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Editorial
ARNEC Secretariat
c/o SEED Institute
73 Bras Basah Rd. #07-01
NTUC Trade Union House
Singapore 189556
W elcome to the second issue of our annual publication - ARNEC
Connections: Working Together for Early Childhood (previously
ARNEC Newsletter). We are delighted to announce that this new title
E-mail: secretariat@arnec.net was selected from all the suggestions that poured in from our Steering
Committee and ARNEC members to represent our aspirations and
Write for us: “connections” we are trying to make between ECD professionals,
parents and children, children and children, and children and
ARNEC covers a large geographical area,
community, etc. It is our hope that this signature publication of our
totaling 47 countries in the Asia-Pacific
network will serve and continue to grow as a one-stop resource
region. This publication is one of the many
for articles, research reports, commentaries, reflections, voices,
ways that our Network has sought to create
messages, opinions, announcements and bulletins from this region.
a unified regional platform. We provide you
with in-depth research summaries, field
This issue features a wide variety of articles ranging from description
experiences and unique initiatives from
of ECD programs from different countries, research on ECD service
the region that will benefit you as ECD
impact assessment and on play in young children’s development,
professionals.
country updates on ECD finance and national policies, to importance
of ECD in emergencies, ECD through health sector, and updates
ARNEC would like this to be a publication for
from institutions. In addition, we introduce personal reflections,
ECD professionals by ECD professionals. All
and reports on innovative strategies such as storytelling in making
articles are contributed by individuals who
preschool education relevant to communities.
are ARNEC members and/or are working
within the field of early childhood.
As we look back with pride on our accomplishments as a network and
pledge our continuing commitment to the cause of early childhood
We solicit articles once every year inviting
in Asia and the Pacific, we remind ourselves that promoting early
you to send us your stories and experiences
childhood development for all children should continue to be our
and share them in ways that are useful
number one goal. Reaching the unreached and marginalized children
and meaningful to a wider audience. If you
in all communities continues to be our priority, and we hope that
would like to have your article featured in
through platforms such as this publication, we can work together by
ARNEC Connections, look out for the Call
joining hands and combining our strengths for Early Childhood in this
for Articles in May 2010 with more details of
region and beyond!
the submission process.
Best wishes,
DISCLAIMER Junko Miyahara, ARNEC Coordinator
Chemba Raghavan, on behalf of the ARNEC Editorial Board
ARNEC Connections is published annually by the
Asia-Pacific Regional Network for Early Childhood. The
responsibility for all facts and opinions published in the
various contributions are that of the authors and do not
necessarily reflect the views of ARNEC.

PERMISSIONS
No written permission is necessary to reproduce
an excerpt, or to make photocopies for academic
or individual use. Copies must include a full
acknowledgement and accurate bibliographical citation.
Table of Contents
Introductions
Editorial ..................................................................................... 2

Table of Contents ...................................................................... 3

ECD Programs
Community-based ECD Playgroups in Afghanistan .................. 4
RAZIA STANIKZAI

Use of Storytelling in Making Preschool Learning Relevant ...... 7

NIRALI MEHTA

Phulwari Centers: Scaling up ECE in Pakistan .......................... 9

FATIMA SAEED

SUCCEED: An Early Learning Program in Bangladesh ........... 11

KAMAL HOSSAIN

Early Steps to School Success: Meeting an Unmet Need ........ 13

MEL BONGA

Early Learning for Child Development: ECD Initiatives ............. 14

in Bangladesh
JASHIM UDDIN MASUD

ECD Research
Capturing the Impact of ECD Services in Indonesia ................ 16
NUGROHO INDERA WARMAN

Tracking Development Pathways of Young Children’s Play ...... 18

Behavior in the Home Context
ADITI ANJARIA AND HINA MANKODI PhD

The ARAD Cycle: Setting Up a High Quality Employer .............. 20

Supported Child Care Program
VINI GUPTA

Find us online: Photos (top to bottom):

