Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
P
u
b
lic Hea
l
th Science (IJ
P
HS)
V
o
l.3
,
No
.2
,
Jun
e
2
014
, pp
. 87
~94
I
S
SN
: 225
2-8
8
0
6
87
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJPHS
ICDS Scheme to the Growth
Developmen
t in Pres
choolers
:
A Syst
ematic Review of Literatu
re
Jem
y
E
l
i
z
abet
h J
o
sep
h
Medical Science Depart
me
nt,
JJT
Uni
v
e
r
sity
Vid
y
an
agar
i, Jhunjhunu, R
a
jasth
a
n-333001,
India
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
Ma
rc
h 4, 2014
Rev
i
sed
Ap
r
il 2
5
, 2
014
Accepted
May 26, 2014
The he
alth scen
ario in our coun
tr
y
is
rapidly
ch
anging, both
in terms of the
public h
ealth challenges th
at
we face
as well as our r
e
sponse to th
ese
chal
lenges
.
As
I
ndia becom
e
s
m
o
re and
more developed and
we have
greater
means at our dis
posal, our r
e
sponse to
our health
challenges must reflect ou
r
changing h
eal
th
and s
o
cio-e
c
ono
m
i
c s
t
atus
. Indi
a
faces
enorm
ous
chall
e
nges
in the area of women’s and c
h
ildren’
s health. These findings point to th
e
importance
of investing in various
growth f
actors and sanitation
,
and
educating the pu
blic about h
y
giene to
promote h
ealth knowledge and better
child out
com
e
s.
As im
portantly, such
investments have the potential of
making the feed
ing program mo
re effec
tiv
e. IC
DS therefore ta
kes holisti
c
view of the dev
e
lopment of the child
and attempts to improve
both his/her
prenatal and po
stnatal
environ
m
ent. A
ccordin
gly
,
besides children in their
form
ative ye
ars
(0-6 years
)
,
wo
m
e
n
between
15
to
45 ye
ars
are als
o
cov
e
red
b
y
the program
m
e
as
thes
e are child be
a
r
ing
ye
ars
in the life of a wom
e
n and
her nutr
ition
and
hea
lth
status h
a
s a b
ear
ing on
the
deve
lopm
ent of
the
child
.
Keyword:
ICDS
Presc
h
oolers
Sub
s
tan
tial
In
tellectu
a
l
Co
nv
iv
ial
Pr
ogr
ession
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Jem
y
Elizabeth Jose
ph,
Medical Science De
partm
e
nt,
JJT Un
iversity,
V
i
d
y
an
ag
ar
i, Jh
unj
hun
u, Raj
a
sth
a
n-
333
001
,
I
n
d
i
a.
Em
a
il: j
e
m
y
sh
i
j
u
@g
m
a
i
l
.co
m
1.
INTRODUCTION
Wh
en
health
im
p
r
o
v
e
s, life i
m
p
r
o
v
e
s b
y
every
m
easu
r
e.
We h
a
v
e
to
tak
e
th
e respo
n
s
ib
ility o
f
th
e
fut
u
re in term
s of m
a
king the worl
d a ‘B
etter place’
he
alth wise and
othe
r wise
. India being the
second
larg
est po
pu
lated
co
un
try in
th
e wo
rl
d
an
d
with
a m
u
l
titu
d
e
o
f
h
ealth
prob
lem
s
en
co
m
p
assin
g
bo
t
h
com
m
uni
cabl
e
and
no
nc
om
m
uni
cabl
e
di
seases an
d ot
he
r p
ubl
i
c
heal
t
h
rel
a
t
e
d pr
o
b
l
e
m
s
. Indi
a’s b
u
r
de
n i
n
t
e
rm
s of m
a
t
e
rnal
,
ne
w
bo
r
n
, a
n
d chi
l
d
m
o
rt
al
it
y
i
s
one t
h
e
hi
g
h
est
i
n
t
h
e
w
o
rl
d
.
In
di
a
has
wi
t
n
esse
d
sig
n
i
fican
t
ch
an
g
e
s in pub
lic h
ealth,
d
e
sp
it
e sign
ifi can
t
ach
iev
e
m
e
n
t
s in
so
m
e
areas.
Th
ere rem
a
in
man
y
pu
bl
i
c
heal
t
h
i
ssues t
h
at
are
of i
m
m
e
di
at
e
conce
r
n.
In
di
a
has
one
o
f
t
h
e hi
g
h
est
pe
rc
ent
a
ges
o
f
t
h
e
severe
maln
o
u
r
i
sh
ed
ch
ild
r
e
n
’
s in
th
e wo
r
l
d
alon
g
w
ith
Su
b-sah
a
r
a
n
A
f
r
i
ca r
e
ig
on
[1
]-[4
] .
I
n
t
eg
r
a
ted Ch
ild
Devel
opm
ent
Ser
v
i
ce Sc
hem
e
i
s
a u
n
i
q
ue
p
r
o
g
ram
m
e, wh
i
c
h enc
o
m
p
asses t
h
e m
a
i
n
co
m
ponent
s
of
h
u
m
a
n
reso
u
r
ce de
vel
opm
ent
,
nam
e
ly
- heal
t
h
,
n
u
t
r
i
t
i
on an
d ed
uc
at
i
on. T
h
e
Nat
i
onal
P
o
l
i
c
y
fo
r
chi
l
d
re
n a
d
o
p
t
e
d i
n
1974
has em
phasized t
h
e
ne
ed to acc
or
d
prio
rity to
ch
ildren, in
t
h
e co
unt
ry
'
s
devel
o
pm
ent
a
l
effo
rt
s. T
h
e
Gov
e
rn
m
e
n
t
o
f
Ind
i
a in
itiated
th
e In
teg
r
ated
Ch
ild
Dev
e
lopmen
t Serv
ices
(ICDS)
Sch
e
m
e
in
19
75
to
p
r
o
v
i
d
e
nut
ri
t
i
on a
nd e
ducat
i
o
n se
rvi
c
es fo
r p
r
esc
h
o
o
l
chi
l
d
re
n, an
d
pre
g
nant
a
nd l
act
at
i
ng m
o
t
h
ers. T
h
e o
b
j
ect
i
v
es o
f
th
e program
a
r
e ach
iev
e
d
throug
h
an
i
n
teg
r
ated
pack
age o
f
serv
ices
in
clu
d
i
n
g
su
pp
lem
e
n
t
ary n
u
tritio
n,
im
m
uni
zat
i
on,
heal
t
h
c
h
eck
-
ups
, re
fer
r
al
s,
no
n
-
f
o
rm
al
pr
esch
ool
, a
n
d h
eal
t
h
an
d n
u
t
r
i
t
i
on e
ducat
i
o
n.
