By Martin Nanawa, ChildFund Philippines
In this small agricultural village in Eastern Luzon, children below schooling age don’t own closed-toe shoes. In many low-income communities across the Philippines, pragmatism leads children to wear flip-flops, which are relatively inexpensive and remarkably durable. Even when their parents can afford a pair of shoes, children still go about their casual business in flip-flops, preserving their shoes for school, church or other formal occasions.
Many young people in this village, much like other parts of the country, will own their first pair of shoes only when they begin school, where shoes are part of the uniform.
Nonetheless, on the porch of a small home in this village, children younger than 5 learn to tie their shoes long before they ever own any. These children attend a home-based Early Childhood Development (ECD) program ChildFund supports in areas unreached by government day care centers. Home-based ECD sites like this are known as Supervised Neighborhood Play (SNP) centers, staffed by local volunteers. They are not professional day care workers or educators, but ChildFund trains them to be effective and innovative.
Innovate is just what Mabeth did. The SNP volunteer started with rolls of colored paper, felt markers and all the creativity she could pool together to make her front porch a learning environment for children. She hung paper cut-outs illustrating animals and objects that correspond to letters in the alphabet. In place of printed charts describing parts of the body, Mabeth’s front porch has hand-drawn illustrations. Mobiles hang from the ceiling describing different emotions children experience, such as happy, sad, and scared.
One cardboard box stores all the children’s shoes — shoes made from paper. They have a double-layer of colored paper for a sole and a loop of paper on top. Colored string is used for laces. “Poor children [in this neighborhood] often don’t have shoes, and I feel it’s important they learn to tie their laces like other children do,” Mabeth says.
Children at this SNP site may not yet own closed-toe shoes, but the innovation of ChildFund volunteers helps make sure they have many opportunities for development early in their childhood.
By Mauricio Bianco, ChildFund Brasil
Mauricio Bianco, marketing and fundraising manager for ChildFund Brasil, recently traveled to Ecuador. Today, he shares his impressions in the second of a two-part series. See part one.
After visiting with teenagers in ChildFund programs who produce a newspaper column and a radio show, we traveled to the community of Misquilli, an indigenous community of Quechua origin. We visited an Early Child Development (ECD) center built and maintained by ChildFund Ecuador with child sponsorship resources and government funding. The center serves children under 5.
Many activities strengthen the emotional bond between children and caregivers, and many mothers in the ECD program receive guidance on the importance of breastfeeding. That advice is delivered by “madres-guias” (mother-guides) who visit mothers in the community weekly to discuss health, hygiene and nutrition of young children.
Toward the end of the day we traveled to the province of Cotopaxi, bookended at one side by a snowy hill and the other, a volcano.
We went straight to the community of Patutan, which lies about 10 km (6 miles) from the highway leading to Quito. We talked with leaders of six local associations that have partnered with ChildFund since 1995, supporting the work of ChildFund Ecuador, the national government and local social organizations.
Some communities from the federation are “graduating,” meaning that they will no longer rely on funding from ChildFund Ecuador.
These communities now have numerous entrepreneurs who started businesses selling flowers, tomatoes, chickens and pigs. The federation of community groups has a credit union that was formed in 2000 with US$120 and now handles more than US$600,000 in loans to local producers (with interest of 18 percent per year). Carnations and roses are exported to the United States, Europe, Russia and parts of Latin America.
More than 400 families are involved in the flower industry. The Patutan community leaders eloquently discussed sustainability, transparency, income generation, empowerment, water sanitation, family farming, marketing and foreign trade. It was amazing and gave me a sense that things really can be fixed!
All of the community leaders, including women, seem fully aware of their rights in society and are increasingly improving their communities through sustainable growth. Next year, ChildFund Ecuador will end the subsidy for more than 25,000 people in these communities after providing a great deal of training in education, health and community participation.
By Melissa Bonotto, ChildFund Ireland
Machava, a 32-year-old community leader, has been working with children for 10 years. He first started talking with village children under a tree close to his house. Then, ChildFund Mozambique built a resource center close by in 2009, and Machava had the chance to use it for his daily meeting with pupils. He also teaches adult education and is a student himself. He had to stop his studies during the Mozambican Civil War, but he is delighted to tell us that he managed to go back to school. He will complete the final year in secondary school next year.
As part of the Communities Caring for Children Programme (CCCP) launched last week by ChildFund Ireland and ChildFund Mozambique, this resource center has been adapted to become an early childhood development center. Flush toilets and basins with running water have been installed at children’s level and the center has been made more child-friendly. Zaza, a talented local artist painted colorful and animated pictures on the walls. A small playground is in the works, as is training for center facilitators.
Machava remembers the time he didn’t have any of this. “Children used to sit on the ground. We didn’t have a blackboard or chalk. Also, they were exposed to bad people. Now they are safe and secure in the center.” He teaches subjects such as Portuguese and math, but he acknowledges that the children´s favorite activities are dancing and singing.
Currently, 85 children are enrolled: 50 girls and 35 boys, age 3 to 6 years old. Children stay in the resource centre from 10:30 a.m. to 12:30 p.m. Parents who can afford it make a monthly contribution of 10 meticais (less than 35 cents in U.S. currency). Those who are enrolled in ChildFund’s sponsorship program receive a school bag containing a notebook, two pencils and a sharpener.
When we went to the center, we brought some toys, games, books and activities to share with the children. The children were fascinated with bubbles, Irish stickers and pop-up books. We had the chance to tell a story and we also listened to stories told by the children. Maria, a young girl, told a story about “a boy who was friends with a monkey. One day the boy said he wanted to steal something, but the monkey said he should not do it because it was not nice!”
We watched them singing and dancing enthusiastically and animatedly. Just as Machava said, they love it!
Through the CCCP program, ChildFund seeks three primary outcomes for children:
• improve the quality of the services related to ECD
• strengthen community structures
• develop a culture of learning.
Four additional ECD centers are planned in Gondola before 2015, funded by ChildFund and Irish Aid.
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).