A Quantitative Study on Quality of Physical Infrastructure, WASH practices, Preschool Education and Safety in Anganwadi Centers, Government Preschools and Private Preschools in Delhi

doi:10.21203/rs.3.rs-4817679/v1

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A Quantitative Study on Quality of Physical Infrastructure, WASH practices, Preschool Education and Safety in Anganwadi Centers, Government Preschools and Private Preschools in Delhi

https://doi.org/10.21203/rs.3.rs-4817679/v1

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As the foundation of all learning depends upon early childhood experiences, which consist of the pre-schooling age of a child’s life, i.e., 3 to 6 years, preschools have a significant role in all learning. Enhanced cognitive, social, language capabilities and even a higher level of school readiness can be achieved through the quality of preschool programs. So, this study is undertaken to understand the quality of various modes of preschools, i.e., Anganwadi centers, government preschools, and private preschools, regarding their physical infrastructure, WASH practices, preschool education, and safety, that run in Delhi. 45 preschoolers were taken, 15 from each mode, and a descriptive research design was used for comparing the quality of different modes. The findings show that government preschools and private preschools are working at good quality in terms of physical infrastructure, safety of the children, and classroom process, though government preschools are performing slightly better than private preschools. On the other hand, Anganwadi centers are working mostly at average quality in all variables. All three modes of preschool should extensively work on the WASH practices and preschool education, especially in curriculum transaction and a child-friendly environment, as they require attention.

Quality

Anganwadi Centers

Government preschools

Private preschools

Early childhood care and education

Delhi

The foundation of all learning is laid from 0 to 8 years, also known as early years. The social, physical, emotional, cognitive, and linguistic capabilities developed in this period are vital to attain success in school years and in work life as well as in society. As the foundations are sowed from 0 to 8 years consisting of the pre-schooling age of a child’s life i.e. 3 to 6 years therefore the quality and education provided by preschools have a significant part in all learning and developments which will impact the child’s later life.

As per international research, 90% development of the brain happens by the age of 5 to 6 [16]. Experiences in early years affect the quality of the brain architecture by constructing either a firm or a weak foundation for all the health, behavior and learning [1]. Approximately 95% of the adult brain’s volume attainment happens by age of six years. According to Grigorenko. EL [9] “the developmental trajectory of Gray matter peaks in early childhood, preceding a peak in total brain volume, and then gradually decreases unevenly throughout the brain."

Research by Nobel Prize-Winning Economist James Heckman exhibits that every $1 invested in quality of programs in early childhood can give returns between $4 and $16 [3]. Investments in children will create an inclusive and equitable society leading to better economic growth and development. Higher school readiness levels can be produced by participating in good quality of preschools programs which results in better early grade outcomes [16].

Cognitive, language and social development can be enhanced through quality preschool education. In an enriched environment children tend to be self-assured, free from fear or anxiety, and have good command of language use [11].

Provision and quality for WASH practices and safety of children is necessary as children are still growing and have less knowledge making them vulnerable, more prone to risks and diseases. The wash and safety guidelines are also suggested by NCERT in its guidelines for preschool education. For children's learning a safe physical environment is seen as an adult responsibility, safeguarding the children from physical harm is majorly conceptualized as safe and secure learning environment. Hence to facilitate learning providing safe and secure learning environment is crucial [13]. Having access to basic toilet facilities, clean water and hygiene practices offers children a healthy start in life and enables them to flourish, or else the results of unsafe water, sanitation and hygiene (WASH) on children are life threatening. It is the right of every child to grow up in a safe and clean environment [17].

The first National Early Childhood Care and Education Policy was introduced by the Government of India in 2013. In it universalization of quality ECE to all children by the age of six years, the National ECCE Curriculum Framework and Quality Standards for ECCE were prescribed. It is also reflected in United Nations Sustainable Development Goal (SDG) 2030, that quality of early education, development and care should be provided to all boys and girls so they would be ready for primary education and India is also member of this convention. In article 47 of the Directive Principles, emphasis was given to early years, where early childhood care and education up till 6 years of age had been prescribed. The value of preschool education is also highlighted in NEP 2020 and it’s a goal of NEP 2020 to ensure universal access to high-quality early childhood care and education in all over India in a phased manner.