Thi
s
integrate
d
approach
is d
e
liv
ered
th
rou
g
h
an
ga
dw
adi
cente
rs located in
po
orer a
r
eas tha
t
are
m
o
st in need
of
p
r
im
ary h
ealth
care an
d
nu
tri
tio
n
.
Th
e
p
r
og
ra
m
is co
o
r
d
i
n
a
ted
at th
e
v
illag
e
,
b
l
o
c
k
,
d
i
strict, state an
d
cen
t
ral
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
06
I
J
PH
S
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
8
7
– 94
88
g
o
v
e
rn
m
e
n
t
lev
e
ls. Th
e pri
m
ary respo
n
s
i
b
ility fo
r im
p
l
e
m
en
tatio
n
lies with
th
e Mi
n
i
stry o
f
Wo
men
an
d
Ch
ild
Dev
e
lopmen
t. Altho
ugh
th
e
ICDS sch
e
m
e
is th
e larg
est early ch
il
d
hoo
d
d
e
v
e
lopmen
t p
r
o
g
ram
in
th
e
world, its su
ccess in
ach
i
ev
i
n
g
its prim
ary
g
o
a
l
o
f
re
du
ctio
n in
ch
ild
m
a
ln
u
t
rition
h
a
s re
m
a
in
ed
un
certain
.
Whi
l
e
t
h
e p
r
og
ram
i
n
t
e
nds t
o
serve t
hose m
o
st
i
n
need
, t
h
er
e seem
s t
o
be a gap
bet
w
ee
n
pr
o
g
ram
object
i
v
es
an
d im
p
l
e
m
en
t
a
tio
n
;
ev
en
t
h
o
ugh
th
e IC
DS bud
g
e
t
was
1
.
5
b
illio
n
d
o
l
lars in
20
08
.
Th
e
po
licy state
m
en
t
foc
u
ses on pre
v
entive
and prom
otive
as
p
ect
s of
ch
ild
h
ealth
an
d nu
tr
ition f
o
r
exp
ectan
t
an
d nur
sing
mo
th
er
s.
It
aim
s
t
o
pro
v
i
d
e ad
eq
uat
e
servi
ces f
o
r ch
i
l
d
ren
bot
h be
fo
re an
d aft
e
r
bi
rt
h a
nd t
h
r
o
ug
h
out
t
h
e
per
i
od o
f
gr
owt
h
t
o
e
n
s
u
re t
h
ei
r f
u
l
l
phy
si
cal
, m
e
nt
al
and s
o
ci
al
devel
opm
ent
.
The
nat
i
o
n
s
o
f
t
h
e w
o
rl
d are
ran
k
e
d
according t
o
t
h
eir achie
vem
e
nts in
ful
f
illm
e
nt of c
h
ild
rights and
progress
for wom
e
n. A majority
of chi
l
dre
n
live in im
pove
rished econom
i
c, s
o
cial and e
nvi
ronm
enta
l condition,
which im
pedes t
h
eir
physical a
n
d
m
e
ntal
devel
opm
ent
.
R
ecog
n
i
z
i
n
g t
h
e I
ndi
a g
o
v
e
r
nm
ent
has b
een g
r
eat
l
y
conce
r
ned a
b
o
u
t
safe
gua
rdi
n
g an
d
enha
nci
n
g t
h
e
devel
opm
ent
o
f
c
h
i
l
d
re
n
part
i
c
ul
arl
y
t
h
ose
fr
om
t
h
e weake
r
sect
i
ons
o
f
s
o
c
i
et
y
[5]
-
[
10]
IC
DS t
h
e
r
ef
o
r
e t
a
kes hol
i
s
t
i
c
vi
ew o
f
t
h
e devel
opm
en
t of th
e ch
ild
and atte
m
p
ts
to
im
p
r
o
v
e
bo
th
hi
s/
her
p
r
enat
al
and
p
o
st
nat
a
l
envi
r
o
nm
ent
.
Acco
r
d
i
n
gl
y
,
besi
des c
h
i
l
d
re
n i
n
t
h
ei
r
fo
rm
ati
v
e y
ears (0
-
6
y
ears),
wom
e
n bet
w
ee
n 1
5
t
o
45 y
ears a
r
e a
l
so co
vere
d
by
the programme as these are c
h
ild bea
r
ing years in
t
h
e l
i
f
e o
f
a
wo
m
e
n an
d he
r
n
u
t
r
i
t
i
on a
n
d
he
al
t
h
st
at
us has
a beari
ng
o
n
t
h
e dev
e
l
o
pm
ent
of t
h
e chi
l
d.
W
e
l
f
are
services
for t
h
e young child
t
h
ere
f
o
r
e,
ha
ve
becom
e
an i
n
t
e
gral
part
of t
h
e
co
unt
ry
'
s
de
ve
l
opm
ent
a
l
pl
an
s, At
th
e h
e
art
o
f
t
h
ese lies th
e
In
teg
r
ated
Ch
il
d
Dev
e
lop
m
en
t Serv
ices
Sch
e
m
e
[11
]
-[14
].
Ch
ild
ren
'
s d
e
velo
p
m
en
t can b
e
enh
a
n
ced with
app
r
op
riate ti
m
e
ly an
d
q
u
a
lity prog
ramm
e th
at
p
r
ov
id
e
p
o
sitiv
e exp
e
riences
for ch
ild
ren
and
su
ppo
rt
fo
r
p
a
ren
t
s. Early care and
nu
rturing
h
a
v
e
a
d
e
cisiv
e
an
d lastin
g imp
act
o
n
how ch
ild
ren
grow t
o
ad
u
l
t
h
ood
and
h
o
w th
ey
d
e
v
e
lop
t
h
eir ab
i
lity to
learn
and
their
cap
acity to
reg
u
l
ate th
eir e
m
o
tio
ns. Reasonab
l
e learn
i
ng
op
portun
ities p
r
o
v
i
d
e
d
d
u
ring
th
e Early Ch
il
dhood
y
ears are cr
uci
a
l
for t
h
e de
ve
l
opm
ent
of I
n
t
e
l
l
ect
ual
[14]
-
[
16]
. T
w
o en
vi
r
onm
ent
a
l
fact
o
r
s ha
ve t
h
e
gre
a
t
e
st
effect
o
n
th
e
ch
ild
's in
tellectu
a
l d
e
v
e
lop
m
en
t. Th
es
e are nu
tritio
n and sti
m
u
l
atio
n
,
seriou
s an
d prolo
n
g
e
d
d
e
pr
iv
ation
of
th
ese du
r
i
ng
ear
l
y ch
ild
ho
od year
s r
e
su
it
in
al
m
o
st p
e
r
m
an
en
t d
a
m
a
g
e
to
in
tellectu
a
l g
r
owth.
