By Rachel Ringgold, ChildFund Staff Writer
“Asked what peace is, children drew inspiration from their homes, communities and surroundings. There was maturity in their innocence. There was resonance in their honesty. Children have a lot to say about peace. It is time we listen.” – ARNEC’s “ECD & Peacebuilding” report
Since April 2014, ChildFund has been a core member of the Asia Pacific Regional Network for Early Childhood (ARNEC), a group of nongovernmental organizations and United Nations branches advocating for effective early childhood development policies and practices throughout the region. ARNEC partners have built cross-disciplinary partnerships to share their knowledge about young children, and last year, a technical working group surveyed 119 children ages 3-8 from six Asian countries about how they perceive peace.
The answers were illuminating, especially in Timor-Leste, which became independent in 2002 after many years of conflict with neighbor Indonesia. ChildFund has worked there since 1990, and there has been internal strife as recently as 2006. Of course the children who were surveyed were born after the official end of the conflicts, but the collective memories of violence are fresh in Timor-Leste’s communities.
Many children said in the survey that nature and playing feel like peace, and they strongly dislike bad words, throwing stones, stealing, fighting and hitting.
“I like mountains, trees and flowers because they give us food,” says 6-year-old Luzinha, while 5-year-old Rosalinda expresses empathy: “When people fight each other, it gives me pain.”
Many children said, “I don’t know” when they were asked what peace means to them.
During the first years of life, children’s brains develop rapidly, and their earliest experiences are foundations for everything that follows. Although these children didn’t know how to define peace, they still know how peace feels. Being in nature — seeing, smelling, hearing and touching the world around them — feels like peace. So does playing, or being with friends. Peace is less of a noun and more of a verb in these children’s vocabulary. It means actively engaging with the world and participating in happy, harmonious exchanges with the people around them. It’s the absence of violence.
So, how are we listening to these children’s voices and conveying their messages?
In October 2015, staff members from ChildFund Timor-Leste shared their findings at an ARNEC conference in Beijing, contributing to a larger discussion about peace-building and ECD across the region.
Also, our national office in Timor-Leste is incorporating peace-building ideals into its ECD curriculum, an innovative idea because of the ages of the children: five and younger. As we build this platform for peace, ARNEC members and ChildFund staffers will research its effects on children and advocate for its expansion into national education policies throughout Asia.
Children already know how peace feels. Our job, as adults, is to create space for them to practice what they know and nurture their instincts for nonviolent problem-solving, sharing and collaboration. And we can observe and learn from the youngest among us.
This week on our website, we have favorite recipes from our national offices in Bolivia, Brazil, Ecuador, Ethiopia, Guinea, Honduras, India, Uganda and the United States. We hope you’ll give them a try, and we have a few more recipes below for dishes suggested by ChildFund staff members around the world. You may need to visit a specialty or international grocery store, or order an ingredient online, but don’t let that deter you. Maybe you’ll find a new favorite dish or learn something you didn’t know about your sponsored child’s home cuisine. Post a picture on our Facebook page if you decide to cook a new dish, and happy eating!
From Bolivia: Pique Macho, as seen in the picture.
From Timor-Leste: Koto, or Red Bean Soup, is akin to a familiar Portuguese soup and Brazil’s national dish, feijoada. Portuguese is spoken in Timor-Leste and Brazil, so it’s not surprising that the same recipes would pass through their populations, too, with adjustments for taste and ingredients’ availability. Because red (or kidney) beans are more common than black beans in Timor-Leste, cooks use them in their soup, and pork or beef can replace chorizo.
From Uganda: Beef and Groundnut (Peanut) Stew; Katogo. Katogo is a dish made with tripe or sweetmeats (also known as offal) and matoke, a green and savory banana similar to a plantain. Are you feeling adventurous?
Reporting by ChildFund International staff members
Today is Universal Children’s Day, when ChildFund Alliance releases its annual Small Voices, Big Dreams survey. Almost 6,000 children in 44 countries (in the Americas, Africa, Asia, Europe and Australia) answered questions about what their fears are, what they’d do if they were their country’s leader and what they consider their rights. Here are some memorable responses from children in countries where ChildFund works. Also, learn more about how sponsorship helps children gain confidence.