The policies given by the government are noteworthy and align with international trends. Yet, between policy and its implementation, there is a huge gap [15].

As per national census, Delhi’s total population comes to 1,67,87,941 and the population in the age group of 0 to 6 years to 2,012,454 i.e. 8.37% of its total population [5]. As per the NHFS-5 population below the age of 15 years aggregate to 24.3% and children under age of 5 who attended preschool measured 15.8% [8].

There are different modes of preschool programs in Delhi, they are run by AWCs (i.e. ICDS), government, private parties and NGO.

ICDS not only provides non-formal preschool education but it’s an important input for a strong developmental foundation and a feature to the universalization of primary education [11]. AWCs are the part of ICDS that encompass health, nutrition and education. However, at the ground level, health and nutrition appear to receive more attention than education [15].

Government schools provide education at low cost and are open for all [4]. In accordance with Delhi School Education Act 1973 pre-primary and primary level of education was given by local bodies like Delhi Cantonment Board, NDMC and MCD. Later due to upsurge in Delhi's population and scarcity of infrastructure, the Directorate of Education had introduced primary classes in its 364 Sarvodaya Vidyalayas.

Private preschools are opted by most of the parents due to their better facilities though they charge high fees [4]. According to Kaushal [10] “the private providers are largely unregulated. So, there is a need to have a regulatory body for the maintenance of the quality of preschool education.”

As foundation of all learning depends upon these early years experiences. Therefore, assessing the quality of preschools programs provided by different modes is also necessary. Preschools play an integral role as they are part of children’s immediate environment (i.e. microsystem) as per Bronfenbrenner’s ecological theory.

So, this study is undertaken to understand the quality of preschools regarding their physical infrastructure, WASH practices, preschool education and safety in various modes that run in Delhi.

The objectives were:

To know and compare the quality of physical infrastructure in AWCs, government and private preschools.
To explore and compare the WASH practices followed in AWCs, government and private preschools.
To understand and compare the preschool education provided in AWCs, government and private preschools.
To observe and compare the safety of AWCs, government and private preschools.

2.1 Sample

As a sample 45 preschools in Delhi were considered for primary data collection, out of which 15 were Anganwadi centers, 15 were government preschools and 15 were private preschools.

Among 15 government preschools, 4 were managed by local bodies (i.e., MCD, NDMC preschools) and 11 were managed by department of education (i.e., Sarvodaya Bal Vidyalaya and Sarvodaya Kanya Vidyalaya).

For selecting the Anganwadi center random sampling technique was used. Every 8th Anganwadi center was selected from the list taken out from the Ministry of Women and Child Development site. For selecting government preschools and private preschools, a purposive sampling technique was used. Only those government and private schools were selected in which preschool or pre-primary sections were attached.

2.2 Design

A descriptive research design was used to compare the quality of physical infrastructure, WASH practices, preschool education and safety of Anganwadi centers, government preschools and private preschools in Delhi.

2.3 Tools

Anganwadi Assessment Scale (AAA) was used as a tool for collection of the data. It is a standardized tool for quality provision in early education programs (i.e., Anganwadi/Preschools).

The indicator observed contains 6 components of quality:

Physical infrastructure
Water and hygiene (WASH)
Child friendly preschool environment (PSE)
Curriculum transaction
Classroom processes
Safety of the children

2.4 Procedure

From the Center for Early Childhood Development and Research a permission letter was taken to the Anganwadi centers, government preschools and private preschools, consent was taken from the authorities. Along with that, they were also informed that the confidentiality of data would be maintained, and it would be used only for research purposes. The data was collected with due permission.

The observational method was used to collect data as per the guidelines of the tool on respected modes of preschool programs. From January 2023 to March 2023 data was collected.

2.5 Data Analysis

After collecting the data from the field, it was tabulated and analyzed in light of the objectives of the study. The data was analyzed using descriptive statistical analysis, i.e., using scores for each mode of preschool. Then the scores obtained were split into three categories: poor, average and good and compared.

The overall quality of preschools was also compared by combining all the six component scores.

