Capturing Early Learning Environments in Urban Anganwadis

Abstract

Profiling the quality of early learning environments in low- and middle-income countries is challenging, but essential to ensure that all children have access to quality early childhood education and care (Global Sustainable Development Goals (SDGs), Target 4.2). We report a study which assessed the early learning environments of a sample of 36 Anganwadi centres (AWCs) in Hyderabad, India using the MELE (Measuring Early Leaning Environments), (MELQO, 2014). The data were part of a large-scale interdisciplinary project, the UKRI GCRF Action Against Stunting Hub (2019–2024). The MELE was translated into the Telegu and observations completed by a local researcher supported by the main team. We outline the context and characteristics of preschool education in the urban Hyderabad Anganwadis and the ways in which the Anganwadis function as centres of learning and offer integrated provisions for child health and nutrition promotion. The findings offer an in-depth assessment of the Anganwadi preschools as captured in three theoretical dimensions: learning environment, learning opportunities and learning interactions. While we found that children in Anganwadis were receiving nutrition, questions are raised about how the settings were supporting children’s cognitive development and the ways in which curricular guidance was implemented. The paper makes an original Action Against Stunting Hub contribution to the early childhood field through its rigor and significance in using a validated and reliable observational tool to measure the early learning environments of culturally diverse settings in the distinctive context of the urban slums of Addagutta and Warasiguda, Hyderabad, India. Opportunities for development are discussed.