ckyk ;k cky&dsfUnzr dk;Z ds vf/drj gSa] muds dqN gn rd iwjh gksus dh en bl Js.kh esa gksaxsA· lEHkkouk gksxhA • vkerkSj ij efgyk cky&fodkl foHkkx • pw¡fd bu foHkkxksa ds viQlj vkSj dh dksbZ idM+ dk;Z dh xq.koÙkk ij ugha vfHk;Urk dh vnyk&cnyh gksrh jgsxh] gksxhA· blfy, mUeq[khdj.k vkSj izf'k{k.k gj • dk;Z&iw.kZrk ds ckn gLrkUrj.k esa] Hkou o"kZ nksgjkuk gksxkA tSls Hkh gksa] foHkkx dks ysus gksaxsA· • ,sls rjhdksa dks fodflr djuk gksxk • ;g nh?kZ&dky rd fVdkÅ jgus okyk ftlls efgyk cky fodkl foHkkx dk fodYi ugha gSA· fu;U=k.k dk;Z dh xq.koÙkk vkSj le; ij dk;Z iw.kZ djus ij gks • blds fy, vk¡xuokM+h ekudksa vkSj fn'kk fuZnsa'kks dks Li"V vkSj ;kstukc} rjhds ls rS;kj djuk gksxkA 64 dk;kZUo;u cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis Implementation Method Potential Limitations 1 Directorate of Women & Child • Building repair / adaptation / • Work will be undertaken by Development (DWCD) assigns / construction will be done by general contractors and basic work out- sources this work to Public trained professionals. quality delivered by them may be Works Department (PWD), Rural • There are already laid down acceptable. Engineering Services (RES) / procedures and rules in the • These departments have several other government department or government for inviting tenders, other responsibilities and works Corporations or Panchayat. selection of construction agency, other than Aanganwadis. Examples of this can be found in measurement of works, payments, • In their view, often Aanganwadi most States and Union Territories. etc. Hence new methods may not work may be too small. Hence it be re- quired. may not be high on their priority. • The responsibility of quality will • Convergence or partnership for be of the designated agency and work with other departments for department. certain tasks may difficult. Suggestions : • The interest of other departments to go into finer details of work • In this method, it will only be quality of Aanganwadi may be appropriate that the implementing department / agency is oriented low or none.* and trained for the specialized • It may be difficult to get the items Aanganwadi work of work done that are not in the Schedule of Rates (SoR) by the • This will ensure that the general contrac tors. Hence, expectation of construction quality either such works will remain that DWCD has, are fulfilled to incomplete, or will be of low some extent. quality or will not be undertaken • Since movement and transfer of at all. Most BaLA / child-friendly officers and engineers may be items of work may fall in this on-going, such orientation and category.* training will need to be • In general, DWCD may not have repeated, every year. any control on the quality of • Mechanisms will need to be works. worked out so that DWCD has • After work-completion, the control over quality of works and DWCD may have to accept the timely completion. building, irrespective of how it is • For this, Aanganwadi standards and made.* guidelines have to be prepared in a • This is not a long lasting option. clear and planned manner. Implementation 65 dk;kZUo;u dk rjhdk lEHkkouk,¡ Lkhek,¡ 2 efgyk cky fodkl foHkkx dh jkT; fiNys fodYi dh dqN leL;kvksa dk funku • dk;Z dh xq.koÙkk esa ckjhdh ls tkus esa vU; vkSj ftyk Lrj ij vius vfHk;Urkvksa blls gks ldsxkA tSls] foHkkxksa dh vkerkSj ij fnypLih lkekU; vkSj okLrqdkjksa dh fuZns'k] leUo; • dk;Z esa csgrj xq.koÙkk vk,xhA gksxhA· vkSj vuqJo.k Vhe gksA dk;kZUo;u • dk;ks± dh le;kof/ esa iw.kZ gksus dh lEHkkouk • 'kkldh; nj vuqlwph ls ckgj ds dk;Z dk;Z yksd fuekZ.k foHkkx @ xzkeh.k vf/d gksxhA vke Bsdsnkj ls djokus esa eqf'dy gksxhA vfHk;kfU=kdh foHkkx @ vU; • dk;Z&iw.kZ gksus ij Hkou ds gLrkUrj.k dh blfy, os dke ;k rks v/wjs ;k xq.koÙkk 'kkldh; foHkkx ;k izkf/dj.k ;k iwjh rduhfd fujh{k.k dh izfØ;k gks ldrh dh n`f"V ls de Lrj ds ;k gksaxs ;k gksaxs gh i¡pk;r dks lkSai nsaA gS ftls efgyk&cky fodkl foHkkx viuh ughaA ckyk ;k cky&dsfUnzr vf/drj en lq>ko lUrqf"V ds fy, Lo;a l¡pkfyr dj ldrk gSA bl Js.kh esa gksxasA· • efgyk cky&fodkl foHkkx dh jkT; • dqN dk;ksZ ds fy, vU; foHkkxksa ls budk • ,sls dkeksa ds fy, efgyk cky&fodkl vkSj ftyk Vhe dk;Z dks fn'kk nsus] vfHklj.k ;k lk>snkjh gks ldsxhA foHkkx dh rduhdh Vhe dks nj fo'ys"k.k leUo;] ifjos{k.k vkSj izf'k{k.k vU; • ;g fodYi yEcs le; rd py ldrk gSA bu fo'ks"k enksa ds fy, djuk gksxk ftlls foHkkxksa dks le; ij vkSj xq.koÙkk ls os Bhd ls cuk;s tk ldsaA· dk;Z djus ds fy, nsaA • dk;Z&iw.kZrk ds ckn gLrkUrj.k esa Hkou] • bl Vhe dks viuh ft+Eesnkfj;ksa ds fy, tSls Hkh gksa] foHkkx dks ysus gksaxsA· vPNs ls fodflr djuk gksxkA 3 efgyk&cky fodkl foHkkx ifj;kstuk] • vuqHko crkrk gS fd Tkks ifjos{k.k 'kqYd vU; • Lo&lgk;rk lewg @ vk¡xuokM+h fodkl ftys] lEHkkx vkSj jkT; Lrj ij Lo;a foHkkx dk;Z dk;kZUof;r djus ds fy, ysrs gSa] lfefr dks cukus vkSj mls pykus esa esgur viuh gh dk;kZUo;u Vhe fodflr djs] ml 'kqYd esa (;k dqN de esa) cgqr vPNh vkSj le; nksuksa yxsaxsA· a tks lHkh dk;ks± dh iwjh ftEesnkjh ysA xq.koÙkk ds lkFk dk;Z lEiUu gks ldrk gSA • blds fy, 'kkldh; rU=k esa dqN uokpkj vyx&vyx foHkkxksa ls leUo; Hkh ;gh • dk;Z ij [kpZ dh xbZ jkf'k dk vf/drj djuk gksxk & ysfdu blds lHkh igyqvksa Vhe djsxhA okLrfod dk;Z fgrxzkgh Hkkx fgrxzkgh leqnk; ds vkl&ikl dh ij vU; dk;ZØeksa ds vuqHko ls cgqr dqN leqnk; ds gh Lo&lgk;rk lewgksa @ vFkZO;oLFkk esa gh tk,xk vkSj mls ln`<+ lh[kk tk ldrk gSA vk¡xuokM+h fodkl lfefr }kjk gks djsxkA • blfy, lc dqN ,dne 'kq#vkr ls ugha ldrk gSA • dk;Z ds izfr csgrj tokcnsgh jgsxhA djuk gksxk] D;ksafd vU; dk;Øeksa esa lq>ko • vk¡xuokM+h fodkl lfefr ds dk;Z {ks=k esa bldh felky vkSj rU=k dk snkjh dk;Z&iw.kZ izf'k{k.k @ Training izsj.kk @ Motivation Collaboration with Community le; lhek Completion Time line izfØ;kvksa dk ,slk ifjos'k vkSj rU=k jkT;] lEHkkx] ftys ;k It will be important to develop such an eco-system ifj;kstuk & lHkh Lrj ij fodflr djus dh vko';drk gksxhA of such processes at State, Division, District or Project levels. Within this, every component will be blesa gj fgLlk dk;ZØe ds fdlh nwljs fgLls ls tqM+k gksxk & connected to some other component—only then rHkh ^ifjos'k* cusxkA bl ifjos'k dk cuuk cgqr egÙoiw.kZ gSA an ‘ecology’ will be formed. It is important to form vdlj rU=k ds fofHkUu fgLls vius&vki esa] vyx&vyx dke this ecology. Often, the parts of a system work on djrs jgrs gSa vkSj muds chp ,d lEokn ugha cu ikrk gSA ;gk¡ their own, separately and are not able to dialogue bldh cgqr vko';drk gS fd bu fofHkUu fgLlksa vkSj fgLlsnkjksa with each other. Here, it is very important to have dialogue between components and stakeholders. ds chp lEokn gksA ;gk¡ ;kstukdkjksa dh eq[; Hkwfedk bu fgLlksa The key role of the planners is to weave this 68 Hkwfedk,¡ vkSj ft+Eesnkfj;k¡ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis engagement by design to achieve the goals and role of administrators is to make this happen. The new ICDS Mission gives importance to pre- cisely this core change. The need is to bring this change is at every level. There are several ways to make this change possible at every level. However, when everything seems scattered, then one can start from any one end. This document series, focuses on one such end - sensitively developing the physical environment. However, due to integrated nature of the built environment, other ends connect automatically. To identify them, to work on them, to make them inseparable part to achieve the objectives of the programme - will depend upon the wisdom, imagination and capability of each Administrator and Planner. And, this should be possible for most of them. An Aanganwadi should be an inclusive space - a space where children, adolescent girls, women of all social groups, castes, tribes, religion, or ability can come without discrimination. This will be required for existing as well as for Aanganwadis to dks vkil esa bl izdkj tksM+us&fijksus dh gS fd lc fey dj be developed in the future. mn~ns'; izkIr dj ldsaA vkSj iz'kkldksa dh ft+Eesnkjh gS bls gksus nsus dhA The Administrators and Planners not only have to create such a an inclusive system, but also have to ensure that it functions properly. There will be lesfdr cky fodkl ;kstuk vfHk;ku Hkh blh ewy ifjorZu problems and obstacles, in its functioning, but more dks egÙo nsrk gSA t+:jr ;g cnyko gj Lrj ij ykus dh gSA important is to build the capacity of the system ;g cnyko dSls gks] blds djus ds dbZ rjhds gSaA ysfdu tc to identify them and find appropriate solutions. It lc dqN fc[kjk iM+k gks rks] fdlh Hkh ,d fljs ls 'kq#vkr dh is this capability that will make the change more tk ldrh gSA ;g nLrkost Ük`¡[kyk blds ,d fljs & HkkSfrd sustainable and make it to function sensitively in the long term. okrkoj.k ds lEosnu'khy fodkl & ij dsfUnzr gSA ysfdu lesfdr gksus ds dkj.k blls nwljs dbZ fljs Lo;a gh tqM+rs gSaA bUgsa igpkuuk vkSj mu ij vkxs dke djds] mUgsa Hkh dk;ZØe ds mn~ns'; ikus dk vfHkUu fgLlk cukuk] gj iz'kkld vkSj ;kstukdkj ds foosd] dYiuk'khyrk vkSj dk;Z{kerk ij fuHkZj djsxkA vkSj] ;g cgqrksa ds fy, lEHko gksxkA vk¡xuokM+h ,d lekos'kh txg gksuh pkfg, & ,d ,slh txg tgk¡ lkekftd lewgksa] tkfr;ksa] /eksZa] tutkfr;ksa] lHkh {kerkvksa ds cPps] fd'kksjh ckfydk,¡] efgyk,¡ fcuk fdlh HksnHkko ds vk ldsaA ,slk orZeku esa cuh vkSj Hkfo"; esa cuus okyh vk¡xuokfM+;ksa& lHkh ds fy, djuk gksxkA iz'kkldksa vkSj ;kstukdkjksa dks ;g lqfuf'pr djuk gS fd u dsoy ;g ifjos'k vkSj rU=k lekos'kh cus] cfYd ;g vPNs ls pysA blds ^pyus* esa dfBukbZ;k¡ vkSj vM+pusa Hkh vk;saxh] ysfdu mudks igpkuuk vkSj mudk mi;qDr gy fudkyus dh {kerk rU=k esa vk;s ;g fodflr djuk T;knk vko';d gSA ;gh {kerk bl cnyko dks fVdkmQ vkSj nh?kZdky rd lEosnu'khy snkjh dk;Z&iw.kZ Collaboration with Community le; lhek Completion Time line 7-2 vk¡xuokM+h fodkl esa 7.2 Role of Architects and okLrqdkjksa vkSj vfHk;Urkvksa Engineers in Aanganwadi dh Hkwfedk Development It is the responsibility of the vk¡xuokM+h dh lHkh ewy lsok,¡ ftl Architects and Engineers LFkku ls nh tkrh gSa] mldk iwjk HkkSfrd to design and construct the okrkoj.k lqfu;ksftr :i esa xq.koÙkk Aanganwadi economically ds lkFk] fdiQk;rh rjhds ls vkdfYir with quality from where all the core services are djus vkSj cukus dh ftEesnkjh okLrqdkjksa rendered. For services to be vkSj vfHk;Urkvksa dh gSA ;gk¡ ls lekt delivered effectively from an ds f'k'kqvksa] cPpksa] ckfydkvksa vkSj Aanganwadi to the infants, efgykvksa dks (tks dqy tul¡[;k dk children, girls and women djhc vk/s fgLls ls T+;knk gh gSa) & (who are, in any case, more than half the total population) izHkko'kkyh lsok,¡ lqjf{kr okrkoj.k its design, quality of building esa nh tk ldsa & blesa vk¡xuokM+h dh and maintenance has its own cukoV] mlds Hkou dh xq.koÙkk vkSj importance. A larger part of j[k&j[kko & bu lHkh dk cgqr egRo responsibility to invite and gSA bu lHkh mi;ksDrkvksa dks vkdf"kZr retain the users and to access all the services adequately djds ;gk¡ Bgjkus dh vkSj ;gk¡ miyC/ also lies with the physical lHkh lsokvksa dks lqpk: :i ls izkIr environment that architects and djus dh ,d cM+h ftEesnkjh ml engineers design, construct, HkkSfrd okrkoj.k dh Hkh gS ftldk maintain or supervise. Hence, vkdYiu vkSj fuekZ.k ;k j[k&j[kko it is very important to undertake and fulfill this responsibility okLrqdkj vkSj vfHk;Urk djrs @ djokrs seriously. gSaA blfy, bl ftEesnkjh dk xEHkhjrk ls fuokZg djuk cgqr egRoiw.kZ gSA Here it is important for them to realize that through this buds fy, ;g le>uk t+:jh gS fd important programme of the country, how using their skill, dSls os viuh dq'kyrk ls] ns'k ds bl they can positively touch egRoiw.kZ dk;ZØe ds ekè;e ls os lives of so many children and dbZ cPpksa vkSj efgykvksa ds thou dks women. And also the fact this ldkjkRed :i ls Nw ldrs gSaA vkSj is an important opportunity in ;g Hkh fd muds vius thou dk ;g their lives - that does not come to everyone - they could use ,d cgqr egRoiw.kZ volj gS & ftldk this opportunity to earn the lq;ksx lcds ikl ugha vkrk & os bl immense good 'karma' in their volj ls cgqr ^iq.;^ dek ldrs gSaA life. okLrqdkjksa vkSj vfHk;Urkvksa dks gj To address the unique conditions of each site in design LFky dh vuwBh ifjfLFkfr dks cukoV and construction, Architects vkSj fuekZ.k esa lesVus okyh ,slh and Engineers will have to yphyh çfØ;k LFkkfir djuh gksxh establish a flexible process that tks ekud vkSj ekWMy ds vuq:i Hkh addresses the standards and gks vkSj gj LFky dh fof'k"Vrk dks Hkh models while embodying the specialty of each site. lEcksf/r djsA They will need to keep in mUgsa vk¡xuokM+h cukoV vkSj fuekZ.k ds mind some basic principles cqfu;kfn fl¼k¡rksa dk è;ku j[kuk gksxkA of Aanganwadi design and construction. 