Outlined below are the results and interpretation of the data collected from Anganwadi centers, government preschools and private preschools.

Table 1

Frequency of quality of the Anganwadi centers, government preschools and private Preschools Physical Infrastructure
Variable	Categories	Frequency of Anganwadi Centres	Frequency of Governments Preschools	Frequency of Private Preschools
Physical Infrastructure	Poor	1	0	0
	Average	10	2	7
	Good	4	13	8
Total		15	15	15

Table 1 exhibits the quality of the physical infrastructure of the Anganwadi centers, government preschools and private preschools physical infrastructure. Only 1 out of 15 Anganwadi centers had poor quality physical infrastructure, none of the government preschools and private preschools had poor quality of physical infrastructure. 10 out of 15 Anganwadi centers, 2 out of 15 government preschools,7 out of 15 private preschools showed average quality physical infrastructure. 4 out of 15 Anganwadi centers, 13 out of 15 government preschools and 8 out of 15 private preschools showed good quality physical infrastructure. The above quality of physical infrastructure of Anganwadi centers, government preschools and private preschools can also be depicted by means of a figure shown below.

Table 2

Frequency of quality of the Anganwadi centers, government preschools and private preschools water and hygiene (WASH).
Variable	Categories	Frequency of Anganwadi Centers	Frequency of Governments Preschools	Frequency of Private Preschools
Water And Hygiene (Wash)	Poor	1	0	0
	Average	11	15	12
	Good	3	0	3
Total		15	15	15

Table 2 shows the quality of Water and hygiene (WASH) of Anganwadi centers, government preschools and private preschools. Only 1 out of 15 Anganwadi centers had poor quality of Water and hygiene (WASH), none of the government preschools and private preschools had poor quality of Water and hygiene (WASH). 11 out of 15 Anganwadi centres,12 out of 15 private preschools showed the average quality of Water and hygiene (WASH) while all government preschools showed average quality of Water and hygiene (WASH). 3 out of 15 Anganwadi centers and 3 out of 15 private preschools showed good quality of Water and hygiene (WASH). The above quality of water and hygiene (WASH) of Anganwadi centers, government preschools and private preschools can also be represented by means of a figure shown below.

Table 3

Frequency of quality of the Anganwadi centers, government preschools and private preschools child friendly environment (PSE)
Variable	Categories	Frequency of Anganwadi Centers	Frequency of Governments Preschools	Frequency of Private Preschools
Child Friendly Environment (PSE)	Poor	4	1	5
	Average	9	8	10
	Good	2	6	0
Total		15	15	15

Table 3 indicates the quality of child friendly environment (PSE) of Anganwadi centers, government preschools and private preschools. 4 out of 15 Anganwadi centers, 1 out of 15of the government preschools, 5 out of 15 private preschools show the poor quality of child friendly environment (PSE) .9 out of 15 Anganwadi centers, 8 out of 15 government preschools, 10 out of 15 private preschools showed average quality child friendly environment (PSE). 2 out of 15 Anganwadi centers, 6 out of 15 government preschools showed good quality child friendly environment (PSE) which comes while none of private preschools showed good quality child friendly environment (PSE). The above quality of child friendly environment (PSE) of Anganwadi centers, government preschools and private preschools can also be depicted by means of a figure shown below.

Table 4

Frequency quality of the Anganwadi centers, government preschools and private preschools curriculum transaction
Variable	Categories	Frequency of Anganwadi Centers	Frequency of Governments Preschools	Frequency of Private Preschools
Curriculum Transaction	Poor	1	1	2
	Average	10	11	11
	Good	4	3	2
Total		15	15	15

Table 4 shows the quality of curriculum transaction of Anganwadi centers, government preschools and private preschools. 1 out of 15 Anganwadi centers, 1 out of 15 of the government preschools, and 2 out of 15 private preschools show the poor quality of curriculum transaction. 10 out of 15 Anganwadi centers, 11 out of 15 government preschools, 11 out of 15 private preschools showed average quality of curriculum transaction.4 out of 15 Anganwadi centers, 3 out of 15 government preschools, 2 out of 15 private preschools showed good quality of curriculum transaction. The above quality of curriculum transaction of Anganwadi centers, government preschools and private preschools can also be delineated by means of a figure shown below.

