You Can Make a Difference in Quake-Stricken Nepal


A boy walks amid rubble in Nepal’s Sindhupalchowk District, where ChildFund Japan is bringing disaster relief. 

Conditions in Nepal are dire after a 7.8-magnitude earthquake April 25. As of today, the death toll is  more than 7,500 and climbing as assessments continue. The country’s National Emergency Operations Center, operating under its Ministry of Home Affairs, reports that more than 160,000 houses were destroyed, and nearly 144,000 more have been damaged.

ChildFund Japan, our Alliance partner, has worked in Nepal for 20 years and is helping distribute food in four villages in Sindhupalchowk, among the hardest-hit districts. On May 1, ChildFund Japan representatives brought 10 tons of rice, 1.5 tons of dhal (lentils) and salt to more than 10,000 children and family members. Longtime ChildFund freelance photographer and videographer Jake Lyell is documenting damage and relief efforts in Sindhupalchowk and elsewhere.

Jake has been to disaster zones before and says, “On my third day in the field, I can say that the area around where ChildFund works is the worst I’ve seen. It’s more remote, and the damage was very severe. It made our hearts sink.”

Jake’s not mincing words, but we are able to get help to some of the Nepalese families who need it most. Take a look at his pictures (as well as videos), and then donate what you can to help Nepal’s children through ChildFund’s Emergency Action Fund. You can follow our emergency updates, too.

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Steering Children Toward Success

Children learning activities in Leopa  ECD CenterDrawingSingingPlaying

Josefa teaches her ECD students about transportation.

By Silvia Ximenes, ChildFund Timor-Leste

It’s never too early to learn this lesson: “You need to study to get more knowledge and skills,” Josefa tells the children — ages 5 and younger — in the Early Childhood Development center in Leopa, a coastal community in Timor-Leste.

Josefa has taught since 2007 at this ECD center, which is supported by ChildFund and Timor-Leste’s Ministry of Education. Her duty is to make sure her children are learning effectively and to build their confidence in a safe and comfortable environment. ChildFund, working with Timor-Leste’s education ministry, holds training sessions for teachers on education methodology, and we also provided Josefa’s center with furniture, toys, teaching materials and healthy food for the children, including milk and green beans.

The children play before class starts and then come to attention after giving their teacher a warm greeting hello.

Josefa takes down a book and asks the children, “What do you see in this book?” Today’s topic is transportation.

The children respond with various answers: “It’s a car. That’s a plane. It’s a horse. It’s a boat!”

“All are the correct answers,” Josefa says. “Do you know how these means of transportation work?”

Adi of Timor-Leste

Adi on the playground

Adi, a 4-year-old boy with a confident and loud voice, replies, “A car runs on the road! A plane is in the air! Horses carry things!”To liven up the class, Josefa asks the children to stand and sing: “I’d like to ride pleasant transport!” Adi and his friends burst out in a chorus.

A few minutes later, Josefa distributes paper and crayons, bringing the children back to a calmer state. “Now, let’s draw your favorite means of transportation: a car, a plane, a horse or boat,” Josefa says.

Adi and his friends begin to sketch. Adi’s favorite activity is drawing. “I’m drawing five motorbikes, because I like to ride a motorbike,” he says with pride. “I want to become a police officer who rides a motorbike and arrests people who are involved in a crime.”

Josefa takes this opening to let her students know what such a dream will require: “If you want to drive or want to become a skilled driver of any kind of transport, then you need to study hard, to get better knowledge and skills on how to drive properly.”

Adi walks to the ECD center every day. His parents, Januario and Terezinha, both work as subsistence farmers, growing the food their family needs to survive. They have a second son, 2-year-old Felis. In Timor-Leste, about 95 percent of food grown — mainly corn and rice — is produced by subsistence farming.

On his 15-minute trek home that afternoon, perhaps he hums, “I like to ride pleasant transport!” And perhaps the seed his teacher planted is growing in Leopa’s sea breezes.