UNICEF Headquarters/HQ04-0541
UNICEF Headquarters/HQ06-2496
You can read the articles in this issue plus those that were UNICEF Headquarters/HQ06-2543
featured in previous issues on www2.unescobkk.org/ARNEC UNICEF/Mongolia
ECD Finance
Costing and Financing in Mongolia ........................................... 22
TSENDSUREN TUMEE, PUREV-OCHIR CHAGAA,
ENKHEE MAGVAN

A Trust Fund for ECCD in Sri Lanka .......................................... 25

PALASIMANY KRISHNAKUMAR

ECD in Emergencies
Addressing the Needs of Young Children in Emergency ........... 27
JACQUELINE HAYDEN

ECD Policy
Singapore’s Early Childhood Care and Development Policy .... 29
KHOO KIM CHOO

ECD and Health

Promoting Early Childhood Development in the ....................... 31
Health Sector
NURPER ULKUER AND MEENA CABRAL

Institutional Highlights
Aga Khan University: Human Development Program ............... 34
SEEMA LASSI

A Cross Cultural Solution: Hands to Hearts International ......... 35

CHRISTY HUDSON

Reflections
How Child-friendly is Early Childhood Education? .................... 36
BHUVANESWARI MAHALINGAM PhD

The Mommy Blog ...................................................................... 39

DHANYA PARTHASARATHY
Photos (top to bottom):
UNICEF/Thailand
What do I Know About Emergencies? ....................................... 40 UNICEF/Myanmar
MARGARETTE CANTWELL UNICEF/Papua New Guinea
Mohammad Rakibul Hasan/Bangladesh

Community-Based ECD Playgroups in Afghanistan
By Razia Stanikzai, Save the Children USA
D espite the chronic instability and
political turmoil in Afghanistan,
investment in children’s education
provides positive signs of hope for
the future. Save the Children (USA)
has been supporting community-
based Early Childhood Development
(ECD) playgroups in four provinces of
Afghanistan since 2003. The foundation
for these playgroups builds upon a
partnership of trust between local
communities and Save the Children.
The community provides volunteer
facilitators and the space in which the
playgroups are conducted, and Save
the Children’s support is in the form of
a range of activities including training
for the facilitators, and provision of
ECD play kits, parenting education and
library boxes.
PLAYGROUND STRUCTURE
Ten to fifteen children aged 4-6 in each
neighborhood meet three times a week
for 1.5 to 2 hours in a safe place, normally
the house of the playgroup facilitator.
The facilitators are mainly mothers or
young women aged 18 to 30 who are the
residents of the communities where they
facilitate the ECD playgroups. In places
with high concentration of returnees and
internally displaced people (IDPs), these
women are well-positioned to relate to
the lives of children as they have had
the experience of living as refugees
and IDPs. Given the high illiteracy rate
in Afghanistan particularly for women,
and the lingering impact of Taliban
policy of banning women’s education,
the majority of ECD facilitators cannot
read or write. However, the passion and
commitment these women bring to the
ECD groups is inspiring.
At these ECD playgroups, the children
are involved in free play, structured
group play, storytelling, singing rhymes,
reading picture stories and puppet
shows. Community members are also
invited to be part of the playgroups
and share stories or give advice to the
children.
NO 2. 2009
ECD PROGRAMS
SAVE THE CHILDREN/AFGHANISTAN
ECD FACILITATOR IN KABUL HAS MADE A TAMBOURINE
OUT OF LOCAL MATERIALS.
Halima, a volunteer in Barikab, Qara PARENTING GROUPS
Bagh resettlement camp for returnees
and IDPs, visits the local playgroups Parenting groups create space for
every day. She says, “I have had many parents to talk about their child-rearing
difficulties in my life. These playgroups practices and the rationale for their
give me hope and energy.” Herneighbor, behaviors. It is here that some of the
Nasrin says, “We trust in sending our norms and beliefs of parents can be
children to a facilitator’s house who is challenged. Parenting groups have
one of our community members. These created a dialogue among community
playgroups have created trust in our members about what is best for their
fragile communities. It helps us know children in their early years.
each other better.” After telling a story to
the children, Halima typically asks them To gauge the change in women’s
what they liked about the story and if knowledge, attitudes and practices,
they could retell the part they liked, to Save the Children conducts pre and post
the rest of the group. tests, observations, and also evaluates
parents’ feedback. The parents find
Save the Children provides opportunities this shared learning process truly
for parents to share ways of supporting transformative. As the majority of these
young children’s development. The groups are women, these parenting
topics include: how children learn, groups also provide them with a respite
playing as learning, making toys from from their mundane daily activities and
locally available materials, learning help them to have closer ties with other
from the home environment, behavior women in their community, supporting
management, the negative impact them to grow into reflective and
of physical punishment, developing encouraging parents.
responsibility, and alternative ways to
create discipline. In 2008, during a pre-test, Save the
Children found that 41 percent of mothers
thought that children should only use
5
ECD PROGRAMS