Table 5

Frequency of quality of the Anganwadi centers, government preschools and private preschools classroom processes
Variable	Categories		Frequency of Governments Preschools	Frequency of Private Preschools
Classroom Process	Poor	1	0	0
	Average	11	0	2
	Good	3	15	13
Total		15	15	15

Table 5 displays the quality of classroom processes of the Anganwadi centers, government preschools and private preschools. Only 1 out of 15 Anganwadi centers have poor quality physical infrastructure, none of the government preschools and private preschools had poor-quality classroom processes. 11 out of 15 Anganwadi centers, 2 out of 15 private preschools showed average quality classroom processes while none of government preschools showed average quality classroom processes. All the 15 government preschools showed good quality of classrooms processes while 3 out of 15 Anganwadi centers and 13 out of 15 private preschools showed good quality of classrooms processes. The above quality of classroom processes in the Anganwadi centers, government preschools and private preschools can also be portrays by means of a figure shown below.

Table 6

Frequency of quality of the Anganwadi centre, governments and private preschools safety of the children
Variable	Categories	Frequency of Anganwadi Centres	Frequency of Governments Preschools	Frequency of Private Preschools
Safety of the Children	Poor	2	0	0
	Average	11	1	2
	Good	2	14	13
Total		15	15	15

Table 6 demonstrates the quality of safety of the children in Anganwadi centers, government preschools and private preschools. Only 2 out of 15 Anganwadi centers have poor quality of safety, none of the government preschools and private preschools show the poor quality for the safety of the children. 11 out of 15 Anganwadi centers, 1 out of 15 government preschools, 2 out of 15 private preschools showed average quality for the safety of the children.2 out of 15 Anganwadi centers, 14 out of 15 government preschools, 13 out of 15 private preschools showed good quality for the safety of the children. The above quality of safety of children in the Anganwadi centers, government preschools and private preschools can also be illustrated by means of a figure shown below.

Table 7

Overall quality of all the Anganwadi centres, government preschools and private preschools
Variable	Categories	Frequency of Anganwadi Centres	Frequency of Governments Preschools	Frequency of Private Preschools
Overall Quality of the Preschools	Poor	1	0	0
	Average	12	7	8
	Good	2	8	7
Total		15	15	15

Table 7 portrays the overall quality of all the Anganwadi centers, government preschools and private preschools. Only 1 out of 15 Anganwadi centers overall poor quality, none of the government preschools and private show the poor quality, 13 out of 15 Anganwadi centers ,7 out of 15 government preschools, 8 out of 15 showed average overall quality. 2 out of 15 Anganwadi centers, 8 out of 15 government preschools, 7 out of 15 private preschools showed good overall quality. The overall quality of the Anganwadi centers, government preschools and private preschools can also be depicted by means of a figure shown below.

The data was analyzed in the light of various objectives as discussed below:

4.1 Quality of physical infrastructure in Anganwadi centers, government preschools and private preschools

Having a good location, visibility of the school board, adequate indoor and outdoor spaces, storage facilities, light, ventilation, along with safety and sanitation are required in a preschool setting for fulfilling the quality standards [6,7].

From the results of data analyzed, the quality of physical infrastructure shown by most of the government preschools was found to be good. Many private preschools also showed good quality physical infrastructure, however to an extent some private preschools also showed average quality. But most of the Anganwadi centers showed average quality. None of the government preschools and private preschools showed poor quality of physical infrastructure but few Anganwadi centers showed poor quality.

Therefore, in terms of quality of physical infrastructure government preschools performed better, than comes private preschool which exhibit mixed quality (good and average) and last Anganwadi centers. It may be due the government and private preschools were attached to primary section building or senior secondary section building of school premises with the availability of adequate resources (i.e. storage facility, electricity, lighting ventilation, adequate indoor & outdoor space etc.), which are harder for standalone and rented AWC/NGO to avail.