Preparing for the Storm: Disaster Risk Reduction for 2015-2030


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By Kate Andrews, ChildFund Staff Writer

At ChildFund, we have spent many hours helping children and families cope with the aftermath of wars, disasters and other traumatic events. For the past 25 years, we’ve raised funds specifically for emergency relief and often remain in affected communities for months or even years, helping people recover financially and emotionally.

Hand in glove with disaster recovery is preparation for future emergencies, such as earthquakes, typhoons and droughts. To help communities be prepared, ChildFund supports disaster risk reduction efforts in several countries, including Indonesia and the Philippines, which are prone to destructive storms.

In March, ChildFund Australia’s international program director, Mark McPeak, led ChildFund’s delegation to the World Conference on Disaster Risk Reduction in Sendai, Japan, an internationally significant gathering. At the end of the meeting, world leaders from 187 countries signed the Sendai Framework for Disaster Risk Reduction, 2015-2030, which sets seven global targets for the next 15 years. They include lowering the number of people killed or harmed by disasters; reducing economic loss, damage to infrastructure and disruption of basic services; increasing the number of countries with disaster risk reduction strategies and enhancing international cooperation to implement these goals.

McPeak notes in this piece for Devex that these targets are admirable, but right now, they are nonbinding and unfunded, which leaves them less potent than they could be. However, the door has not closed on discussions about funding and requiring governments’ participation, with opportunities ahead in the United Nations’ other conferences this year: the Third International Conference on Financing for Development in July, the global U.N. summit in September and the U.N. Climate Change Conference in Paris in December.

ChildFund’s chief goal at Sendai was to get other participants to understand and recognize the value of child and youth participation in disaster recovery and preparation.

“Children and young people are normally seen as helpless, passive victims of disasters,” McPeak writes. “During and after emergencies, the mainstream media, even many organizations in our own international NGO sector, portray children and young people as needing protection and rescue. Of course, children and young people do need protection. When disasters strike, they need rescue and care. But what such images fail to show is that children also have the capacity — and the right — to participate, not only in preparing for disasters but in the recovery process.”

To make his point, McPeak presented information about youth who took part in disaster risk reduction efforts in 2011 in Iloilo and Zamboanga del Norte provinces in the Philippines, spreading awareness in eight communities. A year and a half later, this work paid off when Typhoon Haiyan struck just north of the area, and local governments were more prepared than in previous storms. More people in vulnerable areas were evacuated, and Child-Centered Spaces were up and ready to help children soon after the storm passed.

You can read more about ChildFund’s disaster risk reduction programs, including our work in Indonesia, Zambia and the Philippines

ROAR Go the Lions and Tigers

India Early Childhood Development

Ashok demonstrates a tiger’s roar in his ECD center in the Raigad district of India’s Maharashtra state.

By Saroj Pattnaik for ChildFund India

Pictures often communicate information more efficiently than words do (hence the famous adage), and that holds true in a small classroom in western India, where children are discovering the alphabet, animals, fruits and vegetables through paintings and pictures.

“Earlier, I could not tell the difference between a cabbage and a cauliflower. Now, I know all the fruits and vegetables that we eat,” says 4-year-old Vaishnavi, one of the 30 children enrolled in an Early Childhood Development (ECD) center in the Raigad district of Maharashtra state, where ChildFund works in 43 rural villages. “Cauliflower is my favorite vegetable, and it contains many vitamins,” she adds.

Vaishnavi’s best friend, Ashok, is more interested in animals, particularly lions. He explains that the lion is the king of the jungle. “You know, a lion won’t kill other animals if it is not hungry,” the preschooler says, recalling a story that his teacher told them the other day.

Shanta Ghatge, a tutor, leads children in acting out a story at an Indian ECD center.

Shanta Ghatge, a tutor, leads children in acting out a story at an Indian ECD center.

According to Dr. Virendra Kulkarni, program manager of PRIDE India, ChildFund’s local partner organization in this area, young children explore visual art with both a creative and a scientific eye.

