17 Types of preschools

G. Baradha

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17.1 Introduction

 

Childhood is the most precious stage of a person’s life, in a society. Child welfare is important, because the entire community depends on the health and well-being of the children. Since the RTE Act, 2009 is enforced the ECCE becomes a must. In addition, enhanced women education and employment, modernization, disintegration of jointly family system and promotion of girl’s education necessitated the need for preschools. Hence, various types of preschools emerged to cater to the increasing need of the society to leave the children of 2 to 6 years.

 

Learning Objectives

 

By teaching this lesson students will:

  • Learn the different types of preschools
  • The philosophy, activities and other relates issues of different preschools

17.2 What is preschool?

 

Preschool is a place where children of 2 to 6 years are enrolled with aim of:

  • Preparing the children for formal schooling (primary education)
  • Helping the working women by engaging the children during day time
  • Promoting the physical, motor, social, emotional, cognitive and moral development
  • Teaching the children 3R’s – reading, writing and arithmetic

Pre schools are sometimes called by different names with different philosophies. Pre schools may be run by governments, private or community.

 

17.3 Types of Preschools

 

Preschools are of many with different name, philosophy, duration, programme, personnel and fee structure. To list out;

  1. Day care centre
  2. Montessori school
  3. Anganwadi
  4. Balwadi
  5. Play school
  6. Co-operative nursery school
  7. Nursery school/ Kindergarten
  8. Laboratory nursery school
  9. Crèche
  10. Mobile crèche/ Preschool

i.  Day Care Centre

 

This kind of preschool substitutes for maternal care of the child whose mothers go forwork and no one is at home to look after the child. Children of 2 to 5 years are enrolled. No strict curriculum is followed. ‘Play way method’ is the mode of conducting activities- Its main objective is to organize activities appropriate for age and developmental level. No examination, feeding may be arranged in the centre itself. Staff-children ratio depends on the age group of the children. If very young, 1:15 may be ideal; and for 4 to 5 year olds 1:25 is appropriate.

 

ii.   Montessori School

 

Madam  Maria  Montessori’s  great  love  and  affection,  keen  sensitiveness,  artistic imagination, exceptional sympathy for children initiated her to originate Montessori School. This kind of school provides a structured environment in the school. Three types of exercises provided in the school are;

 

i)Exercises in practical life

ii)Sense training exercises

iii) Didactic exercises for teaching language and arithmetic

 

A set of specific materials are provided in the structured environment thus enabling children learn intellectual skills through systematically graded steps (Suriakanthi). Individual activities are given importance than the group activities. Experiences with colour, number, form and touch are provided so as to involve all senses. Only specially trained teacher in Montessori Method of education are employed. They do not interfere in the activities of the children, but guidance would be given. The teachers are specially trained, without this training no teacher is employed in Montessori School. The teacher-children ratio is 1:15.

 

Principles underlying in Montessori school

  1.  Development from within
  2. The doctrine of freedom of liberty
  3.  Principle of individual development
  4. Principle of self-education or auto education
  5. Principle of sense training
  6. Principle of motor efficiency or muscular training
  7. The teacher as the Directress
  8. No place for fairy tales
  9. No material rewards and punishments

Merits of Montessori schools

 

i) Reverence for small children

ii)Scientific bases of the method

iii)Individual teaching

iv)Sensory training through didactic apparatus

v)Unique method of reading and writing

vi)Learning through living

vii)Detailed system of teaching three R’s: reading, writing and arithmetic

 

iii.  Anganwadi

 

Integrated Child Development Services (ICDS) programme is one of the world’s mostunique ECD programmes, which is successfully operated for the past four decades. Anganwadi is the centre where the ICDS scheme is implemented. ICDS was launched in 1975, with the goals to reduce IMR, CMR and MMR, reduce low birth weight, severe and moderate malnutrition among children of under 5 years, promotion of ECD intervention to increase the enrolment in primary school.

