Summary and Conclusion

h e d e v e l o p m e n t of o u r chi ldren is a t r u e ind ica to r of o u r

p rogress . Y o u n g chi ldren a r e n o w recogn i sed a s t h e first cal l o n

the a g e n d a of d e v e l o p m e n t , n o t on ly b e c a u s e th is is a des i rab le

soc ie ta l inves tmen t in t h e na t ion ' s fu tu re h u m a n resource

d e v e l o p m e n t , but a l s o b e c a u s e ea r ly c h i l d h o o d is b o t h the mos t

vu lne rab le a n d t h e m o s t crucial pe r iod w h e n the f o u n d a t i o n s a r e

laid f o r cumula t ive life-long l ea rn ing a n d h u m a n d e v e l o p m e n t .

ICDS, t h e In tegra ted Child D e v e l o p m e n t Se rv ices is t h e

f o r e m o s t symbol of o u r c o m m i t m e n t to o u r ch i ld ren . I t is t o d a y t h e

wor ld ' s la rges t a.nd in teg ra ted p r o g r a m m e for ear ly child

d e v e l o p m e n t converg ing in te rven t ions for h e a l t h , nut r i t ional well-

be ing , psycho-socia l a n d intel lectual d e v e l o p m e n t linked t o o t h e r

sec to ra l in t e rven t ions for sa fe dr inking wa te r , e n v i r o n m e n t a l

s a n i t a t i o n and w o m e n ' s d e v e l o p m e n t . Po i sed a n t h e th resho ld of

the n e w mi l l enn ium, ICDS signifies a r e n e w e d c o m m i t m e n t t o t h e

G a n d h i a n vision of reach ing o u t t o t h e mos t d e p r i v e d a n d to t h e

most v u l n e r a b l e . It holistically a d d r e s s e s the in te r re la t ed n e e d s of

y o u n g chi ldren, a d o l e s c e n t girls a n d w o m e n

The Anganwadi (AW), literally a courtyard play centre is a

child care centre, located within the village or slum area itself. It is

the focal point for the delivery of services of ICDS at the community

level, to children below six years of age, pregnant women, nurs ing

mothers and adolescent girls. Besides this, the Anganwadi centre is

a meeting ground where wornen/mother 's groups can come together,

with other frontline workers, to promote awareness and joint action

for child development and women's empowerment. All the ICDS

services are provided through the Anganwadi in an integrated

manner to enhance their impact o n childcare. Each Anganwadi is

r u n by an Anganwadi worker (AWW), supported by an Anganwadi

helper in service delivery.

6.1 Aim of the Study

The aim of the investigation is to study the impact of ICDS on

child beneficiary. The impact in the present study deals with the

intellectual, social and general physical development of pre-school

children.

6.2 Objectives of the Study

The m a i n objectives of the present investigation are as

foIlows:

6.2.1 To compare t h e intellectual development of ICDS beneficiary,

pre-school children in Anganwadies with tha t of their n o n -

ICDS beneficiary Balwadi peers, in the area of their

( a ) Verbal comprehens ion

( b ) Word f luency

( c ) Numer ica l ability

(d ) Memory

( e ) Space visua l iza t ion

( f ) Perceptual speed

(9) Reasoning

6.2.2 To study the social development of ICDS beneficiary pre-

school children in comparison with that of their non-ICDS

beneficiary peers in the areas of:

Competition

Co-opera t ion

Sympa thy

Leadership

Aggression

Dependency

Negativism

Jealousy

6 . 2 . 3 T o study the general physical development of ICDS

beneficiary pre-school children in Anganwadies in comparison

with that of t h e i r non-ICDS Balwadi peers in the area of

(a) Height

(b) Weight

( c ) Head circumference

( d ) Chest circumference

( e ) Mid arm circumference

6 .2 .4 To study t h e interrelationship among the study variables

namely Intellectual, Social and Physical development .

6.3 Definition of Concepts

6.3.1 lnfellectual Development

According to Thurs tone (1941) mental development refers to

intellectual development and it is characterised by such abilities as

verbal comprehension, word fluency, numerical ability, memory ,

perceptual speed, space visualization and reasoning. Seven

dimensions of intellectual development identified in t he above

de f in i t i on were considered in t h i s investigation. They a r e :

(a) Verbal comprehension

It is the ability to define and understand words (Thurs tone,

1941).