Hoan, 12, of Vietnam:
Teresa, 12, of Mexico:
Jeferino, 12, of Timor-Leste:
Agnes, 12, of Zambia:
Jonathan, 11, of Mexico:
Clarita, 17, of Timor-Leste, regularly receives postcards from her sponsor. One of the most memorable postcards she received is the one with high buildings and long bridges of the city of Melbourne, Australia.
“I like this card because it’s like a memory from my sponsor,” she says. Photo by Kim Bomi of ChildFund Timor-Leste.
By Janella Nelson, ChildFund Education Technical Advisor
This blog post was originally published by the Global Campaign for Education’s United States chapter.
As many children return to school this month, it is an exciting time for parents and students. There is an assumption by many that school is a safe place, but there are children around the world, including in the United States, who will be returning to school and wondering if their school is really safe.
Children have the right to learn in a physically and emotionally safe environment that is conducive to learning. When we think about “safe environments,” there are several things we consider, but usually physical safety is at the top of our minds. Globally, children are exposed to several forms of violence in the classroom, on school grounds and on the way to or from school. They include corporal punishment, bullying, sexual gender-based violence, gangs and political unrest.
These forms of violence, which can be physical or psychological, can prevent children from learning and staying in school. Evidence shows that corporal punishment by educators increases dropout rates and perpetuates a cycle of violence. Bullying is linked to poor mental and physical health, school absenteeism, lower test scores and higher crime rates (bullies are four times more likely to engage in serious crime, according to a study in 28 countries published by the American Psychological Association in 2013). Sexual violence based on gender has a detrimental effect on girls’ attendance and completion of basic education, which contributes to the large gender gap in secondary school. Gang-related and political violence prevents children from even attending school, causing schools to close and teachers to resign.
ChildFund International and our partners in the ChildFund Alliance are committed to contributing to a world where every child is free from violence and exploitation. We support children in exercising their rights and work to create environments where children can not only participate as advocates against violence but also lead efforts.
In Timor-Leste, ChildFund’s Children Against Violence program has prioritized the push for a legal framework prohibiting violence against children in schools, as well as community-based awareness activities. Students have created Child Advocacy Groups, which have conducted research on violence against children; group members have used this research to advocate for a national policy forbidding corporal punishment in school. A cadre of young advocates has grown out of the groups, and they promote the protection of children’s rights, as well as the education of teachers and parents about positive discipline practices.
Students, parents and teachers need to work together to tackle all types of violence in schools, and one essential step is to provide support to children so they can raise their voices about this issue and make schools truly safe.
Photos from ChildFund’s offices in Bolivia, Brazil, Ethiopia, India, Kenya, Mexico and Timor-Leste
In the lobby of ChildFund’s international headquarters, we don’t have your typical office décor. Instead, we have a sparsely furnished Kenyan classroom, a world map mural with paper dolls holding hands, and homemade toys collected from around the world. A lot of the toys are made with what some people might call trash: used plastic bottles, twine and bits of rubber and metal. But the toys themselves are not junk and are often prized by the children who made and played with them.
In these pictures below, you’ll see the ingenuity and creativity of children who play with what they have — animals, traditional games and toys made from available materials.
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, 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.
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.
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.”
By Silvia Ximenes, ChildFund Timor-Leste
Nine-year-old Fernanda’s family tends a garden in Manatuto, Timor-Leste, with corn, long beans, bananas and cassava that feed Fernanda and her four siblings, with enough left over to sell and make a small income. Now, they have a goat too, which they received earlier this year.
“We don’t have a rice field, as most people do, but only a small plot of land for vegetables,” says Fernando, Fernanda’s father. “We only do farming in which the production is very low and not enough to sustain family needs. We really wanted to do some other things in order to support family’s income, like buy goats, but we have no money. So we are lucky and happy to receive the goat.”