 

The scheme of ICDS (Integrated Child Development Scheme) in an Anganwadi functions for the past four decades to ensure children’s right for survival, growth, protection, development and participation in environment.

 

Specific objectives of ICDS are:

 

i)To improve the nutritional and health status of children in the age group 0-6 years

ii)To lay the foundation for proper psychological, physical and social development of the child

iii)To reduce the incidence of mortality, morbidity, malnutrition and school drop out

iv)To achieve effective co-ordination of the policy and implementation levels amongst the various departments to promote child development and

v)To enhance the capacity of mothers to look after normal health and nutritional needs of the child through proper nutrition and health education.

 

Services

 

Services provided in Anganwadi are called package of services. ICDS provides a package of services to ensure the holistic development of children before birth, when they are 0-6 years, expectant and nursing mothers. The packages of services provided are:

 

i. Supplementation and therapeutic nutrition

ii.Non-formal preschool education

iii.Immunization

iv.Health check-up

v.Referral services

vi.Nutrition and health education

 

Further, early care and stimulation for younger children under three years and early joyful learning opportunities to children of 3-6 years age group are provided. The centre is run by local community based women called Anganwadi Worker (AWW) who is supported by another local woman the AW helper in service delivery (NIPCCD).

 

The Anganwadi is situated in urban, rural and tribal areas. 25 to 40 children are enrolled in the Anganwadi. There is one Anganwadi for a population of 1000. In Anganwadi non-formal education is given to children of pre-school age. It is given for 3 hours a day. Children are taught songs and stories. No rigid curriculum is followed. The additional services provided by the Anganwadi include services like water supply, identification and prevention of disabilities, identification of goiter, distribution of oral rehydration salts and assistance to the family planning. The Anganwadi worker is a vital link between the society and government.

 

Types of Beneficiaries

 

The delivery of services to the different beneficiary groups is as follows:

Training of the ICDS functionaries is the most crucial element. The success of the programme depends on the effectiveness of frontline workers in empowering communities for improved child care practices, as well as effective intersectoral service delivery. Training of functionaries at all levels have been built into the programme. At the national level National Institute of Public Co-operation and Child Development (NIPCCD) has been designed as apex training institute. At the state level, other infra-structure such as Middle Training centres exists (NIPCCD).

 

Responsibilities of the Anganwadi worker

 

For effective implementation of the ICDS scheme at the grass root level, the Anganwadi worker required to perform the following main functions:

  1. Supplying supplementary nutrition for children of 0-5 years, pregnant women and nursing mothers
  2. Non formal preschool education to children of 3-5 years
  3. Assisting the PHC staff in the implementation of health programmes
  4. Giving health and nutrition education to mothers
  5. Maintenance of records and reports
  6. Community contacts and liaison

 

Responsibilities of the Anganwadi helper

 

i)  The helper, a local elderly woman, assists the Anganwadi worker in running various Anganwadi activities

 

ii) Maintaining cleanliness in the Anganwadi centre

 

iii)Responsible for daily cleanliness of the Anganwadi children like wearing clean clothes, oiled and combing of hair, cutting of nails, bathing etc.

 

iv)Bring children to the Anganwadi centre and escort them back

 

v)Look after the physical need of children when they are attending Anganwadi activities such as washing, use of toilets, drinking water etc.

 

vi)Prepare supplementary food according to the instructions given by the Anganwadi worker and will assist her in orderly distribution of food

 

vii)Assist the Anganwadi worker in procurement and maintenance of stores and equipment

 

viii)Help the Anganwadi worker, in weighing of children and administration of first-aid

 

ix)Look after the work of Anganwadi centre in the absence or illness of the Anganwadi worker. Whenever the Anganwadi worker is called away from the centre for meeting or training/ orientation purpose, the helper will make efforts to continue the Anganwadi activities, specially, the supplementary nutrition feeding activities at the Anganwadi.

 

Role of International Organizations

 

i. UNICEF: UNICEF helped in growth monitoring, provided weighing scales and vaccines to promote immunization.

