By Arthur Tokpah, ChildFund Guinea
Fatoumata, 25, is in job training with ChildFund Guinea after completing her degree at university. Currently, she is involved in branding hand-washing kits with ChildFund’s logo before distributing them to schools. The kits, which consist of a rubber bucket, a chlorine solution and hands-free thermometers, are very important now that schools are reopening since the Ebola outbreak in Guinea has been contained. Fatoumata recently expressed what it means to her to be part of the fighting force against the Ebola virus.
“If Ebola was something visible that one could attack face to face, I could fight it with all my might until the last bit of the virus gets out of the country. I am happy to contribute to efforts in fighting against the disease.
“Many children are stigmatized today because of this deadly virus. Last month, when I had the opportunity to go into the field with the ChildFund Guinea team, I saw orphan children often rejected by their friends, only because either both or one of their parents died from Ebola. This condition calls for an approach that will facilitate their social inclusion.
“Also, children have stopped enjoying their educational rights during the past six months because schools were closed due to Ebola. They need to go to school and learn to prepare for their future. They need to have peace of mind at home and when they are playing with their friends. So, every possible measure needs to be taken to wipe away the virus.”
This video featuring Tinashe, a 10-year-old girl from Zambia, won first prize in ChildFund’s 2014 Community Video Contest for its heartfelt depiction of how crucial water is to life in Zambia’s rural Luangwa District. The river that is Tinashe’s community’s primary water source is infested with crocodiles, making it dangerous to fetch water for cooking, drinking and bathing.
Thanks and congratulations to ChildFund Zambia, the Luangwa Child Development Agency (ChildFund’s local partner organization there) and, especially, Tinashe!
By Veronica Travez, ChildFund Ecuador
Paul and Robinson are two smart and happy brothers, 13 and 11 years old respectively. They’ve gone through hardships in their lives but still have a great deal of hope and enthusiasm for the future.
Because their mother died from health problems when they were very young, the boys live with their grandparents, Martha and Victor, in a community about 15 minutes from San Gabriel, Ecuador. In this largely agricultural area, most locals work as laborers on potato, bean or corn plantations and earn an average salary of $10 a day. Martha, 73, divides her days between farm work and caring for the boys and her husband. The family raises guinea pigs and chickens for additional income.
Paul and Robinson are enrolled in ChildFund’s Aflatoun and Aflateen community clubs, which offer children and youth educational workshops about saving money, spending responsibly and their rights. Martha attends family workshops that have helped her understand the importance of school and extracurricular activities like sports and cultural events.
Three years ago, the boys received sponsors, whose support has been very important to the family. On one occasion, Paul’s sponsor sent him $100, which he used to buy a bed, a mattress and a cabinet for storing his clothes.
“I feel very grateful that they support my little ones without having met them,” Martha says. “I always ask God to give the sponsors his holy blessings and to always take care of them, wherever they may be.”
By Kate Andrews, ChildFund Staff Writer
In a small Honduran village in the mountains, 12-year-old Yunior writes letters regularly to Margaret and Bob Erickson, who live in Washington state, a continent away. They’ve sponsored him through ChildFund since 2005, when Yunior was only 3 years old. A lot has changed in that time, particularly his communication skills.
“He’s taking English classes now. He’s writing to us in English,” Margaret says with excitement. “We have no children, and we are going to try to set up something so he can go further in school. He’s a very important part of our lives.”
Ten years ago, the Ericksons decided to sponsor a younger child so they could follow him through his childhood, helping where they could. He’s the first child they’ve sponsored. Yunior’s mother had died, and his father’s family took him in, although his grandfather and uncle were only earning about $42 a month. Because Yunior was too young to write, his aunts and grandmother wrote letters to the Ericksons on his behalf.
“I didn’t know what to call ourselves, but his aunt called us godparents,” Margaret recalls. In the passing years, Yunior has had happy and sad experiences; his grandmother passed away, but he also has succeeded in school. He’s now in seventh grade, and his favorite classes are math and English, Margaret says. She and her husband have sent money for Christmas, which Yunior often uses for practical purposes like clothes and shoes, and they also paid for a floor for the family’s house and a bed for Yunior, who had been sleeping on the ground.
“I’ve totally encouraged him to stay in school and do well,” Margaret says. “I’ve told him if he needs anything for school that he can’t afford, to let me know.”
Bob Erickson is a retired civil engineer, and Margaret was an internationally certified ophthalmology technician, setting up doctors’ practices remotely and often dealing with new eye diseases that immigrants carried to western Washington as they begin new lives in the United States. The couple has long had an interest in international travel and has visited the Panama Canal, the Falkland Islands and glaciers in a South American inlet.
Aside from receiving letters from Yunior, the Ericksons sometimes get photos from him. For years, he has posed for pictures with a grim look on his face, so Margaret asked him to smile in a picture this year.
“This Christmas, he gave us an awesome, big smile,” she reports. “He is a delight, and we truly love him.”