It can be implied from the findings that the physical infrastructure of government preschools and private preschools was good because facilities like indoor and outdoor spaces, ventilation, lighting, storage space etc. were available. But in Anganwadi centers, it was not sufficient. The same can backed up by the studies of Manhas & Qadri and Das [11,2].

4.2 Quality of WASH practices in Anganwadi centers, government preschools and private preschools

Maintaining a good quality of hygiene and sanitation encompasses the availability, accessibility, and functionality of toilets, water dispensers, soap, glasses, and dustbins should be present in preschool. Also, cleanliness of the preschool environment and promoting hygiene habits ought to be present as well [6,7].

From the results of data analyzed, it appeared that quality WASH practices in most of Anganwadi centers and private preschools but in all government preschools were found to be average. Some Anganwadi centers and private preschools also showed good quality. Only a few Anganwadi showed poor quality. Although, all the respected preschools modes showed mainly “average” WASH practices quality, an improvement can be seen in the working of private preschool, and then in Anganwadi as compared to government preschools. It may be due to attachment of government preschools and private preschools were combined to the primary section building or the senior secondary section building of schools while Anganwadi centers attached to the hub of Anganwadi which made most of the resources (i.e. availability and easily accessibility of water facility, dustbin and toilets) available. Yet availability of soap & glasses, checking personal hygiene, promotion good sanitation and hygienic behavior and practices were found missing, making the availability to the count but not the functionality leading to “average quality” in all preschools modes (WASH) practices.

The same is also supported by Melariri et al. [12], which states that hygiene standards and behavior are low, and there are lacking of sanitation facilities.

4.3 Quality of preschool education provided in Anganwadi centers, government preschools and private preschools

For assessing the quality preschool education provided three components were considered i.e. child friendly environment (PSE), curriculum transaction and classroom process. A good quality of preschool education should be contextualized, child-oriented, holistic, involving parents as well as teachers, play-based, and developmentally appropriate, which eventually enables children to have critical thinking, skills and social-emotional capabilities [6,7].

From the results of the data analyzed, the quality of child friendly environment (PSE) was mainly average in Anganwadi centers, government preschools and private preschools. This may be due to the display of the material was less and old, activity corner was present in some preschools programs but were not functional, material made by children was not present. The good quality was shown by many government preschools and even in some Anganwadi centers in the child friendly environment (PSE). A few Anganwadi centers and private preschools also showed poor quality in child friendly environment (PSE). Thus, all the three modes of preschool showed average quality of child friendly environment (PSE), but government preschools performed better as compared to the Anganwadi centers which performs better than private preschools.

From the results of the data analyzed, the quality of curriculum transaction in Anganwadi centers, government preschools and private preschools was majorly founded as average. It may be due to random activities were performed without following the timetable, switching form one activity to another was not smooth, only indoor activities were performed, only 50–75% were participating in activities (due to high teacher-child ratio), less to no use TLM or activity base learning and psycho-social activities and encouragement of good habits was very less. But in comparison Anganwadi centers performed better than the government preschools which performed better than private preschools.

From the results of the data analyzed, it appeared that quality of classroom process in all government preschools and most of the private preschools was found to be good. None of the government preschools and private preschools showed poor quality classroom process, it may be because of teacher was speaking in mother, calling children by their names, providing opportunity to speak, using positive reinforcement etc. While in most Anganwadi centers quality of classroom process was average, some showed good quality, but few Anganwadi centers also showed poor quality, it may due teacher was not calling children by their names, not providing opportunity to speak, usage of mother tongue was less but not using positive reinforcement etc. Therefore, in terms of quality of classroom process government preschools performed better, than comes private preschool which showed mixed quality (good and average) and last Anganwadi centers.

Thus, the overall quality of preschool education was average in all the 3 modes of preschool, it may be due to display of print-rich material was old, less use play way method, switching from one activity to another was not smooth, less use TLM, no to less use of PSE kit etc. were seen. The same was corroborated with Rao et al. [15] in which it was suggested that improvements need to be made in preschool education.

4.4 Quality of safety of children in Anganwadi centers government preschools and private preschools

The preschool's physical environment should be designed in a manner where children feel safe, secure, comfortable, at ease and where they enjoy exploring and learning. It must be seen that children’s needs are met. The helpers and other support staff should be trained to supervise and look after the children. A well-maintained first-aid kit, no loose electrical wire, no open drainages, and handing over the children to their guardians are some of the prerequisites for safety [6,7].

