Preschool Activities Research Articles

Early prenatal sex steroids and sex-typed play behavior at 4 years of age

During pregnancy, estrogens and testosterone influence brain development, resulting in sex-typical behavioral phenotypes. Prenatal testosterone exposure is associated with more male-typical behaviors in rodents, monkeys, and humans; however, few studies have examined the relationship between maternal sex hormones within the normal range and sex-dimorphic behaviors. In this study, we examined associations between prenatal estrogens and testosterone and sex-typical play in The Infant Development and the Environment Study (TIDES), a multicenter pregnancy cohort. We collected prenatal serum during the first trimester (mean=11.1 ± 2.6 weeks) and assessed child play behavior using the maternally completed Pre-School Activities Inventory (PSAI) at a mean age of 4.5 ± 0.3 years. This analysis includes mother-child pairs with complete data on hormones, play behavior, and covariates (n = 192 boys and 207 girls). No associations were seen between testosterone and PSAI scores in boys or girls or between estrogens and PSAI scores in boys. In girls, we observed an inverse relationship between feminine PSAI scores and both estradiol (E2) and estriol (E3) in multivariable linear regression analyses (E2: −0.11 [95% CI −0.20, −0.02]; E3: −0.44 [95% CI −0.83,−0.04]). Because the relationship between sex hormones and PSAI scores appeared nonlinear, we fit piecewise regression models to better fit the data and identify inflection points (point at which there is a significant change in slope). Piecewise regression analyses yielded inverse associations between masculine PSAI scores and estrone (E1) at values of E1 > 1340 pg/mL and E2 at values of E2 > 2870 pg/mL in girls. Further studies are needed to better understand the role of prenatal sex steroids on sexually dimorphic behavior.

Preparation of teachers for the organization of early career guidance in a preschool educational organization

The problem and the goal. Early career guidance should begin with preschool age due to the special role of this period for the formation of the foundations of the child's worldview, but its implementation depends on many conditions, a significant role belongs to the readiness of teachers for this activity. The purpose of this article is to study the readiness of teachers to organize early career guidance in a preschool educational organization. Methods. The main method of research was a questionnaire containing questions that determine the understanding by educators of the essence of the problem of early career guidance and the need for its implementation in preschool educational organizations. 78 educators from kindergartens No. 9 "Rosinka" (40 people) and No. 16 "Kolokolchik" (38 people) of the city of Shadrinsk, Kurgan region (Russian Federation) took part in the survey. Results. The majority of kindergarten teachers (71%) are aware of the importance and necessity of early career guidance for children (cognitive component), but only 61.54% of teachers are ready to implement this activity in preschool. Teachers need support from the preschool administration (25.64%), help from parents (23.08%), and their own motivation – 23.08%. 74.36% of educators pointed to the importance of a developing subject-spatial environment in the formation of ideas about the world of professions and adult work, slightly less emphasized the importance of including regular classes with children on early career guidance in the teacher's work plan (61.54%). Teachers also note that they would like to get acquainted with new programs and technologies for early career guidance" (51.28%) and take advanced training courses (33.33%). Conclusion. Teachers carry out some work on early career guidance for preschoolers, however, it is not systemic in nature, but is episodic, and this fact makes it ineffective. At the same time, educators need advanced training, which will allow them to solve professional tasks of organizing early career guidance in a preschool educational organization at a higher level. Keywords: career guidance, teacher training, components of teacher readiness

Using video-recordings to enhance pre-service teachers’ abilities to identify mathematical activities in pre-school

Previous studies highlight the importance of investigate the construction in videorecorded learning situations. The aim of this study is to investigate how video-recordings can be used to enhance pre-service teachers’ abilities to identify children’s exploration of mathematics in preschools. Even if some previous studies have focused the use of video-recordings of learning situations to improve teaching, only a few of them focused how constructed videos enhance pre-service teachers’ abilities to identify when children explore mathematics through learning-situations in preschool. The participants were pre-service teachers in a higher education course. Data consisted of pre-service teachers’ written responses after viewing eleven edited video clips before, during, and after a compulsory mathematics teacher education course. The analysis is based on variation theory and show the impact of the construction of the video clips and how to design the clips to enhance the pre-service teachers’ abilities to define mathematical components during the children’s activities.