Social de
velopment is the acquisition of the ability to
behave i
n
accordance with
soci
al expectations. The
fo
rm
s of s
o
ci
al
be
havi
ou
r
nec
e
ssary
f
o
r
s
u
cc
essful
soci
al
a
d
j
u
st
m
e
nt
appe
ar a
n
d
be
gi
n
t
o
de
vel
o
p at
t
h
i
s
age
.
Th
e en
tire d
e
velo
p
m
en
t o
f
the ch
ild
is v
e
ry
m
u
ch
in
fl
ue
n
ced by
i
t
s
soc
i
al
cont
act. Physical development
appl
i
e
s t
o
al
l
aspect
s of
gr
o
w
t
h
o
f
h
u
m
a
n orga
ni
sm
. Earl
y
chi
l
dho
o
d
rep
r
ese
n
t
s
a rem
a
rkabl
e
pe
r
i
od o
f
phy
si
cal
an
d m
o
t
o
r devel
o
pm
ent
.
Phy
s
i
cal
devel
o
pm
ent
i
n
fl
ue
nces
t
h
e chi
l
d
'
s
beha
vi
o
u
r
di
r
ect
l
y
or
in
d
i
rectly.
Directly it d
e
termin
es wh
at the ch
ild
can
do
an
d ind
i
rect
ly it in
flu
e
n
c
es h
i
s attitu
d
e
to
ward
s
h
i
m
s
elf an
d
o
t
h
e
rs. Ph
ysical g
r
o
w
t
h
influ
e
nces b
e
h
a
v
i
our,
th
ou
gh
ts, attitu
d
e
s, id
eals, emo
tio
n
a
l reaction
s
and
activ
ities [17
]-[20
]
It
was l
a
u
n
c
h
e
d
i
n
19
7
5
wi
t
h
33
pr
o
j
ect
s o
n
an ex
pe
ri
m
e
ntal
basi
s, IC
DS
has ex
pa
nd
ed c
onsi
d
era
b
l
y
i
n
su
bse
que
nt
y
ears an
d at
p
r
esent
has
56
1
4
p
r
o
j
ect
s i
n
a
b
o
u
t
4
5
perce
n
t
of t
h
e c
o
m
m
uni
t
y
devel
opm
ent
b
l
o
c
k
s
of
th
e
co
un
tr
y, co
m
p
r
i
sin
g
o
f
4
571 r
u
r
a
l
,
73
3
tr
i
b
al an
d
31
0
u
r
b
a
n
p
r
oj
ects. It is p
e
r
h
ap
s the o
n
l
y
co
un
try
w
id
e prog
ramm
e
in
t
h
e wo
rld
fun
c
t
i
o
n
i
ng
on
a
larg
e scale, req
u
irin
g
m
u
lti-secto
r
al op
erations an
d
i
n
t
e
r-sect
oral
l
i
nka
ges
fo
r i
t
s
im
pl
em
ent
a
t
i
on
.
It
reac
hes
out
t
o
4
0
.
3
7
l
a
khs
e
xpect
a
n
t
and
n
u
r
si
n
g
m
o
t
h
e
r
s
an
d
2
1
4
.
5
lakh ch
ild
ren
in
th
e ag
e g
r
o
u
p
0-6 years th
rou
g
h
m
o
re th
an
7
lak
h
fro
n
tlin
e wo
rk
ers. It reaches o
u
t
to
4
.
8
3
m
i
l
lio
n
exp
ectan
t and
nu
r
s
i
n
g
m
o
th
er
s, and
22
.9
m
i
llio
n
yo
u
ng ch
ild
r
e
n
(
under
6
year
s of
ag
e)
in
di
sad
v
a
n
t
a
ge
d
com
m
uni
t
y
grou
ps.
O
f
t
h
ese
1
2
,
4
5
m
i
l
l
i
on
y
o
u
n
g
chi
l
d
re
n
(
3
-
6
y
ears
o
f
age)
al
so
pa
rt
i
c
i
p
at
e
in
early
j
o
yful learn
i
ng
acti
v
ities th
ro
ugh th
e
AW
CS
sp
read
acro
ss th
e co
un
try. A
w
i
d
e
n
e
t
w
ork of
distributed population base
d worke
r
s
ha
ve
enabled
ICDS to e
m
erge as
the converge
nt interface
be
tween
d
i
sadv
an
tag
e
d
co
mm
u
n
ities a
n
d o
t
h
e
r progra
m
m
e
s su
ch
as pr
im
ary ed
u
c
atio
n
an
d
h
ealth care. It is i
n
deed
for
ou
r
nat
i
o
nal
ef
fo
rt
t
o
ac
hi
e
v
e
uni
versal
i
s
at
i
o
n
of
el
em
ent
a
ry
educat
i
o
n
[
2
1]
-[
2
5
]
As o
n
1
9
9
6
,
in
Kerala there a
r
e 1
20 IC
DS
b
l
ocks
(
1
12
ru
r
a
l and 8
ur
ban
block
s
).
ICDS
III P
r
o
j
ect,
2
000
, wh
ich is assisted b
y
t
h
e
Wo
rl
d
Ban
k
will b
r
i
n
g
u
n
i
versalisatio
n
of
th
e IC
DS pro
g
ramme in
Kerala, b
y
i
n
cl
udi
ng
8
0
b
l
ocks s
p
rea
d
o
v
er
14
di
st
ri
ct
s of t
h
e st
at
e (
40
ru
ral
,
3
ur
b
a
n, 3
6
c
o
ast
a
l
and
1 t
r
i
b
al
bl
ock
)
.
There a
r
e som
e
studies on the im
pact of ICDS in
Kera
l
a
.
A st
u
d
y
by
t
h
e Depa
rt
m
e
nt
of Pe
di
at
ri
cs o
f
t
h
e
Med
i
cal Co
lleg
e
, Calicu
t
on th
e i
m
p
act o
f
I
C
DS pr
ogr
amme o
n
sch
o
o
l
d
r
op
ou
ts in
Calicu
t
(
1984
)
;
A
co
m
p
arativ
e
stu
d
y
o
f
sk
ill d
e
v
e
lop
m
en
t
stat
u
s
o
f
An
g
a
nw
ad
i pre-scho
o
l
er ch
ildren
an
d
with
a p
r
i
v
ate n
u
rsery
sch
ool
i
n
Thi
r
uva
na
nt
ha
pu
ra
m
di
st
ri
ct
, whi
c
h reve
al
ed a hi
g
h
er sca
r
e fo
r pri
v
at
e nu
rse
r
y
scho
ol
are som
e
of
th
em
.
