FLN Activities for Anganwadi: Literacy, Numeracy and Movement

Literacy: talk about a familiar picture

Choose a picture children understand. Ask them to name what they see, describe one detail and connect it to something familiar. A partner can identify the picture from a description. Listen for meaningful words and understandable expression rather than insisting on one scripted answer. Where suitable TUK-TUK picture materials are available, reaching the target can follow the conversation; movement should not replace the language activity.

Numeracy: connect counting with visible action

Use objects, claps or a short movement route so children can match one number word to one action. Ask how many actions they predict, then count together and compare. With a robot, count movement steps rather than assuming a printed destination number equals the distance. Reduce the route length for a simpler task; for another turn, ask children to explain a different route.

Movement: practise spatial language

Start from a shared position and use clear words such as forward, beside or turn. Let children demonstrate or point before describing a route orally. Discuss different viewpoints if left and right become confusing. Use compatible robot controls only after the group understands the starting position; follow the equipment instructions and leave an appropriate clear movement area.

Storytelling: agree what happens first

Select two or three familiar picture events and ask children to arrange and explain them. Accept plausible alternatives when children can give a reason. Retell the story with a beginning and an ending. A suitable robot route can visit picture stops after the story order is agreed. The facilitator creates the narrative context; do not claim the robot understands or generates stories.

Adapt the challenge without excluding children

Offer a smaller choice of targets, a shorter sequence or a partner response when needed. Provide predictor, speaker, pointer and observer roles as well as operator turns. Children can participate meaningfully without all giving the same response. Match materials and handling to current product guidance and individual support needs; simpler instructions do not make unsuitable parts safe.

Record what children actually do

A useful note might say that a child counted three moves with prompts or described the target using a position word. Include the support given and what to try next. Avoid converting participation into a percentage improvement or treating one completed task as a reading assessment. These observations guide activity planning and are not a substitute for the programme's assessment process.

Select the aid after choosing the goal

Use the simplest suitable material for the intended experience. Books and picture cards may be enough for a story task; a robot can make route prediction concrete. TUK-TUK's activity examples show one possible button-and-mat format. Confirm the actual mat symbols and package contents before planning sessions around them.

See suggested TUK-TUK activity cards

Select the wider learning kit

Read the TLM selection guide