(b) Word f luency

This is the child 's ability to th ink and express words fluently

and rapidly ( T h u r s t o n e , 1941).

( c ) Numerical ability

The ability to solve problems in arithmetic is considered as

numerical ability (Thurstone, 1941).

(d) Memory

I t is t he ability to memorise verbal ma te r i a l as measured by

t he usual methods of recall and recogni t ion (Thurstone, 1941).

( e ) Perceptual speed

According to T h u r s t o n e (1941) it i s characterised by quickness

of t h o u g h t and keenness of perception. It is the ability to g r o u p

visual details and to see differences a n d similarities among objects.

( f ) Space visualization

I t is t h e ability to visualize two and three dimensional objects

{Thurstone, 1941).

( g ) Reasoning

I t is the ability to find rules, principles or c o n c e p t s of

understanding and solving problems (Thurstone, 1941).

6.3.2 Social Development

According to Hurlock (1972) a sociable child is o n e who

behaves in a socially approved manner . The present s t u d y

considered four positive aspects and four negative aspects of social

development . They are :

(a) Competition

The ability of t h e child to surpass o ther chi tdren of its

category in every activity in order that to earn the praise of others

(Fowler and Fowler, 1984).

(b) Co-operation

I t indicates how the child gets along with others (Thompson ,

1996).

I t is an understanding of the feelings and emotions of others

and is a form of behaviour in which one is affected by the emotional

state of another (Thompson, 1996).

(d) Leadexs hip

It is the quality of a child to lead the group; he would be

always popular and most of the members of the group would

recognise him (Chaube , 1996).

( e ) Dependency

This refers to the child's character of depending on ano the r

for suppor t (Fowler and Fowler, 1984).

( f ) Aggression

It is a reaction to frustrat ion. It includes actions that are

intended to cause in jury , anxiety to others; including certain

physical symptoms s u c h as hitting, kicking, des t roying proper ty ,

qua r re l l i ng , at tacking others verbally and resisting requests

(Kaufman , 1983).

(g) Negativism

I t is t he resistance to adult , author i ty , rejection, refusal to

accept or coun tenance (Thomspson, 1996; Fowler and Fowler,

1983).

(h) Jealousy

It is the feeling of angry resentment directed towards o ther

people, d u e to actual , supposed or threatened loss of affection or

anything (Thompson, 1996).

6.3.3 Physical Development

Physical development denotes height and weight changes,

changes in body proportions, bone growth, muscular development

and development of the nervous system (Hurlock, 1981).

The present study considered the measurements of

anthropometry as the indicator of physical development. They are :

(a) Weight

I t is a commonly used indicator of body, size as it reflects the

level of food intake.

(b) Height

Height helps us to k n o w whether the child is growing

normal ly .

(c) Head circumference

Head circumference is re la ted mainly to the brain and to a

small extent to the thickness of the scalp tissue and the skull.

( d ) Chest circumference

I t is a measure of growth up to six years of age

( e ) Mid-arm circumference

I t gives a n idea of the size of t h e arm muscle a n d the fat layer

below the sk in .

6.3.4 ICDS - Integrated Child Development Service Scheme

ICDS is the India Government ' s most ambitious and

comprehensive plan to increase t h e child survival rate a m o n g t h e

poorest to e n h a n c e the health and nutri t ion and learning

opportunities of children a n d the i r mothers.

6.3.5 Child Beneficiary

Pre - schoo l child beneficiaries are studied in this investigation.

Pre school children are children between the ages of two and six

years (Hurlock, 1981).

Pre-school children in this particular study refers to

Anganwadi and Balwadi a t t end ing children at the age of four years.

6.4 Hypotheses

The hypotheses formulated for the p resen t study a r e as

follows:

6.4.1 There is no significant difference in the intel lectual

development of ICDS benef ic iary . Pre-school children with

that of their n o n ICDS beneficiary peers.

6.4.2 There is no significant difference in the social deve lopmen t of

ICDS beneficiary, pre-school children with that of thei r non -

ICDS beneficiary peers.