2.
RESEA
R
C
H REVIEW
2.1 Intellectual
Development
The word ‘
I
ntellectual’
is
a sin
gular noun
and
is
conceived
so
metimes as havi
ng
a thing char
acter
though
whatever we kn
ow about an
y
o
n
e
'
s
Intellectual
is through th
e obs
ervation of his behaviour wh
ich
is the reflection
of his
ability
[26]
-[29]
.
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2-8
8
0
6
ICDS
Sche
me t
o
the
Growth
Developme
nt i
n
Pre
s
choole
rs
: A
Syste
m
atic
Review .... (Jemy Elizabeth J
o
se
ph)
89
2.1.1
Aspects of Intellectual
The var
i
ous asp
ects of In
tellectual
(Intellectual)
identified b
y
C
u
rrie (2002)
are verbal compreh
e
nsion, word
fluenc
y,
num
ber
,
space
visua
liz
at
ion, m
e
m
o
r
y
, p
e
rceptu
al sp
eed
a
nd reasoning
.
Th
e Int
e
ll
ec
tual
ab
i
liti
es in
clude
m
e
m
o
ry,
crea
tivi
t
y
, con
c
e
p
t developm
en
t,
and as
s
o
ciat
ion
of im
agina
tion
.
According to U
.
S. Depa
rtment
of Health and Human
Services, 1999,
2002, it includes all
the me
ntal activity
- rememberi
ng, s
y
mbo
lising,
categoris
ing, problem solving
,
creating, f
a
ntasising and even dreaming.
Th
e Intellectual
cov
e
rs
areas of sensation, per
cep
tion, memor
y
, thought,
reasoning
and
language. Th
ere ar
e var
i
ous th
eories of
Intellectu
a
l
proposed b
y
th
e
ps
y
c
holog
ists [3
0]
-[32
]
2.1.2
Facto
r
s Influencing Intellectua
l Dev
e
lop
m
ent in Ear
l
y
Childhood
Her
e
dit
y
It is
from
heredit
y
that th
e chi
l
d
acquires
a par
ticul
ar m
e
ntal l
e
vel and s
p
ecif
i
c
m
e
ntal abil
iti
es
[33] Ever
y
person is born
with a
cer
tain
m
e
ntal
capa
c
i
t
y
that
inf
l
uenc
es how inte
llig
ent
he or
she wil
l
be
as an
adult
.
Th
e
development of
this cap
acity
is
influen
ced b
y
th
e person
'
s
e
nvir
onm
ent. It h
a
ve
stressed that
th
e inher
ited
Inte
l
l
ec
tual
togeth
er with
en
vironm
ental
stim
ulation
resul
t
s in
the Intellectu
a
l
development of
the ch
ild
[34]
.
Stimulating Environment
A study
b
y
Kenned
y
and Slack (1993) has demonstrated
the
influen
ce of en
vironment on the Intellectual
development. Volkmar
et al.
,
(
1990);
Tandon
and Kapil (199
1) have reported
that ch
ildren
living in stimulatin
g
environments have better
In
tellectual dev
e
lopment (Biriukov
a, 2
005; Nikol
aeva,
2008). Ev
er
y
ch
ild is born with
certain
strateg
i
es for int
e
rac
ting with
the
environm
ent.
T
h
e Inte
lle
ct
u
a
l d
e
velopment dur
ing early
y
e
ar
s
is rapid, and
env
i
ro
nment
crea
tes
a d
eep
i
m
p
act on
the
ch
i
l
d [34]
-[40]
Nu
rs
ery s
c
h
ool
Children who h
a
ve nurser
y
, day
car
e and b
a
lwadi exp
e
rien
ces
and those wh
o attend special interv
entio
n
programmes [41
]
and Head Star
t Progra
mmes h
a
ve rev
e
aled th
at intervention
pr
ogrammes and pre-school exp
e
r
i
ences
enhance the Intellectual
develop
m
ent of disadvantaged pre-scho
ol childre
n
.
It is during early
ch
ildhood
y
ears th
at th
e
child
deve
lops
t
h
e ab
ili
t
y
to
m
e
n
t
all
y
repr
es
ents
objec
ts
and
even
ts
[42]
-[46]
.
Nutrition
Adjuik
et a
l
.
,
20
06 after
conduct
i
ng a stud
y
r
e
po
rted th
at good n
u
trition
signifi
cantl
y
im
proved t
h
e chi
l
dren
'
s
mental performance for most tasks. Youngsters
who are se
verely
matnourished
in chil
dhood may
be unab
l
e to d
e
velop
their na
tura
l abi
liti
es. Furtherm
ore, th
e
y
report
e
d that fo
llo
w
up research sug
g
ested tha
t
the
Intell
ec
tual
adv
a
ntag
es
attribu
t
ed
to
an
improved diet car
r
y
over
into
adolescence
and p
e
r
h
aps into
adulth
ood [47]
-[50]
Soc
i
o-e
c
o
nomic status
Studie
s
by
Swa
m
i
et al.
,
2001 h
a
ve rev
e
aled th
at low SES children have
IQ scores
10-15 points les
s
than that o
f
the m
i
ddl
e
clas
s
childr
e
n.
The
ch
ildren
from
high
S
E
S
fam
ili
es
have high
er mentioned ab
ilitie
s
.
B
u
t it
has b
een
re
ported
that en
courag
in
g, supporting and optim
al test
i
ng conditions
enhance
the IQ
perform
ances of
econom
icall
y
d
e
prived
childr
e
n more than middle clas
s children
.
A stud
y
conducte
d
b
y
th
e National Council of
Education Resear
ch and
Train
i
ng and Ministr
y
of Human Resource Dev
e
lopment (
1996)
conducted b
y
the Depart
ment
of Woman and
Child
development sh
own a high mea
n
score in the upper middle cl
ass, urban lower class comi
ng in between and th
e rural
getting
th
e l
o
we
st m
ean scor
e [5
1]
.
2.2 Convivial Development
A child
is not b
o
rn Convivial (S
ocial).
H
e
learns
to b
e
Conviv
i
al. A Convivially
mature ch
ild
can
adjust well with
others, make actions which are
beneficial both to
himself and to the society
,
wi
ll t
r
ust his classm
ates, solve interp
e
r
sonal
problems in an adaptive way
an
d earn high
er gr
ades. Th
e de
fin
e
d Convivial development as
th
e ability
to b
e
h
a
ve in
accord
anc
e
with
Convivial
exp
ect
ations [52]
.
