49242 Contents Acknowledgements 1. Introduction 2. School Readiness 2a. Introduction 2b. Basic Data Sheet 2c. Score Sheet 2d. School Readiness Instrument (SRI) 3. Assessment of Early Childhood Education (ECE) Center/Anganwadi* Center 3a. Interview-cum-observation Schedule 3b. Guidelines for Field Investigators 4. Questionnaires for Parents 4a. Contact Sheet for Sample Selection 4b. Household Listing Schedule 4c. Questionnaires 4d. Guidelines for Field Investigators 5. Facility Mapping Sheet * AnganwadiisthenamegiventoacenterfordeliveringECCEatthevillagelevelundertheIntegratedChildDevelopmentServices(ICDS). PleasenotethatwhereverAnganwadiismentionedinthispackage,itisapplicableforanyECEcenteralso. Acknowledgements Asha Singh, Lady Irwin College,New Delhi Australian Council for Educational Research (ACER), Melbourne Ira Joshi, Sesame Street,Delhi Mridula Bajaj, Mobile Creches,New Delhi Neerja Sharma, Lady Irwin College,New Delhi Rekha Sen Sharma, Indira Gandhi National Open University (IGNOU),Delhi Savitri Singh, IIT Nursery School,New Delhi Social and Rural Research Institute,IMRB,New Delhi World Bank Team: Venita Kaul,TheWorld Bank,New Delhi Deepa Sankar,TheWorld Bank,New Delhi Tanusree Talukdar,TheWorld Bank,New Delhi 1. Introduction E arly Childhood Education (ECE) for children below is more typical of the private pre-schools. Both are 6 years is now globally acknowledged as a sound developmentally inappropriate for children; yet they investment, not only for its contribution towards get perpetuated due to inadequate understanding universal completion of primary education but also for of ECE and lack of measurable outcome indicators for life long learning and development. In India, way back monitoring and evaluation. in 1986 the National Policy on Education acknowledged and included ECE as the first step in the education ladder; it was visualized as a comprehensive program ECE Evaluation package for children below 6 years of age which aims to help children develop a sound foundation for their all round This package has been designed in response to this need personality development and prepare them better for assessment of the quality of the system, specifically for primary school. However, empirical evidence has for the ICDS program which delivers ECE through a cautioned that impact of ECE is contingent on ensuring pre-school center referred to as Anganwadi. However, some basic quality in terms of both curriculum and it can be adapted for other programs as well. It is learning conditions. essentially a package for evaluation of inputs, processes and outcomes at a systemic level through a randomized In India pre-school education or Early Childhood surveymode;itisnotmeanttoevaluateindividualchildren Educationfor3to6yearoldchildrenhasbeenincluded fortheiroveralldevelopmentalprogress.At the same time, as one of the six services under the Integrated Child anattempthasbeenmadetoassessECEmoreholistically Development Services (ICDS), a centrally sponsored through the different research instruments listed below. scheme of the Government of India, which was The table below gives the contents of the package. initially launched in 35 districts in 1975 and has since expanded phenomenally towards full universalization. I. School Readiness: School readiness refers to certain In addition, ECE has been a significant part of the specific skills and concepts which if developed voluntary and private sector initiatives, especially well in children in the early pre-school years help in the urban sector. While the exact coverage of the them to enhance their social competence, adjust numbers of children availing ECE, particularly in the better in school and learn the skills of literacy and 3­6 age groups, is not exactly known due to non- numeracy more effectively, and in a more sustained availability of reliable data,the Eleventh plan estimates manner. According to the EFA Global Monitoring coverage of about 11 million children across different Report (2007) "the consensus from research is that sectors (2007). school readiness encompasses development in five distinct but interconnected domains ­ physical well A significant issue in ECE is that of assuring quality. beingandmotordevelopment;socialandemotional Surveys indicate a wide disparity in quality from a development; approach to learning; language simplistic `song and rhyme' program on the one hand, development; cognitive development and general to a `formal, academic' program on the other.The latter knowledge". Introduction 3 The School Readiness Instrument (SRI) is selective, Interaction/Interview with AnganwadiWorkers/ in terms of domains, since it focuses on cognitive Teachers and language domains only. This limitation is Feedback from AWW/Teacher and Helper on necessitated because of the issue of measurability/ Monitoring & Supervision Systems of AWCs assessment by a researcher who may not be familiar with the child on whom this is being administered. 3. Questionnaire for Parents: This instrument He/She may not therefore be able to assess social provides feedback from the parents regarding and emotional development of the child on a one their experiences,expectations and assessment of time basis. However, this limitation is addressed, to the AW or pre-school program which their child an extent with the SRI being complemented by the is attending. It also captures the reasons for some AW/ECE center observation schedule.This schedule children not attending any pre-school. provides information on the quality of the program whichincludesfrequencyofopportunitiesobserved for helping children develop personal and social 4. Facility Mapping Sheet: This instrument is skills and competencies. essentially to seek information from the community for mapping the provision for ECE in a given 2. Assessment of ECE Center/Anganwadi Center: geographical location across public, private and This Schedule has five sections: voluntary sectors. This becomes necessary due to the fact that there is no system in the country for Identification and Background Data registration or regulation of these centers. As a Classroom Observation (2 consecutive days) result, there is no officially recorded information or data available on ECE provision in any Physical Facilities defined area. ECE Program Evaluation Package Research Instruments Target Groups (for Interview/Interaction/ Average observation) Administration Time 1. School Readiness Children who have completed 5 years and/or are 30­40 minutes about to enroll in grade 1. 2. Assessment of ECE Center/AnganwadiCenter Anganwadi Center/Worker and Helper/Children 4 hours 3. Questionnaire for Parents Contact Sheet Community Leaders/Elders 10­15 minutes Questionnaires Parents of the children in the age group of 3­8 35 Minutes years. 4. Facility Mapping Sheet Based on geographical location.Time cannot be defined. Early Childhood Education (ECE) - Program Evaluation Package Early Childhood Education (ECE) Program Evaluation Package 2. School Readiness Contents 2a. Introduction 2 2b. Basic Data Sheet 4 2c. Score Sheet 5 2d. School Readiness Instrument (SRI) for 5 Year Olds (with instruction) 6 2e. School Readiness Instrument 7 2a.Introduction knowledge." Some specific elements under each of these are listed below: Why School Readiness? Physical Health and Development: Gross motor skills; Fine motor skills; Health status and Early Childhood Education (ECE) is a comprehensive practices. program for children below 6 years of age which Social and Emotional Development: Self aims to help children develop a sound foundation Concept; Self Control; Cooperation; Social for their all round personality development and Relationships; Music; Art; Movement; Dramatic prepare them better for primary school. Research is Play Approaches to Learning: Initiative and now providing convincing evidence that children are Curiosity; Engagement and Persistence; capable of learning more in these early years than was Reasoning and Problem Solving. earlier known (Bowman, Donovan and Burns, 2001). Language Development: Listening and Also, children who enter primary school with certain understanding; speaking and communicating; skills and conceptual knowledge related to early Pre- Literacy skills like phonological awareness; literacy demonstrate better reading levels in school. book knowledge and appreciation; print Conversely, children who are severely lacking in these awareness and concepts; early writing and skills and concepts are likely to experience difficulties alphabet knowledge. in learning to read. Phonological awareness has been Cognitive Development and General found to be one of the most powerful predictors of Knowledge: Pre number and Number Concepts success in reading (Snow, Burns and Griffin, 1998). and Operations; Spatial sense; Patters and Research in India indicates that a large percentage of measurement; Skills related to sequential children who come into public primary schools are thinking, reasoning and problem solving; and first generation learners from low income families and knowing the environment. they come in with marked deficiencies in phonetic and audio visual matching skills, thus placing them `at risk' The Indian National Curriculum Framework (NCERT, for success in school. (Upadhyaya et al; 1998) This is 2005) is also consistent with this approach. possibly a significant factor leading to high repetition and drop out in the early years at the primary stage. About this Instrument Several studies in India have also shown that an ECCE programfocusedondevelopingtherequiredreadiness An instrument for school