For decades, Anganwadi centres across India have been seen primarily as sites for nutrition and health—places where young children receive their daily khichdi and other basic services. While this role is essential, it is not sufficient from a learning foundation perspective. This is recognised by many policies now, especially NEP 2020. The early years, especially from birth to six, are a critical window for brain development. If we want to build a strong foundation for children’s future, Anganwadis must evolve into vibrant early learning centres that support the holistic development and readiness of every child.
Over the last few years, I’ve been working on a series of grassroots-level experiments to reimagine what Anganwadis can be—without major financial investments or radical changes in policy. The idea is simple: strengthen what we already have by improving how we implement it, if the government can’t radically change things overnight.
Reimagining Anganwadis Within the Current (new) Framework
We have demonstrated that it is entirely possible to transform the atmosphere and impact of an Anganwadi by focusing on key aspects of effective execution. Here’s how:
1. Create a Learning-Conducive Environment
We worked on transforming the physical and learning environment inside the Anganwadi. Not just through civil works or fancy infrastructure, but through better use of space, visuals, learning materials, routines, and joyful energy. With a few mats, local-handmade play materials, colorful charts, and thoughtful arrangements, a room meant for meals became a place of curiosity and learning – even though this centre is running in small houses in urban slum settings or in dedicated premises in rural/tribal geographies.
2. Structured Routine for Play-Based Early Education
We introduced a dedicated, doable, simple daily time table focused on play-based early childhood education activities—based on the newly introduced national level Aadharshila framework or state specific curriculum frameworks —especially for the 3–6 age group. This period had a clear structure with a beginning (welcome song, gathering), a middle (theme-based play, storytelling, group activities), and a closing (reflection, goodbye ritual). A small but symbolic act—ringing a bell to mark the start of the preschool period—helped create seriousness and structure. It also signaled to the community that “preschool has started.”
3. Involving the Community: Youth and Mothers as Allies
We found that community ownership can drive real change. Local youth volunteers were trained and supported to help Anganwadi teachers facilitate play-based sessions inside the Anganwadi. Mothers not only came to observe but began to participate—watching, learning, and even leading small activities. This increased the credibility of the centre and helped deepen its roots in the community.
4. Bringing Cognitive Stimulation to the 0–3 age group and School Readiness to the 3-6 age group by empowering families especially mothers
For infants and toddlers, we worked with mothers to promote early stimulation and school readiness practices—talking, singing, playing with everyday objects, responsive interactions. These are simple actions, but they build the foundation for language, cognition, and emotional development. Mothers were invited into the centre, not just as recipients of services, but as partners in their child’s learning. Mothers groups are formed at hamlet level to nurture self-help and peer-learning culture among them.
5. Building Capacity: Demonstration + Mentoring + Blended Training
Transformation doesn’t happen by issuing new orders—it happens when frontline workers feel confident and capable. We focused on continuous capacity-building of Anganwadi teachers through demonstration, regular handholding, and on-site mentoring. Short, accessible video modules and group WhatsApp nudges were combined with face-to-face training to reinforce practices and build motivation.
The Way Forward
If we want to improve early learning outcomes at scale, Anganwadis are our biggest and most ready infrastructure. But the shift must be made—from service points to learning hubs. From khichdi centres to early learning centres.
And this change is not only possible—it’s already happening in small pockets, with little budget but lots of belief. We don’t need to overhaul the system. We need to work with it, build on its strengths, and bring energy and intent into everyday practices.
The time to act is now. Let’s ring the bell for preschool—not just as a sound, but as a signal for change.
– Smitin Brid, Program Director, Early Childhood Education
PS: This write-up has been published in its original form without any editing or alterations. Any grammatical errors, typos, or stylistic variations are preserved to maintain the authenticity of the author’s work. The views and opinions expressed here are those of the individual authors and do not reflect the views or positions of the organisation.