“Through art, they not only identify objects and concepts clearly, they try to explore everything related to them,” he explains. “Wall paintings are one of the best ways to make children know many things through visual expression. Our role is to provide them with materials and inspiration, then to stand back and let them go.”

Shanta Ghatge, a tutor at the ECD center, agrees: “Wall paintings, posters and other wall decorations not only make the classrooms look great, but they also make learning easy for children and remind them of concepts.

“We cannot just talk all the time in class,” she adds. “Children need to be stimulated in their learning, and we need such wall paintings, posters and other teaching aids to make their learning interesting.”

Ghatge, who has been an ECD teacher in the area for more than 20 years, says she follows a curriculum adopted by ChildFund to teach the preschoolers, and their routine includes examining paintings, writing, singing, storytelling, drawing and painting.

“Although the children like almost all the activities, the most favorite for them has been creating their own art,” Ghatge says. “I often give out drawing sheets and watercolors to them and ask them to make some art. They just love this activity.”

Children need to be stimulated in their learning, and we need such wall paintings, posters and other teaching aids to make their learning interesting.

Research has shown that participating in art, music and storytelling activities helps children develop language, mathematics and social skills. “These essential activities can help the young brain develop to its fullest capacity,” Dr. Kulkarni says. “In all our ECD centers, we use learning methods that are recognized as best practices for preschoolers.

“One of them is using rhythm to help children develop patterning abilities and make relationships between the rhythm, beat and words,” he explains. “There are a lot of local language rhymes that teachers use to improve children’s patterning ability, while toys and other aids are used to improve their motor skills.”

Ghatge points out that the children also have fun in the classroom. “Amidst all this noise, we certainly know one thing: These children are learning while enjoying their childhoods.”

Scenes from Vanuatu

The Category 5 Cyclone Pam struck the South Pacific islands of Vanuatu on March 13, leaving many people homeless and destroying crops. ChildFund International and ChildFund Australia are raising funds to help families recover from the disaster, working with a local NGO, Live & Learn Vanuatu. Right now, the most urgent problem is a lack of clean water, but your donations are helping make a difference. Below, take a look at photos taken by Vlad Sokhin in Vanuatu last week, along with quotes from people affected by the cyclone.

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Photos: ChildFund/Vlad Sokhin/Panos Pictures.

Safe Water for Better Health and a Better Life

hand washing in Sri Lanka

Teaching good hand-washing habits in Sri Lanka.

March 22 is World Water Day. Learn more about how you can help children get reliable access to clean water through our Real Gifts catalog.

By Himangi Jayasundere, ChildFund Sri Lanka

Five-year-old Murugan watches as water trickles out of a gurgling filter. As his cup fills with clear, clean water, the smile on his little face grows larger. Where Murugan lives in Sri Lanka’s Nuwara Eliya district, waterborne diseases like diarrhea are a serious problem and often lead to children becoming malnourished.

Children here have many health challenges, including poor water quality and lack of education about health care among parents. But ChildFund’s Ensuring Nutrition, Health and Children’s Health (ENHANCE) program has helped address the issue of safe drinking water by distributing filters to Early Childhood Development (ECD) centers and conducting awareness programs through local partner organizations.

Eight ECD centers, including Murugan’s, have received water filters, which remove lead and other impurities from water so it can be safely drunk. The filters also reduce the risk of potential diseases.

“This is one of the best water purification systems introduced to us. I want to thank ChildFund Sri Lanka for helping to provide clean water for children,” says Mrs. Puwaneshwari, a teacher at the Walaha ECD center. Together with T-Field, its local partner in Nuwara Eliya, ChildFund has built a dam to collect water from a spring and distribute the clean water through pipelines to the community. The project has benefited 170 families.

The awareness programs have emphasized boiling water before drinking it at home and teaching children and adults to wash their hands after using the toilet. ENHANCE takes an integrated approach to helping children establish good health, addressing nutritional needs, child care, family habits, personal and environmental hygiene, safe water and sanitation practices and food security.