Acquisition of
t
h
e abi
lit
y
to beh
a
ve in
accordan
ce with
Conviv
i
al
expectat
ions. A
less form
al defin
ition is l
earn
i
ng
the ru
les of
th
e g
a
me [53]
.
It includes thre
e components:
Learn
i
ng how to behave: This in
volve first of all coming
to understand what the rules are and th
en learn
i
ng to obey
them
.
Play
ing
approved Convivial ro
les: Ever
y
group h
a
s its own
defin
e
d roles, th
at peo
p
le
are exp
ected
to play
.
Developing
Con
v
ivial
a
tti
tudes:
Children
rea
l
i
z
e
the v
a
lue
of g
r
ou
p m
e
m
b
ership a
nd fee
l
a n
eed
to
join
.
2.2.1
Aspects of Convivial Dev
e
lopment
The var
i
ous aspects of Convivial
deve
lopment
are trust, au
tonom
y
initiativ
en
ess, industr
y
,
inti
macy
, generos
ity
and integrity
, f
r
iendship, coop
erative p
l
ay
, give and
tak
e
relationship
,
team
spirit
and coo
p
eration, n
e
gativism,
aggression, qu
ar
relling
,
teasing and bull
y
ing
,
r
i
valr
y
,
cooper
a
tion
,
ascend
a
nt b
e
haviour, g
e
nerosit
y
, desir
e
for
Co
nvivial
approval, s
y
mpath
y
, dep
e
nden
c
y and friendlin
es
s
,
s
h
aring,
coop
erat
ive pl
a
y
,
im
i
t
atio
n
,
id
entification, curiosity
,
asking
questions, com
p
etition and sex appropria
te behaviours,
Altruism
, cooperation, sharing
,
fr
iendship and h
e
lping
,
dependen
c
y
,
autonomy
,
master
y, compet
ence, f
r
iendship,
coop
eration and pop
ularity
(Green
e, 2006). A var
i
ety
o
f
phenomenon lik
e personality
traits aggre
ssiven
e
ss, altruism, dep
e
nde
nt
and asser
tive b
e
haviour
,
motivation
,
incentives,
the assum
p
tions of rights
and r
e
sponsibilit
ies,
Convivial
re
spo
n
siveness, sex
and ethni
c di
ffer
e
nces
in t
e
m
p
eram
ent.
Negativ
ism, blind imitation,
rivalr
y
,
aggr
ession, quarr
elling,
non-
cooperativeness, ascend
a
nt
behaviou
r, self
ishness,
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-88
06
I
J
PH
S
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
8
7
– 94
90
s
y
m
p
ath
y
, Conv
ivial approv
al
, sex cleavages
,
com
p
anions,
stabilit
y
of play
m
a
t
e
s, Convivial accept
a
bil
i
t
y
, substitut
e
companions and
lead
ership [54]
-[55]
. There ar
e v
a
rious
th
eories
o
n
Convivial d
e
v
e
lopment h
a
s been proposed
.
Factors Influen
c
ing Convivial
Development in
Earl
y Childhood
The host of f
a
cto
r
s influen
ces
the
Convivial dev
e
lopment
in ear
ly
childhood
.
Th
ey
are listed
below.
Famil
y
The f
a
mily
moulds the Conv
ivial beh
a
viour
of
the ch
ild
.
It
dire
cts la
ter Conv
iv
ialisa
tion
,
shape
s
the ch
ild
's
Convivial r
e
la
tio
nship teach
es th
e child
to
trust o
t
hers, dev
e
lop p
unctua
lit
y
and fr
iendship, pr
epar
es the chi
l
d for f
u
ture,
gives securit
y
to
the child and he
lps in
making adjustments. The early
exper
i
en
ces
of the child at h
o
me and the lan
guage
spoken in the h
o
me influence the child
'
s
Convivial dev
e
lopm
en
t. Childr
e
n reared in the
permissive homes show more
confiden
ce
, fr
an
kness, respe
c
t
fo
r personal
i
t
y
and
the
ab
ilit
y
to
fa
c
e
re
ali
t
y
[56]
-[5
9]
.
School
Teachers play
a central role in
Convivialising
the ch
ildr
e
n. Positive cont
act with
teachers stim
ulate self
-
Convivial
isation
Convivi
al
com
p
eten
ce
and pro
m
ote positiv
e C
onvivial
beh
a
vio
u
rs in ch
ildren
.
Children
with p
o
siti
v
e
and cooper
a
tiv
e contact with class ma
tes develop autonom
y
h
a
ve advan
ce C
onvivial
consciousness and are more
sociable. It has been proved that the childr
e
n with enough la
ve
and support with feelings of trust who are popu
lar and
childr
e
n with b
e
tt
er com
m
unicativ
e skills h
a
ve bett
er Convi
v
i
al developm
ent,
whereas
ch
ildren of unskill
ed
m
a
nual
workers,
disobedient children those
w
ith f
ear
of malnourished
childr
e
n
and ch
ildren with
academic
failure have poo
r
Convivial dev
e
lopment [60]
-[63]
.
Cu
ltu
re
The influ
e
nce o
f
culture on Convivial dev
e
lop
m
ent is
ver
y
ex
tensive cov
e
ring
th
e personality traits. Some
cros
s
-
cultura
l s
t
udies
hav
e
rev
e
a
l
ed th
at
black
ch
ildren
have stro
nger self
concep
t,
m
o
re sa
tisfi
ed
with th
eir
im
ag
e Inore
friendlier
and m
a
ke more cross r
ace rela
tionship
[53]
than th
e wh
ite children
.
2.
3 Substantial De
ve
lopme
n
t
Substantial dev
e
lopm
ent is an integra
l
part of th
e total growth and developm
ent
of the individual. It is one of
the more overt and impressive indicati
ons of children
'
s develo
pment. It has
an important impact on motor and other
aspects of development. Skinner
(1996) st
ates that the ch
ild
'
s
Subs
tantial (Ph
y
sical) developm
ent has a marked influence
on the quality
and quantity
of
his behaviour
. Sub
s
tantia
l d
e
velop
m
ent is an
im
porta
nt aspect of
d
e
velopment, b
e
cause it
influen
ces th
e child
'
s
behav
i
our
both dire
ctly
and indirectly
[6
4-68]
. Directly
,
it de
term
ines w
h
at th
e ch
ild
ca
n do and
indire
ctl
y
it inf
l
u
e
nces his a
tti
tud
e
s towards him
s
elf and o
t
hers
. S
ubstantial growth as an out
come
is important because of
the ev
idence lin
k
ing poor growth to subsequent
morbidity
,
mortality
and
lower p
e
rforman
ce
in work capacity
and
school
achievement [69
]
-[72
]
. Substantial dev
e
l
opment
refers to in
crease in bodily
ti
ssues and it d
e
notes height
and weig
h
t
changes, ch
anges in bod
y
p
r
opor
tions, bon
e grow
th, muscular
dev
e
lopment
and d
e
velopment of
th
e nervous s
y
s
t
em.