ready-made toys, reflecting their lack of

SAVE THE CHILDREN/AFGHANISTAN

appreciation for local materials and the
innovative aspect of making local toys.
After attending the parenting group,
this number decreased to 3 percent.
As a response to this finding, Save the
Children now organizes workshops for
parents and facilitators to train them to
make toys out of local materials.

PUPPET SHOWS

One of the most engaging activities for

children has been puppet shows. Save
the Children identifies local practices that
are conducive to children’s development
and builds on them. Although puppet
shows are not traditionally a part of
Afghan culture, Save the Children has
been able to train parents in puppetry
allowing them to innovatively adjust
the activities to the local culture. The PUPPET SHOW IN MIRBACHA KOT PLAYGROUP.
activity has proved very effective as it
encourages communication between through their puppets and retell the assess their performance in school
children and has had a cohesion- stories they heard or create new stories. and to document evidence that ECD
inducing effect on the children and the playgroups are effective in preparing
parents at large. CHALLENGES TO PLAYGROUPS children for primary school. As part of
this system, ECD assistants meet with
In a similar initiative in Bane-Warsak, Despite these inspiring changes, teachers three times per year to see
another resettlement camp for returnees education activities in Afghanistan are how ECD graduates are performing.
and IDPs, Save the Children invited fraught with challenges. The challenges Teachers’ feedback about ECD
women to make puppets. The parents in the ECD playgroups have included a playgroup graduates indicates that
were then asked to act out stories that lack of men’s participation in parental these children are more confident,
they know, using the puppets they education and difficulty in encouraging disciplined and cooperative in team
made. men to serve as facilitators, which is work activities.
largely due to the ingrained attitude of
After seeing some of these puppet child rearing as a domestic activity that This year when ECD assistants were
shows, Save the Children’s Early is primarily the women’s role. It has also collecting information about ECD
Childhood Education Officers noticed been difficult to identify literate female graduates in school, they learned
that the puppet shows have helped facilitators given the high illiteracy rate that Mariam, a former ECD playgroup
unleash both the children and their in Afghanistan. However, Save the attendee, was no longer in grade one
parents’ creativity. The children started Children’s experience of working with and her name was not on the attendance
acting out stories that were read to them non-literate women in ECD playgroups sheet. Because they knew Mariam to be
by the facilitators or used traditional has proven very effective as these a good student, they asked the teacher
stories that they have heard from their women bring unmatched vitality and and school management about her.
family members for inspiration. Some commitment to the ECD playgroups.
other children adapted the stories using They work even harder so that their They learned that her teacher’s
their own imaginative ideas. children can achieve the dreams of assessment had shown that she was
their parents and become educated and outperforming all other students and
Save the Children officers reported literate women of their communities in was subsequently promoted early
that the children who ordinarily felt the future. to second grade. Mariam is not the
too shy to express their opinions or exception. There are other, similar
ideas were now comfortable doing so EVIDENCE OF PLAYGROUP examples of ECD playgroup children
using their puppets. The puppet shows EFFECTIVENESS who perform better academically than
proved to develop children’s creativity their non-ECD peers.
and confidence by providing them the Save the Children tracks children who
opportunity to make puppets, speak attend ECD playgroups in order to