The importance of preschool employees’ individual and shared opinions for 4–6-year-olds’ physical activity in preschool – in light of individual and collective identity

ABSTRACT Several studies emphasise the preschools’ impact on children’s physical activity, both socially and organisationally. Furthermore, higher levels of physical activity and cardiorespiratory function are associated with better health. Preschool is an important arena for children’s physical activity, as many children spend much time in preschool every day. The present study aims to examine how the preschool employees’ individual opinions and shared opinions can be of importance for practices related to children’s physical activity in preschool. The findings and discussion in this article are based on focus group interviews in three preschools. The data are analysed within an individual and collective identity theory framework. The analysis reveals a variety of opinions, both individual and shared, in each preschool regarding the children’s physical activity, with a stronger connection between the individual and shared opinions in two of the three preschools in the study. This underlines the importance of working for a culture with adaptions to shared values to prevent conflicting interests among employees’ regarding the eagerness to facilitate children’s physical activity.

Psychosocial associated factors of early childhood caries and oral health-related quality of life: Structural equation model approach

ObjectiveTo identify a structural model for the identification of psychosocial associated factors of early childhood caries (ECC) and oral health-related quality of life (OHRQoL) in preschool children and their families. MethodsA population-based cross-sectional study was conducted with 533 preschool children from 4 to 6 years-old public and private preschools, from Ribeirão das Neves, MG. Parents/caregivers self-completed the Brazilian versions of the Early Childhood Oral Health Impact Scale (B-ECOHIS) and Resilience Scale as well as a structured questionnaire addressing socioeconomic status and child's oral health behavior. Two dentists who had undergone training and calibration exercises for ICDAS‑epi and pufa index (Kappa≥0.95) performed the examinations for ECC. Stages of ECC were classified as free of visible carious lesion, initial caries, moderate caries, extensive caries without pulp consequences and extensive caries with pulp consequences. Data were analyzed using structural equation modeling, using Mplus version 8.6. ResultsLower socioeconomic status (b=-0.250; p<0.001) and higher frequency of free sugar consumption (b = 0.122; p = 0.033) were directly associated with a more severe stage of ECC. Lower parental resilience had an indirect impact on more severe stage of ECC which was mediated by the variable ‘frequency of free sugar consumption’ (b=-0.089; p = 0.048). ECC was associated with lower child's OHRQoL (b = 0.587; p<0.001) and lower family's OHRQoL (b = 0.506; p<0.001). ConclusionStructural modeling revealed that the severity of ECC negatively impacted the OHRQoL of preschoolers and their families. The main associated factors of the severity of ECC were lower socioeconomic status, higher frequency of free sugar consumption and lower parental resilience. Clinical SignificanceT The findings indicate that psychosocial and behavior variables can be associated with the severity of ECC, and ECC can be associated with negative impact on wellbeing and ability to perform daily activities of preschoolers and their families.

UPDATE OF THE AXIOLOGICAL SPHERE OF FUTURE EDUCATORS TO THE DIAGNOSTICS OF THE SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

The article is devoted to the formation of the axiological sphere of future educators for the diagnosis of speech development of preschool children. The necessity of providing positive motivation in the preparation of the future educator for childrenʼs speech diagnosis was determined. The purpose of the study is to reveal an experimental method of training future teachers of educators to diagnose the speech development of preschool children aimed at actualizing their axiological sphere in a higher educational institution. The features of the formation of the motivational sphere in the future educator for pedagogical diagnosis of the speech development of preschool children are revealed. The level of preparedness of future teachers for the diagnosis of the speech development of preschool children is characterized according to the value-motivational indicator. The formation of positive motivation in students for professional actions for the development of the creative individuality of older preschoolers is implemented: in the content of the related disciplines “Preschool linguistic didactics”, “Childrenʼs psychology”, “Preschool pedagogy”, “Methodology of teaching Ukrainian language in a multicultural environment of preschool education”, “Speech and play activities of preschoolers”, special course “Diagnostics of childrenʼs speech development”.In order to actualize the axiological sphere of future educators, the following forms and methods of training were used: simulation of experimental situations with children, interdisciplinary educational tasks, individual tasks, observation of children, conversations with children, keeping an observation diary. The effectiveness of the method of increasing studentsʼ motivation to the problem of diagnosis of speech development of preschool children was experimentally verified.&#x0D; Keywords: development of the axiological sphere; training of the future educator; value-motivational component of training; motivation for professional activity; interdisciplinary system; teaching methods.

Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments.

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.

FEATURES AND METHODS OF FORMATION AND DEVELOPMENT QUANTITATIVE AND NUMERICAL REPRESENTATIONS IN PRESCHOOLERS

This topic asks students questions sensory basis in the formation of ideas about the multitude and number. Considering the features of development in children of ideas about number and natural series of numbers in the process of counting and measuring, students rely on knowledge of psychology and scientific research in this area. Get acquainted with the study of A.M. Leushina, who proposed the stages of development of counting activity in children. On visual material study the content and methods of formation counting and computing activities in preschoolers. Compare concepts of the national school and the views of foreign authors.

The Use of Wearable Technologies in the Assessment of Physical Activity in Preschool- and School-Age Youth: Systematic Review.

In recent years, physical activity assessment has increasingly relied on wearable monitors to provide measures for surveillance, intervention, and epidemiological research. This present systematic review aimed to examine the current research about the utilization of wearable technology in the evaluation in physical activities of preschool- and school-age children. A database search (Web of Science, PubMed and Scopus) for original research articles was performed. A total of twenty-one articles met the inclusion criteria, and the Cochrane risk of bias tool was used. Wearable technology can actually be a very important instrument/tool to detect the movements and monitor the physical activity of children and adolescents. The results revealed that there are a few studies on the influence of these technologies on physical activity in schools, and most of them are descriptive. In line with previous research, the wearable devices can be used as a motivational tool to improve PA behaviors and in the evaluation of PA interventions. However, the different reliability levels of the different devices used in the studies can compromise the analysis and understanding of the results.

Validating device-based physical activity indicators with observation physical activity indicators in Swiss pre-school children

Purpose&#x0D; Accelometry is a very important tool to measure physical activity (PA) in preschoolers, as it can measure 24-hour PA and detect activity which cannot be captured by other methods. However, accelerometer validation for preschoolers is lacking (Altenburg et al. 2022). Specifically, for the ActiGraph wGT3X-BT and Move 4 (ActiGraph LLC; Move4 activity sensor, movisens GmbH) only a few, respectively no preschooler validation studies, were found. Thus, the purpose was to validate these two accelerometers in Swiss preschoolers with the System for Observing Children’s Activity and Relationships during Play (SOCARP; Ridgers et al., 2010).&#x0D; Methods and Design&#x0D; Preschoolers (2-5 years old) from two Swiss Sunday activity programs (MiniMove &amp; Ä Halle wo’s fägt) were randomly selected as part of a larger program evaluation. PA was assessed SOCARP for a duration of 12 minutes per child. During the observation, the children wore both an ActiGraph and a Move4 device taped to their right hip to record steps. Step-counts from the ActiGraph and Move4 were correlated with each other and with moderate-to-vigorous (MV)PA from SOCARP (as SOCARP does not count steps).&#x0D; Results&#x0D; Valid PA data was available for 45/58 (77.6%) children (49% girls) for SOCARP and for 47/58 (81%) children (51% girls) for accelometry. Step count correlations between the accelerometers (Actigraph and Move4) and %MVPA (SOCARP) was medium and positive (r(43) = .34, p = .03 and r(43) = .37, p = .02; respectively). There was a strong step count correlation between the two devices (r(45) = .90, p &lt; .001), although ActiGraph measured significantly more steps than Move4 (m = 557.74, SD = 255.77 versus m = 397.81, SD = 164.10); t(46)=8.47, p &lt; .001).&#x0D; Discussion&#x0D; PA measurement in preschool children can be challenging. However, the correlation between step counts and observed %MVPA indicates criterion validity for both devices. The step-counts of Actigraph and Move4 validate each other, but there is a difference in the absolute number of measured steps. Due to different outcome parameters, calculation algorithms, and inaccessibility to raw acceleration the comparison of the two devices on movement intensity was not possible. Although promising preliminary indications of validity of device-based measurement of PA in Swiss preschool children, further investigations into the methodological approaches of comparing measurements of movement intensity are warranted.&#x0D; References&#x0D; Altenburg, T. M., de Vries, L., op den Buijsch, R., Eyre, E., Dobell, A., Duncan, M., &amp; Chinapaw, M. J. M. (2022). Cross-validation of cut-points in preschool children using different accelerometer placements and data axes. Journal of Sports Sciences, 40(4), 379-385. https://doi.org/10.1080/02640414.2021.1994726&#x0D; Ridgers, N. D., Stratton, G., &amp; McKenzie, T. L. (2010). Reliability and validity of the system for observing children’s activity and relationships during play (SOCARP). Journal of Physical Activity and Health, 7(1), 17–25. https://doi.org/10.1123/jpah.7.1.17

