Providing high quality and inclusive preschool education for children from families with low socio-economic status especially in developing countries remains a problem to be solved. Within this context, investigating good practices supporting children’s holistic development, well-being and academic success and discussing all aspects of these practices can provide examples for developing countries in making cultural adaptations to their local practices considering their new understanding. An alternative early childhood education program that addresses the needs of the population in its host, India, and introducing this program to field experts and educators was the focus of this current study. The Integrated Child Development Services (ICDS) was launched in 1975. It is a model that differs from other programs for child development and care because it offers the world’s largest mother-child health and education services together. ICDS, which is acknowledged as the flagship program of India, is a governmental program operated through Anganwadi Centers (AWC). The centers serve as an outpost for the first line of health, nutrition, and early learning services for disadvantaged groups including children aged 0 to 6 years, pregnant women, and lactating mothers. This study aims to introduce ICDS to early childhood education professionals, teachers, and policy makers.