Perceptions, barriers and facilitators of ICDS preschool enrollment among mothers in rural Madurai, Tamil Nadu, India

The Integrated Child Development Services (ICDS) scheme is India’s cornerstone programme for early childhood care and education (ECCE), which is delivered through Anganwadi Centres (AWCs). Despite its extensive reach, enrolment and attendance remain uneven. Understanding parental perceptions, barriers, and emerging motivations is crucial to strengthening participation and advancing the National Education Policy (NEP) 2020 goals. A qualitative study was conducted in rural Madurai, Tamil Nadu, via an interpretive paradigm. Twenty-five in-depth interviews were held with mothers of children aged 2–6 years (users and nonusers of AWC services) and Anganwadi workers (AWWs). Data were analysed thematically following Braun and Clarke’s framework, guided by Andersen’s behavioural model to identify predisposing, enabling, and need-based factors shaping the utilization of Anganwadi preschool services. The findings revealed that maternal education, sociocultural norms, and perceptions of class identity influenced enrolment decisions. Enabling factors such as proximity, trust in AWWs and play-based pedagogy fostered children’s curiosity, socialization, and behavioural skills. Notably, a counternarrative emerged wherein some educated parents deliberately preferred Anganwadi preschool services for their child-centered, pressure-free learning environments, reflecting an emerging revaluation of public ECCE spaces. Parents also recognized the role of AWCs in inculcating empathy, cooperation, and discipline, underscoring their contribution to holistic child development beyond academics. This study highlights an evolving perspective in rural communities, where AWCs are increasingly viewed not merely as welfare centres but also as nurturing, value-based spaces for holistic early learning. Strengthening infrastructure, pedagogical support, and social trust can amplify this positive shift. Positioning AWCs as inclusive, community-driven institutions aligns with NEP 2020’s emphasis on equitable, play-based early childhood education.