Assessment of the Early Childhood Learning Environment in Anganwadi Centres of Majuli District, India

Abstract

Background: Physical and material conditions can support early childhood learning, but the availability of individual resources does not necessarily indicate a complete learning environment. Aim: This study assessed selected learning-environment conditions in Anganwadi Centres in Majuli district, Assam, and their associations with enabling infrastructure. Methods: A cross-sectional facility questionnaire recorded 63 submissions between 2 and 7 September 2026. After excluding two test entries and nine earlier duplicate submissions, 52 unique centres remained. Seven binary indicators were combined into an Early Childhood Learning Environment Index (ECLEI). Descriptive statistics, bootstrap confidence intervals, Cochran’s Q test, exact McNemar comparisons, and adjusted permutation analyses were used. Results: The mean ECLEI was 87.09% (SD 17.73; 95% bootstrap confidence interval 82.14–91.76), while 29 centres (55.77%) reported all seven conditions. Learning and play resources averaged 91.83%, compared with 80.77% for physical space and comfort. Teaching-learning materials were available in 94.23% of centres, whereas adequate classroom space was reported in 75.00%. Availability differed across the seven indicators (Q = 14.83, p = 0.022). Centres with functional toilets and those with buildings in good condition had higher mean ECLEI scores by 19.39 and 18.94 percentage points, respectively, after adjustment. Conclusion: Despite high overall resource availability, important gaps remain in classroom space and environmental conditions. The findings support targeted facility-level improvements and direct observation of learning practices.