Research on Factors of Fun Activities Affecting the Sustainable Environmental Behaviour of Preschoolers (From 3 to 6 Years Old)

Fun activities are the main activities of preschoolers; they are also a path, method, and means of conducting comprehensive education for preschoolers (from 3 to 6 years old), including education on sustainable environmental behaviour. This research aims to point out the factors of fun activities that affect and influence the formation and development of sustainable environmental behaviour of preschoolers. The author, in this research, surveyed 300 preschool teachers in Hanoi and directly observed 156 preschoolers in 11 preschools in Hanoi to collect data and used exploratory factor analysis (EFA) to analyse the data. The research found that there are 3 factors of fun activities that affect the awareness, attitude, and sustainable environmental behaviour of preschoolers, including: Contents of fun activities related to environmental education and environmental protection, Rules of the game on environmental education and environmental protection, and Specific actions on environmental education and environmental protection. The research also pointed out the fundamentals of sustainable environmental behaviour, which are environmental awareness, attitude towards the environment, and environmental protection acts. The research findings are expected to provide the basis and reference for further research on the impacts of fun activities on the formation and development of sustainable environmental behaviour of children aged 3 to 6. Thereby, the author recommends that preschools should design and build in the direction of integrating fun activities related to environmental education and environmental protection with other educational contents and activities in preschools; and simultaneously guide preschoolers to understand the specific regulations when participating in fun activities related to environmental education and innovative methods to organise and implement fun activities related to environmental education in the direction of allowing children to directly experience and perform environmental protection behaviours.

Associations between educators’ and children’s physical activity and sedentary time in Norwegian preschools: A cross-sectional study

ABSTRACT Preschool educators may be important role models influencing children’s physical activity (PA) behaviours. The main aim of this paper was to examine the relationship between educators’ and children’s PA and sedentary time (SED) by including 1230 children (mean age 4.8 yrs, 48% girls) and 422 educators (mean age 42.4 yrs, 90% women) from 68 preschools in Western Norway. PA and SED were measured over 10 preschool days using hip worn ActiGraph GT3×+ accelerometers. Associations between child and educator PA and SED during preschool hours, determined by multivariate pattern analyses, provided explained variances (R2) = 2.8–5.2%. Levels of educator moderate PA were positively related to child PA (all intensities) and educator vigorous PA were positively related to child vigorous PA, while educator light PA was negatively associated with PA and positively associated with child SED. Educator SED were positively associated with child vigorous PA and negatively associated to child SED. Association patterns were similar for boys and girls, while educator moderate and vigorous PA were more strongly related to the younger vs. the older children’s PA. The positive relationships between educators’ moderate and vigorous PA and children’s PA found herein suggest educators’ PA behaviours should be addressed in future interventions.