6.4.3 There is no significant difference in t h e physical deve lopmen t

of ICDS beneficiary children with that of their non-ICDS

beneficiary peers.

6.4.4 The ICDS beneficiary pre-school children a r e not significantly

different from their n o n ICDS benef ic iary pre-school children

in t he areas of

6.4.4.1 Verbal comprehension

6.4.4.2 Word fluency

6.4.4.3 Numerical ability

6.4.4.4 Memory

6.4.4.5 Perceptual speed

6.4.4.6 Space visualization

6.4.4.7 Reasoning

6.4.4.8 There is no signif icant difference in the effect of

explanatory variables on intellectual development.

6.4.5 The ICDS beneficiary pre-school children are no t significantly

different f rom their non ICDS peers in the areas of

6.4.5.1 Competition

6.4.5.2 Co-operation

6.4.5.3 Sympathy

6.4.5.4 Leadership

6.4.5.5 Dependency

6.4.5.6 Aggression

6.4.5.7 Negativism

6.4.5.8 Jealousy

6.4.5.9 There is no significant difference in the effect of

explanatory variables on social development .

6.4.6 The ICDS beneficiary pre-school children are not significantly

different from their non-ICDS peers in the area of

6.4.6.1 Height

6.4.6.2 Weight

6.4.6.3 Head circumference

6 .4.6.4 Mid-arm circumference

6 .4.6.5 There is n o significant difference in the effect of

explanatory variables on physical development

6.4.7 There will not be a n y significant re la t ionship among the s tudy

variables, such as inteIlectua1, social a n d physical

deve lopment .

6.5 The Sample

The pre-school children in Anganwadies and Balwadies from

Kozhikode, Kottayam and Thiruvananthapuram districts formed t h e

universe of the sample; a representative sample covering 3 districts

of N o r t h , S o u t h and central Kerala respectively. The sample of the

s tudy comprises four years old Anganwadi a n d Balwadi attending

boys a n d girls of t h e se lected regions. The Anganwadi a t t end ing

children were considered as the ICDS beneficiary group and the

Balwadi children as non-ICDS beneficiaries. 300 pre-schoolers- 150

w h o had a t t ended the Anganwadi and the remaining 150 who had

attended the Balwadi and w h o had completed four years of age only

were considered while selecting the sample for the present s tudy . 50

children were selected f rom each section in each district. This

amounted to 100 children from each districts.

6.6 The Tools

The following tools were used to measure the s tudy variables

6.6.1 A general informat ion sheet was used to collect the general

informat ion about t he ch i ld ren .

6.6.2 The ability tests constructed by the investigator based o n

Thurs tone 's (1941). Primary mental abilities was the tool used

to assess t h e intel lectual development of pre school children

6.6.3 The observation schedule prepared b y the inves t iga tor to

measure social development. This schedule was developed by

considering the views of Hurlock (1972), Fowler and Fowler

(1984, Thompson (1996), Chaube (1996) and Kaufman

(1983).

6.6.4 The schedule prepared by the investigator to measure physical

development, based on a n t h r a p o m e t r y .

6,7 Collection of Data

The data collection was carried out in Anganwadi and Balwadi

centres. The general information about the children was drawn by

the investigator at first. The intellectual development of t he children

was measured individually by using the constructed tool which took

ten m i n u t e s for each chi!d. The social development was m e a s u r e d

by observing t h e child for the whole day and by asking the opinion

of t h e teacher about the part icular child. Genera1 physical

development was assessed by measur ing anthropometr ic

measu remen t s of pre-school children, individually. The main study

was completed in a time of seven months .

6.8 Treatment of Data

The collected data was classified, tabulated and scores were

assigned as per t h e scoring techn iques . '2 ' test for large s amp le s was

applied to find out the inter-group comparisons. S tandard i sed

partial regression coefficient was used to find o u t the difference in

t h e effect of explanatory variables on intel lectual , social and

physical development scores; and correlation coefficient was used to

find ou t the interrelat ionship between the s tudy var iables -

intellectual, social a n d physical deve lopment .

6.9 Results

The present study gave the following results. The results

concerning t h e intellectual development are presented below.

T h e ICDS beneficiary pre-school children are significantly

different (CR = 3.72, P<0.01) from their non-ICDS beneficiary pre

school children in intellectual deve lopment .