By Christine Ennulat, Content Manager
One of my favorite things about becoming a mother was the whole new world of children’s books I staggered into — with my kids tumbling into it with me when they were little and then, before long, actually leading me through it. It brought back, again and again, waves of nostalgia for all that books had meant to me in my own childhood. My children are older now, but those days are on my mind again as I learn about how ChildFund’s Just Read! program is helping hundreds of children in some of the United States’ poorest communities find the magic of reading for pleasure.
One thing I’ve learned that I didn’t know: Reading for pleasure trumps socioeconomic status as a determinant of how well kids do in school. (The magic of reading for pleasure, indeed!)
I don’t remember much of my own early childhood experience with books. My parents came to the U.S. from Germany just a couple of years before I was born, and my main memory of any book from that time was Heinrich Hoffmann’s Der Struvvelpeter, a German collection of alarming cautionary tales that included one about a boy who refuses to cut his hair and fingernails (yikes!) and another about a boy who won’t stop sucking his thumb until one day a man wielding giant shears appears and … well.
Honestly, I couldn’t get enough of those gruesome tales. “Pleasure” probably isn’t an accurate description of what they gave me … but I’m not sure pleasure is necessarily that simple. What I can say is that I took to reading in search of similar wild thrills and imaginative flights. But even more, I was searching for myself.
As a weird, lonely kid, I recognized myself in moody Meg Murry, of Madeleine L’Engle’s A Wrinkle in Time, and in Milo, the initially reluctant protagonist of Norton Juster’s The Phantom Tollbooth (after whom I named Kid #3). And always, always there was Beverly Cleary’s Ramona, and her blue-haired doll with the most beautiful name in the world, Chevrolet, and the Dawnzer, and “BOINNNG!” Oh, the courage of Ramona. I wanted to be Ramona.
Later, I would — and still do — recognize my own heart in Austrian poet Rainer Maria Rilke’s exhortation, in his Letters to a Young Poet: “Be patient toward all that is unsolved in your heart and try to love the questions themselves, like locked rooms and like books that are now written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.”
As my own children grew, I delighted alongside them as they found their own ways down their own rabbit holes toward who they might become. My oldest fell in love with Tamora Pierce’s Alanna books, in which a girl becomes a knight in her kingdom, and her Dane books, with a heroine who converses with animals. Kid #3 couldn’t get enough of Al Perkins’ Hand, Hand, Fingers, Thumb, which my whole family can still shout-chant from memory to this day, and through which music grabbed hold of him for the first time. (Kid #4 now says he hated that book because, as he learned to read from it, he had to face silent Bs—“thum-BUH,” he says. He became a Calvin and Hobbes guy.)
It was magical for me to be along for this ride, vicariously experiencing their journeys through silliness, love, terror, beauty and more.
Children need these flights of the imagination, these adventures beyond their everyday circumstances. When they use their imaginations, they flex their abilities to think creatively, and that’s key to not only learning but also taking aim at what they want to accomplish in their lives.
Reading is a way toward experiencing difficult feelings in manageable ways, which prepares a child for facing difficult situations in real life. Reading is also a way toward relief of stress — which is rampant and nearly constant for families living in poverty — and a way toward a loved one’s lap.
And reading is a way toward laughter. (I am convinced that laughter has an important role in the fight against poverty.)
Years ago, my neighbor said to me, after having accomplished some crazy plumbing repair without help, “If you know how to read, you can do anything.”
I second that sentiment … and offer a tweak: If you know how to read, you can be anything.
When children read, even amid the most challenging circumstances, they really can.
You can help change a child’s life by donating to ChildFund’s Just Read! program.
By Jacqui Ooi, Social Communications and Media Manager, ChildFund Australia
Schools in Guinea reopened this month after being closed for much of last year, as the country fought to contain the Ebola outbreak. In Liberia and Sierra Leone, where infection rates are also now stabilizing, schools are set to reopen in February and March respectively.
It’s the first step back to normalcy for millions of children whose lives and educations have been disrupted by the worst Ebola crisis in history. An estimated 5 million children in the three countries have been out of school for up to eight months. This has put children at high risk of dropping out of school permanently or ending up in child labor.
“Schools have been closed for a long time, so there are concerns that children are beginning to forget they were schoolchildren, that the continuation of their studies will be difficult the longer schools take to reopen,” says Billy Abimbilla, ChildFund’s national director for Liberia and Sierra Leone. “It has also been realized that many of the older girls are becoming pregnant because they are at home and they are not occupied. So, in some ways, the sooner schools reopen, the better.”
However, while there is an obvious need to get children back in school, there are also concerns about their reopening too soon, risking exposure to the virus.
“There is a school of thought that thinks it is too early to reopen these schools, because even though infection rates are declining, Ebola has not been completely eradicated and so reopening schools could spike another round of infections,” Billy says. “Also the fact that opening them too early will put some parents in a difficult situation because many livelihoods have been eroded, and many parents do not have enough money to pay school fees. So they need a bit more time to be able to organize to pay the school fees.”