Children’s play during wartime in Ukraine from the preschool teacher’s perspective

The article analyzes the results of a study that reveals characteristics of preschool children play activities in the conditions of the war in Ukraine, which were collected in two regions of the country significantly different in the scope of military operations carried out, life activities of the population (in the temporarily occupied territory of Ukraine and territories under Ukrainian control), as well as peculiarities of preschool education itself. The objectives of the research were: to find and highlight changes in the content, types and organizational forms of play activities of preschool children in the conditions of war based on the results of observations by preschool teachers; to identify the level of awareness of preschool teachers regarding play resources as an effective tool for psychosocial support of children in war conditions; to determine the need for preschool teachers to develop their skills in facilitating children's play activities in war conditions for the introduction of appropriate measures in the system of postgraduate pedagogical education; to approve a set of diagnostic tools for further research. The results of the research proved that: 1) the war in Ukraine significantly changed a nature of play activities of preschool children compared to the pre-war period, which is reflected in: the dominance of various plots of military actions in the content of a play, while children play new roles (of a positive nature – military, rescuers, firefighters, volunteers, doctors, construction workers, etc.), conditioned by the new military reality; children's active use of toy weapons and toy substitutes for modern weapons; increased time, spent on computer games, including war-themed games; reduced time, spent on play in general and free play in particular; refusal of children from noisy, active games in favor of quiet, quiet play alone; growing need of children for greater attention of adults during the play; emotional excitement of children, dominance of negative emotions in the play; increased weight of creative activities in children's daily routine, including play. The specified changes are found both in play activities of boys and girls of preschool age; 2) preschool teachers are aware of the importance of play for supporting the child's well-being in wartime conditions. They consider the level of their own knowledge and skills to support play activities of preschoolers to be insufficient, and so understand the urgent need for their additional training In-service Teacher Training institutions in the area of play facilitation

The Omni Scale Is Not Suitable for Assessing Self-Perceived Exertion during Physical Activity in Preschoolers.

We aimed to identify the utility, reliability, and validity of an adapted version of the OMNI self-perceived exertion (PE) rating scale in preschoolers. Firstly, 50 (mean age ± standard deviation [SD] = 5.3 ± 0.5 years, 40% girls) performed a cardiorespiratory fitness (CRF) test twice, with a one-week interval between assessments, and rated their PE either individually or in groups. Secondly, 69 children (mean age ± SD = 4.5 ± 0.5 years, 49% girls) performed two CRF tests, separated by a one-week interval, twice and rated their self-PE. Thirdly, the heart rate (HR) of 147 children (mean age ± SD = 5.0 ± 0.6 years, 47% girls) were compared against self-rated PE after finishing the CRF test. Self-assessed PE differed when the scale was administered individually (e.g., 82% rated PE with 10) or in groups (42% rated PE with 10). The scale showed poor test-retest reliability (ICC:0.314-0.031). No significant associations were found between the HR and PE ratings. An adapted version of the OMNI scale was found not suitable for assessing self-PE in preschoolers.

You Don’t Have to Re-invent the Wheel to Implement Technology Activities in Early Childhood Education

AbstractThis study on technology education in preschool aims to explore how technology activities in preschool are enacted and what knowledge, related to the five dimensions of the nature of technology, is made possible for the children to learn when intersubjectivity is established in the interaction between the participants. The empirical data encompass three video-documented technology activities, involving five children and one preschool teacher. Drawing on the five dimensions of the nature of technology by DiGironimo, the participants’ interactions were analysed using interaction analysis. The results showed that the teacher, through well-defined and sensitive orchestration, enacted goal-oriented activities by allowing a play-oriented approach, and that intersubjectivity on technology was established related to four of the five dimensions of technology. The lack of knowledge related to the historical dimension of technology suggests further scrutiny and is discussed as essential in ECE technology education for contemporary children, growing up in high-tech societies.

Does parents' perception of the environment associates with outdoor physical activity duration in low-income preschoolers?