The results o n the sub areas of intellectual development are as

follows:

( 1 ) There was n o significant di f ference in verbal comprehens ion

(CR = 0.90, P>0.05) of two sectors of pre-school children.

(2) No significant difference were shown in word fluency (CR =

1.58, P>0.05) by the two groups.

(3 ) Significant differences were shown b y ICDS and non-ICDS

children in numerical ability (CR = 1.99, P<0.05)

(4) Better memory w a s shown b y ICDS beneficiary pre-school

children than thei r n o n ICDS peers (CR = 3 .71 , P<0.01) .

( 5 ) The ICDS beneficiary pre-school children scored higher in

perceptual speed than t h e non-ICDS beneficiary pre-school

children (CR = 2.53, Pc0.05).

( 6 ) The ICDS beneficiary pre-school children had equal scores

along with their non ICDS peers in space visualizat ion (CR =

1.63, P>0.05)

( 7 ) In reasoning ability, the ICDS beneficiary pre-school children

were significantly different (CR = 3.69, P<0.01) f rom the i r

non-ICDS peers .

(8) There is a significant difference in the effect of exp lana tory

variables on physical deve lopment . The most influenced

variable on intellectual deve lopmen t is perceptual speed (bi =

0.3358), memory scored a second position (bi = 0.33481,

space visualization th i rd (bi = 0.2833) reasoning fourth (bi =

0.2818) numerical ability fifth (0.2702), verbal comprehension

sixth (bi = 0.0231) a n d the least influenced o n e is word

f luency (bi = 0.0121).

The result concern ing the overall social development is t h e

following:

There was a significant difference in t h e social development of

ICDS pre-schoolers (CR = 8.52, p<0 .001 ) from that of their n o n -

lCDS peers.

T h e results on the sub areas of social development are as

follows:

(1) The ICOS and non-ICDS children were n o t significantly

different in competition (CR = 0.94, p>0.05)

(2) Significant difference was s h o w n b y the ICDS beneficiary pre-

school children in co-operation (CR = 2.68, P<O.Ol) from

that of their non-ICDS peers.

( 3 ) The ICDS children achieved higher than their non-ICDS peer

in sympathy (CR = 6.74, P<0.001).

(4) In leadership, the ICDS beneficiary pre-school children were

significantly different (CR = 5.03, P ~ 0 . 0 1 ) f rom thei r non-

lCDS peers.

(5) T h e ICDS children are less dependent than their non-ICDS

peers (CR = 7.65 , p<0.001).

( 6 ) The ICDS children were found to be less aggressive, when

compared to their non-ICDS peers (CR = 7.53, p<0.001)

( 7 ) T h e ICDS children are less negativistic than the non-ICDS

peers (CR = 11.05, P<0.001).

(8) The ICDS children are less jealous than their non-ICDS peers

(CR = 10.87, pc0 .001) .

( 9 ) There was a significant difference in the effect of explanatory

variables o n social development. The most influenced variable

o n social development is co-operation (bi = 0.3252) and the

least influenced variable is jealousy (0.0120); competit ion

scored a second position (bi = 0.3235), dependency third (bi

= 0.2375), sympathy fourth (0.2187), aggression fifth (bi =

0.2153) leadership sixth (bi = 0.1943) and negativism a

seventh position (bi = 0.1904).

The result concerning the physical development is the

following:

There was a significant difference in the physical development

of ICDS pre-schoolers (CR = 5.17, P<0.001) from that of their non-

ICDS peers.

The results on the sub areas of physical development are as

follows:

(1) The 1CDS and non-ICDS children were not significantly

different in height (CR = 0.46, p>0.05).

( 2 ) In weight, the ICDS beneficiary pre-school children were

significantly different (CR = 2.46, P~0.05) from their non-

ICDS peers.

( 3 ) The pre-schoolers in both groups did not show a n y difference

in thei r head circumference (CR = 1.04, p > 0 . 0 5 ) .

(4) N o difference was s h o w n by ICDS a n d non ICDS children in

chest circumference (CR = 1.21, p>0.05).

(5) Significant differences were s h o w n by the ICDS pre-school

children (CR = 5.44, Pc0.01) in mid-arm circumference f rom

non-ICDS pre-schoolers.