readiness can be used for skills and concepts can lead to not only better rates two purposes ­ (i) to help ECCE teachers adapt and of continuance in school but also significant learning focus their teaching program to the strengths and gains, not only in immediate but medium term as well needs of each child and (ii) for program evaluation, (Kaul et al; 1996). providing important indicators of entry level skills so that more accurate judgment can be made about What is School Readiness? growth in children's learning and development and the effectiveness of the intervention. The first purpose School readiness refers to certain specific skills and requires a comprehensive assessment instrument concepts which if developed well in children in the which would cover all the above domains and would early pre-school years help them to enhance their require regular usage by a teacher who is familiar social competence,adjust better in school and learn the with children. This School Readiness Instrument (SRI) skills of literacy and numeracy more effectively and in is designed more for the second purpose i.e. for a a more sustained manner. According to the EFA Global project or systemic assessment on a periodic basis, to Monitoring Report (2007)"the consensus from research assess program impact.It is therefore selective in terms is that school readiness encompasses development in of the domains covered i.e. cognitive and language five distinct but interconnected domains­Physical well development. This is mainly due to considerations being and motor development; social and emotional related to measurability (on a one time basis) by a development; approach to learning; language researcher who may not necessarily be familiar with the development; cognitive development and general child to whom the instrument is being administered. It 2 Early Childhood Education (ECE) - Program Evaluation Package is complemented by the AW/ECE center observation in three provinces of India viz. Bihar, Uttar Pradesh (UP) schedule which provides information on personal and and Madhya Pradesh (MP) in 2007.This data was shared social domains in terms of frequency of opportunities with the Australian Council for Educational Research provided to children to develop these skills and (ACER) who analysed it with the Rasch measurement competencies. model, using the Quest (Adams, 1993) and ConQuest (1998) software. The data were initially analysed using Use of the instrument: It is expected that the SRI all the information collected by the test administrators would be administered to 5­6 year olds by researchers/ and subsequently, in analysis 2 and 3, by collapsing teachers on a one to one basis.The instrument consists some of the original categories for each activity. The of ten discrete tasks that tap key fundamental skills recommendations from the analysis were incorporated and concepts related to number, space shape, quantity, while finalizing this instrument. sequencing and pattern; ability to follow instructions, vocabularyandsentencemeaning,phonemicawareness The internal consistency of the instrument was found in and phonics knowledge. The first task is included this analysis to be good.The reliability of the instrument to help establish rapport with the child. To achieve at three levels of analysis ranged from 0.85 to 0.87,which consistency in administrative procedures the activities is high. A Principal Component analysis of the activities and questions have been scripted for the interviewer. showed that all the activities define the same construct, The interviewer scores children's responses according indicating the same attribute is being measured in most to a rubric and calculates the total score.The total score children. In terms of the difficulty level of the activities, is to be recorded in the data file. the analysis revealed that these were slightly easier than theabilitiesofthesamplechildrenwhoperformedthem. Reliability and Validity: The instrument in draft form These features of the instrument give the confidence was administered on 426 children in the 5­6 years' that it is appropriate for a systemic assessment of school age group randomly selected at the household level readiness (ACER,2008). References: 1. Bowman,B.T; Donovan S and Burns,M.S.(2001) Eager to Learn.National Research Council (US).Committee on Early Childhood Pedagogy. 2. Snow,C.E; Burns,S.and Griffin,P.(Eds) (1998) Committee on the Prevention of Reading Difficulties in Young Children. National Research Council; NAP;Washington D.C. 3. Kaul,V.etal(1996)ProcessbasedreadinessprogramfromPrimarylevelmathematics;NationalCouncilofEducational Research and Training,New Delhi,India. 4. Upadhyaya,G.C.etal(1998)Numeracyandreadingreadinesslevelsofentrantstoclass1;Asynthesisreport.National Council of Educational Research and Training,New Delhi,India. 5. Australian Council for Educational Research (ACER), Melbourne (2008). Psychometric Properties of the School Readiness Instrument; A research report. School Readiness 2b.BasicDataSheet State State 1 1 State 1 2 State 1 3 District District 1 1 Block Block 1 1 District 2 2 Block 2 2 District 3 3 Block 3 3 Listing HH no. Location Type Urban:1 Rural:2 Name of the head of the HH Name of the Parent Interviewed Name of Child (ID from HH roster of Parent Questionnaire ) Address PSU Code Age in Completed years < 3 1 Terminate 3­4 2 5­6 3 Continue 7­8 4 Terminate > 8 5 School attending status Attending Anganwadi 1 Attending Balwadi 2 Attending Montessori/Play School/Other Pre-school 3 Do not ask Q Not attending any Anganwadi/Pre-school/School 4 A skip to Q B now but was attending some Anganwadi/ Pre-school earlier Never attended any Anganwadi/Pre-school/School 5 Attending Primary school 6 Ask Q A 1.1 < 3 months ago 1 When was the child enrolled 1.2 3­4 months ago 2 A in class-I 1.3 > 4 months ago 3 DK/CS 9 Date of Visit / / Time of Visit : Name of the Supervisor Signature Name of the Investigator Signature Early Childhood Education (ECE) - Program Evaluation Package 2c.ScoreSheet S.No. Concept Rules Max.Marks Remarks* 1 Pre-number Able to answer both correctly:2 2 Concepts Able to answer any one correctly:1 Unable to answer:0 2 Space Concept Able to identify:1 1 Unable to identify:0 3 Sequential thinking Able to identify the sequence and describe in words:5 5 skill Able to identify the sequence but unable to describe in words:3 Unable to identify the sequence:0 4 Classification of Fruits Able to identify all fruits and vegetables:6 6 and Vegetables Able to identify at least 2 fruits and 2 vegetables:4 Unable to identify:0 5 Following Able to follow complex instruction in sequence:4 4 instructions Able to follow a simple instruction:2 Unable to follow either of these instruction:0 6 Number/Object Able to match:3 3 matching Unable to match:0 7 Reading readiness, Able to identify beginning sound:3 6 Identifies beginning Able to indicate pictures with similar beginning sound:3 sounds Unable to identify:0 8 Pattern making Able to complete both:5 5 Part I:Completed:1 Part II:Completed:4 9 Sentence Meaning Able to describe both pictures correctly in complete 6 sentence (Active vocabulary) Score 6 Able to describe one picture correctly in complete sentence (Active vocabulary):3 Able to describe either/both pictures correctly but in incomplete sentence (Active vocabulary):2 Able to identify both,once picture is described (Passive vocabulary):1 Unable to describe/identify:0 10 Relative comparisons: Able to give correct answer:2 2 Number ­ greater/ Unable to answer:0 lesser * Note any significant observation about the activity and/or child's response. School Readiness 2d.SchoolReadinessInstrument(SRI)for5YearOlds InStRuctIOnS Administration of SRI* * The first question is only to establish rapport with the child and ensure that the child understands the picture. The child's response to the first question is not to be scored. Please make sure you follow the instructions and steps mentioned along with each worksheet. Please thank the child/respondent on completion of this activity. Instructions for initiating interaction with the child: Good __________(Morning/Afternoon/Evening). My name is ______________. I have come from __________ (Organization).We are playing some games with children like you. I would like to play some games with you also. Do you want to play with me? Yes 1 No 2 Now we are going to play with these papers,pencil and colors.This is just a game and we will play together.OK? To start,let us first complete this picture by joining dots. Early Childhood Education (ECE) - Program Evaluation Package 2e.SchoolReadinessInstrument Let's Play... Join the dots (for rapport building) School Readiness Instructions for Activity No.1 Instructions to follow,while interviewing a child: Familiarize the child with the pictures by keeping a finger on each picture and ask: Which fruit you can see in each tree? In which tree you can see the least number of fruit? In which tree you can see the most number of fruit? Correct Answer: A (Least) C (Most) Score Chart Child's Response Correct Answer In-correct Answer Max.Score (2) Fruit Name Picture Identified as least: (A) (B) (C) (D) Picture Identified as most: (A) (B) (C) (D) Unable to answer Early Childhood Education (ECE) - Program Evaluation Package Activity No.1 Point to the tree which has the least Number of apples. Now point to the tree which has the most Number of apples. A) B) C) D) School Readiness Instructions for Activity No.2 Instructions to follow,while interviewing a child: Ask the child to first describe what he/she sees in the picture; then