6 ARNEC CONNECTIONS

Use of Storytelling in Making Preschool Learning Relevant
By Nirali Mehta, Plan International India
T he importance of preschool
education and its links to better
retention at primary school level has
been well established across the world.
In India, the program “Integrated Child
Development Services (ICDS)” has
been running since 1975, for children
below six years, in which, amongst
other services, children between 3-6
years are provided with a joyful learning
experience. Though ICDS is considered
to be the largest program for Early
Childhood Care and Development
(ECCD) in the world, the coverage is
very low. The scheme reaches only 23
percent of the total population in this
age group. And even then the quality
of the services leaves much to be
desired. In order to fill this gap, Plan
India in partnership with the Center
for Youth and Social Development is
running 50 preschools in the districts
of Mayurbhanj and Keonjhar of Orissa
in eastern India as demonstration sites.
Both the districts are dominated by tribal
populations, mainly the “Santhali tribe”.
THE SANTHALS
Santhals are the largest adivasi
(indigenous) community in the Indian
subcontinent with a population of more
than 10 million, and they reside mostly in
the Indian states of Jharkhand, Orissa,
West Bengal, Assam and Bihar, and
sparsely in Bangladesh and Nepal. An
overwhelming majority of the Santhals
are dependent on agriculture. The
Santhal system of governance, known
as Manjhi–Paragana, may be compared
to what is often called Local Self
Governance. This body is responsible
for making decisions to ameliorate the
village’s socio-economic conditions.
The Santhal script is a relatively
recent innovation. The Santhali did
not have a written language until the
twentieth century and used Latin/
Roman, Devnagri and Bangla writing
systems. As none of the existing scripts India, like many other cultures, has a rich
were sufficient to correctly express the treasure of stories in all of its thousands
Santhali language phonetically, a need of written and spoken languages. But
NO 2. 2009
ECD PROGRAMS
for the separate script was felt by some apart from being fun, stories are also
visionary Santhals, which resulted in the an effective medium for learning in the
invention of new script called Ol Chiki earliest years of child’s life.
by Pandit Raghunath Murmu in 1925 .
They are not only effective tools
STORYTELLING AS A TOOL FOR for language learning but also for
LEARNING IN PRESCHOOLS introduction of other concepts like
colors, shapes, sizes, safety, culture,
Stories form a link between our tradition, science, and environment
imagination and surroundings. They are to the young children in an interesting
the key to unlocking a child’s imagination manner both in informal settings such
while evoking useful and exciting as the home and in formal settings such
images which are then consequently as preschools.
explored in the activities being carried
out by the teacher/preschool facilitator. The Santhali tribe also has a rich
tradition of storytelling. Their traditional
Storytelling as a learning tool: folk stories express humor, wit, and
• Promotes an interactive and other aspects of human emotions.
interesting learning ambience for THE PROJECT
children
• Kindles creative imagination in The Constitution of India recognizes 22
children official languages, but there are many
• Helps improve the attention span more spoken languages and dialects.
And within such diversity, where each
of children and promotes better state has its own language, culture and
involvement and participation in traditions, the ‘one size fit all’ approach
group activities and cooperative in programming does not work.
play
• Generates better interest and Keeping in mind these combination
of factors and its importance not only
conceptual understanding about the in better concept formation for the
theme/issue e.g. health –importance child, but also to transition into out-of-
of washing hands home settings with ease, this project
• Facilitates creativity in the was conceptualized with an emphasis
educator, breaking the monotony of on imparting learning in child’s first
language in an interesting manner.
daily classroom teaching
In the past, stories were being used in
Stories are a medium of reaching Plan-supported early childhood centers
deep into a child’s inner world. The but not in a systematic manner. Hence