74 Hkwfedk,¡ vkSj ft+Eesnkfj;k¡ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis vk¡xuokM+h cukoV vkSj fuekZ.k ds Some Basic Principles of Aanganwadi Design dqN cqfu;knh fl¼¡kr and Construction 1 cky&O;ogkj dsafnzr cukoV vkSj fuekZ.k gks 1. Design and construction to be centered on child- behaviour 2 cPpksa ds vuq:i @ cPpksa dh igq¡p ds vuqlkj LFkku dk pquko gks 2. Location to be decided according to accessibility 3 izkd`frd gok] jks'kuh dk bUrt+ke gks and comfort of children 4 rst lnhZ&xehZ ls cpko dk bartke gks 3. Allow natural wind, light 5 cukoV t+:jr ds vuq:i gks vkSj cgqmi;ksxh gks 4. System to protect from, extreme hot and cold, rain 6 HkkSfrd okrkoj.k dh cukoV vkSj fuekZ.k lekos'kh gks etc. 5. Design must be as per need and allow multiple-use 7 cukoV ds rRo LFkkuh; l¡Ld`fr dk fgLlk Hkh gksa 6. Design and construction of physical environment 8 cukoV esa LFkkuh; yksddyk ;k gLrdyk dk lekos'k gks must be inclusive 9 cukoV vkSj fodYi fdiQk;rh gksa 7. Design elements must also be integral to the local 10 fofHkUurk ds vuq:i cukoV ds fodYi gksa culture 11 cukoV vkSj fuekZ.k dh izfØ;k esa yphykiu gks 8. Design and construction must include local handi- crafts and folk arts of the community 12 fuekZ.k dh izfØ;k jpukRed gks vkSj lcdks tksM+s 9. Design options must be made according to diver- sity cukoV vkSj vkdYiu rS;kj djrs le; okLrqdkjksa dks ;g è;ku j[kuk 10. Design and options must be cost-effective gksxk fd D;k mUgksaus cky fodkl ds lHkh mn~ns';ksa dks çkIr djus 11. There is flexibility in the process of design and ds çko/ku HkkSfrd okrkoj.k esa lekfgr fd;s gSa\ fuekZ.k djk jgs construction vfHk;Urkvksa dks ;g çko/ku lqlaxr rjhds ls cukuk gksxk vkSj mldh 11. The process of construction is creative and connects everybody cky&lqyHkrk lqfu'fpr djuh gksxhA lkFk gh] ;g Hkh fd iwjs fuekZ.k dk Hkfo"; esa j[k&j[kko dh t+:jr U;wUre jgs vkSj de [kphZyk HkhA While designing the architects will have to keep in mind if they have incorporated all provisions in the physical environment that help achieve the objectives of child development. The engineers who are executing the work have to ensure that these provisions are child friendly and are made appropriately. Also they have to ensure that the entire construction needs minimum future maintenance and the expense towards that are also minimum. Roles and Responsibilities 75 7-3 vk¡xuokM+h ifjosf{kdk] dk;ZdrkZ vkSj lgkf;dk 7.3 Role and Responsibilities of the dh Hkwfedk vkSj ft+Eesnkfj;k¡ Aanganwadi Supervisor, Worker cPpksa dks [kq'k vkSj LoLFk jgus vkSj lok±xha.k fodkl ds fy, and Helper eu vkSj 'kjhj nksuksa dk gh iks"k.k pkfg,A tc muds ekrk&firk Children need nourishment for body and mind to become happy, healthy individuals. They ifjokj ds thou&;kiu ds fy, dke dj jgs gksrs gSa] rc Hkh ;g have a right to live, learn and play in a safe place cPpksa dk vf/dkj gS fd mUgsa lqjf{kr txg esa jgus] [ksyus vkSj under care of a loving Aanganwadi Worker and lh[kus dk ekSdk vk¡xuokM+h dk;ZdrkZ vkSj lgkf;dk dh Lusg Helper while their parents work for livlihood or vkSj I;kj Hkjh ns[kHkky esa feysA bl ns[kHkky ds fy, dqN t:jh on construction sites. For this care, there are Hkwfedk vkSj ftEesnkfj;k¡ vk¡xuokM+h ifjosf{kdk] dk;ZdrkZ vkSj some important roles and responsibilities of the Aanganwadi Supervisor, Aanganwadi Worker and lgkf;dk dh gSa] ftUgsa ckyk ds lkFk cky&dsfUnzr vk¡xuokM+h ds Aanganwadi Helper which must be understood ifjizs{; esa le>uk t:jh gSA os bl izdkj gSa% in the context of child-friendly, BaLA based Aanganwadis: vk¡xuokM+h ifjosf{kdk dh Hkwfedk 1 dk;ZdrkZ vkSj lgkf;dk dks fdlh dkS'ky ds fy, ;k fdlh Aanganwadi Supervisor 1. To bring a change in skill, attitude or behavior O;ogkj esa cnyko ds fy, rS;kj djus of Aanganwadi ls igys ;g dkS'ky] O;ogkj vkSj Worker and Helper, cnyko ifjosf{kdk esa gksuk gksxkA rHkh the Supervisor must os blds fy, nwljksa dks rS;kj dj ik,¡xh bring the change in vkSj izsfjr dj ldsaxhA herself. Only then she will be able to 2 vk¡xuokM+h ifjosf{kdk dks vk¡xuokM+h motivate others to ds 'kS{kf.kd dk;ZØe dh le> gksuh change. pkfg,A blesa cPpksa ds lEiw.kZ fodkl 2. She must have vkSj cPps dSls lh[krs gSa & bldh le> an understanding 'kkfey gSA mUgsa viuh ;g le> cPpksa of the educational component of ds fodkl ls tqM+s vU; lHkh yksxksa tSls Aanganwadis. & vk¡xuokM+h dk;ZdrkZ] lgkf;dk] This includes an cPpksa ds ekrk&firk vkSj leqnk; ls ck¡Vuk Hkh vkuk pkfg,A understanding of child development including 3 mUgsa ;g le>k ikuk pkfg, fd cPps dsoy vuqHkoksa ls how children learn. She must be able to explain lh[krs gSa] [kklrkSj ij muls ftuesa lHkh bafnz;k¡ 'kkfey gksaA this to the Aanganwadi Worker and to the Helper and to parents and other members of the 4 muesa dk;ZdrkZ dh leL;k,¡ le> dj] mUgsa lkFk fey dj community who are involved in development of lqy>kus dh {kerk gksuh pkfg,A children. 5 mUgsa 'kS{kf.kd dk;ZØe esa ftu phtksa dh t+:jr gS mudh 3. She must be able to explain that children ONLY O;oLFkk esa enn vkSj mUgsa vk¡xuokM+h esa ykus @ j[kus dk learn through experiences, using all their senses. izcU/ dj ikuk pkfg,A 4. She needs to listen to the particular problems of the Aanganwadi Worker and work together to 6 ckyk&txg vkSj ckyk&lalk/uksa dh lkFkZdrk vkSj muds solve any issues. lEHkkfor mi;ksx ds ckjs esa dk;ZdrkZ vkSj lgkf;dk dks 5. She needs to help to arrange for educational fn[kkuk vkSj rS;kj djukA programme and issue them to the Aanganwadi. 7 tgk¡ ckyk&txg vkSj ckyk&lalk/u fufeZr ugha gS] ogk¡ 6. She can explain and demonstrate uses of the ljy k vkSj not made, how to create and make them using ck¡V ikuk pkfg,A simple techniques. She must be able to discuss 8 ftys ;k ifj;kstuk dk;kZy; ls vkbZ lkexzh dk mi;ksx and explain the uses and benefits of these to the dk;ZdrkZ vkSj lgkf;dk dSls djsa] ;g le>k vkSj n'kkZ ikuk Aanganwadi system and community. pkfg,A 8. She can demonstrate the use of materials that have come from the head office. 9 mUgsa ;g le> fodflr djuh gksxh fd cgqr lh lh[kus dh 9. She can understand that many materials are lkexzh vklikl gh miyC/ gS vkSj blds fy,] iSls [kpZ free and can come from the surrounding djus dh vko';drk ugha gksxhA environment, without any cost. 10 mUgsa vk¡xuokM+h dk;ZdrkZ dks LFkkuh; [ksy] dfork vkSj 10. She can assist Aanganwadi Worker in collection xkus bdV~Bs djus esa enn djuh gksxhA of local songs, poems and games. 76 Hkwfedk,¡ vkSj ft+Eesnkfj;k¡ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis 11 mUgsa dk;ZdrkZ vkSj lgkf;dk dks ;g le>kuk vkSj fn[kkuk 11. She can demonstrate how to use local, songs, gksxk fd bu [ksyksa] dforkvksa vkSj xkuksa dks dSls vPNs poems, games in an expressive and dramatic manner. lEizs"k.k vkSj ukVdh; k ikuk pkfg, fd cPps vk¡xuokM+h esa viuh knowledge and experiences about their l¡Ld`fr dk cgqr dqN Kku vkSj vuqHko ys dj vkrs gSa & cultures such as food habits, language, buses, tSls [kkus&ihus ;k Hkk"kk ds ckjs esa] vkStkj] [ksr] isM+] ikS/ks] marriage , death, trees, and fields, tools, tkuoj] fookg] e`R;q] lEcU/ksa] fj'rsnkjksa ds ckjs esaA tkudkjh relationships, relatives and so on. This wealth of vkSj vuqHko dk ;g Hk.Mkj cPpksa ds lkFk xgu ppkZ esa knowledge and experiences can be used as the basis for detailed discussions with the children. mi;ksx esa ykuk pkfg,A mUgsa ;g le>uk vkSj le>kuk gksxk She knows that children learn language when fd cPps tc vius vuqHko ds ckjs esa ckr djrs gSa] rc os they talk about their own experiences. They viuh Hkk"kk esa O;Dr djuk lh[krs gSaA blls os ;g Hkh le>rs also learn that other children know other things gSa fd nwljs cPPks dqN vkSj Hkh tkurs gSa vkSj muesa Hkh lEosnuk and have feelings. gSA 14. The