ask: In which picture is the child at the back of the house? Correct Answer: B Score Chart Child's Response Correct Answer In-correct Answer Max.Score (1) Picture Indicated as: (A) (B) Unable to answer 10 Early Childhood Education (ECE) - Program Evaluation Package Activity No.2 In which picture is the child behind the house? A) B) School Readiness 11 Instructions for Activity No.3 Instructions to follow,while interviewing a child: Ask the child to describe each picture as he/she sees it. Then explain the sequence of eating a banana as: First take a banana,and then remove the peel a little and start eating.After that peel a little more and eat and at the end only the peel remains. After that show the full picture of the banana and say,this is the full banana and you have started eating.Now looking at the pictures,tell me which card should come next,and so on. Correct Answer/sequence: A,D,B,C Scoring: Give score of 5 if child is able to describe sequence in words AND correctly. Give score of 3 if child is able to correctly identify the sequence,only by pointing to the pictures. Score Chart Child's Response Sequence Code Correct Answer In-correct Max.Score (5) (E.g.A,C,B,D/ Answer A,D,B,C etc.) Describes sequence in words Identifies the sequence only by pointing to the pictures Unable to answer 12 Early Childhood Education (ECE) - Program Evaluation Package Activity No.3 Indicate the correct sequence of pictures for the process of eating a banana A) B) C) D) School Readiness 1 Instructions for Activity No.4 Instructions to follow,while interviewing a child: Point to each picture and ask the child,"What is this?";"Is it a fruit or a vegetable?" Then ask the child to show you/point out all the vegetables and then all the fruits separately. Correct Answer:B,C,E (Vegetables) A,D,F (Fruits). Score: Give score of 6 if child is able to identify all fruits and vegetables. Give score of 4 if child is able to identify at least 2 fruits and 2 vegetables. Child's specific responses to be captured for this Activity Pictures Child Response (write the Write Fruit/Vegetable as the name he/she gives to child categorizes each each picture) A) Apple B) Brinjal C) Potato D) Mango E) Lady Finger F) Papaya Score Chart Child's Response Sequence Response Max.Score (6) (A/B/C...F) Able to identify all fruits and vegetables Able to identify at least 2 fruits and 2 vegetables Unable to identify any fruits/vegetables correctly 1 Early Childhood Education (ECE) - Program Evaluation Package Activity No.4 Look at the pictures and classify Vegetables and Fruits School Readiness 1 Instructions for Activity No.5 Instructions to follow,while interviewing a child: By simple instruction we mean that the child is able to follow instruction A. By series of instructions we mean that the child is able to follow instruction A and instruction B-I or B-II. Score: Give score of 4 if child is able to follow series of instruction. Give score of 2 if child is able to follow a simple instruction. Score Chart Child's Response Max.Score (4) Able to follow series of instruction Able to follow a simple instruction Unable to follow either of these instructions 1 Early Childhood Education (ECE) - Program Evaluation Package Activity No.5 Instructions for the Child to follow A. Raise your hands. B-I. Take the book from the table and give it to Mohit (any name of person present) and then come back to me. OR B-II. Run up-to that tree,pick one leaf from there and give it to your friend.After that come back and sit with me. School Readiness 1 Instruction for Activity No.6 Instructions to follow,while interviewing a child: Ask the child to read each number then ask the child to match each number with the picture showing same number of objects. Correct Answer: A­picture of fish; B­picture of trees; C­picture of flowers Score Chart Child's Response Score (3/2/1/0) Max.Score (3) Able to match: A) B) C) Unable to match 1 Early Childhood Education (ECE) - Program Evaluation Package Activity No.6 Identify the pictures/numbers and match them A) B) C) School Readiness 1 Instructions for Activity No.7 Instructions to follow,while interviewing a child: Point to each picture and ask the child,"What is this?"Once the child identifies the picture ask, What is the beginning sound in pronouncing the name? (Like"L"for leaf) Then ask which of these two pictures has the same beginning sounds? Correct Answer: A & B Score: Give score of 1 for each picture,if child is able to identify the beginning sound. Give score of 3 if child is able to indicate similar pictures correctly. Child's specific responses to be captured for this Activity Pictures Child Response (Write the Name he/she Gives to Each Picture) A) B) C) Score Chart Child's Response Correct Answer In-correct Answer Max.Score (6) Picture Name/Sound Picture Identified with beginning sound: (A) (B) (C) Indicates similar pictures correctly: (A) Unable to Identify 20 Early Childhood Education (ECE) - Program Evaluation Package Activity No.7 Which of following two pictures/objects begin with the same sound? B) B) C) School Readiness 21 Instructions for Activity No.8 Instructions to follow for PART-II,while interviewing a child: Point to each shape and ask the child: "What is this shape?" "After circle what is the next shape?" "After triangle what is the next shape" "After square what is the next shape?" "What will come after this round shape?" Score Chart Child's Response Score 1 for A and 4 for B Able to complete (A) Able to complete (B) Able to complete (C) Unable to complete Max.Score (5) 22 Early Childhood Education (ECE) - Program Evaluation Package Activity No.8 Repeat the pattern below,as indicated A) Complete the pattern as given below B) School Readiness 2 Instructions for Activity No.9 Instructions to follow,while interviewing a child: First ask the child to look at the pictures carefully. Ask what do you see in this picture? (one picture at a time) If the child is unable to respond,describe each picture (in one sentence) and ask the child to identify the one that fits your description. Scoring: Give score of 6 if child is able to describe both pictures correctly in complete sentences. Give score of 3 if child is able to describe one picture correctly in complete sentences. Give score of 2 if child is able to describe either/both pictures correctly but in incomplete sentences. Give score of 1 if child is able to identify both,once picture is described correctly. Score Chart Child's Response Picture Score (A/B/Both) (6/3/2/1) Able to describe both pictures correctly in complete sentence (Active) Able to describe one picture correctly in complete sentence (Active) Able to describe either/both pictures correctly but in incomplete sentence (Active) Able to identify both,once picture is described (passive) Unable to describe/identify Max.Score (6) 2 Early Childhood Education (ECE) - Program Evaluation Package Activity No.9 Look at the picture and describe what you see A) Child is studying B) Child is eating food School Readiness 2 Instructions for Activity No.10 Instructions to follow,while interviewing a child: Ask the child to first read out each number. Then ask the child to identify the no.in the small circle. Then ask the child to point to the number which is smaller than the number in the circle. Correct Answer: 3 Score Chart Child's response Score (2/0) Max.Score (2) Able to identify Unable to identify 2 Early Childhood Education (ECE) - Program Evaluation Package Activity No.10 Point to the number which is smaller than the number in the circle School Readiness 2 Early Childhood Education (ECE) Program Evaluation Package 3. Assessment of Early Childhood Education (ECE) center/Anganwadi center Contents I. Interview cum Observation Schedule 2 1. Identification and Background Data 2 2. Classroom Observation (2 consecutive days) 5 2a. Basic Enrolment Data 5 2b. Attendance on Day of Visit 5 2c. Observation of Classroom Processes 6 i) Observation Proforma 6 ii) Code List and Definitions of Activities and materials 7 3. Physical Facilities 10 4. Interaction/Interview with Anganwadi Workers/Teachers 13 5. Feedback from AWW/Teacher and Helper on Monitoring & 15 Supervision Systems of AWCs/Teachers II.Guidelines for Field Investigators 16 I. Interview cum Observation Schedule 1. Identification and Background Data Part-I A State State 1 State 2 State 3 B District District1 1 District2 2 District3 3 C Block Block1 1 Block2 2 Block3 3 D PSUCode E LocationofAWC Separateroomfor Anganwadiinschoolpremises 1 Veranda/corridorofschoolpremises 2 Veranda/corridorofsomeone'shouse 3 Anyotheropenspace 4 SeparateAnganwadibuilding 5 F SanctionDate(dd/mm/yy) G StartingDate(dd/mm/yy) H NameoftheInterviewer DateofInterview(dd/mm/yy) I Day1 J StartingTime K EndingTime DateofInterview(dd/mm/yy) L Day2 Early Childhood Education (ECE) - Program Evaluation Package M StartingTime N EndingTime O NameoftheSupervisor BackChecked 1 P QualityCheckPerformed Accompanied 2 Scrutinized 3 Q QualityCheckby Coded 1 R DataEntry Entered2 Assessment of Early Childhood Education (ECE) center/Anganwadi center Part-II 1. IstheAnganwadiCenter(AWC)openorlocked? Open 1 Q5 Locked 2 2. ReasonforAWCbeinglocked______________________________________________________________ _______________________________________________________________________________________ Translation:_____________________________________________________________________________ _______________________________________________________________________________________ 3. WhenistheAnganwadiWorker(AWW)likelyto dd mm yy bepresent? 