emotional identification a child forms the need was felt for a more planned
with a story’s character, such as tiger, approach which is also context specific.
goat or any characters, leads the child
to become that character, to experience Along with the usage of stories in
the sounds, sights, smells and emotions local language, it is also important to
that character lives through. Stories focus on “how the story is narrated”
build a bridge between a child’s life and to the children: The characteristics of
the lessons the stories teach. the storyteller, the importance of voice
modulation, the use of props, the length
of the story and children’s attention
span are some of the important factors
in effective storytelling.
7
ECD PROGRAMS
CGN-P/PAKISTAN
A PRESCHOOL TEACHER TELLING
STORIES TO HER STUDENTS.
Kathalaya, a Bangalore based
organization, came on board as a
resource agency to address these
needs of the preschool teachers and
ECCD facilitators.
The project started with an in depth
study that was carried out by Plan and
Kathalaya to understand the Santhal
culture and document available popular
stories through visits to the villages,
early childhood centers, meetings with
children, community and experts of
Santhali language.
Extensive visits to the interiors of the
villages and the preschools resulted
in deep insights into the culture and
traditions of the Santhali. Information
was collected on the food, textiles/
fabrics, physical features and
environments the Santhals live in.
One important finding was that traditional
spaces such as courtyards, verandahs,
chaupals (open spaces under trees) are
no longer used, even though these can
serve as effective platforms for raising
awareness of community-based early
childhood development.
It was also observed that storytelling
is a part of the daily routine and is
carried out at each ECCD center, but it
is mostly in the form of simple narration
and hence at times failed to capture
children’s attention.
8 ARNEC CONNECTIONS
Also, the preschool teachers used
stories as a medium of keeping children
engaged somehow rather than as a
medium of learning.
The findings of this research were
analyzed, field- tested and then
developed into a “story telling kit”
consisting of a manual for the preschool
teachers and early childhood facilitators,
a collection of stories and storytelling
props like posters, masks, puppets, a
felt board and a musical instrument. The
materials used for the production of the
kit are local, non-toxic, locally acquired
and cost-effective.
The aim of the manual is not only to
address the issue of learning in the
mother tongue but also to make the
children learn about their local folklore,
customs and tradition through these
local stories.
These stories have also been translated
into Oriya and English for wider
dissemination. A total of 30 stories in this
collection have been selected keeping
in mind the age and attention span of
the children’s age group (3-6 years).
This was followed by training on the
usage of the storytelling kit with the
practitioners.
The training not only introduced the
kit but also focused on the aspects
like listening skills, voice modulation,
body language, observation, preparing
an action plan and selection of story,
medium and appropriate props, music
and portraying different characters
involving children.
LEARNING - THE ROAD AHEAD
The experience so far has been very
enriching both for Plan and partner
organizations, as well as for the
practitioners.
The systematic introduction of this
medium of storytelling has helped the
teachers in making the environment
more interesting and relevant for the
children.
The teachers have also realized the
importance of using community spaces
and hence make the experience not
only relevant but real for the child.
The challenge now posed is to further
scale up this innovation through
the existing government system
which first needs to be universalized
without losing the focus on quality.
Though small, this has been an
encouraging beginning for Plan and
further improvisation will continue.
This is not to say that storytelling is the
only means for cognitive development
but our experience shows that if used
systematically it can be very effective
not only for children’s development but
also to engage the caregivers in the
process in a community setting.
BHUVANESWARI MAHALINGAM/NEPAL
A PRESCHOOL TEACHER IN A
TRAINING SESSION.
 ECD PROGRAMS