With the decision to reopen schools winning out, the government and NGOs in all countries will be working hard to ensure children are protected at school and also help families get back on their feet.
ChildFund will extend its support of children affected by Ebola to help ensure that school staff and students continue to be careful about prevention measures as schools reopen.
“We will provide them with hygiene kits so teachers and students can continue the practice of washing their hands, and avoid intimate touching with each other through things like spacing of seats in the classroom,” Billy explains. “We’ll also continue with education on how Ebola can be contracted or not, and form children’s Ebola clubs to raise awareness in schools.
“Provision of water and sanitation is also crucial in terms of reducing infection. So we’ll be looking at supporting the government to supply wells fitted with hand pumps for schoolchildren to wash their hands and ensure that whatever information children get at school, they can also be voices to get back to the community level and educate their parents.”
Reporting by ChildFund India
Last month, former Indian cricket team captain Anil Kumble helped launch a reading campaign with ChildFund India, presenting tote bags filled with books to children in Karnataka, a state in southwestern India. Each bag contained books appropriate for different ages, from 6 to 14, and the program aims to provide books to nearly 115,000 underserved students in 14 Indian states this year, with more to come in the next three years. ChildFund India also has plans to set up 30 community libraries throughout the country.
“If you want to get more knowledge, it is important to read books,” Kumble said. “A culture of reading picked up at this age will continue forever.” The campaign focuses on providing access to literature, creating a supportive environment and removing barriers to reading. To address poor electricity in rural areas, families will receive solar-powered lamps with chargers that can also be used for cell phones and flashlights.
By giving children the opportunity to own books other than school textbooks, it is hoped the “Books, My Friends” program will inspire them to become lifelong readers for fun and enjoyment.
Reporting by ChildFund Philippines
Some of the villages we serve are very remote, and it’s impossible to establish Early Childhood Development (ECD) centers in them. In the Philippines, four barangays (the Filipino term for small villages or neighborhoods) in the municipality of Pili are situated too far from established ECD centers, so ChildFund and its local partner organization are bringing in a mobile unit to serve children under 5 and their families.
The Mobile Supervised Neighborhood Play initiative, which began its pilot phase last fall, provides the materials, modules and learning tools found in ChildFund’s home-based ECD programs and packs them in a mini-cab that can travel to remote communities.
Four trained volunteers conduct two-hour sessions twice a day, three times a week in the four barangays, helping train parents and other caregivers, as well as people who could one day start ECD programs locally. This pilot project is just the most recent way that ChildFund is supporting healthy development of children younger than 5.
“Where there are government day care centers, ChildFund helps equip the day care worker,” says Corazon Obra, program officer for ChildFund Philippines. “In communities remote from day care centers, ChildFund helps set up Supervised Neighborhood Play, our home-based model. Mobile SNP takes this idea further, literally delivering quality Early Childhood Development services to remote communities.”
Reporting by Abraham Marca, ChildFund Bolivia
Born three and a half years ago to a 41-year-old mother after a risky pregnancy, Rebeca was small but still within the normal range. However, when Rebeca was 9 months old, her family learned she wasn’t developing properly.
Wiñay Mujo, ChildFund’s local partner organization in her Bolivian village, offers early childhood development evaluations to young children in the area, and Rebeca had her first at 9 months. The evaluation revealed that Rebeca didn’t have enough strength in her back, legs and arms to crawl, so Wiñay Mujo staff members showed her mother some exercises she could do at home with Rebeca to stimulate those muscles, and soon Rebeca began making her first movements around her world.
But then, just before turning 1, Rebeca suddenly began losing weight; she was diagnosed with mild acute malnutrition, so Wiñay Mujo helped her get the dietary supplements she needed. She gained weight over the next few months, but she still couldn’t walk, even at 15 months. After a new course of exercises and diet, she learned to walk, and by the time she turned 3, her growth and development were on track.
But Rebeca developed a parasite infection and suddenly lost weight again. After her successful treatment, Wiñay Mujo looked more deeply into her situation and discovered that Rebeca was spending her days in the care of a teenage aunt while her mother worked. To provide a healthier environment for the little girl, Wiñay Mujo invited the family to have her participate in ChildFund’s center-based early childhood development program in her community.
Today, Rebeca and her family are doing better, and they attend programs at Wiñay Mujo, where they learn about good nutrition and other healthy practices. Rebeca is 3 and a half. She has had all of her vaccinations, and her development is considered normal for her age.
Children in developing countries face many obstacles to healthy development. For the youngest in particular, early nutrition is especially important because it supports their ability to grow and learn — without adequate nutrition in the early years, children may never be able to recoup developmental losses. ChildFund works through local partners like Wiñay Mujo to provide the monitoring, stimulation, nutrition and learning opportunities children need to stay on track.