4. Personfromwhomtheaboveinformationis Mukhiya 1 collected PanchayatMember/Wardmember 2 LocalCommunityleaders 3 Based on information,make the second visit PoshaharSamitiMembers 4 LRP 5 Others (Specify)_________________ ______________________________ 5. IstheAWWpresentornot? Present 1 NotPresent 2 6. Isthehelperpresentornot? Present 1 NotPresent 2 7. WhoismanagingtheAWC? Helper 1 AdolescentGirls 2 PoshaharSamitiMembers 3 LRP 4 Others (Specify)_________________ ______________________________ ______________________________ 8. Askthepersonwhoiscurrentlymanagingthe GoneformeetingwithCDPO 1 AWC. WhatisthereasonfortheAWWnotbeing Goneforimmunization 2 present? Gone for training of new scheme 3 Goneonaleave 4 Others (Specify)_________________ ______________________________ ______________________________ 9. Wasthereasecondvisit? Yes 1 No 2 10. TimeofVisit : hh mm Early Childhood Education (ECE) - Program Evaluation Package 2. Classroom Observation (2 Consecutive Days) 2a.Basic Enrolment Data 2.1 Enrolment 2.1.1 The total number of children enrolled in this center Under 3 years of 3­6 years of age Children with Total age disability Boys Girls Total 2.1.2 The total number of SC/ST children enrolled in this center Under 3 years of 3­6 years of age Children with Total age disability Boys Girls Total 2.1.3 The total attendance (last 6 months) Total working days in last 6 months: Under 3 years of 3­6 years of age Children with Total age disability Boys Girls Total 2b.Attendance on Day of Visit 2.2 Observation on Day 1* 2.2.1 What is the number of children attending the center today in each of the categories? Under 3 years of 3­6 years of age Children with Total age disability Boys Girls Total 2.2.1a Is the total attendance in the attendance register same as the observation given in table above? Yes 1 No 2 Attendanceregisternotupdated 3 Attendanceregisternotavailable 4 2.2.1b How much is the difference between the attendance register and the observation? Numberofstudentsmentionedinattendanceregistermoreby Numberofstudentsmentionedinattendanceregisterlessby * Same format to be applied for observation on Day 2. 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Story Telling (ST): 2 Story telling ­ AWWorteacheristellingchildrenastoryonanythemeandchildrenarelisteningtothestory. Rhymes and songs: 3 Childrensing/reciteapoemorsongalongwiththeAWW;childrenmayormaynotperformactionsalso,alone oringroups. Dramatization/role play/puppet play: 4 AWWorteacherdoesapuppetplayordramawithchildrenasactors. Free play with materials: 5 Childrenareinvolvedin`playing'withtoysormaterialslikeblocks,dollsorothermanipulativetoys,ingroups oralone,in any way they want to,withoutteacher'sguidance. Coloring/drawing/painting: 6 Teacher/AWWencourageschildrentodraw,paintandcoloronpaperoranyothersurfaceandmakewhatever theylike. Clay work/sand play: 7 Childrenplaywithclayorsand­theyareobservedmakingobjects,kneadingthedough;pouringsandfrom onecontainertoanotheretc. Guided Activities on topics: 8 Childrenrequiredtodoanactivitiesguidedbytheteacheronparticulartopics.E.g.rhymesaloneandnotwith otherchild/children. Circle games (indoor): 9 Childrensitorstandinacircleandtheteacher/AWWgivesspecificinstructiontothechildrenwhichchildren respondtoexample.Childrenlearntomoveforwardandbackward;childrenjumplikeafrog;childrenpassan objectaround;takenamesofanimalsbyturnetc. Teaching of reading and writing: 10 Childrenidentifysoundsofletters,identify/readletters,andjoinletterstomakewords;writeindividualletters; writetheirownname. Outdoor play: 11 Teacher/AWWtakeschildrenoutsideforoutdoorplayeitheronoutdoorequipmentlikeswingsorslidesor justforplayinggamesinvolvingrunning,jumping,balancing,racingetc. Any other activity (describe): 12 No activity: 13 ChildrenjustsittingaroundpassivelydoingnothingobservableintheAWW. Unplanned indoor/outdoor activity: 14 ChildrenareobviouslyjustplayinginandaroundtheAnganwadiontheirowninanunplannedwaywithout anysupervisionorguidancefromAWW,whoisinvolvedelsewhereorjustwatchingpassively. Routine activities: 15 teacher/AWWandchildreninvolvedinroutineactivitieswhichinvolvemanagingtheAWservicesliketaking/ givingattendance,organising/distributingsnackstochildrenorgettingchildrentogototoilet;clearingup theAWetc. Assessment of Early Childhood Education (ECE) center/Anganwadi center Organization ­ Individual/In Groups/All Children (Column 4) Definition Code Individual 1 Ifthechildrenarenotinteractingwitheachotherwhileperformingtheactivityandatthesametimetheteacher isinteractingwiththechildreninanindividualbasis,theorganizationwouldbecodedas`individual'(e.g.each childrensolvingpuzzlesontheirown,ordrawing/paintingontheirownundertheguidanceoftheteacher). In Groups 2 Iftheactivityisperformedinsmallgroupsamongthechildrenundertheguidanceoftheteacherthe organizationoftheactivitywouldbecodedas"ingroups".(e.g.agroupofchildrenareplayingwithblocks, anothergroupisplayingwithdolls). All Children 3 Iftheactivityisconductedbytheteacherwithallthechildrentogethertheorganizationwouldbecodedas "allchildren"(e.g.allthechildrensingingsongstogetherorrecitingrhymestogetherundertheguidanceofthe teacher). Materials Used (Column 5) Definition Code Manipulative Material: 1 Materialthatchildrenareusingthemselveslikebuildingblocks,puzzles,picturebooks,dominoes,softtoys,paper folding,colorpencils,crayons,naturalitemslikeclay,sand,wateretc. Audio Visual Material: 2 Materialsthatisusedbyteacherinateacherledactivitylikepicturecharts,books,audio/videotapes,anyother teachingaidsetc. None 3 Early Childhood Education (ECE) - Program Evaluation Package Did you see Children Getting an Opportunity to Learn/do the Following (Column 6) Definition Code Learn to Share: A AWWgivesexplicitinstructionstosharematerialsduringwork. AWWresolvesdisputesbetweenchildrenvoluntarilysharetheiritemswitheachotherchildren regardingpossessionssuchthatthereissharing. Childrenresolvedisputesregardingpossessionsthemselves. AWWconductsactivitywhichrequiressharingordoingthingstogether. Think & Answer: B AWWasksquestionswhichrequirechildrentothink.Theopportunitiesforthinkingcouldbeprovidedin thecontextofspecificactivitiesthattheAWWiscarryingoutwiththechildrenandalsointhecontextof everydaylivingandactivities.E.g.,whatwouldhappenif...,doyouthinkRajuwasright... AWWgivesthechildrenthetimetothinkoftheanswertothequestion;sheisnotimpatientanddoes notsupplytheanswertothequestionherself. AWWcarriesoutactivitieswherechildrenhavetothinkandcompletetheactivity­e.g.­matchingcards, completingapattern. Express Curiously and ask questions: C AWWverballyencourageschildrentoaskquestions. Whenchildrenaskquestions,shedoesnotignorethemortellthemtoasklaterortobequiet. Learn to wait for turn: D Ifmaterialsuchascrayonsorbooksarescarce,childrenwaitfortheirturntouseit. Childrenwaitfortheirturnontheslideortheswing. Childrenwaitfortheirturntogetfood/books/paperbeingdistributedbytheAWW/helper. AWWexplicitlydirectsthechildrentowaitfortheirturn. play/work with other children: E groupactivitiesareorganizedwherechildrenhavetointeractwitheachotherandworktogetherto completeatask.E.g.­stickingpaperonabigdrawing. teamgamesareorganized. 2­3childrenaregivenresponsibilityofdistributingfood/materialstothechildren. Rote Memory F Learningbyrotemeansthatthe Anganwadiworkermakeschildrenmemorizenumbers,alphabetsorconcepts byrepeateddrilling/repetition.Shedoesnotmakeanyattempttomakethechildrenthinkorunderstandthe concept.Thiscouldbeobservedinanyactivity. Children's Level of participation (Column 7) Codethelevelofparticipationamongthechildrenbycirclingappropriatecodesi.e.thenumberofchildren inthegroupwhoareactivelyparticipatingintheactivity. Assessment of Early Childhood Education (ECE) center/Anganwadi center 3. Physical Facilities 3.1 Istheindoorspaceenoughforchildrentomove Yes 1 around? SomewhatSufficient 2 No 3 3.2 Istheoutdoorspaceadequateforplayingasper Yes 1 thenumberofchildren? SomewhatSufficient 2 No 3 3.3 Whatisthemainsourceofdrinkingwateratthe Privatetap 1 center? Publicstandpost 2 Handpump 3 Goto3.5 Commonwell 4 Opensources(e.g.ponds/ 5 rivers) Others 6 3.4 Doesthewaterlookclean? Clear 1 PartlyMuddy 2 Muddy(Brownish) 3 3.5 IsthereaToiletinthecenter? Yes 1 No 2 Goto3.8 3.6 IstheToiletfunctional? Yes 1 No 2 3.7 IstheToiletClean/Hygienic? Yes 1 No 2 3.8 Isthereadequatefloorcoveringforallchildrento Forall 1 sit(likeDari,carpet,matetc.)? Forsome 2 None 3 3.9 IstheAnganwadisafeforthechildren? Yes 1 Goto3.11 No 2 3.10 Whydoyouthinkitisnotsafe? Thereisopendrain/pond 1 rivernearby Isonthemainroadwith 2 heavytraffic Thebuildingisnotsafe 3 Others (Specify) ______________________ ____________________ 3.11 WhetherthereisanyOutdoorEquipmenttoplay? Yes 1 No 2 Goto3.13 3.12 Whichoftheseoutdoorequipmentsarethere, Equipment Code How Many? Functional whichofthesearefunctionalandhowmanyin numbers? Swings 1 1 See-Saw 2 2 Slides 3 3 Others (Specify) ________________ ________________ 10 Early Childhood Education (ECE) - Program Evaluation Package 3.13 AretheseHealthEquipmentsavailableinthe Equipment Code How Many? center? WeighingMachine 1 Height 2 MeasurementScale 3.14 Arethechildrenprovidedwithcookedfood? Yes 1 No 2 3.15 Isthereaplaceforcookingwithinthecenter? Yes 1 Goto3.17 No 2 3.16 Whereisthecookingdone? ______________________________________ Goto3.22 ______________________________________ ______________________________________ ______________________________________ ______________________________________ Translation:____________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 3.17 Istheplaceofcookingopenorcovered? Open 1 Covered 2 3.18 Doestheplaceofcookinglookclean? Yes 1 No 2 3.19 Aretheutensilsclean? Yes 1 No 2 3.20 Wasfoodbeingcookedonthedayofvisit? Yes 1 No 2 Goto3.22 3.21 Dotheingredientsbeingusedforcookinglook Yes 1 fresh? No 2 3.22 IstheremedicalkitavailableintheAnganwadi? Yes 1 No 2 3.23 Kindly describe the indoor play/learning material available in the Anganwadi in the following Table Sl.No. Name of Item Code* Material Appears Commercially procured Teacher Natural Material Used Unused Made 1 1 3 4 1 2 2 1 3 4 1 2 3 1 3 4 1 2 4 1 3 4 1 2 5 1 3 4 1 2 6 1 3 4 1 2 7 1 3 4 1 2 8 1 3 4 1 2 9 1 3 4 1 2 10 1 3 4 1 2 * refer below for codes list for"Material available". Assessment of Early Childhood Education (ECE) center/Anganwadi center 11 3.24 IsthereaTimeTableinthecenter? Yes 1 No 2 Goto3.27 3.25 Whatisthetimeframeforwhichtimetableis TermWise 1 made? Weekly 2 Daily 3 3.26 Aretheongoingprogram/activityasperthe Yes 1 timetable? No 2 Somewhat 3 3.27 Isthereanydisplayonthewallsofthecenter, Yes 1 whicharerelevantforchildren? No 2 3.28 Arethedisplaysattheeye-levelofthe All 1 children? Some 2 None 3 3.29 Isthereanydisplayofworkdonebychildrenin Yes 1 thecenter? No 2 Code list for Materials Available: Definition Code Commercially/locallyobtainedmaterialslikeplastic,wooden,cardboardtoys,blocks,puzzles,shapeboards, 1 bangles,softtoys,beads,etc. Teachermademateriallikeflashcards,numbercards,classificationcards,dominoes,puzzlesetc. 