By Melissa Bonotto, ChildFund Ireland
It’s the end of another week and villagers from the Gondola district in Mozambique are gathered at their usual meeting spot. They each have their meticais – the local currency – and are eager to participate in today’s Village Savings and Loans (VSL) meeting. After the official welcome by the organization’s 23-year-old president Aida, they begin shouting out numbers, adding their money to the pool and cheering — happy to be investing in the future of their community.
Through a partnership with the local KureraWana Association, ChildFund Ireland and ChildFund Mozambique have encouraged VSL groups to invest in early childhood development as part of their new Communities Caring for Children Programme (CCCP). CCCP coordinator, Alberto, says “The community became so excited that they could not wait.” Some VSL groups began saving before the program’s official start date and will soon be able to support childhood development initiatives in the area. With an early start, most VSLs have saving down to a science.
Each group, consisting of about 15 to 25 members, meets weekly to make deposits into a communal fund. Participants must contribute at least one share each week, but they are allowed to give up to five. One share is equal to 20 meticais – or US$1.
Members can borrow up to three times the amount they have contributed but only at the last meeting of the month. Borrowers have three months to pay down their loan, and do so at a 10 percent interest rate. Members follow clearly prescribed guidelines to participate and start each meeting by reciting the rules and penalties so that everyone in attendance understands.
With financial guidance, individuals use these loans to maintain or jumpstart new businesses and community programs. “These groups have been targeted for business management training during the program,” says Jean, a ChildFund Ireland grants officer. “So their loans are managed appropriately and used for viable businesses.”
Each group is supported by a secretary, two cashiers, a “money-box” guard and multiple key guards. All participants, identified by a number, announce how much they have saved for the week. The secretary records the amount in a ledger and members of the group cheer for their fellow banker’s accomplishments.
Beyond entrepreneurship, VSLs also encourage emergency preparation through savings. At every meeting, each participant contributes 5 meticais to a social fund that can be used as a donation to a member in times of need.
As their savings grow, VSL groups will help reshape the economic capacity of their communities and empower individuals to reach financial stability. Group members will start new businesses, providing services their neighborhoods need desperately, as well as support key community initiatives that will benefit the families and children of their community.
By Patricia Toquica, Americas Region Communications Manager
In the cold mountains of Ecuador, a group of young preschoolers eagerly await another visitor to their Child Center for Good Living (Centro Infantil del Buen Vivir) in the remote town of Santa Rosa in Tungurahua province.
The children have grown used to guests, as government officials regularly cite this center as a successful model for early child development programs. The center was specially designed with children’s welfare in mind and built and managed as a joint effort by the government, the local community and ChildFund.
The Child Centers for Good Living are part of Ecuador’s National Plan of Good Living (Plan Nacional del Buen Vivir), a policy to recognize child development as an integral child right. By 2015, Ecuador aims to enroll 75 percent of its children in child development programs.
In Santa Rosa, the previous child development center was in bad condition, in terms of infrastructure and services. The community signed an agreement with the provincial branch of the Ministry of Social and Economic Inclusion (Ministerio de Inclusión Social y Económica-MIES) and ChildFund Ecuador to together build and administer a new center under the highest standards of quality and efficiency.
“We built this center up from the very first stone to the very last nail,” says Blanca Chiza, coordinator of Cactu—ChildFund’s local partner organization. The local community association contributed the land and the labor; the government and ChildFund provided financial and technical assistance, equipment and trained staff to run the center.
Currently, 26 children (newborns to age 5) now learn, rest, eat and play in a well-equipped center. “The community is thankful, as the facilities we had before were in terrible condition,” says Viviana Vargas, center coordinator. “The mothers of our town can now work, having the peace of mind that their children are well taken care of.”
The center has rest areas where toddlers can take their naps; bathrooms with basins and toilets made to their size; rooms for music, playing, and exploring, as well as a fully equipped cafeteria.
“The key to our success is the model where we teachers work together with parents, communities, government and ChildFund,” says Viviana. “At the ECD center, we meet our neighbors; we help and support each other.”
By Christine Ennulat
The high school dropout is a familiar phenomenon. But an elementary school dropout? In developing countries, it’s a common problem.
“Your first-grade classroom may have 135 kids in it,” says Mary Moran, ChildFund senior specialist in Early Childhood Development. “Your second-grade classroom has 60, and by the time you get to fifth grade, you may be in a class of 10 or 12.”
ChildFund’s Stepping Stones program, in Zambia’s Mumbwa region since 2009, eases the transition between early childhood and primary school environments, helping more children stay in school.
For a child who is moving to primary school, whether from home or one of ChildFund’s Early Childhood Development (ECD) centers, the change is often a shock. A typical primary school is a teacher-centered, highly structured setting with little individual attention and few to no materials with which to work or play.
The primary school teacher usually has little training in child development or in education methods for young children. Parents may have had no school experience at all, which means no understanding of the school process or how to support their children in it.
Stepping Stones connects teachers, parents and children. Teachers from ECD classes and first-grade classes collaborate on a plan for understanding each other’s practices and expectations. Groups of children and teachers may visit classrooms, or parents may take their children individually. Teachers from both settings spend time in each other’s classrooms. They’re also trained in how to engage with parents and families.
Likewise, parents receive coaching on how to engage and interact with teachers, as well as to recognize when their children are under stress or having other difficulty. All adults work in concert on behalf of the children.
The Stepping Stones program supports children as they learn lifelong skills: resiliency, adaptation to change and how to recognize the differing expectations of people and environments. To help them, teachers are trained in social-emotional learning strategies, from understanding different learning styles to new ways to structure classrooms and schedules that help children prepare for change and provide them with a sense of control.
“We now know how to ask questions of children,” said one teacher who has participated in Stepping Stones. “I thought my role was to make sure the children know the information.” As they learned their new role as guides rather than givers of information, teachers also noted that children were more apt to both ask for help and share their enthusiasm for learning. The level of parents’ engagement was another pleasant surprise.
When the time came for a graduation ceremony to honor the transition, some of the preschool teachers literally handed the children over to the primary teachers as parents looked on. “In one case, a child told us that graduation was really important because he had his first taste of cake,” Moran laughs. “Another told us that what was so important to her was that her community gave them a book to write in, and it was the first time she had ever had a book.”
On the first day of primary school, only one of the 143 children cried. But both the teachers and the parent were prepared to support the child. It took only a handful of days for him to find his footing.
by Mary Moran, ChildFund Senior Program Specialist, Early Childhood Development
Earlier this week, I was at World Bank headquarters for the launch of the new Lancet series on early childhood development as a global concern. These studies follow up on new evidence about the impact of early childhood development programs and the risks young children face in their development. They also highlight what things give children some form of protection even when they live in environments of extreme poverty, face high rates of malnutrition or lack stimulation.
Recent evidence demonstrates significant risk for young children’s development when
However, children are protected when
ChildFund’s Early Childhood Development programs address these risks and protective features through:
For additional reading, you’ll find the article series, on the website of the Consultative Group on Early Childhood Care and Development (ChildFund is an active member of this group).