( 6 ) There was a significant difference in the effect of explanatory

variables on physical development. The most influenced

variable on physical development is weight (bi = 0.1198) a n d

the least influenced one is head circumference (bi = 0.0053)

mid arm circumference scored a second position (bi =

0.0959) , chest circumference third (bi = 0.08310) and height

scored a fourth position (bi = 0.0179).

The result concerning the interrelationship between the s tudy

variables is presented below.

The s tudy variables showed a significant relationship and t h e

ex ten t o f the i r relationship in the descending order is as follows:

( a ) intellectual and social development ( r = 0.603)

( b ) social and physical development ( r = 0.3413)

( c ) physical and intellectual development ( r = 0.292)

6.1 0 Conclusions

The results of the study lead to the following conclusions.

6.10.1 ICDS beneficiary pre-school chiidren are found to b e better

in intelligence than their non-ICDS peers.

6.10.2 The pre-school children in two groups are equal in verbal

comprehension.

6.10.3 Word fluency is independent of w h e t h e r the child is an

ICDS beneficiary or no t .

6.10.4 ICDS beneficiary pre-school children are found to have

better numerical ability.

6.10.5 ICDS beneficiary pre-school children are seen to have

better memory t h a n their non-ICDS peers.

6 . 0 6 In perceptual speed, ICDS beneficiaries are found to be

better than the non-ICDS peers.

6.10.7 The ICDS and non-ICDS beneficiary children are found to

be equal i n space visualization.

6.10.8 T h e reasoning ability of ICDS pre-school children is higher

than the non-ICDS peers.

6.10.9 The inf1uence of explanatory variables on the total score of

intellectual development is different for each variable.

Perceptual speed is the most influenced variable and the

least influenced one is word fluency. Memory scored a

second position, space visualization third, reasoning four th ,

numerical ability f i f th , and verbal comprehension a sixth

position.

6.10.10 The ICDS pre-school children are found to be more sociable

t h a n their non-ICDS peers.

6.10.11 ICDS and non-ICDS beneficiary peers showed equa l

amount of competit ion.

6.10.12 The ICDS beneficiary pre-school children are found to be

more co-operative than their non-ICDS peers.

6.10.13 The ICDS beneficiary pre-school children have more

leadership qualities than the i r non-ICDS peers.

6.10.14 ICDS beneficiary children are more sympathetic than n o n -

ICDS peers.

6.10.15 ICDS beneficiary pre-schoolers are less aggressive t h a n the

non-ICDS peers.

6.10.16 The ICDS children are less negative than their non-ICDS

peers.

6.10.17 The ICDS children are less jealous than their non-ICDS

peers.

6.10.18 The influence of explanatory variables o n the total score of

social development is different for each variable. The most

influenced variable on social development is co-operation

and the Ieast influenced one is jealousy. Competition

scored a second position, dependency third, sympathy

f o u r t h , aggression f i f th , leadership sixth, and negativism a

seventh position.

6.10.19 ICDS beneficiary pre-school children found to be superior

to their non-ICDS peers in physical development.

6.10.20 The ICDS beneficiary pre-school children weighed more

t h a n their non-ICDS peers.

6.10.21 ICDS and non-ICDS beneficiary pre-schoot children have

similar head circumference.

6.10.22 Chest circumference of both the groups is found to be

similar.

6.10.23 Mid-arm circumference of ICDS beneficiary pre-school

children are found to be higher than their non-ICDS pre-

schoolers.

6.10.24 The influence of explanatory variables o n the total score of

physical development is different for each variable. The

most influenced variable on physical development is weight

and the least influenced one is head circumference. Mid

arm circumference scored a second position, chest

circumference third and height, a fourth position.

6.10.25 The s tudy variables - intellectual, social and physical

development - are interrelated and influenced one another.

6.1 1 Additional Findings

(1) The majori ty of the Anganwadi workers considered pre-school

education as an important activity.

( 2 ) The attitude of Anganwadi workers in terms of being pleasant,

encourag ing and patient with children was satisfactory.

( 3 ) Communica t ion skills of most of the Anganwadi workers w a s

found to be good and effective.

(4) Anganwadi workers had a good knowledge of the different

aspects involved in t h e growth monitoring process.