2 Naturalmateriallikesand,clay,leavesetc. 3 1 Early Childhood Education (ECE) - Program Evaluation Package 4. Interaction/Interview with Anganwadi Workers/Teachers Ask Anganwadi Workers (AWWs)/ECE Teachers 4.1 Canyoupleasetellmeyourageincompletedyears? 4.2 WhatisthehighestlevelofEducationyouhave Primary 1 received? Middle 2 Secondary 3 HigherSecondary 4 AboveH.S. 5 4.3 HaveyoureceivedanyTrainingtocarryoutthe Yes 1 responsibilitiesofAnganwadi? No 2 Goto4.6 4.4 DidyoureceivetheTrainingduringInductionorwhile Induction 1 inService? InService 2 4.5 Whogaveyouthetraining?(RecordtheDesignation) __________________________________ __________________________________ __________________________________ 4.6 Canyoupleasetellmetheyearsofexperiencethatyou Years have? 4.7 Doyougetyoursalaryontime? Yes 1 No 2 4.8 Howsatisfiedareyouwiththesalary? Verysatisfied 1 Somewhatsatisfied 2 Somewhatdissatisfied 3 Absolutelydissatisfied 4 4.9 Howmanyregistersdoyouhavetomaintainonadaily basis(giveNo.) 4.10 Whendoyoudoyourhomevisitsandotherhealth/ AfterclosingAW 1 nutritionrelatedactivities? BeforeopeningAW 2 Duringmealtime 3 Any other (Specify________________) Observe AWWs/Teachers Skills ( Do Not Ask) 4.11 Howefficiently*istheAnganwadi Veryefficiently 1 workerorganizingactivities Somewhatefficiently 2 Notveryefficiently 3 Notatallefficiently 4 4.12 HowsensitivelyistheAnganwadi Verysensitively 1 workerhandlingthechildren? Somewhatsensitively 2 Notverysensitively 3 Notatallsensitively 4 4.13 Aretheactivitiesconductedage-wise? Allthetime 1 Sometimes 2 Never 3 4.14 Arethematerialsthatarebeingusedof Allofthem 1 anyinteresttothechildren? Someofthem 2 None 3 Assessment of Early Childhood Education (ECE) center/Anganwadi center 1 Ask Helpers 4.15 WhatisyourresponsibilityintheAW? ________________________________________________ ________________________________________________ ________________________________________________ 4.16 Canyoupleasetellmeyouragein completedyears? 4.17 Whatisthehighestlevelofeducation Illiterate 1 youhavereceived? Literate,belowprimary 2 Primary 3 Middle 4 Secondary 5 HigherSecondary 6 4.18 HaveyoureceivedanyTraining? Yes 1 Goto4.20 No 2 4.19 DidyoureceivetheTrainingduring Induction 1 InductionorbyRefresherCourse? Refresher 2 4.20 Canyoupleasetellmetheyearsof Years experiencethatyouhave? 4.21 Doyougetyoursalaryontime? Yes 1 No 2 4.22 Howsatisfiedareyouwiththesalary? Verysatisfied 1 Somewhatsatisfied 2 Somewhatdissatisfied 3 Absolutelydissatisfied 4 * Efficiency of AWW/Teacher can be judged from children's response. If most or all children are engaged/involved in activities and are looking happy and responding actively it is a good indicator. 1 Early Childhood Education (ECE) - Program Evaluation Package 5. Feedback from AWW/Teacher and helper on Monitoring & Supervision Systems of AWCs/Teachers 5.1 Doesanyofficialvisityourcenterformonitoring? Yes 1 No 2 Serial 5.2canyoupleasetellmewhovisitsthecenter? 5.3HowOftenisthevisitmade?(Enquireforeachperson Number (RecordDesignation) separately) (Codefromlistgivenbelow) 1 __________________________________________ __________________________________________ __________________________________________ 2 __________________________________________ __________________________________________ __________________________________________ 3 __________________________________________ __________________________________________ __________________________________________ Codes: Oncein15days 1 LessOften 4 Onceinamonth 2 Rarely 5 Oncein3months 3 Never 6 Assessment of Early Childhood Education (ECE) center/Anganwadi center 1 II. Guidelines for the Field Investigators Assessment of ECE Center/Anganwadi Center About the Guidelines Thesehavebeenpreparedsolelytoassistsupervisorsandfieldinvestigatorsbyexplainingkeyconcepts. Themanualisexpectedtoeffectivelyaddressanydoubtthatmayariseduringthecourseofconductof thesurvey.Thismanualintendstobringouttherealmeaningofthequestionandhelpfieldinvestigators togettheexactinformationthatisneeded. ITISEXPECTEDTHATALLSUPERVISORSANDField Investigators WILLFAMILIARIZETHEMSELVESWITHTHE GUIDELINESPRIORTOTHECONDUCTOFTHEFIELDWORKAND,CARRYTHISWITHTHEMTHROUGHOUT THEENTIRECOURSEOFTHEFIELDSURVEY. General Instructions ThisquestionnaireisbasedonobservationintheAnganwadi.Mostoftherecordinghastobedoneonthe basisofobservationinAnganwadi.DonotlettheAnganwadiworkersoranyother'sviewinfluenceyour observationandtryandobservefromaneutralpointofview. ThefocusofthisobservationistheactivitiesintheAnganwadi.Firstcompleteyourobservationandlater tryandprobefortheotheraspectslikeavailablefacilitiesetc.InanAnganwadievenwhenattendanceis beingtakenorthechildrenarequeuingupfortakingtheirsnacks,itissupposedtobeconsideredtobe anactivity.Keepaneyewhethersomeimportantlearningisoccurringevenduringtheseactivities. REMEMBER! Donotlettheviewsofanyoneelseinfluenceyourobservation. ThefirstactivitywouldbetoobservetheclassroomactivitiesintheAnganwadi. Duringclassroomobservationkeepatrackofwhatevertheteachersaysandalsoobserve eachandeverychild. Methodology Inthesampledvillagesobservationhastobedoneinmaximumof2Anganwadi.Ifthereisasingle Anganwadiinthevillage,observationneedstobedoneinthesame.Iftherearemorethan2AWs,randomly select2ofthemanddoyouobservationsthere.EachAnganwadihastobevisitedtwiceforobservation preferablyonconsecutivedays. Specific Instructions Forquestionswhichprovidepre-codedanswer,circletheappropriatechoice. Forquestionswhichprovidenumericanswers,writethenumber. Foropenendedquestionswritetheverbatimresponse. 1 Early Childhood Education (ECE) - Program Evaluation Package 1.Identification and Background Data State Circletherelevantcode. District Circletherelevantcode. Block Circletherelevantcode. PSU WritecodeofthePSUfromthecodelist. Location Circleappropriatecodes. PSU WritethenameofthePSUwithlegiblehandwritingandcodefromthecodelist. Sanctiondate RecordthedateinwhichtheAnganwadiwassanctioned/approved. Startingdate Recordthedatefromwhichtheoperationsstarted. Nameofthe Writethenameoftheinterviewer.Thiscanbewrittenaftercompletingtheinterview.Eachinterviewer Investigator willbeassignedwithacode.Writethecodeafterthecompletionoftheinterview. Dateofinterview Recordthedateoftheinterview(DDMMYY)forthefirstday. Startingtimeof Writethestartingtimeoftheinterviewforthefirstday­usethe24hrclock.Firsttwoboxesareforthe interview hourandthesecondtwoboxesarefortheminutes.Fore.g.4:30PMwillbe1630and,9:20AMwill be0920. Endingtimeof Writetheendingtimeoftheinterviewforthefirstday­usethe24hrclock.Firsttwoboxesareforthe interview hourandthesecondtwoboxesarefortheminutes.ForE.g.4:30PMwillbe1630and,9:20AMwill be0920. Dateofinterview Recordthedateoftheinterview(DD/MM/YY)forthesecondday. Startingtimeof Writethestartingtimeoftheinterviewforthesecondday­usethe24hrclock.Firsttwoboxesarefor interview thehourandthesecondtwoboxesarefortheminutes.ForE.g.4:30PMwillbe1630and,9:20AMwill be0920. Endingtimeof Writetheendingtimeoftheinterviewforthesecondday­usethe24hrclock.Firsttwoboxesarefor interview thehourandthesecondtwoboxesarefortheminutes.ForE.g.4:30PMwillbe16:30and,9:20AMwill be0920. Nameofthe Writethenameofthesupervisor.Thiscanbewrittenaftercompletingtheinterview. Supervisor Supervision Thisstepissolelytobecarriedoutbyrepresentativeonthefieldwhohasactuallycarriedout. 1 RecordwhetherAnganwadiisopen. 2 IfAnganwadiislocked(coded`2'inQ.1)asksomeknowledgeableperson(e.g.Gram Panchayat Addhayaksh,Mukhiya,theLocalResourcePerson)forthereasonsforthesamebeingclosed.Record verbatim. 3 IfAnganwadiislocked(coded`2'inQ.1.RecordthedatewhentheAnganwadiworkerislikelytobe present. 4 IfAnganwadiislocked(coded`2'inQ.1.RecordthedesignationoftheinformantforQ.2andQ.3. 5 NotewhetherAnganwadiworkerispresent. 6 NotewhethertheHelperispresent. 7 IfAnganwadiworkerisnotpresent(coded`2'inQ.5)notewhoismanagingtheAnganwadiinher absence. 8 IfAnganwadiworkerisnotpresent(coded`2'inQ.5)askthepersonwhoiscurrentlymanagingthe AWC,thereasonsfortheAnganwadiworkerbeingabsent. 9 Recordifthereisasecondvisit. 10 Recordthetimeofthesecondvisit. Assessment of Early Childhood Education (ECE) center/Anganwadi center 1 2.Classroom Observation 2.1.1 RecordthenumberofchildrenenrolledintheAnganwadi.Enquireabouttheageofthechildrenandnote intherelevantboxes. 2.1.2 RecordthenumberofchildrenbelongingtotheSC/STcategoryenrolledintheAnganwadi.Enquireabout theageofthechildrenandnoteintherelevantboxes. 