Supervisor can ask about the development of good habits such as hand washing and 14 mUgsa vPNh vknrksa ds fodkl ds ckjs esa iwNuk gksxk] tSls gkFk spitting in the appropriate place, return material /ksuk ;k mi;qDr txg ij gh Fkwduk] lkeku txg ij j[kuk] to their proper place, good hygiene practice, LoPNrk j[kuk] vkfnA etc. 15 mUgsa bl ckjs esa ckr djuh gksxh fd cPps dSls vkRefuHkZj gks 15. She can talk about the need of children to ldrs gSa vkSj viuh vk¡xuokM+h dh ns[kHkky esa enn dj ldrs become independent and care for their center. She may want to know if they return materials a os tkuuk pkgsx gSA a h fd D;k cPps lkexzh dks mldh txg ij to their proper place. Do older children Bhd ls okil j[krs gS\ a D;k cM+s cPps NksVs cPpksa dh enn djrs help younger children. Do they help the a D;k os lgkf;dk dh enn lkiQ&liQkbZ esa Hkh djrs gS\ gS\ a Aanganwadi Helper to clean up? 16 mUgsa fnu dk O;ogkfjd dk;ZØe cukus esa vk¡xuokM+h 16. She can help the Aanganwadi Worker set up a dk;ZdrkZ dh enn djuh gksxkA lkFk gh ;g le>uk fd ;g reasonable schedule for the day. At the same time she understands that the schedule is flexi- dk;ZØe yphyk gS D;ksafd NksVs cPps cgqr nsj rd ,d txg ble because young children cannot sit too long. ugha cSB ldrsA ysfdu cPpksa dh fnup;kZ esa lksus @ [kkus dk But there must be proper routing of times to eat, le;] vH;kl vkSj O;k;ke dk le;] pqipki cSB dj lkexzh times to exercise and times to sit quietly with ds lkFk xfrfof/ djus dk le; gksuk pkfg, & bldh le> materials. It is important to understand these vkSj le>kus dh {kerk t:jh gksxhA issues and explain them to Aanganwadi Worker. 17. She can help Aanganwadi to become an 17 vk¡xuokM+h O;ogkj vkSj okrkoj.k esa lekos'kh txg cu lds] inclusive place in attitude of people and bl ckjs esa lgh ekxZn'kZu dj ikukA environment and be able to guide properly in this direction. vk¡xuokM+h dk;ZdrkZ dh Hkwfedk 1 dk;ZdrkZ ds :Ik esa vxj os lgkf;dk vkSj cPpksa dks fdlh Responsibilities of Aanganwadi Worker 1. She must have the skill, understanding and dkS'ky] vknr ;k O;ogkj esa cnyko ds fy, rS;kj djuk acceptance to changes in herself if she wants pkgrh gSa] rks lcls igys ;g dkS'ky] vknr ;k O;ogkj esa the Aanganwadi Helper and children to get the cnyko Lo;a mu esa gksuk gksxkA cPpksa ds chp mudks Hkh skills and change to accept new things in them. cPpk cuuk gksxkA rHkh os mUgsa blds fy, rS;kj vkSj izsfjr dj She has to put herself in children’s place and ik,axhA feel. Only then she will be able to motivate the children. 2 mUgsa cPpksa ds lok±xha.k fodkl dh t+:jrksa dh le> gksuh pkfg, 2. The Aanganwadi Worker must have an vkSj bls O;ogkj esa ykus ds vykok] vfHkHkkodks]a understanding of the developmental needs of vf/dkfj;ksa vkSj leqnk; dks le>k ikus dh {kerk gksuh pkfg,A children so that she can explain these needs to 3 bldh le> gksuh pkfg, fd cPps cgqr tYnh lh[krs gSa] parents, to officers who visit and to the general vxj xfrfof/;k¡ muds thou ls tqM+h gks rksA community. 3. She must know that children learn very quickly 4 ;g le> gksuh pkfg, fd cPps lh[kus ds fy, viuh lHkh when the activities are relevant to their lives. bfUnz;ksa dk bLrseky djrs gSaA mUgsa cPpksa ds ekrk&firk dks 4. She understands that children use all their ;g le>k ikuk pkfg, fd tSls gekjk ân;] isV] ftxj] senses to learn. She also must be able to explain Roles and Responsibilities 77 'okl&rU=k] fcuk ,d nwljs ds iw.kZrk esa dk;Z ugha dj ldrk] mlh to parents that just as the body parts such rjg] NksVs cPpksa dks [kq'k j[kus ds fy, lEosnukRed] lkekftd] as heart, stomach, liver, respiratory system, ekufld] Hkk"kk vkSj etc. cannot function without all of them together, children also have need for 'kkfjfjd xfrfof/;ksa & emotional, social, cognitive, language, lHkh dh t+:jr gSA creative and physical activities for children 5 vfHkHkkodksa dks to be happy little people. ;g le>k ikuk fd 5. The exercise and food provided in the vk¡xuokM+h ds O;k;ke Aanganwadi supplements food and exercise in the home while the educational vkSj Hkkstu ?kj ij fn, component provides for stimulating tkus okys O;k;ke vkSj activities that have much social and Hkkstu dk ifjiwjd emotional value. Hkj gS vkSj ;gk¡ dh 6. The Aanganwadi Worker can stimulate 'kS{kf.kd xfrfof/;ksa children's’ language by having many discussions about their home and locality. dk lekftd vkSj Children will happily tell about their lEosnukRed ewY; gSA brothers and sisters and visits of friends and 6 ?kj vkSj eksgYys ls relatives. tqM+s dbZ ppkZvksa ds 7. She can write the days activities on the ekè;e ls dk;ZdrkZ board so that children can review the work they have done. cPpksa dh Hkk"kk dks c<++k ldrh gSaA cPps [kq'kh ls vius HkkbZ&cguksa 8. Children will tell the Worker what to make, ;k fe=kksa&lgsfy;ksa ;k fj'rsnkjksa ds vkus ds ckjs esa crk ldrs gSaA draw or write and the Worker will write it viuh tkuh igpkuh ckr Bhd ls] Hkko ds lkFk O;Dr dj ikuk] on the board. The Aanganwadi Worker Hkk"kk ds fodkl esa enn djrk gSA will realize that this activity provides 7 cPpksa dh fnuHkj dh xfrfof/;k¡] fy[kus dh fofHkUu lrgksa ij bl children: • The opportunity to recall and speak izdkj fy[kh tk ldrh gSa fd cPps vius dk;Z dh leh{kk Hkh dj • Begin to understand that writing is dSls ldsaA another way of communicating and 8 cPps dk;ZdrkZ dks fy[kus dh lrg ij D;k cukuk ;k fy[kuk gS] language. ;g crk ldrs gSaA ;g le> fd blls cPPkksa dh& • Begin to understand the process of • ;kn djds cksyus dh {kerk c<+rh gSA writing. • Understand that writing has meaning that • ;g le> c<+rh gS fd fy[kuk Hkh lEizs"k.k ;k Hkk"kk dk gives pleasure . ,d ekè;e gSA 9. Similarly the Aanganwadi Worker has • fy[kus dh izfØ;k dh le> curh gSA the responsibility to develop language by • ;g le> esa vkrk gS fd fy[kus dk dqN eryc gS vkSj telling stories, singing songs, repeating blls vku¡n Hkh fey ldrk gSA poems with children, reading and repeating poem charts, using matching 9 ;g ftEesnkjh le>uk fd dgkuh lqukus] xkuk&xkus] dfork nksgjkus cards using the Goltara, writing the names vkSj i<+us] dkMZ dk esy djus] xksyrkjk ls [ksyus] dkMZ ij cPpksa of children on cards and asking them to ds uke fy[kuk vkSj mUgsa vius uke k ikuk fd NksVs cPpksa dks 10. She will be responsible to explain to parents that young children do not need v{kj fy[kus dh vko';drk ugha gS & ij t+:jr bldh gS fd os to write alphabets but need to see writing vius pkjksa rjiQ fy[kkoV ns[ksaA around them. 11 ifjosf{kdk dh enn ls vPNh fp=kdFkkvksa dk l¡dyu djuk] 11. The Aanganwadi Worker will need to D;ksafd cPpksa esa fdrkcksa ds izfr pko vkSj f[k¡pko fodflr djuk request the Supervisor to provide real story vHkh vko';d gS] vxj mUgsa vkxs py dj izkFkfed 'kkyk esa books, since children must begin to enjoy books if they are to be successful in