From the results of the data analyzed, it appeared that quality of safety for children in most of the government preschools and private preschools was found to be good whereas very few Anganwadi centers showed good quality in safety of children. Most of the Anganwadi centers showed average quality of safety for children. No government preschools and private preschools showed poor quality of safety of children, but Anganwadi centers showed few of it.

Thus, it can be said that government preschools performed better in comparison to private preschools with a minute difference .It may be due to government preschools and private preschools were attached to primary section building or senior secondary section building, as there are a lot of children enrolled in government school and private preschools which make it necessary for the authorities to maintain the safety for the children therefore most of the safety requisites like availability of first-aid, handing over the child to parents, safety of the building and maintaining cleanliness around the building were present which are harder for to find in standalone and rented AWC/NGO to avail.

From the results of data analyzed, it appeared the overall quality preschools programs, the government preschools performed better as most of them fall into the category of good. Then comes private preschools which also showed a similar result, but a little smaller number of private preschools fall into the category of good as compared to government preschools. But Anganwadi centers mainly showed average quality, only some Anganwadi centers fell into good category and few fell into poor category.

4.5 Limitation

The current study was designed as quantitative study, that was totally dependent on observational method, making the study to have over-simplified view. To get an in-depth view, mix method research design can be used to obtain more detailed information, which will help to enhance the results.

Through the findings of the study, it can be surmise that government preschools and private preschools are working optimally, but government preschools are performing slightly better than private preschools. Both government preschools and private preschools are working at good quality in terms of physical infrastructure, safety of the children and classroom process due to their attachment to primary school section building or senior secondary school building due to which resources and facilities are easily accessible and available .On the other hand, Anganwadi centers are working majorly at average quality in all variables i.e. physical infrastructure, WASH practices, preschool education and safety for the children, it may due they are rented and working standalone, leading them to have fewer resources available.

Concerned authorities of all three modes of preschools must work on the WASH practices (i.e. in terms promotion and encouragement of such practices to make resources available and functional) and on preschool education specially in curriculum transaction and child friendly environment. And these areas require much attention. Additionally, Anganwadi institutions must pay attention to enhance their physical infrastructure and safety for the children.

This will help to reach SDG and policies goals and make working of preschools modes ideal for the children’s development, as well as in long-term benefitting the human capital and economy.

ECE: Early Childhood Education; SDG: Sustainable Development Goals; ECCE: Early Childhood Care and Education; NEP: National Education Policy, NFHS: National Family Health Survey; AWC: Anganwadi Centers; NDMC: New Delhi Municipal Committee; MCD: Municipal Corporation of Delhi, ICDS: Integrated Child Development Services.

Acknowledgements

Not applicable.

Authors’ contributions

All authors contributed to the conception, analyses, drafting and revising the manuscript. All authors read and approved the final manuscript.

Funding

The authors received no financial support for the research.

Availability of data

The data is available from the authors, subject to reasonable request.

Consent to participate

Only after getting consent data was collected.

Consent for publication

All authors have read and approved the final manuscript.

Competing interests

The authors declare that they have no competing interests.

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No competing interests reported.

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A Quantitative Study on Quality of Physical Infrastructure, WASH practices, Preschool Education and Safety in Anganwadi Centers, Government Preschools and Private Preschools in Delhi

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Abstract

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1 Introduction

2 Methods

2.1 Sample

2.2 Design

2.3 Tools

2.4 Procedure

2.5 Data Analysis

3 Results

4 Discussion

4.1 Quality of physical infrastructure in Anganwadi centers, government preschools and private preschools

4.2 Quality of WASH practices in Anganwadi centers, government preschools and private preschools

4.3 Quality of preschool education provided in Anganwadi centers, government preschools and private preschools

4.4 Quality of safety of children in Anganwadi centers government preschools and private preschools

4.5 Limitation

5 Conclusion

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Acknowledgements

Authors’ contributions

Funding

Availability of data

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