2.1.3 RecordtheaveragepercentageofattendanceofeachcategoryintheAnganwadi. 2.2 RecordtheattendanceofchildrenpresentintheAnganwadiontheobservationdaysandfill-inthedetails intherelevantboxes. 2.3 RecordtheobservationdoneintheAnganwadi.Detailsofeachrowisexplainedalongwiththe ObservationProforma. 2.4 Observethenumberofchildrenwholook"neatandclean"andcodeaccordingly. 1. Allchildren­100%ofthechildren. 2. Mostofthechildren­about¾thofthechildren. 3. Somechildren­abouthalfofthechildren. 4. Veryfewchildren­about¼thofthechildren. 5. Noneofthechildren. 2.5 Observeandnotewhetherthesamesetoffewchildrenarespeakingwheneverthechildrenaskedto speak.E.g.ifrhymesarebeenrecitedwhetherthevoicesofonlyafewchildrenarebeenheard. 3.physical Facilities 3.1&3.2 ObserveandrecordwhethertheindoorandtheoutdoorspaceintheAnganwadiisadequateasperthe numberofchildrenenrolled. 3.3 Observeandrecord.IfobservationcannotbedoneasktheAnganwadiworkeroranyotherworkerinthe Anganwadi. 3.4­3.8 Observeandrecord. 3.9 HavealookaroundtheAnganwadi,i.e.whereverthechildrencangowhileplayingorotheractivities.Look outforanywaterbody,mainroadwithheavytraffic,liveelectricconnectionoranyothersuchthingswhich maybeunsafeforthesechildren.AccordinglycodewhetherthespaceinandaroundtheAnganwadiissafe forthechildren. 3.10 Iftheplacedoesnotseemtobesaferecordtheexactreason. 3.11&3.12 Observeandrecordwhetheravailable.Ifso,thenumberofeachequipmentandwhethertheequipment arefunctional. 3.13 Observeandrecord.IfcannotbeobservedasktheAnganwadiworkeroranyotherworkerinthe Anganwadi. 3.14&3.15 Observeandrecord. 3.16 IfcookingisnotdoneintheAnganwadi,askwherethecookingisdone. 3.17­3.20 IfcookingisdoneintheAnganwadiobserveandrecord. 3.21&3.22 Ifcookingisdoneonthedaysofvisit,observeandrecord. 3.23 Observeandrecordthenatureofitems.Thecodesareprovidedin1.2.2above.Alsorecordwhetherthe materialappeartobeused. 3.24­3.29 Observeandrecord. 1 Early Childhood Education (ECE) - Program Evaluation Package 4.Interaction/Interview with Anganwadi Worker or Teacher/Helpers 4.1 Askandrecordtheageincompletedyears. 4.2 Askthequestionandcodeappropriately. 4.3­4.5 AskwhethertheAWWhasreceivedanyformaltraining.Ifso,askwhethershereceivedthetrainingduring InductionorInservice.Alsoaskthedesignationofthepersonwhoimpartedthetraining. 4.6 Recordthenumberofyearsofexperience.Recordindoubledigit. 4.7&4.10 Askandrecordtheanswers. 4.11­4.14 Donotask.Observeandrecord. 4.15 Asktheresponsibilitiesofthehelper.Recordverbatiminlegiblehandwriting. 4.16­4.17 Askandrecord. 4.18&4.19 Askwhetherthehelperhasreceivedanytraining.Ifshehasreceivedwhetheritisduringherinductionor throughanyrefreshercourse. 4.20­4.22 Askandrecord. 5.Feedback from AWW or Teacher/Helper on Monitoring & Supervision Systems of AWCs 5.1 AskwhetheranyofficialpaysvisittotheAnganwadivisits.Foreachofficialrecordthefrequencyofvisits. Codesoffrequencyisprovidedinthelist. 5.2&5.3 Recordthedesignationoftheofficialmakingvisits.Foreachofficialrecordthefrequencyofvisits.Codes forfrequencyisprovidedinthecodelist. Assessment of Early Childhood Education (ECE) center/Anganwadi center 1 Early Childhood Education (ECE) Program Evaluation Package 4. Questionnaires for Parents Contents 1. Contact Sheet for Sample Selection 2 2. Household Listing Schedule 3 3. Questionnaires 4 i) Identification and Background Data 4 ii) Description about Children 7 iii) Parents of Children Not-Attending/Never-Attended Pre-school/Primary 8 iv) Parents of Children Attending Pre-school/Anganwadi 9 v) Parents of Children Attending Primary School 14 4. Guidelines for Field Investigators 16 2 ODEC HH PSU tions tions HHs ligibleE Habita ed Habita list village among al edt edt urR the deo in selec among omfr selec in ed Selection tion tions the ed HH ame/CN in list ervoc ODEC opulaP Habita HH HH ligibleE HH Sample illageV otalT of.oN of.oN of.oN of.oN ofoN AILS OCK BL 8. 9. 10. 11. 12. 13. 14. DET for TEAM FIELD sheet 1 Contact1. cks lo HH DISTRICT ODEC ck loB ck lo Sub-B in ligibleE rbanUy rbanu ck lo ed Sub-B list t ID ID edt in & among & alitcoL Sub-B ed oinp ort deo elecS edt list among omfr ting visor in cks HH ed no/C HH selec star tually estigavin er sup ck loB ODEC of.oN in ac ervoc ofk the the Sub-blo HH HH ligibleE visit HH mar TEA rbanu otalT of.oN of.oN of.oN of.oN of.oN Land ofetaD of of ameN ameN ST 4 1. 2. 3. 4. 5. 6. 7. 15. 16. 17. 18. Early Childhood Education (ECE) - Program Evaluation Package .) ed no 13 eplacR with (listing ed 12 fI eplacR 2 2 2 2 2 2 2 2 2 2 2 2 2 11 ampledSfI 1 1 1 1 1 1 1 1 1 1 1 1 1 HH 10 Listing oN of.oN ed sheets view y otalT ert In of.oN en 9 hildrC imarrP in ol en Schedule 8 hildrC other in e-schorP Y in USEDS adi 2 Listing en SHEET 7 hildrC nganwA SUMMAR A C: TR en yrs EX:D 6 hildrC 7­8 HH Household en of.oN yrs 2. 5 hildrC otalT ligibleE .oN 5­6 en yrs 4 hildrC 3­4 ess 1 ddrA 3 ullF HH the the of of esY 2 ameN eadH of.oN ed ial 1 HH erS .oN List 1 2 3 4 5 6 7 8 9 10 11 12 13 otalT atr HH Ex heetsS used Questionnaires for Parents 3. Questionnaires i) Identification and Background Data State 1 A State State 2 State 3 District 1 2 B District District 2 3 District 3 3 Block 1 1 C Block Block 2 2 Block 3 3 The questionnaire is to be administered to either of the parents of the child between 3­8 D Listing HH no. E Name of the head of the HH ____________________________________________ F Name of Respondent ____________________________________________ G Address ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ H Location Type urban 1 Rural 2 I PSu Code Date of Visit / / Time of Visit : Name of the Supervisor CODE Signature Name of the Investigator CODE Signature Early Childhood Education (ECE) - Program Evaluation Package Instructions for Interview Hello.Good __________(Morning/Afternoon/Evening).My name is ______________.I have come from __________ _____ (organization).This is a survey to carry out issues related to education of your children.In this regard we wish to talk to you for some time.The survey will take about 45 minutes to complete.Whatever information you provide will be kept strictly confidential and will not be shown to other persons.May I continue? Yes 1 No 2 No. Questions Coding Categories Instruction 3.1.1 Gender of Respondent Male 1 Observe and record,Do not ask Female 2 3.1.2 Relationship of respondent with the Mother 1 relevant child/children Father 2 Other Family Members 3 Observe and Record.Do not ask Others (Specify) ___________________ Multiple Coding Possible ________________________________ 3.1.3 What Religion/Caste/Social Group do ST 1 you belong to? SC 2 OBC 3 Muslim 4 Others 5 Household Facilities and Amenities 3.1.4 Does your household belong to the Yes 1 BPL category? No 2 3.1.5 Do you have the Public Distribution Yes 1 System (PDS)/ration card? No 2 Go to 4.4 3.1.6 Are you using this card? Yes 1 No 2 3.1.7 Do you have a toilet at home? Yes 1 (which is used only by your family) No 2 Go to 4.6 3.1.8 Is it functional? Yes 1 No 2 3.1.9 Do you have an Electricity Yes 1 Connection? No 2 Go to 4.8 3.1.10 Is it functional? Yes 1 No 2 Questionnaires for Parents Do you have the following amenities at home Yes No 3.1.11 and in working condition? i. Mattress 1 2 ii. Cot/Bed 1 2 iii. Table 1 2 iv. Chair 1 2 v. Clock or a Watch 1 2 vi. Pressure Cooker 1 2 vii. Electric Fan 1 2 viii. Telephone 1 2 ix. Water Pump 1 2 x. Refrigerator 1 2 xi. Sewing Machine 1 2 xii. Gas Chullah 1 2 xiii. Radio/Transistor 1 2 xiv. Black and White Television 1 2 xv. Color Television 1 2 xvi. Thresher 1 2 xvii. Bullock Cart 1 2 xviii. Bicycle 1 2 xix. Moped/Scooter/Motor Bike 1 2 xx. Tractor 1 2 xxi. Car 1 2 Early Childhood Education (ECE) - Program Evaluation Package Anganwadi/ECE Center ii) Description about Children No Questions Coding Categories Instruction 3.2.1 How many children do you have in the age Number group of 3 to 8 years? Please check with the household roster 3.2.2 Are there any Anganwadi in the village/ Yes 1 locality within 3 Km from the house? No 2 DK/CS 9 3.2.3 Are there any other programs for children Yes 1 in the age group 3­6 years in this village/ No 2 locality? DK/CS 9 3.2.4 Which are the programs that are available in Anganwadi 1 your village/locality for children in the age NGO operated/Balwadi 2 group of 3­6 years? Montessori/Nursery schools 3 Multiple responses possible Play schools 4 Private Tuitions 5 Any other specify (_______________________________ _______________________________) 3.2.5 Please tell me about all your children in the age group 3­8 years starting from the eldest. Does he/she attend any Anganwadi/Balwadi/Other Pre-school/Primary school.If he/she is not attending any,then please tell me whether he/she has never attended any Pre-school/school or has he/she attended a pre-school/school earlier but is not attending now. Can you please tell me about the next child? (Ask about all children in the age group 3­8 years). Respondent Age Boy/ Attending Not Attending ID from HH Girl Anganwadi Balwadi Pvt.Pre-school/ Primary Never Attended Roster nursery school/ but not Montessori currently school Child 1 1 2 3 4 5 6 Child 2 1 2 3 4 5 6 Child 3 1 2 3 4 5 6 Ask Q.3.3.1,Q.3.3.2 to those who have children coded in"Not Attending - Attended but not currently"in Q.3.2.5 Questionnaires for Parents iii) Questionnaire for Parents whose Children are Not-Attending/Never-Attended Pre-school/Primary 3.3.1 Can you please tell me the Child 1 Child 2 Child 3 reasons why did your child drop out? No AW/School Available 01 01 01 Multiple Responses Possible Quality of Anganwadi/pre-school 02 02 02 education was not good The child was not interested in 03 03 03 going to school The child has to look after younger 04 04 04 siblings The child is earning or helping in 05 05 05 earning Helps in household chores 06 06 06 The child was generally sick 07 07 07 Any other,please specify (______________________) 3.3.2 Can you please tell me what is Child 1 Child 2 Child 3 Go to the last class he/she attended Pre-school 1 1 1 Section 3 before dropping out? Class I 2 2 2 Class II 3 3 3 Class III 4 4 4 Ask those who have children coded in Anganwadi/Balwadi or Other Pre-schools in Q.3.2.5. 