“My child used to fall sick often, but after learning about the importance of boiling drinking water, I always boil our drinking water now, and I can see a difference,” says Malarselvi, a mother at the ECD center. “They don’t fall sick as often as they used to.”

Girls Get a Hand From the White House

Indian student

Sheela, 19, is attending nursing school through ChildFund India’s Udaan scholarship program. Photo by Jake Lyell.

Earlier this week, ChildFund President & CEO Anne Lynam Goddard visited the White House for the launch of Let Girls Learn, a U.S. government initiative that aims to make education accessible for all girls worldwide, despite some daunting obstacles. Girls’ rights and the barriers to them figure strongly in our work at ChildFund, so it is thrilling to see such a major push led by the Office of the First Lady, involving USAID, the State Department, the Peace Corps and other agencies. You can read more of Anne’s thoughts on Let Girls Learn on her Tumblr page.

On the ChildFund blog, we’ve written about many girls and young women who have overcome significant barriers to attaining a full education — including early marriage, spotty electrical power, long walks to school and cultural mores that discourage women from getting an education. Read about Phanny, a Zambian woman who works as an automotive repair supervisor; Mahdia, an Afghani woman who is learning to read despite the objection of some of her male relatives; and Alexia, a Dominican police officer who encourages her younger siblings to remain in school. They’re heroines in our book.

Establishing a Firm Foundation in Fatumeta

Timor-Leste early childhood development

Abrigu, 5, counts the letters of the alphabet with the help of his teacher, Fernanda.

By Silvia Ximenes, ChildFund Timor-Leste

Fernanda, who works in an Early Childhood Development (ECD) center in Fatumeta, Timor-Leste, often begins class by asking the children questions.

“What do people usually use to communicate with each other?”

Most of the children confidently say, “A telephone.”

“Is there anything other than a telephone?” Fernanda asks.

The class becomes quiet. Five-year-old Abrigu and his friends are searching for the answer. Fernanda gives the children a clue: “Something that we watch the news or a movie with — what do you call it?”

“A television!” the children say simultaneously.

Abrigu and his father

Abrigu and his father, Agusto.

After hearing their answers, Fernanda explains today’s topic to the children: different means of communication. She talks about telephones, televisions, newspapers and radio.

The Fatumeta ECD center started in 2008 with support from ChildFund. In her class of 27 children, Fernanda uses methods and techniques she learned in ChildFund’s training programs. By providing the children with various types of games and learning activities, she hopes to help them learn important skills while also expressing their creativity.

As part of today’s lesson, Abrigu carefully writes the letters of the alphabet on a large chalkboard. Afterward, Fernanda asks children to count the letters — combining learning about the alphabet with counting exercises, which will enhance the children’s overall comprehension.

ChildFund, along with local partner organization Moris Foun, supplies the center with books, paper and pencils, as well as education training for the staff members. ChildFund’s goal is to support children so they can complete their studies and become confident, educated adults who can help their communities improve.

Abrigu’s father, Agusto, came with him to the center today. A farmer and dad of seven, Agusto is aware of the importance of education for his children’s future. He says that one of Abrigu’s sisters has also gone through the ECD program. She is now in the second grade  and is doing well, Agusto proudly reports. “She is confident in her learning and is progressing well because she had the opportunity to develop her knowledge in the very beginning through the ECD center.”

Mamta’s Path to Becoming a Teacher

In this video, Mamta talks about how the Udaan scholarship available through ChildFund India has helped her overcome financial challenges to attend university to become a teacher. Her parents are illiterate, and many of her friends in her village dropped out to get married, so what she is doing is remarkable.

“I want to teach other girls to continue their educations so they’ll be independent, like me, and have a good life,” Mamta says. Video by Jake Lyell.


Indian Cricket Captain Makes a Pitch for Reading

India book bagsChildren in Karnataka, India, receive book bags from ChildFund filled with age-appropriate — and fun — books to encourage reading for enjoyment. Photo by Jake Lyell.

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.

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