Fernando’s family is one of 10 families who received a goat this past spring. Fernanda and her siblings enjoy taking care of the 10 goats, which are kept in the same field. “After school I pull out the goats, feed and give them drink and let them eat the grass,” says Fernanda, who wants to become a teacher.
“Once our goat has multiplied, then I will sell some to buy my children’s school materials — such as books, pens, uniforms, et cetera,” says Fernando. “Moreover, we will also have some for family consumption.”
It is quite rare for families in Manatuto to include meat in their meals, as it is too expensive and in limited supply. “We can only eat goat’s meat when there is a cultural event or ceremony, which probably happens about two to five times a year,” Fernando says.
“With respect and happiness, I want to thank the donors who provide us goats,” he adds. “We will take care of them.”
Fernando hopes his children will have a promising future. “I want them to have a good education and later to have a job, so they can have a better life. I will keep supporting them with my own efforts to help them realize their dreams.”
By Meg Carter, ChildFund Sponsorship Communication Specialist
When I grew up near Lake Erie in Ohio, I lived on the north coast; or, taking a Canadian perspective, the south shore. As an adult, I moved to England’s south coast, then the west coast of Africa, and finally, the east and west coasts of North America.
Water attracts people. It’s no coincidence that oceans, blood and amniotic fluid all share the same concentration of salt.
Worldwide, three out of five people live in coastal areas, and 50 million call tiny islands home. Although Small Island Developing States (known as SIDS) produce less than 1 percent of global greenhouse gas, their inhabitants suffer most from climate change. Of the 51 countries classified as SIDS, 12 are also among the least developed — including Timor-Leste, where ChildFund works. It gained its independence from Indonesia in 2002.
More than half of Timor-Leste’s population lives in poverty. The United Nations predicts its population will triple to 3 million by 2050, and the country faces a temperature increase of 1.5 degrees Celsius (3.4 degrees Fahrenheit) over that time, according to a 2012 report from the National Center for Biotechnology Information.
We must account for climate change as we address poverty, simply because of its impact on the availability of water and food.
About two in three Timorese people already suffer from food insecurity; half of Timor-Leste’s population is under age 15, and malnutrition affects half of the children under age 5. In Timor-Leste, the hungry season lasts from October through February — until maize, the primary crop, is ready for harvest.
Although 85 percent of Timorese practice subsistence agriculture, the country cannot meet its nutritional needs, partly because insects, fungi and rodents ruin a third of the harvest during storage. Crops suited to the Timorese climate — such as rice, maize, wheat, barley, arrowroot, cassava, sweet potato, potato, cowpeas, red beans, peanuts and coconuts — provide acceptable caloric intake but insufficient protein. For its population to survive, Timor-Leste imports food and exports coffee.
So, what happens if Timor-Leste gets hotter and more crowded? Interactions between carbon dioxide (CO2), temperature and water are complex. The so-called “CO2 fertilization effect” benefits certain crops, such as rice, sweet potatoes and peanuts. Others, however, experience harm, especially maize and cassava. Too much carbon dioxide causes cassava leaves, an excellent source of protein, to become toxic.
Warmer temperatures cause crops to mature faster but at reduced yields. Peanut harvests, for example, could shrink by one-fifth. Warmth also favors pests, so incidence of insect damage and fungal diseases will increase. And farming requires rainfall at crucial stages. If Timor-Leste doesn’t receive enough — or gets too much — rain, the crops currently cultivated there may no longer thrive.
Coffee beans are especially vulnerable to heat, and if they don’t adjust to higher temperatures, farmers will move their plants up the central mountain, increasing deforestation and soil erosion.
Climate change also puts Timor-Leste at greater risk of floods, landslides, cyclones and drought — disasters that already affect the country. Grain yields decreased by 30 percent in 2007, due to a drought caused by El Niño, a disruption in the Pacific Ocean related to unusually warm temperatures. Climate models indicate a high likelihood of another El Niño event in 2014.
Climate change is a serious concern around the world, and it often seems like too great a problem for one person. But if each one of us does our part, we can make a difference; you can help improve the diets and incomes of families in Timor-Leste by making a gift of goats, cows or chickens.