3.3.3 Why was your child not Child 1 Child 2 Child 3 enrolled in Anganwadi/ No AW/School Available 01 01 01 Balwadi/Pre-school/school? Quality of Anganwadi/pre-school education Multiple Responses Possible 02 02 02 was not good The child was not interested in going to school 03 03 03 The child has to look after younger siblings 04 04 04 The child is earning or helping in earning 05 05 05 Helps in household chores 06 06 06 The child was generally sick 07 07 07 Any other,please specify (______________________________________) Ask Q.3.3.3 to those who have children coded in"Not Attending- Never Attended"in Q.3.2.5. Early Childhood Education (ECE) - Program Evaluation Package iv) Questionnaire for Parents whose Children are Attending Pre-school/Anganwadi 3.4.1 What is the type of the pre-school/ Government 1 Anganwadi/Balwadi that your child NGO run 2 goes to? Private 3 DK/CS 9 If different children avail different facilities in 3.1,ASK: Why your one child goes to _________ place and another to______ place. 3.4.2 Why do you send your child to this The child gets food to eat 1 center/program? Child is kept occupied and out of mischief 2 Multiple Responses Possible Child learns something 3 Child learns to sit 4 Child gets prepared for primary school 5 Neighborhood children go to the center 6 AWW comes to collect the child 7 Child likes to go to the center 8 Any other (specify) ______________________ _____________________________________ 3.4.3 How regularly does he/she attend the Daily 1 Go to 3.4.5 pre-school/Anganwadi/Balwadi? 3 to 4 days a week 2 Once or twice a week 3 One or twice in fifteen day 4 Even less than that 5 3.4.4 Why is your child irregular in the AWW not regular 01 pre-school/Anganwadi/Balwadi? Quality of Anganwadi/pre-school education 02 was not good Multiple Responses Possible The child was not interested in going to 03 school The child has to look after younger siblings 04 The child is earning or helping in earning 05 Helps in household chores 06 Takes private tuitions 07 The child is generally sick 08 Any other specify (______________________ ____________________________________) Questionnaires for Parents 3.4.5 At what time does your child generally Time of Going to center go to the pre-school/Anganwadi/ : Balwadi? hh mm 3.4.6 At what time does the child generally Time of coming back from the center come back from the pre-school/ : Anganwadi/Balwadi? hh mm 3.4.7 Does the child generally eat/drink Eats something 1 anything before going to the Eats and drinks something 2 pre-school/Anganwadi/Balwadi? Only drinks milk 3 Go to 3.4.9 Only drinks tea 4 Nothing 5 3.4.8 What does he/she eat before they go ____________________________________________ the pre-school/Anganwadi/Balwadi? ____________________________________________ ____________________________________________ ____________________________________________ Translation: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 3.4.9 How often does the child get food in Everyday 1 the pre-school/Anganwadi/Balwadi? (3 to 4 days in a week) Most of the days 2 (1 or 2 weeks in a month) 3 Go to 3.4.13 Occasionally Never 4 DK/CS 9 3.4.10 Do you feel that the quality of food at Yes 1 the pre-school/Anganwadi/Balwadi is generally good? No 2 DK/CS 9 3.4.11 Does he/she eat the food at the pre- Eats there 1 school/Anganwadi/Balwadi or does he/she carry it back home? Carries back home and eats himself/herself 2 Carries back home and shares with others 3 DK/CS 9 3.4.12 Does he/she like the food in the Like it a lot 1 center? Like somewhat 2 Somewhat dislike 3 Completely dislike 4 DK/CS 9 10 Early Childhood Education (ECE) - Program Evaluation Package 3.4.13 What all does your child do in the Eats food 1 pre-school/Anganwadi/Balwadi? Play games 2 Probe.Multiple Responses Possible Sings Rhymes,Songs and Poems 3 Listens to Stories 4 Draws and Colors 5 Reads Books 6 Writes/works on worksheets 7 Does activities organized by the worker 8 Plays with toys/puzzles/beads available at 9 the center Learns to read and write 10 Any other (Specify ______________________ ____________________________________) DK/CS 98 Nothing 99 3.4.14 Please tell me if the child Spont. Aided has learnt anything at the Cognitive Domain pre-school/Anganwadi/ Balwadi. Draw and color 1 1 Concentrate on a task 2 2 (Record under spont.) Recite number names in order 3 3 I shall read out some Count 4 4 activities,please tell me whether your child has Sit at one place at a time 5 5 learnt them at the pre- Social Domain school/Anganwadi/Balwadi. Overcome shyness 6 6 (Prompt for all activities Become more friendly 7 7 not coded under spont.) Sharing and cooperation 8 8 Language Domain Recognize alphabets 9 9 New words 10 10 Speak correctly and confidently 11 11 Write own name 12 12 Write alphabets 13 13 Poems and songs 14 14 Any other (Specify ________________ ______________________________) Questionnaires for Parents 11 3.4.15 Do you think that whatever the pre- Very relevant 1 go to next school/Anganwadi/Balwadi is teaching Somewhat relevant 2 ques. your child is useful for him/her? Not very relevant 3 Not at all relevant 4 DK/CS 9 3.4.16 What else should be taught in the pre-school/Anganwadi/Balwadi so that it becomes more useful for your child? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Translation: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3.4.17 Is there any health check up ever Yes 1 done by the pre-school/Anganwadi/ Balwadi? No 2 Go to 3.4.19 DK/CS 9 3.4.18 What is the frequency of health check Every month 1 up in the pre-school/Anganwadi/ Once in two months 2 Balwadi? Once in three months 3 Once in six months 4 No fixed norm 5 DK/CS 9 3.4.19 Is the child's weight ever monitored by Yes 1 the pre-school/Anganwadi/Balwadi? No 2 Go to 3.4.21 DK/CS 9 3.4.20 What is the frequency of taking the Every month 1 child's weight in the pre-school/ Once in two months 2 Anganwadi/Balwadi? Once in three months 3 Once in six months 4 No fixed norm 5 DK/CS 9 3.4.21 Is the child's height ever monitored by Yes 1 the pre-school/Anganwadi/Balwadi? No 2 Go to 3.4.23 DK/CS 9 3.4.22 What is the frequency of measuring Every month 1 height of the child by the pre-school/ Once in two months 2 Anganwadi/Balwadi? Once in three months 3 Once in six months 4 No fixed norm 5 DK/CS 9 1 Early Childhood Education (ECE) - Program Evaluation Package 3.4.23 What according to you are the benefits of monitoring weight and height of the child? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Translation: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3.4.24 Do you have immunization card for Yes I Have it 1 your child? Yes it was made­but I lost/misplaced it 2 Yes it was made­but don't know where it is 3 No it is not made 4 DK/CS 9 3.4.25 Has the child received regular Yes 1 immunization? No 2 DK/CS 9 3.4.26 How satisfied are you with the pre- Completely satisfied 1 school/Anganwadi/Balwadi? Somewhat satisfied 2 Neither satisfied nor dissatisfied 3 Somewhat dissatisfied 4 Completely dissatisfied 5 Ask those who have children coded in Anganwadi/Balwadi or other pre-schools in Q.3.2.5. Questionnaires for Parents 1 v) Questionnaire for Parents whose Children are Attending Primary School 3.5.1 Can you please tell me the type of the Government 1 school your child goes to? NGO run 2 Private 3 DK/CS 9 3.5.2 How regularly does he/she attend the Daily 1 Go to 3.5.4 school? 3 to 4 days a week 2 Once or twice a week 3 Less than once a week 4 3.5.3 Why is your child irregular to the school? School does not open 01 Multiple Responses Possible Quality of school education was not good 02 The child was not interested in going to 03 school The child has to look after younger siblings 04 The child is earning or helping in earning 05 Helps in household chores 06 Takes private tuitions 07 The child is generally sick 08 Any other specify (______________________ ___________________________________) 3.5.4 Did the child go to a pre-school before Yes 1 Go to 3.5.6 attending this school? No 2 3.5.5 Why did your child not attend No AW/School Available 01 Anganwadi/pre-school Quality of Anganwadi/pre-school education 02 was not good The child was not interested in going to 03 school The child has to look after younger siblings 04 The child is earning or helping in earning 05 Helps in household chores 06 The child was generally sick 07 Any other specify (_____________________) 3.5.6 Do you think that the pre-school was Yes 1 helpful for your child in this school? No 2 DK/CS 9 1 Early Childhood Education (ECE) - Program Evaluation Package 3.5.7 What else do you think should be taught in pre-schools to make the children prepared for primary school? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Translation: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Questionnaires for Parents 1 4. Guidelines for the Field Investigators Questionnaires for Parents Guidelines for Field Investigators These guidelines have been prepared solely to assist field investigators by explaining key concepts.The guidelines are expected to effectively address any doubt that may arise during the course of conduct of the survey.This manual intends to bring out the real meaning of the question and help investigators to get the exact information that is needed. It is expected that all field investigators will familiarize themselves with these guidelines prior to the conduct of the field work and,carry them throughout the entire course of the field survey. General Instructions Before commencing to interview the household, make necessary efforts to ensure that the respondents understand the purpose of the survey. It is of utmost importance that this instrument is administered on only to those respondents who have at least one child in the age group 3­8 years. You have to assure the respondent that the data collected would be treated with utmost confidentiality. REMEMBER! Establishagoodrapportwiththerespondent. Askquestionsinalanguageandmannertherespondentwouldbecomfortable.Ifbyanychanceyou are rephrasing the questions in a manner different from the original questionnaire,ensure that the meaningofthequestionisneitherlostnoraltered. Don't rush through the questions.Remember! A little investment in time makes all the difference betweenanaccurateandadistortedmessage. Villagewomenaregenerallypre-occupiedwithhouseholdactivities.Pleasechecktheirconvenience inadvanceforinteraction. Forquestionswheresomeexplanationisrequired,pleaseexplainindetailandthenaskthequestion. Donotaskanyleadingquestions. Attheendofthesurvey,remembertothanktherespondent! Methodology For the parent interview, a listing of the households in the selected village would be done. Sample households would be selected from this list. In the sampled household the interviewer needs to talk to the available parent of one of the children between the age group of 3 years to 8 years. In case, there are more than one such parent available,select the respondent through Kish Grid. Specific Instructions For questions which provide pre-coded answer,circle the appropriate choice. For questions which provide numeric answers,write the number. For open ended questions write the verbatim response clearly. 1 Early Childhood Education (ECE) - Program Evaluation Package Cover Page Listing HH No. Enter the serial number of the household from the Listing Sheet. Time of interview Write the time of the interview­use the 24 hr clock.First two boxes are for the hour and the second two boxes are for the minutes.For E.g.4:30 PM will be 1630 and,9:20 AM will be 0920. 3a.Identification and Background Data 3.1.1 Do not ask the gender of the respondent.Just note and circle the code. 3.1.2 Record the relation of the respondent with the one of the children between 3 to 8 years chosen. 3.1.3 Ask for the social group,caste or religion the household belongs to and circle appropriate codes. 3.1.7 Ask whether the household has a private toilet i.e.a toilet which is exclusively used by the household members. 3.1.8 Ask this question if coded`1'in 5.4.Ask whether the toilet is functional.Single response.Code appropriately. 3.1.9 Ask whether the household has an electricity connection.Code appropriately. 3.1.10 Ask this question if coded`1'in 5.6.Ask whether the electricity connection is functional.Single response. Code appropriately. 3.1.11 Read out the list of amenities one by one and ask the respondent whether these amenities are present in the household and are functional.Code either`1'or`2'. 3b.Description about Children 3.2.4 Through this question an attempt is made to capture the knowledge of the respondent about the arrangements of the pre-school education for children between the ages of 3 years to 6 years.Multiple responses are possible in this question. 3.2.5 Record this question child wise.First enter the respondent ID of the child and circle the appropriate code in the row according to the education status. 3.3.1 Ask this question only if coded`6'in any of the rows in Q.3.2.5.Multiple responses are possible for this question please probe for answers but do not prompt. Fill up the column corresponding to the row in Q.3.2.5 which is coded with`6'.E.g.if in Q.3.2.5"child 3"is coded `6'then fill up the third column i.e."child 3"for Q.3.3.1. 3.3.2 Ask this question only if coded`6'in any of the rows in Q.3.2.5.Multiple responses are possible for this question please probe for answers but so not prompt. Fill up the column corresponding to the row in Q.3.2.5 which is coded with`6'.E.g.if in Q.3.2.5"child 3"is coded `6'then fill up the third column i.e.that is"child 3"for Q.3.3.2. 3.3.3 Ask this question only if coded`5'in any of the rows in Q.3.2.5.Multiple responses are possible for this question please probe for answers but do not prompt. Fill up the column corresponding to the row in Q.3.2.5 which is coded with`5'.E.g.if in Q.3.2.5"child 3"is coded `5'then fill up the third column i.e.that is"child 3"for Q.3.3.3. Questionnaires for Parents 1 3d.Questionnaire for Parents whose Children are Attending Pre-school/Anganwadi Questions in this section should be asked only to those who have children going to Anganwadi/Balwadi/other pre-schools i.e. coded`1'or`2'or`3'in any of the rows in Q.3.2.5 (If there is more than one child,answers can be captured per child basis) 3.4.3 Ask this question only if coded`3'or`4'in Q.3.4.3.Multiple responses are possible.Probe for answers but do not prompt. 3.4.5 & 3.4.6 Record the time of going to the pre-school and coming back in 24 hour format. 3.4.7 This question tries to capture whether the child consumes anything before going to the school.Circle appropriate codes. 3.4.8 Ask this question only if coded`1'or`2'in Q.3.7.This is an open-ended question so,record the answer verbatim. 3.4.9 Record the frequency with which the child gets food from the Anganwadi/Balwadi/pre-school. 3.4.10 Ask this question only if coded`1'or`2'in 3.9.Circle appropriate codes as per the response. 3.4.11 This question tries to capture whether the child eats the food at the center or carries it back home.Ask only if coded`1'or`2'in Q.3.4.9. 3.4.12 Ask this question only if coded`1'or`2'in Q.3.4.9.This question tries to capture the extent to which the child likes the food as perceived by the parent. 3.4.13 Ask the parent about what all his/her child does in the pre-school.Multiple responses are possible in this question.Probe for answers but do not prompt. 3.4.14 In this question we would like to know,what according to the parent,has the child learnt from the pre-school.This question has two parts. Ask this question and let the respondent give his/her answers.Multiple responses are possible therefore one should be patient,should probe and let the respondent answer.Code these responses in the"Spont." column. After the respondent has finished with his/her responses prompt the options which have not been answered and ask"whether the child has learnt all these".Code the responses in the"Aided"column. 3.4.15 Ask the respondent the extent to which he/she feels that whatever is taught in the pre-schools is useful for the child. 3.4.16 Ask this question to those coded`3',`4'or`9'in Q.3.4.15.Record the response verbatim. 3.4.23 Through this question we are trying to assess the perception of the respondent on the need for growth monitoring (specifically monitoring of height and weight).This is an open-ended question.Give the respondent enough time to think and answer.Record the response verbatim. 3.4.25 Ask the respondent for the overall extent of his/her satisfaction with the pre-school/Anganwadi.It is a single response question.Code appropriately. 3.4.26 Through this question we are trying to obtain any suggestion that the respondent has on pre-school education.Give the respondent enough time to think and answer.Record the response verbatim. 4e.Questionnaire for Parents of Children Attending Primary School 3.5.2 Ask this question only if coded`3'or`4'in 3.5.1.This question may have multiple responses.Give the respondent enough time.Probe for answers but do not prompt. 3.5.5 Ask this question only if coded`2'in 4.4.Multiple responses are possible.Probe but do not prompt.Ask this question and skip to 4.7. 3.5.6 Ask this question only if coded`1'in 4.4.Ask whether the pre-school was helpful for the child. 3.5.7 Through this question we are trying to obtain any suggestion that the respondent has on pre-school education.Give the respondent enough time to think and answer.Record the response verbatim. Questions in this section should be asked only to those who have children going to primary schools i.e.coded`4'in any of the rows in Q3.2.5 1 Early Childhood Education (ECE) - Program Evaluation Package Early Childhood Education (ECE) Program Evaluation Package 5. Facility Mapping Sheet STATE CODE DISTRICT CODE BLOCK CODE PSU CODE FIELD TEAM DETAILS 1 Land mark of Starting Point 2 Date of Visit 3 Name of the Investigator & ID 4 Name of the Supervisor & ID RESPONDENT DETAILS ­ MULTICODING POSSIBLE 5 INFORMATION ASKED FROM Mukhiya 1 Anganwadi Worker 2 Primary School Teacher 3 NGO Worker 4 Other School Teacher/Principal 5 Opinion Leader 6 Others Specify (________________________________________) Facility Mapping Sheet Any Facilities Available for Organized Pre-primary/Pre-school (1) (2) (3) (4) (5) Serial No Name of Facility Type of Facility No.Children (in Pre-primary) No.of Staff Facilities for Organized Anganwadi: 1 < 3 years 3-6 years > 6 years Pre-primary/Pre-school Available Center with Govt. Boy Girl Boy Girl Boy Girl Primary School:2 Run by NGO:3 Run as Private Initiative :4 Any Other:5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Early Childhood Education (ECE) - Program Evaluation Package