2.
3.
1 Aspe
c
t
s of Substantial De
ve
lopme
n
t
Becaus
e
chi
l
dre
n
are
cons
tan
t
l
y
growing and
ch
anging,
it b
eco
m
e
s
im
portant f
o
r hea
lth
care
p
r
ofes
s
i
onals
to
a
sse
ss the
i
r progre
ss pe
riodica
ll
y
.
Various measures of Substantial g
r
owth
are valid
indicator
s
of past and p
r
esent
nutrition
a
l
depri
v
ation
,
and
of
fu
ture ou
tcom
es of
funct
i
ona
l
signi
fican
ce, such
as
school achiev
em
ent or
em
plo
y
m
e
nt. A
com
p
lete
assessm
ent of nutritio
nal status in
clu
d
es the col
l
e
c
ti
on of anthropo
m
e
tric da
ta. Ac
cording to th
e
Centra
l
Techn
i
cal Committee on Health
and Nutriti
on (
A
IIMS) various
anthropom
etric measurements
of the bod
y
can b
e
used to
determine growth. Nutrition
a
l
anthropomet
r
y
is concern
e
d with the measuremen
ts of the v
a
riation of Sub
s
tantial
dimension and the QrOSS comp
osition of th
e hu
man bod
y
at di
ff
erent
ages
. Bod
y
weight and
heig
ht indi
cat
e bod
y s
i
ze
.
In addition, the
head, ch
est and
mid-arm
circumferences give an
id
ea of growth
and dev
e
lopm
en
t, es
peci
all
y
of s
m
all
childr
e
n (0-5
ye
ars). Substant
ial
m
easur
em
ents
r
e
fle
c
t the tota
l nutrition
a
l
st
at
us
over
a l
i
fet
i
m
e
.
Som
e
m
easurem
ents,
such as heigh
t
and head
cir
c
u
m
ference
,
ref
l
e
c
t
past nutr
ition
or chronic
nutri
tional
status.
Ot
hers such as m
i
d-arm
circumfer
e
nce,
weight and skin
fold thi
c
knes
s
re
flec
t pres
en
t nut
ritiona
l s
t
a
t
us
an
d are us
ed
to as
s
e
s
s
the s
k
ele
t
a
l
ener
g
y
reserves both
as
fat
and
as protein [70]
-[73]
.
2.
3.
2 F
a
c
t
or
s Influe
nc
ing Subst
a
ntial De
velopme
n
t in Early
Childhood
Her
e
dit
y
Substantial
dev
e
lopm
ent is in
flu
e
nced
to
a certain
extent
b
y
gen
e
tic factors
[68]
.
Tall
par
e
nts usu
a
ll
y h
a
ve
ta
ll
childr
e
n and sho
r
t paren
t
s have s
hort child
ren.
Therefore, th
e te
n
d
enc
y
to b
e
ta
ll
or short seem
s to be larg
el
y he
r
e
dit
a
r
y
when one parent is tall and the othe
r short
,
t
h
e
c
h
il
dre
n
may
be
ta
ll
or
s
hort or
m
i
dwa
y
be
tween
. T
h
is
occurs
becau
s
e
the
heredity
pattern
is complex
and o
t
her f
a
ctors ar
e o
f
ten
involved
[6
0]
Hormon
es
Hormones produced b
y
glands
in the bod
y
modif
y
grow
th.
S
e
cret
ions
from
th
e pan
c
re
as
, th
yr
oid g!and
and
pituit
ar
y gl
and p
a
rti
c
ular
l
y
aff
e
c
t
growth. Th
es
e
s
ecret
ions
-insulin, th
y
r
oxin
and
growth
hormone-greatly
inf
l
uence cell
size and ce
ll nu
m
b
er. Too litt
le
of an
y
of these
horm
ones can sl
ow growth. In horm
one defici
en
t pati
ents trea
tm
ent with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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S
I
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SN
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225
2-8
8
0
6
ICDS
Sche
me t
o
the
Growth
Developme
nt i
n
Pre
s
choole
rs
: A
Syste
m
atic
Review .... (Jemy Elizabeth J
o
se
ph)
91
the particular hormone increases grow
th. Growth hormone affects the develop
m
ent of almost
all bod
y
tissues, and
th
y
r
ox
in
influen
ces brain growth
and bod
y
size [
55]
-[58
]
.
Nutrition
Nutrition
is th
e s
c
ien
ce
that deals
with foods
and
the wa
y
th
e bod
y
us
es them
. A
balan
ced d
i
et pr
ovides all
the
food substances
needed b
y
the b
o
d
y
fo
r h
e
alth
y
growth and dev
e
lopm
ent. Good
nutrition
also in
cludes eating
the proper
am
ount of food each d
a
y
.
Chi
l
dr
en who m
a
nage to survive extr
e
m
e form
s of
m
a
lnutrition grow t
o
be sm
aller in a
ll bod
y
dimensions. In addition th
eir brains are
seriously
affected
. Malnutrition probab
l
y
i
n
terfer
e
s with rn
ye
lini
z
a
tion c
a
using a
permanent
loss in brain weight.
B
y
the
time th
ese
y
oungsters reach middle
child
hood,
th
ey
score low Intellectu
a
l tests
,
show poor fine
motor co-ordination,
and hav
i
ng
difficu
lty
p
a
y
i
n
g
attention
in school [40]
. A ch
ild who suffers
from
nutrient def
i
cien
cies
exhibits Substa
ntial
and b
e
havioural s
y
mptoms: the ch
ild
is sick and ou
t of
sorts [22]
.
Exerc
is
e
It is
Conc
luded
that
Exer
cis
e
h
e
lps
keep
the bod
y h
eal
th
y
and
fit. Vigorous ex
erci
se
stre
ngthe
ns
musc
le
s a
n
d
improves the fu
nction o
f
th
e
cir
c
ulator
y
and
res
p
irator
y
s
y
stem
s. Substantial fitn
ess benefits
both
Substantial
and
mental
heal
th. I
t
en
abl
e
s
the bod
y
to
withs
t
and s
t
res
s
es
that
ot
herwise could
cause S
ubstantia
l
and emotional problems. If
produces superb results in terms
of hea
lth
, and it
improves the heart'
s capacity
to
do its work. In the bod
y
,
nutritio
n
and
Substantial activ
ity
go
hand
in h
a
nd [21]
-[23]
,[44
]
Re
st and Sle
e
p
Rest and sleep help .over
c
ome fatigue
and restor
e energ
y
to th
e bod
y
.
