Exploring Learning Environments in Urban Anganwadis: Pathways to Early Childhood Development

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. We report a study which assessed the early learning environments of a sample of 36 Anganwadi centres (AWCs) in two urban disadvantaged areas in Hyderabad, India, using the MELE (Measuring Early Learning Environments, 2014). To profile the children’s early learning environments. The MELE was translated into Telugu 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. The findings offer an in-depth assessment of the learning environment, learning opportunities and learning interactions provided in the centres to the children who attend. While we found that children in Anganwadis were receiving adequate nutrition, questions are raised about how the settings were supporting children’s cognitive development. Specifically, there was little evidence of individualised or small group learning opportunities, play opportunities were rare, materials present such as books were often not used and there was a high level of punitive interaction. Opportunities for enhancing Anganwadi provision are discussed.