primary dke;kc gksuk gS] mUgsa dqN ljy uk fd lh[kus dh ,slh lkexzh ftls [kjhnus dh 13 can train children to use them and return them to t+:jr ugha gS vkSj vklikl ls gh [kkst&chu ds bdV~Bh dh their proper place. tk ldrh gS & mls tksM+ukA bldh ftEesnkjh fd bl lkexzh 13 The Aanganwadi Worker understands that she is dk mi;ksx fxuus] Nk¡Vus] feykus] rqyuk djus ;k nqdku yxkus responsible for collecting many learning materials vkSj ^dYiuk&yksd dksuk* rS;kj djus esa cPpksa ds lkFk djsaA that are freely available. She is responsible for using these materials for counting, sorting, vfHkHkkodksa dks ;g le>kuk fd ^nqdku* ls ukVd djus ds 14 matching comparing and for setting up a shop area fy, fcLdqV] uedhu vkfn ds [kkyh iSdsV] pk; ds [kkyh and fantasy area. MCcs] isafly ds [kkyh MCcs] e¡tu] ikmMj] lkcqu] 'kSaiw] rsy 14 The Aanganwadi Worker knows that children ds [kkyh MCcs@V~;wc@cksry] dh D;k egÙkk gS vkSj fiQj bUgsa love to arrange a shop using biscuit wrappers, tea bdV~Bk djus esa mudh enn ysuk vkSj bu pht+ksa ds mi;ksx ls boxes, pencil boxes, toothpaste boxes, shampoo containers, oil bottles and so on. Many of these cPpksa ds fy, nqdku ltkuk ftlesa cPps [kqn ,d lh phtksa containers can be obtained from parents but first dks Nk¡V dj vyx&vyx dj ldsaA ;g cPpksa dks fcuk xf.kr the Aanganwadi Worker must show parents the fl[kk,] v¡dksa vkSj l¡[;k dh nqfu;k ls tksM+us dk igyk dne use of these settings by collecting these articles gS ftlds vk/kj ij os izkFkfed 'kkyk esa xf.kr lh[ksaxsA herself. Once children have these wrappers and 15 ;g le>rs gq, fd mUgsa vkSj Hkh dbZ dke djus gSa] cPpksa bottles they automatically sort the containers. This is preparation for number work when they later ds Lok¡x vkSj dYiuk'khy [ksy ds fy, lkexzh rS;kj djukA attend primary school. cPps >wB&ewB esa iqjkus iQksu] yg¡xk] pqUuh] nqiV~Vs] Vksih] 15 She also understands that there are many times ixM+h] cjru] d¡?ks] vkfn ls & [kkuk cukuk] ?kj&?kj [ksyuk] when she has other works to do . Therefore, she xqM~Mk&xqfM+;k dh 'kknh jpkuk vkfn [ksy ldrs gSa A provides materials for free play such as fantasy 16 mUgsa cPpksa esa vPNh vknrsa Mkyus dh ftEesnkjh ysuh gksxhA play. Children can pretend play with old lehngas, dupattas, old caps, old dishes, old combs. They dqN Hkh [kkus ls igys vPNh rjg gkFk vkSj eq¡g /ksukA like to pretend to cook, make tea, or arrange to lgkf;dk dh enn ls cPpksa dks fl[kkuk fd vius twBs crZu have a marriage. dSls lkiQ djus gSa] vkfnA 16 The Aanganwadi Worker is responsible to develop 17 Ckkyk&txgksa vkSj ckyk&lalk/uksa ds mi;ksx dh ftEesnkjh good habits in the children. She must make sure le>uk% (bls foLrkj ls nLrkost+ 3 esa n'kkZ;k x;k gS)A that hands and face are washed before and after eating. She and the Helper will help children to • xksyrkjk dk mi;ksx vadksa dh xfrfof/;ksa ds fy,('kCnksa ;k wash their dishes after eating. ekSfyd xfrfof/;ksa ds vH;kl ds fy,] tSls ?k.Vh ds lkFk 17 The Aanganwadi worker is responsible to use the o`Ùk dh ifjf/ ij pyuk] [ksy&[ksyuk] ;k fdlh l¡[;k ij BaLA Settings and BaLA Resources: (Separately cht&FkSyk iQsaduk] vkfnA elaborated in different document 3) • pkWd ls fy[kus dh lrgksa ij cPpksa ds uke fy[kuk] cPpksa • Goltara for number activities, words and physical exercises such as walking on the circle with a bell, }kjk xkSj ls ns[kh xbZ ckrksa dks fy[k dj ntZ djuk vkSj cPpksa playing in out game, or throwing beanbags on a ds fy, pkWd vkSj MLVj fy[kus dh lrg tSls nhokj&iV~V] certain numbers. iQ'kZ iV~V ;k fy[kus dh lrg okyh pkSdh ds ikl NksM+uk] • She is responsible for demonstrating the ftlls os ml ij xksnk&xknh djsa ;k fp=k cuk ldsaA importance of the writing surfaces by writing the • ekid Ldsy dk fu;fer mi;ksx djsaA bl ij cPPkksa ds uke children's name on the board, writing children's observations on the board and always leaving vkSj Å¡pkbZ pkWd ls fy[ksaA chalk and duster beside the boards so children can • vkyksa dk mi;ksx feV~Vh ds ;k vU; dke tks cPpksa us cuk,¡ gSa] scribble and draw. mUgsa n'kkZus ds fy, djsaA bls nqdku ltkus ds mi;ksx esa Hkh yk • She is able to use height chart must be used ldrs gSaA regularly. Children's names and height are to be • pkSfd;ksa dk mi;ksx Hkh nqdku ltkus ;k ,d txg dh ifjf/ written. • She can use the display areas to display clay work, ck¡/us ;k ?kj cukus esa Hkh fd;k tk ldrk gSA set up a pretend play shop. • [ksy ds lk/uksa dh nSfud ns[k&js[k vkSj ckgj tehu ij fcNh • She can use Chowkis for making a shop or to eghu jsr dks tk,¡xsA themselves. cPps [kqyh txg esa >wyksa vkSj vU; midj.kksa ls [ksy ldsa bls 21 21 The Aanganwadi Worker is responsible to see that lqfuf'pr djus dh ftEesnkjhA os mUgsa ogk¡ mNyus] dwnus] p<+us] children get a lot of physical play on the outdoor ljdus] larqyu cukus ;k nwljksa dh enn djus ds fy, izsfjr swings and other apparatus. She can encourage djsaA them to hop, jump, climb, crawl and balance, etc. or to help others. vk¡xuokM+h dks O;ogkj vkSj okrkoj.k esa lekos'kh cukus ds 22 22 She is able to think of ways to make the attitude mik; lkspuk] mlds fy, enn ysuk vkSj bUgs dk;kZfUor djukA of the Helper and users inclusive. She can also take help to make environment of Aanganwadi vk¡xuokM+h lgkf;dkvksa dh Hkwfedk inclusive. vHkh lgkf;dkvksa dk vf/drdj le; iks"k.k lEcU/h xfrfof/;ksa The Responsibilities of the Aanganwadi Helper esa O;rhr gksrk gSA gk¡ykfd 'kS{kf.kd xfrfof/;ksa dks Bhd ls pykus Presently, the Helper is largely engaged in the vkSj ckyk&txgksa vkSj lalk/uksa dks lkiQ&lqFkjk j[kus vkSj mi;ksx nutritional component of the Aanganwadi yk;d cuk, j[kus esa mudh egÙoiw.kZ Hkwfedk gSA programme. However, she has an important role for 1 cPpksa dh xfrfof/ dh le;&lkfj.kh dk iwjk Kku j[kukA dbZ upkeep of the place, BaLA-Settings, to keep them ckj tc dk;ZdrkZ ugha gksa rc cPps Lo;a gh] dk;ZØe vkSj lkj. usable for learning activities. 1 There are times when the Aanganwadi Worker kh ds fglkc ls xfrfof/ dj ldsa] blesa enn djukA is busy or not present. She must also know the 2 cPps viuh txg lkiQ j[ksa vkSj xfrfof/ ds nkSjku b/j&m/j routine of the children and help them follow it. iQSyh lkexzh dks Bhd ls lesV dj j[k dj gh ?kj tk,¡] ;g 2 The Helper must train children to clean up their lqfuf'pr djus esa mudh enn djuk vkSj izf'kf{kr djukA center before they go home. 3 vPNh vknrsa] tSls [kkus ls igys vkSj ckn esa gkFk vkSj eq¡g 3 The Helper and Aanganwadi Worker must also constantly demonstrate appropriate habits such vPNh rjg /ksuk vkSj dqYyk djuk] 'kkSp ds ckn lkcqu ls gkFk as washing hands, rinsing mouths and helping to vPNh rjg /ksuk] dpjk dpjkisVh esa gh Mkyuk] ikS/ksa esa ikuh clean and sweep, keep garbage in bins, watering 80 Hkwfedk,¡ vkSj ft+Eesnkfj;k¡ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis nsuk vkfn vknrsa cPpksa esa vk ldsa] & bls çR;{k fn[kkuk vkSj blesa plants, before leaving for home - so enn djukA that children can learn these and form habits. 