Parents' perception of the environment may influence the time spent in outdoor physical activities in pre-school children. This study aimed to analyze the association between parents' perception of the environment and outdoor physical activities outside the school in low-income preschoolers. In total, 129 preschoolers aged 3 to 5 years (4.4 years ± 0.7 years, 50% boys) and their parents participated in the study. An adapted version of the Neighborhood Environmental Walkability Scale was used to obtain parents' environmental perceptions. Outdoor physical activities was measured based on two questions considering the usual time spent in these activities during week and weekend days. Information on sociodemographic was collected by interview. Logistic regression was used to analyze the associations. Statistical analyses were conducted using SPSS, version 21.0. Most preschoolers (76.9%) had ≤ 2 hours/day in outdoor physical activities during the week while at the weekend, 65.9% reached > 2 hours. Parents' perception of unsafe traffic (OR = 0.39; p = 0.03) was associated with higher chances for a shorter time in outdoor physical activities both during the week and at the weekend (OR = 0.46; p = 0.04). Moreover, preschoolers' whose parents perceive a lack of places to walk (OR = 0.33; p = 0.02) and unsafe night time (OR = 0.36; p = 0.04) are more likely to spend less time in outdoor physical activities during the week. After adjustments for sociodemographic confounders, the perception of unsafe traffic (OR = 0.26; p = 0.01) and places to walk (OR = 0.15; p = 0.01) were predictors of preschooler's shorter time in outdoor physical activities during the week. Parents' perception of unsafe traffic and places to walk were associated with less time in outdoor physical activities in low-income preschoolers.

Театрально-ігрова діяльність як засіб розвитку культури мовлення дітей старшого дошкільного віку

The general characteristics of theater and game activities in preschool education institutions as a means of developing the speech culture of senior preschool children are presented. The interdependence of the development of communication skills with the successful socialization of a child and his/her education at school, the importance of speech in the formation of child’s higher mental functions is substantiated. It is emphasized that speech culture is an indispensable element of general human culture; theatrical and game activities make it possible to develop the abilities of each child, to form creative imagination, communication skills; the main tasks of speech development are defined as: education of the sound culture of speech, enrichment and activation of the vocabulary of preschool children, formation of the grammatical structure of speech, formation of coherent speech skills. The essence of the concepts of «speech culture» and «theatrical and game activity» is defined. The classification of theatrical games depending on their type and specific plot and role content is presented: director’s games and dramatization games; it is noted that theatrical activity is a specific type of children’s activity, one of the most favorite types of creativity. The types of theatrical activity of senior preschoolers are presented, which are classified according to the method of organization (individual or collective games), content of theatrical activity (games based on the plots of literary works, dramatization games, staging), types of game material (puppet theater, toy theater, finger theater, etc.). It is indicated that children of senior preschool age already have a certain amount of game skills: to build a plot plan, distribute and assign roles, independently prepare attributes and scenery, use methods of collective communication. Senior preschoolers can also change the beginning and end of familiar plots, invent the course of events which the character gets into, introduce new characters into the storyline. Keywords: speech development, speech culture, senior preschool children, preschool education institution, theater and game activity.

Paid Educational Activities for Preschoolers in Russian Cities with Over a Million People: The Interrelation between Income Level and Parental Investment

Paid Educational Activities for Preschoolers in Russian Cities with Over a Million People: The Interrelation between Income Level and Parental Investment

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.

Spatial and Structural Design of Anganwadi Center using ETABS and Sketch Up

Anganwadi is a type of rural mother and child care centre in India. It was started by the Indian government in 1985 as part of the integrated child development services program to combat child hunger and malnutrition. Anganwadi means "courtyard shelter" in Indian Languages. A typical Anganwadi centre provides basic health care. It is a part of the Indian public health care system. Basic health care activities include contraceptive counseling and supply, nutrition education and supplementation, as well as pre-school activities. Primary school is a school in which children receive primary or elementary education from the age of about five to twelve, coming after pre-school and before secondary school.Six services like Supplementary Nutrition, Immunization, Health check-up, Referral Services, Nutrition and Health Education and Pre-school Education are provided to children in age group of 06 Months to 06 years, pregnant women and lactating mothers.Despite decades of impressive growth, India has an acute shortage of doctors. The doctor population ratio in 2013 was 1:1800; the recommended level is 1:1000. Through the Anganwadi system, the country is trying to meet its goal of providing affordable and accessible healthcare to local populations. Anganwadi workers have the advantage over the physicians living in the same rural area, which gives them insight into the state of health in the locality and assists in identifying the cause of problems and in countering them. They also have better social skills and can therefore more easily interact with the local people. As locals, they know and are comfortable with the local language and ways, are acquainted with the people, and are trusted.