Phulwari Centers: Scaling up ECE in Pakistan

By Fatima Saeed, Children’s Global Network - Pakistan

P akistan’s education sector is faced its pilot program, Phulwari. These are

CGN-P/PAKISTAN
with a multitude of problems. ECE centers catering to children aged
Its most pressing problem is the three to five years where children are
significantly high drop out rate at the gradually introduced to learning through
primary school level. the use of interactive teaching and
learning methodologies.
Pakistan has a less than 70 percent
survival rate to the last grade of primary Classes are conducted for two hours a
school and more than six million out- day, four times a week, eight months a
of-school children according to the year. The program has been restricted
2008 UNESCO EFA Global Monitoring to eight months a year to avoid exposing
Report. young children to extreme weather
conditions during the remaining four
Stakeholders’ efforts to alleviate the months. The centers are housed within
problem have not borne fruit. The the residences of the caregivers and are
primary reason behind this is the within the reach of the community.
misplaced focus of governmental
policies ignoring the root cause of the The caregivers are provided technical
malaise which is the absence of Early support by the teachers at the local
Childhood Education (ECE) facilities for public school. These teachers have ECE CENTERS PREPARING
3-5 year olds. helped the caregivers spread the word CHILDREN AGES 3-5 FOR SCHOOL.
in the community and in implementing
The official age for joining schools the methodology as they have been asked to limit the number of children
in Pakistan is six years old at which trained as mentors by the CGN-P. The that they admit to ten to fifteen so that
point a child is enrolled in first grade. curriculum has been designed to slowly each child is given special attention.
The average child has no educational and informally introduce young children
training prior to this and spends his days to schooling and is also tailored to the This program is an extension of
loitering in the streets. capacities of the caregivers. the Family Literacy Program which
educates illiterate adults in basic math
While the education sector has tried to A typical day in the center starts with a and language skills to the extent that
address this gap in the provision of ECE, morning meeting during which children they can be classified as literate.
this has only taken place in relatively learn to introduce themselves and
well off urban communities. also learn about the days of the week, The Family Literacy Program links
months and the weather. parents’ learning to that of their children
Children aged 3-5 in rural areas have no and their lessons so that they can help
access to age appropriate educational The teacher also shares life skills with each other and learn together at the
facilities. Often the parents are illiterate them and conducts group activities. same time.
and unable to introduce their children to Storytelling is used as a technique to
rudiments of basic language and math develop language skills. The classes are held on the premises
skills. Hence by the time a child joins of government schools and the teachers
the formal public schooling system she The CGN-P team has equipped the conducting the classes have been
or he has not acquired basic skills like centers with interactive teaching and trained in the use of age-appropriate
being able to concentrate that can help learning materials like pattern blocks, interactive teaching and learning
in the adjustment to school life. story books and stationery. These techniques.
materials foster math and language
Consequently, their performance at skills in children. Learning material is also provided to
school is unsatisfactory and parents these classrooms. Phulwari centers are
decide that the opportunity cost of CGN-P also guides caregivers on the run by graduates of CGN-P’s Family
education is too high. development of indigenous material and Literacy Program. Initial three day
its usage. To ensure sustainability of training was conducted to acquaint the
The Children’s Global Network – the program, the caregivers have been caregivers with child centered teaching
Pakistan (CGN-P) has tried to address allowed to charge a small fee for their practices for three to five year olds.
this issue through the introduction of services. The caregivers have been

NO 2. 2009 9
ECD PROGRAMS

since this is a cost effective model with

inbuilt sustainability mechanisms.

CGN-P is now looking to open similar

centers all over Pakistan in an effort to
scale up the provision of ECE. Having
successfully completed the design and
piloting of a model, CGN-P has started
an advocacy campaign seeking local
partners to implement the program in

BHUVANESWARI MAHALINGAM/NEPAL
rural areas.

Our efforts have paid off and one

hundred centers have opened in
child-friendly schools catering to the
educational needs of three to five year
olds in five districts of Interior Sindh in
collaboration with UNICEF.

CGN-P will be working with local partner

NGOs that will oversee the day to day
YOUNG GIRLS DRAWING IN AN ECE CENTER.
implementation.

The past year and a half has been life
changing for most of these women and
their stories are an excellent example of
how education can be a life changing
experience.
These sentiments are mirrored by positive.
Shazia who was a maid working in
houses in the “well-off” areas of the city.
She dropped out of school after fourth
grade due to her family’s pressing
financial problems.
She has been contributing to the family’s
income for years now but only at the cost
of her self-respect and self-esteem. The
people in the houses where she worked
often treated her unkindly and harshly.
For years she despaired of never
being able to escape the miserable
circumstances of her life, until one
attending the CGN-P training for ECE Similarly, plans to open another 5000
caregivers, she opened her own center centers at national level are underway.
and is now running it successfully. The program is being customized to suit
the context that it is being implemented
The response of the local community in. For example, in the absence of
and the parents has also been very literate mothers in Sindh, local public
school teachers are being trained as
caregivers.
ONE MOTHER COMMENTED, While this is a ground breaking step,
“I FEEL MY DAUGHTER the magnitude of the task facing
AROOJ WHO IS OVER THREE us is huge because of the massive
YEARS OLD IS DOING A LOT population which has to be catered to
and limited financial resources. Hence,
BETTER THAN MY SON WHO
the need for collaborative efforts from all
IS THREE YEARS OLDER local, national and regional partners is
THAN AROOJ AND IS IN PREP needed.
CLASS. I AM CONVINCED IT
IS THE LEARNING IN THE ECE
CENTER THAT IS MAKING THE
DIFFERENCE.”
BHUVANESWARI MAHALINGAM/NEPAL