( 5 ) A11 the Anganwadi workers kept growth chart for all children

and recorded the details regularly. They also know the type of

a t t en t ion to be given for grade 111 and IV categories.

( 6 ) Community participation, with regard to contribution in kind,

tha t is books, toys, vessels etc. were found in Anganwadies.

(7 ) The CDPO's contacted favoured the thematic approach, since

they realised that i t heightened t h e awareness Ievel of

children, thereby -elevated their performance level at pr imary

level.

(8) Storage facility for food materials was not satisfactory

( 9 Anganwadi workers complained about the overwork and the

low honora r ium.

6.1 2 Recommendations

(1) Maintenance of records and registers were found to be

voluminous for the Anganwadi teachers and i t affected their

t each ing t ime. Elimination of certain records o r a simpler w a y

for maintaining them should be subst i tu ted.

(2) Physical infrastructure should be improved.

( 3 ) For assessing intellectual, social and physical deve lopment , a

pre-school evaluat ion scale should be incorporated in the

training curriculum of Anganwadi teachers and officials.

(4) Most important, the honorar ium given to workers, shou ld be

increased as the low honorar ium works against the sustained

interest and motivation of the workers in the long run .

( 5 ) Use of mass media like the television, radio and the

newspapers to create awareness in parents a n d communities

about t he Anganwadi , the method of teaching a n d t he services

rendered t h r o u g h it; a n d its importance in improving t he

overall development of children.

(6 ) Nutr i t ion and health education can be made more effect ive by

including experts. Home science s tudents can take classes for

Anganwadi teachers and also for the community through

Anganwadies. They will be equ ipped with innovative training

methods a n d aids t h a n other social scientists. The home

science colleges as part of their extension activities could

effectively do this work . These efforts will minimise the

expendi ture of t he programme.

( 7 ) T h e ratio between the child cars worker-child should be

appropria te (1:20).

6.13 Problems and Limitations

As this was a n extensive study in which samples were taken

f rom N o r t h , South and central Kerala, the investigator had to travel

extensively. As many of Anganwadies and Balwadies were in remote

areas with infrequent bus service, t h e investigator found travelling

difficult a n d at t imes unsafe. It was not possible for t h e investigator

to collect more samples , because of the limited t ime available.

Individual data collection is difficult and i t took m u c h time

6.14 Suggestions for Further Research

Based o n this s tudy , the investigator would like to suggest

certain areas for further research. They are given below.

(a) A s tudy could be undertaken on the effectiveness of

ind igenous toys to be used in the Anganwadies.

(b) A research can be conducted to develop a scale suitable for

assessing cognit ive and social development of Anganwadi

children.

( c ) A s tudy can be done ( a ) o n the impact of ICDS in promoting

motor deve lopment and ( b ) o n the components of the

curriculum which would help in the deve lopment of this

ability.

Id) A research could be conducted to assess the impact of ICDS in

e n h a n c i n g t h e capabiIity of mothers to look after the needs of

the i r children.

(e ) Development of area-based local nutri t ious food combinations

and assessing the i r nutr i t ive value and acceptability and t h e i r

effectiveness in improving child hea l th .

6.15 Implications of the Study

This s tudy gives a n inference t h a t Integrated Child

Development Service Scheme has an impact on the intel lectual ,

social and physical development of children. The in tegrated

approach which is given through this programme improved a!! these

aspects. There is only a slight difference between Anganwadies and

Balwadies in the implementation and co-ordination of services. As

the early years are the crucial foundation for cumulative life-long

learning- a time of opportunity, in which even small positive change

can generate life-long social benefit, an opportunity that can m a k e

all the difference to the child from the disadvantaged groups, that

determines both the present and the future . The study also showed

a n interrelationship between inteIlectua1, social and physical

deve lopment . A n intellectually developed child will h a v e good socia l

development and in t u r n good physica l development and vice versa.

This shows tha t t h e integrated approach is very important in

promoting the well being of the child; and ICDS lays the foundation

for such development. T h e investigator feels that i f educationists,

social workers and those interested in community development

recognised the importance of t h e integrated approach the r e will be a

vast improvement in all round deve lopmen t of a child and in tu rn

the nation.