 

 ii.World Bank: World Bank assisted the ICDS training programme under which the training component was strengthened, equipment was supplied at Awcs and learning training material was prepared and distributed at Anganwadis and training centres.

 

iii.Role of World Food Programme: The World Food Programme, a major initiative of United Nations Organisation, has been extending support in the form of food and supplementary nutrition (NIPCCD).

 

iv. Balwadi

 

In 1953 Central Social Welfare Board, during the first Five year plan initiated to start the centres for the care of the children called Balwadi in the rural areas and urban slums. In some places voluntary agencies with the financial aid of the government run balwadies. The main objectives of the Balwadi are:

 

i)  To enroll the children of families who live in poverty situations and not able to send the children to preschools on payment basis

ii) To help the mothers whose houses are far off and unable to reach the preschools

iii) To stop the child labour

iv) To feed the children at least one third of the nutritional requirements

 

The local woman who passed SSLC is the teacher called Balasevika meaning, a woman who does service to the children (bal). In Balwadi no formal curriculum is followed, non-formal education through play, games, stories, songs is followed. Teacher-children ratio at Balwadi is 1:25 to 40. The medium of instruction is the regional language.

 

v. Play School

 

A school which is run for 2 to 3 hours, where only play activities are organized is known as play school. No strict rules and regulations are followed. It is run to help the mothers who go for work and to prepare the children for formal schooling. These kinds of schools are located at major cities where due to housing problem children do not have sufficient space for play. Play equipment are of outdoor equipment and indoor equipment.

 

vi. Co-operative nursery school

 

Nursery schools run in an industrial area, organized by a group of parents, due to non- availability of the nursery/ preschools in the locality. A teacher, a doctor, an industrialist, a bank employee, a farmer may join together, start the school, share the expenses and responsibilities of the school. This kind of school may follow the formal curriculum, along with play activities. Parents who do not have any other work may be the teachers/ helpers.

 

vii.Nursery school/ Kindergarten

 

Friedrich August Froebel started the first kindergarten in 1937, an institution of childrenof 4 to 6 years. Froebel conceived the school as a garden, the teacher as a gardener and the children as tender plants. Hence kindergarten is synonymously called as nursery school (Aggarwal). Kindergarten is defined as the unit of the school which enrolls five-year olds on a regular basis for a year, prior to the entrance to the first grade. It provides more of educational experience which prepares the child for the first standard. In U.S.A. nursery schools are meant for two, three and four year old children; whereas kindergartens are meant for up to five years of age.

 

Kindergarten used to have curriculum on the basis of the syllabus of the first grade in primary school. More time is allotted for reading, writing and arithmetic and play activities are scheduled for less time. Formal examination is conducted with the intention of judging the children’s readiness to go to first standard. Trained teachers are appointed. Staff-children ratio is 1:25. Main features of kindergarten are self-activity, play, songs, stories, gestures, conversations, gifts in the form of play material in different colours, shapes, textures and sizes. In kindergarten strict discipline and curriculum is followed. The divisions of the curriculum are manual work, religion and religious instructions, natural science and mathematics, language and arts. These kinds of schools are of pre-primary or pre-basic education. Only women teachers are employed in these kinds of schools, class room teaching forms the important aspect of this school (Aggarwal).

 

Merits of Kindergarten

  1. Play is given importance in ECCEs’ centre
  2. Essential social institution
  3. Study of child’s nature, instincts and impulses
  4. The gifts and occupations
  5. Sensory training
  6. Nature study
  7. Emphasis on pre-primary education
  8. Respects for the child’s individuality

 

viii.Laboratory nursery school

 

The preschools attached to Home Science departments of Universities for the students of Home Science Faculty or Human Development department to observe the children through one way screen and study about children like other labs such as botany, physics, etc. The main objectives of this type of preschool are to provide a lab and training students to conduct research on various aspects of child development. They follow systematic curriculum through play way method.