4 ckyk&pkSfd;ksa] fy[kus dh lrgksa] vkfn dks lkns ikuh ls ue fd, 4 The Aanganwadi Helper must clean diM+s ls lkiQ djukA ,slh txgksa ds vklikl pkWd vkSj MLVj] gj all writing surfaces such as boards lqcg j[kukA and chowkis with a damp cloth. 5 ikuh ihus] gkFk Every morning she will set out chalk /ksus] ew=kky; vkSj and duster beside the writable surfaces. 'kkSpky;ksa dks dk;Z 5 To keep clean on the working days, fnol esa lqcg vkus ds the places for drinking water, hand le;] fnu ds le; wash, urinal and toilets - in the mi;ksx ds nkSjku vkSj morning at the time of arrival, in the dk;Z [kRe gksus ds ckn day - during use, and at day end. Ensure that water is not wasted. lkiQ djukA ikuh dgha 6 To upkeep and maintain the space O;FkZ u cg jgk gks] for play. Keep the sand loose by ;g lqfuf'pr djukA loosening it from time to time with 6 [ksy dwn dh txg dks spade if it has hardened. Bhd&Bkd j[kuk] jsr 7 Once or twice a month she can cook “Lai” from flour so that children ls [ksyus dh txg ij can use it as glue for cutting from /hjs&/hjs tdM+ xbZ old magazines and pasting onto jsr dks le;≤ ij cardboard. In some areas the [kqjih@iQkoM+s ls kus esa leqnk; dh egRroiw.kZ Hkwfedk gksxhA vk¡xuokM+h by unsocial elements - to resolve such issues, community can play a critical role. Community can ejEer] cnyko] ubZ lqfo/kvksa ;k ubZ vk¡xuokM+h Hkou cukus esa] take responsibility of partnership in supervising to leqnk; mlds dk;Z dh ns[kjs[k ls ysdj Lo;a fuekZ.k esa] dq'kyrk construction or contributing labour or materials or ;k lkexzh ;k nksuksa dh gh O;oLFkk esa Hkkxhnkj gks ldrk gSA both. Further, it can contribute a lot by putting up blds vfrfjDr ifjlj esa ckM+ yxkuk] isM+&ikS/s @ cxhps yxkuk] fencing in the premises, undertake plantation or [ksy lkexzh yxkus] cjlkrh ikuh l¡xzghr djus] ifjlj dks ltkus] develop gardens, collect rain water, aesthetically develop the premises, make toys etc. f[kykSus cukus] vkfn esa Hkh leqnk; cgqr dqN dj ldrk gSA o`{kkjksij.k ck¡l ds >wys Plantation Bamboo Swings cPPkksa dh fdrkcksa dk dksuk gjh&Hkjh ckM+ Book Corner for children Green Fencing LFkkuh; dqEgkj ds dkS'ky dk mi;ksx & Nr ls rki de djus esa & mYVs j[ks xeys dh Nr Reducing the thermal heat by using the skills of a local potter—using inverted pots. Roles and Responsibilities 83 leqnk; esa miyC/ vusd f'kYi tSls] feV~Vh] dk"V] ck¡l ;k The community, through a range of crafts it /krq f'kYi] dyk,¡] tSls fp=kdkjh vkSj cqudkjh dyk,¡] bUgsa produces, like that of terracotta, wood, bamboo, metal or folk arts like that of painting, weaving - can cPpksa vkSj vk¡xuokM+h ds vuq:i jpukRedrk ls wys] jsr vkfn ls [ksyus dh txg Play space using Tyre swings , sand, etc with the help from community 84 Hkwfedk,¡ vkSj ft+Eesnkfj;k¡ cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis ifjlj ds mi;ksx esa leqnk; viuh dykvksa vkSj l¡Ld`fr ds In the use of Aanganwadi space, the community can ekè;e ls vk¡xuokM+h ls tqM+ ldrk gSA lkaLd`frd xfrfof/;k¡] connect very well through its own art and culture. It can arrange cultural activities within Aanganwadi - tSls u`R;] laxhr] ukVd] fdLls dgkfu;k¡ vkfn vk¡xuokM+h like dance, music, drama, storey telling, for its own esa leqnk; vius gh uUgsa cPpksa vkSj fd'kksjh ckfydkvksa ds little children and adolescent girls. It is difficult to fy, le;≤ ij vk;ksftr dj ldrk gSA blls cPps vkSj even imagine how much the children and girls will ckfydk,¡ fdruk dqN viuh l¡Ld`fr ds ckjs esa lh[ksaxs] bldh learn about their own culture. Community can play dYiuk Hkh eqf'dy gSA cPpksa ds iwjd Hkkstu rS;kj djus vkSj an important role in cooking and serving food to the children in supplementry meal time. Communities ijkslus esa leqnk; egRoiw.kZ Hkwfedk vnk dj ldrk gSA can play an important role in monitoring the quality of services being provided through Aanganwadis. leqnk; lsokvksa dh xq.koRRkk dh ns[kjs[k esa Hkh egRoiw.kZ Hkwfedk vnk dj ldrk gSA iwjh vk¡xuokM+h ds ifjlj dh ns[kjs[k vkSj Such components of operation and maintenance of ifjpkyu ds ,sls fgLls tks dk;ZdrkZ ds fy, cksf>y gks ldrs gSa entire premises that drain out the energy Aanganwadi Worker - like arranging drinking water, securing the & tSls LoPN ikuh dh O;oLFkk] ifjlj dh lqj{kk] ifjlj vkSj premises, repair work, cleaning the premises and lqfo/kvksa dh lkiQ&liQkbZ] ejEer dk;Z] vkfn & buesa leqnk; amenities, minor repair works, etc. - the community ikjLifjd lg;ksx dh vuwBh felky cu ldrk gSA ,sls dbZ can take on these responsibilities and become unique mnkgj.k vHkh Hkh ns'k esa ekStwn gSaA ;g vk¡xuokM+h dk;ZdrkZ dks example. There already exist several such examples viuh ewy ft+Eesnkjh ij T;knk è;ku dsfUnzr djus dk ekSdk nsxkA across the country. It will also allow the Aanganwadi worker to focus more on the core responsibilities of child development. ;g vko';d gS fd leqnk; ds bl rjg ds tqM+ko dh gj dksf'k'k gks vkSj mlds lnL;ksa dks blds fy, izsj.kk nh tk,A ;g What is important is that there is every effort in /hjs&/hjs gksxk vkSj izfØ;k dh le> vkSj l¡;e nksuks dk gh rU=k connecting with the community and its members esa fodkl djuk vko';d gSA  are motivated to engage with Aanganwadi. This will happen gradually and it is important that the system understands the process and the patience it takes. yksgs ds LFkkuh; f'kYi dks vk¡xuokM+h ds cPpksa ds mi;ksx ds fy, ko Hkh blh us 2- f'kYiksa ij dke djus okys f'kYidkj ;k fp=kdkj] tSls & ds fy, gSA vius rU=k ds vuqlkj gj jkT; @ dsUnz 'kkflr izns'k dks bls snkj l¡;qDr jk"Vª dh laLFkk,¡ tSls ;wuhlsiQ] f'kYiksa vkSj leqnk;ksa dks izksRlkfgr djus okyh xSj ljdkjh laLFkkvksa ;k ukxfjd ;w-,u-Mh-ih-] fo'o cSad vkfn lsA leqnk;ksa dks bu fopkjksa dks vkxs c<+kus ds fy, tksM+k tk ldrk gSA 2- d¡ifu;ksa dh lkekftd ftEesnkjh (lh-,l-vkj-) fuf/ ls tks lalk/uksa dks tksM+us dh vkSj foLr`r tkudkjh] efgyk vkSj cky fodkl ea=kky;] Hkkjr futh ;k ljdkj ds miØe gksaA ljdkj ds nLrkost *vkbZ-lh-Mh-,l- fe'ku &µdk;kZUo;u ds fy, foLr`r snkjh @ vfHklj.k orZeku vk¡xuokfM+;ksa esa ejEer] vkSj cnyko dh t+:jr gks ldrh gS] ftls fofHkUu foHkkxksa ds vfHklj.k ;k enn ls rS;kj fd;k tk ldrk gSA vkerkSj ij ftu enksa esa ,slk fd;k tk ldrk gS] os uhps fn, x, gSa% orZeku vk¡xuokM+h esa ejEer vkSj vuwdwyu ds en vU; foHkkxksa ds vfHklj.k@enn ls d ejEer ds en 1 Nr dk ty jks/u LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 2 Nr dks rki&jks/h cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 3 Nr dh eq.Msjh vkSj ikuh fudkl LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 4 {kSfrt njkjksa dh ejEer LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 5 nhokj ij [kM+h njkjksa dh ejEer LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 