Pl
easurable and relaxing activities help
the bod
y
shed tension and remain robust (World
Book Ency
clop
ae
dia, 1992). Lif
e
sty
l
e and qu
ality
of food is vital for the
Substantial d
e
velopm
ent of a
chi
l
d. Preven
tion of
under nutri
tion i
n
infants and
y
o
ung childr
e
n is critical b
e
cause g
r
owth
deficits ar
e g
e
nerall
y
recouped, even with
ad
equate
f
eeding
in
later
y
ears
[33]
Str
e
ss and Emotional Distur
banc
e
s
Frequent str
e
ss and emotional dis
t
urbanc
es c
a
n in
terfer
e
wi
th Sub
s
tantia
l d
e
velop
m
ent even
in
the
foet
al st
age
.
Emotions influence the
secr
etio
n of digestive enzy
mes. Fear an
d depr
ession decrease secr
etion
s
and inhibit blood flow
and th
e m
o
ti
lit
y
of the
e
l
em
enta
r
y
can
al
. Em
otion
a
l sa
tisfac
tio
n
stimulate hormonal secretions
that contribute to
health.
Dis
e
as
es
an
d
I
n
fection
s
Dis
eas
es
and co
m
m
unicable inf
ect
ions
can int
e
rrupt gr
owth [65]
. If the childr
e
n are not immunised against
infec
tious
dis
e
as
es
, th
e
y
f
a
ll
an
eas
y pr
e
y
to
dis
ease,
and
this
in
turn,
is
a
m
a
jor
cause
of m
a
lnu
t
rition
and
throu
gh it
,
affects Substantial growth
. I
llnes
s reduces
appetite, and it limits
th
e
bod
y
'
s
ab
ility
to absorb food
cleanliness that
ch
ildren
do eat
.
Immunization
contro
ls th
e growth
o
f
ba
ct
eria
and
other
ge
rm
s
that
can
cau
s
e
dis
eas
e
[10]
.
2.4 Integrat
ed
Child Develo
pment Service Scheme (ICDS)
In 1974, India adopted the Nati
onal Policy
for childr
e
n
and co
nstituted a Nat
i
onal Children B
o
ard to ensure
continu
e
d plann
i
ng, monitoring
and coord
i
natio
n
of various
we
lfare
s
e
rvic
es
fo
r childr
e
n.
An i
n
-depth
as
s
e
s
s
m
ent of
prevailing progr
ammes confirmed the need for a holistic progr
a
mme to provide an integr
ated approach to
child
growth
and dev
e
lopmen
t.
The schem
e
has
because th
e sin
g
le larg
est chi
l
d
hood interven
ti
on program
m
e
, presentl
y
cov
e
ri
ng projects
spread all ov
er
the countr
y
. It encompasses hu
man resource
development n
a
mely
health
, nut
rition education
.
It was
decid
e
d th
at such a progr
am
m
e
should have
co
m
ponents of
health
, nutr
ition
,
p
r
e-school
and n
on-form
al education on
health and
nutr
i
tion. Thus, in p
u
rsuance of
th
e Nation
a
l
Policy
for ch
ildr
e
n,
the
countr
y
's largest programme was
launch
e
d on
the fateful d
a
y
of 2
Oct. 1975 in
33
exper
i
mental blocks6 (4 - urb
a
n
,
18 -rur
a
l, 11 -
tribal). B
y
the end of
1995-96, the scheme had spread over 5614 projects (Centr
al -
5103, States - 511) covering n
early
5300 community
developm
ent bl
ocks and over 300 urban slum
s.
ICDS cater
s for over 22 m
illion beneficiari
e
s,
which includ
e over 18
m
illion ch
ildren
and nearl
y
4 m
illion p
r
egnan
t
and lact
ati
ng w
o
m
e
n ftom
the
poor socio-econ
om
ic group. Nearl
y
, 11
m
illion childr
e
n
in the age grou
p of 3-6 y
e
ars parti
c
ipate in
th
e pre-school ed
ucat
ion act
ivit
ies at various anganwadi
centers. Ther
e are over 3 lakh trained
anganwadi workers and
an equal number of helpers in I
C
DS services deliv
er
y
management. U
ndoubtedly
, ICDS is the worl
d
'
s largest progr
amme and it
attr
acts cons
iderable attention
of the scientif
ic
com
m
unit
y
all
o
v
er th
e world
.
Kerala
has
an
e
x
cel
lent
re
cord i
n
the field of
women and
child
developm
ent.
The ICDS
s
c
he
m
e
s
t
arted
i
n
Kerala, in
the
y
e
ar 1975-76 with
the estab
lishmen
t of a project in
Ve
ngara of
the
Malabar r
e
gion
,
Ever since th
ere
was a
stead
y growth
o
f
the
im
plem
ent
a
tion o
f
ICDS i
n
Keral
a
.
In th
e
first
5
ye
ars,
18
projec
ts were
es
tablished
,
whi
l
e
in the
next
5
y
e
ar
ano
t
her 53 pro
j
ects
were add
e
d. B
y
the
y
e
ar 1991
,
th
e
total number o
f
projects grew
to an impressive
91. B
y
the ye
ar
April
96
,
Kerala had 12
0 projects sanctioned
all of whi
c
h are curr
entl
y o
p
erat
ional
.
However,
a num
ber of s
m
all
towns and m
uni
cipaliti
es rem
a
in
ed uncover
e
d by
ICDS. ICDS
111 Project (20
00) will bring universal
isation o
f
ICDS
p
r
o
g
r
a
mme
i
n
Ke
r
a
la
by
i
n
cl
u
d
i
ng
r
e
ma
i
n
i
n
g 8
0
bl
o
c
k
s
wh
i
c
h i
s
no
t
c
o
ve
r
e
d by
I
C
DS.
2.5 Impact of
ICDS on Child Beneficiary
Nair (2000) did a com
p
arativ
e stud
y
of skill dev
e
lopm
ent
status of Anganwadi pre-school chi
l
dren and with a
priva
t
e
nurse
ry
s
c
hool in Ke
ra
la
(Triva
ndrum Dist.
)
by
using the
Nurse
r
y
Eval
ua
tion Sc
a
l
e
Triva
n
drum (NEST).