day she heard about CGN-P’s Family

Literacy Program. The Family Literacy Similarly, Haseena, mother of Abdul
Trainers convinced her that becoming Hadi who is 3+ enrolled in Alipur Farash
literate was the first step towards ECE center laments why there were no
becoming financially independent. such centers for her other four children.
She says her son is very active and
Hence, she joined CGN-P’s Family sharp as a result of his interactions at
Literacy Program and graduated from the center.
it in 2008. She was selected as a
caregiver for an ECE center due to her The success of the centers is a
youthful exuberance and determination significant move forward towards the
to improve her lot in life. Hence, after spread of ECE in Pakistan particularly

10 ARNEC CONNECTIONS
 ECD PROGRAMS

SUCCEED: An Early Learning Program in Bangladesh

By Kamal Hossain, Save the Children

S UCCEED is an early learning for

school success program, which
works to bring innovation into the
and share their experiences about
parenting and borrow books from the
“Reading for Children Library” to support
on transition and after school activities
has also shown a synergistic effect on
performance of children in terms of
education system for all children, in their children’s interest to read. enrollment, attendance, language and
including those disadvantaged by math.
poverty, gender, ethnicity and disability. The primary school component
The program prepares children for starts with the transition program, a LESSONS LEARNED - SUCCESS
schools; in turn, schools prepare welcoming day, to encourage children FACTORS AND CHALLENGES
children. Furthermore, the community to enter primary schools. A reading
is enabled to support the schools and buddy and mentoring program supports Developing a common understanding
to help children become successful the younger children to buddy with older
learners. children who can help them with reading SUCCEED is implemented by five
and other school work during their spare different partners in five regions of
The program is implemented both at time. After school activities also help Bangladesh, which has different
the community level and in the formal children in achieving their classroom organizational and educational
primary education institutions. Over the competencies through interactive math, philosophies as well as program
years, in course of the implementation, a language and science games through experiences.
number of challenges were encountered Community Learning Circles. Children
in terms of operations and management. also develop their leadership skills and In order to have a simultaneous impact
At the same time, there have been other life skills through the Child-to- in the five regions, all partners need
many successes. This article presents Child activities. to have a common understanding of
some of the successes and lessons the program strategy, approach and
learnt while looking at the challenges COVERAGE deliverables.
and what sort of initiatives were taken to
overcome some of the challenges. Through linked activities, SUCCEED Several initiatives such as orientation
works with five NGOs in five of the six and training, workshops and regular
PROGRAM COMPONENTS administrative divisions of Bangladesh. partners’ meetings were organized for
The five regions capture the this purpose. Some of the orientations
SUCCEED established an affordable geographical diversity; varied population and workshops were also organized
preschool model that impacts learning groups including ethnic communities; for different levels of staff right from
(5-6 year olds); introduced early primary urban poor and disabled groups; and the program organizers to the area
education approaches that sustain the economically disadvantaged. coordinators and program coordinators.
learning (6-8 year olds); facilitated the Commitment and dedication of the staff
community to take initiatives that support SUCCEED covers a total of 919,356 of the partner NGOs and community
schools and children; and exercised beneficiaries out of which 732,625 are volunteers appear to be important factors
approaches that foster improvement in children. for the successful implementation of
the education system. the program.
EVIDENCE OF EFFECTIVENESS
SUCCEED implements 2000 preschools Preschool teachers training and
with more than 42,000 children enrolled To understand the quality and impact of materials distribution
each year. Around each primary school the preschools, a study was undertaken
there are three preschools, one in using the Early Childhood Environment Effective teaching techniques,
the primary school and two others in Rating Scale (ECERS) tool, which appropriate learning materials, positive
the community to cover the cohort of showed a positive result of 5.5 out of a teacher and children relationships, and
children in the catchments of the school. total score of 7. child-friendly environments are vital and
significant to children’s learning.
The community provides a classroom These scores are also positively
and the teachers are recruited from correlated to children’s school To overcome the gaps in training, it
the same community and trained by readiness. In addition, an impact study was decided that a monthly teachers’
SUCCEED staff who become invaluable in the primary schools has also shown meeting would be a good avenue for
resources in the community. that SUCCEED graduates perform teachers to have the opportunity to
better in all competencies used in the expand their knowledge and skills in
The parents of preschool children learn measurement. At the same time, a study teaching. It also became a good venue