 

Children are grouped as per age such as 2 to 3 as Pre KG, 3 to 4 as LKG and 4 to 5 as UKG. There are only very few laboratory nursery schools in India. Students who are doing the research are not supposed to mingle with children. They have to observe the children through one way screen, till they get the required information. Students can collect the data either from the indoor activities (group or individual) or in the outdoor play time.

 

In laboratory nursery school: A day’s schedule

After finding out the child’s status; if any developmental delay or problems are found out that to be discussed with the parents individually as a corrective measure. If it is serious, parents are to be adviced to consult the doctor.

 

ix. Crèche

 

Crèche is a kind of day care centre existing in urban areas for children of 3 months to 2 years. This type of centre is not literally a school but a child care centre to help the working mothers with one assistant for the child. Feeding, health care, sleep and play are the activities carried out. Cradles, bath tub and feeding utensils are available in the crèche. Food may be prescribed by the parents and prepared by the assistant.

 

x. Mobile crèche/ Preschools

 

Crèche and preschools are run in the mobile van for short duration of 2 to 3 hours. Only very needy parents in the developed countries and major cities in India this facility is available.

 

17.4 Records and registers to be maintained

 

In all types of preschools, except Anganwadi, registers such as admission, children’s attendance, stock, contingency (accounts), cumulative record, staff attendance, equipment, health register and visitor’s book are maintained. But in anganwadi there are 27 registers.

 

17.5 Curriculum

 

No strict curriculum is followed. But the activities are centered on developmental perspectives. Play way method through thematic approach is followed in kindergarten, nursery school, laboratory schools. Thematic approach means, every week or fortnight a theme is chosen and all the activities such as informal talk, songs, story, creative activities, dramatization and science experience are centered on the theme. Family, community workers, celebrations and festivals, national leaders, parts of the body, days, week, and month are few of the themes for example. The primary aim of this thematic approach is to orient the child to world around. In crèche, mobile crèche and in day care centres no formal activities are organized other than play.

 

17.6 Assessment and evaluation

 

Records are maintained for growth monitoring such as height and weight. In few preschools examination is conducted to promote the child from lower section to next higher.

 

17.7 Community participation

 

Community participation is one of the components in ICDS. For effective functioning this is very much needed and the anganwadi worker has to initiate the community members to come for meetings, enthuse them to contribute to the anganwadi. In co-operative nursery school also community participation used to be good.

 

17.8 Home-School relations

 

In order to run the preschools home-school relationship is very important. All the problems of both parents and the school to be discussed, solutions to be drawn and implemented for better functioning of the preschools. Parents meeting, sending news letters to parents, home visit, telephonic conversation, parent education classes are the major ways of maintaining good home-school relationship.

 

17.9 Conclusion

 

All types of preschools provide the social, cognitive and psychomotor readiness to the child which helps in child’s adjustment to school. These schools provide the facility of surrogate; the older girls/ sisters to attend school. Awareness of the need for preschool education among the public is enhanced. Hence mushroom growth of the preschools in every corner of the cities; even though the fee structure is very high. The quality of the preschool education is also improved. But the monitoring and supervision of these preschools are questionable. Anyhow the success of the preschools depends on available space for the school, training status of the teachers, teacher’s dedication, well planned curriculum, ideal teacher-children ratio, necessary appropriate play equipment, good relationship of the teacher and parents and systematic evaluation of the child’s progressive growth.

 

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Bibliography

  1. Suriakanthi, A. (2010) Child development: An Introduction, Kavitha Publications, Gandhigram.
  2. Aggarwal, J.C. (1990) Methods and Materials of Nursery Education, Book sellers and printers, New Delhi.
  3. National Institute of Public Co-operative and Child Development (2006) Three Decades of ICDS- An Appraisal, NIPCCD, New Delhi.

Web link

 

  • novascotia.ca/coms/provider/ECDS.html
  • www.sa.gov.au/—/Early childhood—care/types+of+early+services