Qua
lity
of early
childho
od environment is also measured b
y
HOM
E (
H
ome Observation for Meas
urement of Enviro
nment).
Inventor
y
associates th
eir moods with co
lours
.
It revealed
a sign
ificant diff
er
en
ce. Th
e priv
ate n
u
rser
y
schoo
l ch
ildren
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I
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:
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252
-88
06
I
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PH
S
Vo
l.
3
,
N
o
.
2
,
Jun
e
201
4 :
8
7
– 94
92
showed higher s
c
ore. Sood (199
2) conducte
d a stud
y
entitled
"
W
omen'
s
Status
a
nd Child Health." Th
e stud
y
r
e
vealed
that
chi
l
d nutr
i
t
i
on var
i
ed b
y
s
t
at
e, bu
t narro
wl
y
am
ong
Convivial
groups.
Chronic und
er
nutrition
declin
ed wit
h
increasing ag
e.
Kapil (1989)
co
nducted
a stud
y entitled "ICD
S Scheme-A Programme for Ma
ternal Health an
d Child
Developm
ent."
The stud
y
reve
al
ed th
at
it
is the
l
a
rgest n
a
tion
a
l p
r
ogram
m
e
for th
e dev
e
lopm
ent o
f
m
o
ther and
ch
i
l
dren
in
the world
.
A stu
d
y
b
y
N
a
tion
a
l I
n
stitute of Nutri
t
i
on (1995) s
howed that ICDS beneficiari
e
s at
tain
ed the ps
y
c
hoCo
nvivial
developm
ent
a
l
m
iles
t
ones
at an
earli
er age than
the non-ICDS
c
h
ildren
.
The nu
m
b
er of
m
iles
t
ones
attain
ed b
y
t
h
em
was
also greater. NI
N (1999) comp
ared ben
e
ficiar
ies with non-IC
DS beneficiaries
and found out that ben
e
ficiar
ies scored
higher in
cognitive test. A stud
y
b
y
Sood
(1992)
has reported
that the exposure to
ICDS enhanced
overall dev
e
lop
m
ental
status of the early
ch
ildhood
. In th
e school performance also, the exposed group was ahead of non-exposed group.
Children attend
ing Anganwadi cen
tres
perform
e
d
s
i
gnificant
l
y
b
e
tt
er than ch
ildr
en not attend
ing
Anganwadi cen
tres on
sequential thinking
and time
per
ception
aspects
of cognitive dev
e
lopment.
Th
e s
t
ud
y
was condu
cted
b
y
Kapil
(
1989)
entitled "Impact of ICDS on early
ch
ildhood Education and De
velopment of
Children" The s
t
ud
y
rev
e
aled that the
Intell
ectual statu
s
of the children
in ICDS villages was defin
itel
y
bett
er than that of the childr
e
n in the non-ICDS
villag
e
and higher Intellectual status in
ICDS
areas was due to the imp
act of earl
y
childhood education
and better nutritional
status of
child
ren.
Positive im
pac
t
of nutrit
i
onal
in
put has be
en de
m
onstrated
in se
veral stud
ies wh
ich hav
e
r
e
porte
d that
a h
i
ghe
r
percen
tag
e
of n
o
rmal childr
e
n
was found in I
C
DS areas th
an
in non-ICDS areas. found
that ther
e was a significant
improvement in the av
erage h
e
ig
ht and weight o
f
childr
e
n dur
in
g the rep
eat sur
v
e
y
, which
is in
dica
tive of
the g
e
nera
l
improvement in Substantial dev
e
lopmen
t among
childr
e
n. A comparative stud
y
o
f
child health in
-ICDS and non-
ICDS
blocks (0-6
y
ear
s) was conducted b
y
in
Uttar Pr
adesh also showed a h
i
gh scor
e fo
r ICDS childr
e
n.
3.
CO
NCL
USI
O
N
The
re
vi
ew s
h
ows
t
h
at
IC
D
S
schem
e
i
s
ve
r
y
m
u
ch c
r
uci
a
l
f
o
r
t
h
e
de
vel
o
pm
ent
of
Presc
h
o
o
l
e
rs
. T
h
e
IC
DS Sc
hem
e
m
a
y
be very
at
t
r
act
i
v
e but
bene
fi
ci
ari
e
s d
o
n
’
t
’
real
i
ze i
t
s
im
port
a
nce
.
St
anda
r
d
s f
o
r
A
W
C
s
sho
u
l
d
be f
o
r
m
ul
at
ed and i
m
pl
em
ent
e
d t
o
up
gra
d
e t
h
em
t
o
pr
ovi
de M
C
H ser
v
i
ces ef
fect
i
v
el
y
.
Pr
oc
urem
ent
and s
u
ppl
y
ch
ai
n sy
st
em
sho
u
l
d
be st
ren
g
t
h
ened
. C
l
ear st
r
a
t
e
gi
es and
pr
oced
u
r
e f
o
r s
u
per
v
i
s
i
o
n nee
d
t
o
be
d
e
fi
n
e
d
alon
g
with
a list of su
p
e
rv
isory activ
ities and
th
e
sk
ills for su
pervisio
n
to b
e
taug
h
t
t
o
th
e
sup
e
rv
iso
r
s
o
r
p
e
rsonn
el
who
will co
ndu
ct th
ese activities. Prop
er
an
d sufficien
t
nu
tritio
n
supp
lemen
t
atio
n
prov
id
ed
to
th
e b
e
n
e
ficiaries
m
a
y
h
e
lp
th
e ch
ild
ren
toward
s lead
ing a n
u
t
ritio
n
a
lly so
u
n
d
and
h
ealth
life co
m
b
at
ing
maln
u
t
ritio
n
.
Th
e
ICDS tea
m
can
h
e
lp
creat
e p
a
rt
n
e
rsh
i
ps b
e
tween
fro
n
tlin
e
wo
rkers and
co
mm
u
n
ity/wo
m
en
’s gro
u
p
s
, facilitatin
g
an in
teg
r
ated
app
r
o
a
ch
fo
r imp
r
ov
e ch
ild
care, h
ealth, nu
tri
tio
n
a
l
wel
l
-
bei
ng a
n
d
devel
o
pm
ent
.
For e
ffect
i
v
e i
m
pl
em
ent
a
t
i
on of t
h
e p
r
og
ra
m
m
e
t
h
e IC
D
S
t
e
am
shoul
d
m
a
ke
co
ord
i
n
a
ted effo
rts t
o
d
e
liv
er th
e serv
ices to
t
h
e ch
ild
ren
and
m
o
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