6 IkQ'kZ dh ejEer LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 7 Pkkgj nhokjh dh ejEer LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 8 lkbZu cksMZ gVkuk @ yxkuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 9 gS.MiEi dk Fkky vkSj ukyh LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 10 igys ls cus 'kkSpky; dks ejEer }kjk mi;ksx yk;d cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk [k vuwdwyu ds en 1 u;k jks'kunku cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 2 orZeku f[kM+dh dks njoktk cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 3 Ikgys ls cus jks'kunku dk csgrj jks'kuh o gok ds fy, cnyko LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 4 nhokj ij u;k izos'k }kj cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 5 f[kM+dh vkSj mldh pkS[kV dks nhokj dh ckgjh vksj ys tkuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 6 f[kM+dh ds t¡xyksa dks cnyuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 7 vUnj dh nhokj ij jax&jksxu LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 8 ckgj dh nhokj ij jax&jksxu LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 9 njokts] f[kM+dh] jks'kunku ij jax&jksxu LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 10 'kkSpky; @ ew=kky; dks loZ&mi;ksxh cukuk LFkkuh; fudk; (i¡pk;r @ uxj fuxe)}kjk 96 ifjf'k"V cky&lqyHk vk¡xuokM+h fodflr djus dh ;kstuk cukuk | Planning for Developing Child-Friendly Aanganwadis Annexure - 2a Partnership / Convergence with other Govt. Departments Existing Aanganwadis may require repair, adaptation and basic amenities to function better. This can be done by converging or with help of various departments. The list of common item for which this convergence can be done is given below: Items of Repair and Adaptation for improvisation in existing Convergence Agency / Aanganwadis Partnership A. Repair Items 1 Water proofing on terrace Local body (Panchayat/Municipality) 2 Thermal insulation on roof Local body (Panchayat/Municipality) 3 Roof parapet work and roof drainage work Local body (Panchayat/Municipality) 4 Repair of horizontal cracks on walls Local body (Panchayat/Municipality) 5 Repair of vertical cracks on walls Local body (Panchayat/Municipality) 6 Repair of floor Local body (Panchayat/Municipality) 7 Repair of boundary walls Local body (Panchayat/Municipality) 8 Removal / putting of sign board in premises Local body (Panchayat/Municipality) 9 Repair of hand pump base and drain Local body (Panchayat/Municipality) 10 Repairing and adapting existing toilet for better use Local body (Panchayat/Municipality) B Adaptation work 1 Making new ventilator Local body (Panchayat/Municipality) 2 Making existing window to become a door Local body (Panchayat/Municipality) 3 Modifying existing ventilator for better light and ventilation Local body (Panchayat/Municipality) 4 Making new entrance gate in existing wall Local body (Panchayat/Municipality) 5 Moving window + frame to outer face of building Local body (Panchayat/Municipality) 6 Modification of existing window grills Local body (Panchayat/Municipality) 7 Painting work on internal walls Local body (Panchayat/Municipality) 8 Painting work on external walls Local body (Panchayat/Municipality) 9 Painting work on door window and ventilator Local body (Panchayat/Municipality) 10 Modifying existing toilet and urinal for universal use Local body (Panchayat/Municipality) Annexure 97 ifjf'k"V & 2[k vU; 'kkldh; foHkkxksa ds lkFk lk>snkjh @ vfHklj.k orZeku vk¡xuokfM+;ksa esa ewyHkwr lqfo/kvksa dh t+:jr gks ldrh gS] ftls fofHkUu foHkkxksa ds vfHklj.k ;k enn ls rS;kj fd;k tk ldrk gSA vkerkSj ij ftu lkekU; enksa esa ,slk fd;k tk ldrk gS os uhps fn;s x;s gSa% orZeku vk¡xuokM+h esa ewyHkwr lqfo/kvksa ds en vU; foHkkxksa ds vfHklj.k@enn ls x ewyHkwr lqfo/kvksa ds en 1 ihus dk 'kq¼ @ i;kZIr ikuh miyC/ djuk tu LokLF; vfHk;kfU=kdh foHkkx 2 Tkks+j yxk&ikuh&mBk vuwdwyd gS.M iEi esa yxkuk tu LokLF; vfHk;kfU=kdh foHkkx 3 Nr ij @ uhps ry ij ikuh dh Vadh yxkuk tu LokLF; vfHk;kfU=kdh foHkkx @ fueZy Hkkjr vfHk;ku (fu-Hkk-v-) 4 vk¡xuokM+h vkSj Ldwy ds cPpksa ds fy, vyx&vyx ihus ds ikuh dk izko/ku tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 5 cPpksa vkSj O;Ldksa ds gkFk /ksus dk izko/ku tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 6 jlksbZ vkSj cjru /ksus dh txg esa ikuh dks tksM+uk tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 7 Ckky&lqyHk ew=kky; cukuk tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 8 cPpksa vkSj efgykvksa ds fy, 'kkSpky; cukuk tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 9 mijksDr lHkh ds fy, ikuh tksM+uk tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 10 ew=kky; ds ikuh dk foLrkj.k tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 11 gkFk /ksus dh txg ds ikuh dk fuLrkj.k tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 12 Ikkuh ihus dh txg ds ikuh dk fuLrkj.k tu LokLF; vfHk;kfU=kdh foHkkx @ fu-Hkk-v- 13 ew=kky; ds fy, lksd x<~kbZ xbZ gSA blesa ;kstuk vkSj dk;kZUo;u ds of planning and imple-mentation. It will be useful to fofHkUu eqn~nksa dks foLrkj ls le>k;k x;k gSA ;g mu lcds fy, all those who are planning any such project at Block, mi;ksxh gksxk tks ,slh fdlh Hkh ;kstuk dks vius Cykd] ftys lEHkkx District or State level. This includes various components ;k jkT; ds fy, rS;kj dj jgs gSaA blesa ifj;kstuk ds fofHkUu fgLls vkSj of the project, need of convergence and broad esti-mates of costs involved. muesa tqM+ko izfØ;k dh vko';drk 'kkfey gSA Part-2 : Developing Child-Friendly Aanganwadi with Hkkx&2 % Ckky&lqyHk vk¡xuokM+h ckyk ds lkFk fodflr djuk & BaLA — Instruction manual for Implementing agencies and Engineers dk;kZUo;u laLFkkvksa vkSj vfHk;Urkvksa ds fy, fuekZ.k fuZnsf'kdk This part focuses on the technical side of how to ;g Hkkx igys ls cuh@ubZ vk¡xuokfM+;ksa dks ^cky&dsafnzr rjhds ls ckyk modify existing / make new Aanganwadis ‘to make ds lkFk dSls cnysa @ cuk,¡* ds rduhdh i{k ij dsafnzr gSA ;g Hkkx them child-friendly with BaLA’. This part is useful for dk;kZUo;u djus okys okLrqdkjksa ;k vfHk;arkvksa ds fy, mi;ksxh gksxk implementing Architects and Engineers since it explains D;ksafd Øec¼ rjhds ls blesa ejEer] cnyko] (orZeku vk¡xuokfM+;ksa in detail the step by step process of undertaking repairs, adaptation (in existing Aanganwadis), new provisions esa) u, izko/ku vkSj ckyk&txg vkSj ckyk&lalk/u (orZeku and making BaLA-settings and BaLA-resources in vk¡xuokfM+;ksa esa) dSls cuk, tk ldrs gSa] bls foLrkj ls le>k;k x;k indoors and outdoors (existing and new to be developed gSA Aanganwadis) Hkkx&3 % Ckky&lqyHk] ckyk&;qDr vk¡xuokM+h okrkoj.k dk Part-3 : Using effectively Child-friendly, BaLA-based Aanganwadi Environment - a user’s manual for mi;ksx & vk¡xuokM+h dk;ZdrkZvksa vkSj ifjosf{kdkvksa ds fy, Aanganwadi Supervisors and Workers mi;ksx&iqfLrdk This part is developed with the objective to equip ;g Hkkx ckyk&;qDr] cky&dsafnzr vk¡xuokM+h dk iw.kZ lnqi;ksx dSls gks Aanganwadi Supervisor and Worker to under-stand & bl mn~ns'; ls vk¡xuokM+h ifjosf{kdk vkSj dk;ZdrkZ ds fy, rS;kj How BaLA-based, Child-centered Aanganwadi can fd;k x;k gSA blesa mudh vkSj lgkf;dkvksa dh Hkwfedk ds vykok be fully used. It also elaborates about their role as well as elaborates how various BaLA-settings and BaLA fofHkUu ckyk txgksa vkSj ckyk&lalk/kuksa dks dSls lHkh mi;ksDrk resources can be effectively be used by various users tSls] f'k'kq] cPps] fd'kksjh ckfydk,¡] efgyk,¡] vk¡xuokM+h dk;ZdrkZ] - babies, young children, adolescent girls, women, lgkf;dk] ifjosf{kdk] ,-,u-,e & mi;ksx esa yk ldrs gSa] bls foLrkj Worker, Helper or ANM. It also explains how to upkeep ls le>k;k x;k gSA lkFk gh bl okrkoj.k dk j[k j[kko dSls djsa] ;g such an environment. Hkh crk;k x;k gSA Part-4 : Designing Child-friendly Aanganwadi with BaLA — for Architects and Engineers Hkkx&4 % Ckky&lqyHk vk¡xuokM+h esa ckyk&;qDr okrkoj.k dk This part is an extension of the first part—on how the vkdYiu & okLrqdkjksa vkSj vfHk;Urkvksa ds fy, physical dimension or design of physical environment ;g Hkkx] igys Hkkx ds Øe esa ifj;kstuk ds HkkSfrd vk;ke & can be linked to the holistic development process of children. First it develops the wider understanding of the vk¡xuokM+h ds HkkSfrd okrkoj.k dks dSls cPpksa ds lEiw.kZ fodkl dh issues involved and how they reflect in design. It also izfØ;k ds lkFk tqM+ dj rS;kj fd;k tk ldrk gS] bldk foLrkj gSA includes, how the design can be sensitive to the climate ;g vk¡xuokM+h ls tqM+s O;kid eqn~nksa vkSj muds vkdYiu ls tksM+rk and local ways of living so that it becomes an ’extension gSA lkFk gh vk¡xuokM+h dh cukoV vklikl dh tyok;q] jgu&lgu to the home’ itself. This process takes two directions— ds rjhds vkSj ^?kj dk gh foLrkj* gks bu lcdk lekos'k HkhA ;g designing new Aanganwadis and also how to modify the existing Aanganwadis. izfØ;k nks fn'kkvksa dh vksj tkrh gS & ubZ vk¡xuokM+h dh cukoV r; djus esa vkSj bl vksj Hkh fd fdl rjg igys ls cuh vk¡xuokM+h esa lq/kkj&cnyko bl ifjizs{; esa D;k gks ldrk gSA 102 foU;kl vkSj ckyk ds ckjs esa About Vinyãs and BaLA foU;kl LFkkiR; vuqla/ku vkSj vkdYiu dk dsanz gS] ftldk è;s; gS fd Vinyãs is a centre for architectural research and design, whose goal is to ‘Enrich Habitat for All, Responsibly, Innovatively, vius fopkjksa vkSj dke ls ^lHkh ds fy,] gj dgha] ftEesnkj vkSj u, us ds l¡alk/u ds :i esa cjrk tk,A learning - this is at the core of BaLA. For example, the security mnkgj.k ds fy,] f[kM+dh ds t¡xys & vdlj bUgsa o;Ld Hkou dh lqj{kk grills - often the adults put them as a security measure in the ds fy, f[kM+dh&cjkenksa esa tM+ nsrs gSa vkSj ;gh cPpksa ds fy, tsy cu windows or corridors, but from the child’s perspective this may tkrk gSA D;k bu yksgs dh lyk[kksa dks cky fodkl dh n`f"V ls mi;ksxh be a jail. Is it possible to modify these grills to become a toy or a learning aid from child's perspective such that its ‘jail-ness’ dksbZ f[kykSuk cuk ldrs gSa] ftlls fd bldk ^tsy&iuk* gV tk, vkSj goes away? Or planting trees and plants that are conducive to cPpksa dh utj ls lkspk okrkoj.k mUgsa ns ldsa\ ;k ckgj ,sls isM+&ikS/ksa children’s behaviour and needs. Nearly 150 such ideas for BaLA dks yxkuk tks cPpksa ds cky&lqyHk O;ogkj vkSj xfrfof/;ksa ds vuqdwy Settings and Resources were developed. That school buildings gksaA ,sls djhc 150 ckyk&txgksa vkSj lalk/uksa ds fopkj rS;kj fd, x,A and the environment should be able to provide maximum Hkou vkSj mldk okrkoj.k viuk vf/dre 'kS{kf.kd vkSj cky&fodkl educational and child development value to the children - this is thought behind BaLA. BaLA ideas have been developed such dk ewY; cPpksa dks de&ls&de ykxr esa ns ldsa] bl lksp ds lkFk that these can be integrated in the existing buildings during ckyk dks rS;kj fd;k x;k gSA igys ls cus Hkouksa dh ejEer] cnyko ds repair, adaptation or up-gradation, while also be incorporated nkSjku ;k fIkQj u, cuus okys Hkouksa esa bldk lekos'k gks ldrk gSA bldk in new to be designed buildings. The positive impact of this has ldkjkRed vlj cPpksa ds ukek¡du] mifLFkfr] [kkyh le; ds lnqi;ksx] been observed in children’s enrolment, attendance, use of ‘free’ miyC/ txg dk lnqi;ksx vkSj cPpksa dh lh[kus&le>us dh izfØ;k ij unstructured time, effective use of available space as well as in the learning process of children in many places. Since 2005, dbZ txg ns[kk x;kA 2005 ls vc rd foU;kl us bls loZ f'k{kk vfHk;ku with Sarva Shiksha Abhiyan (Universalisation of Elementary esa dsanz vkSj jkT; ljdkjksa ds lkFk] ;wfulsIkQ vkSj fo'o cSad] jktho xk¡/h Education) at the Central and State level and with UNICEF, the IkQkmUMs'ku] vkxk [kku IkQkmUMs'ku] vkfn ds ekè;e ls djhc 19 jkT;ksa World Bank, Rajiv Gandhi Foundation, Aga Khan Foundation, esa djhc ,d yk[k Ldwyksa rd igq¡pk;k gSA bl nkSjku foU;kl us ns'k Vinyãs has taken these ideas to about 1 lakh (0.1 million) schools Hkj esa djhc 10000 dsanz vkSj jkT; ds eaf=k;ksa] vf/dkfj;ksa] okLrqdkjksa] across 19 States and Union Territories of India. During this time, Vinyãs has oriented or trained more than 10000 Central or State vfHk;Urkvksa] iz/kukpk;ks±] f'k{kdksa] vk¡xuokM+h ifjosf{kdkvksa] dk;ZdrkZvksa] level Ministers, Administrators, Architects, Engineers, School f'k{kk] okLrqdyk vkSj vfHk;kfU=kdh ds Nk=kksa] cPpksa vkfn dks bl fopkj Principals, Teachers, Aanganwadi Supervisors, Workers, students ds ckjs esa mUeq[k ;k izf'kf{kr fd;k gSA of education, architecture or design, children across the country. ckyk ds fopkj Ldwy f'k{kk esa vc Hkkjr ljdkj ds ekuo lalk/u The ideas of BaLA are now integral part of the ‘Whole School Development Planning’ initiative for elementary school ea=kky; ds varxZr ^fo|ky; dh lEiw.kZ&;kstuk* dk fgLlk cu x, gSa vkSj education of the Ministry of Human Resource Development to ns'k ds 13-5 yk[k izkFkfed vkSj izkjafHkd fo|ky;ksa esa tkus dks gSaA affect nearly 13.5 lakh (1.35 million) primary and elementary schools in India. pw¡fd ,sls dbZ Ldwy ifjlj gSa ftlesa vk¡xuokM+h Hkh fLFkr gS ;k mlds cgqr fudV gh gS] ;g lksp fd ckyk ;gk¡ vkus okys f'k'kqvksa vkSj cPPkksa Since there are many school premises, where Aanganwadi ds fy, Hkh mi;ksxh gksxk] ;g dbZ cky&fodkl fo'ks"kKksa vkSj f'k{kkfonksa is also located inside, or located very close-by, many child- development and education specialists felt that BaLA will be us eglwl fd;kA vr% ;gk¡ dh [kkl t+:jr vkSj lUnHkZ ds vuqlkj dbZ useful for children coming to Aanganwadis also. With this insight ckyk&txg vkSj ckyk&lalk/u ds fopkjksa vkSj muds mi;ksx dks u,