NO 2. 2009 11
ECD PROGRAMS
for sharing and discussing issues and so that children’s attendance and Relationship with different tiers of
successes related to preschools. performance could be improved.
The set of materials required for running
preschools were quite new in the
country and were not available in the
market immediately. The procurement
and distribution of a huge number of
materials almost at the same time in all
these schools was a challenge for all the
implementers. However, after a meeting
with the partners, it was identified that
certain materials were available in some
regions while others had people who
could make some of the materials. So it
was sorted out in a way that the partners
coordinated among themselves to order
and procure their materials through
relevant partners.
School Assistance Groups for
mobilizing schools and community
The School Assistance Group (SAG),
which is a support group for school
development, contributes towards
improving the school environment
12
ALIZA SHRESTHA/NEPAL
government offices
SAG is a great platform for bringing SUCCEED has achieved acceptance
together concerned government from the government, especially at
officials, local government the district and sub-district level. Head
representatives, School Management teachers of primary schools have been
Committee members, parents and other requesting that partner NGOs extend
community members for the benefits the SUCCEED program into their
and improvements of the school. primary schools.
At a time when schools had a low Having a good relationship with local
student attendance and poor school and regional education authorities and
environment, the SAG members the community made it possible to start
began an awareness campaign for preschool classes in primary schools
the community members (especially even when formal permission is in the
parents), to ensure regular attendance process of negotiation.
of the children in school and to support
the children in their proper developmentThe announcement by the government
from an early age. to open these preschools have resulted
in the primary schools taking over the
The SAG members were also involved SUCCEED pre-primary program and
in developing the school environment, continuing it as a part of their school.
repairing school buildings, procuring
additional benches and chairs, creating
playgrounds, and arranging extra
teachers to meet teacher shortages.
ARNEC CONNECTIONS
 ECD PROGRAMS

Early Steps to School Success: Meeting an Unmet Need

By Mel Bonga, Save the Children in the Philippines

O bstacles to school success begin

very early. Research on healthy
brain development has raised awareness
and Thailand (Philippines National Plan early childhood to develop the health,
of Action for Children, 2005-2010). behavior, and learning skills they need
to be successful in school.
about the significance of children’s early For some children, surviving after birth
experiences and learning (National does not always mean they will thrive In the Philippines, this initiative is
Research Council, Institute of Medicine, and develop to their full potential. piloted in the municipalities of Taguig
2000). From birth, children experience Children’s growth and development in and Pateros in Metro Manila and the
rapid physical, cognitive, social, and the Philippines is oftentimes hampered municipality of Lake Sebu, South
emotional changes that are critical to by malnutrition, diseases, unsupportive Cotabato Province in Mindanao.
their foundations for school success, behaviors of parents and caregivers,
lifelong learning, and adult productivity limited or low quality ECD services, and
(Clyde Hertzman et al, 2005). others.
A Continuum of Services:
Early childhood development is a If the above situation persists, school
“determinant of health, well-being, failure will continue to happen. Recent Children will be supported every
and learning skills across the balance trends in education statistics show step along the way through four
of the life course” according to the declining completion rates, consistent stages of development:
Early Childhood Development (ECD) dropout rates and slow improvement in
Knowledge Hub for the World Health achievement rates in elementary grades
Organization. (Philippines National Plan of Action for • Strong Beginnings: Pregnancy
Children, 2005-2010). through 12 months
When children aren’t able to • First Steps to School Success:
build adequate foundations, the Most Filipino children experience 12 through 36 months
difficulty and failure during the first
consequences are clear. In the
• Stepping Up to School Success:
Philippines, most Filipino children years of formal schooling. A majority
from marginalized households and of the children who drop out of school 3 months through 60 months
communities face precarious lives do so from Grade 1 and Grade 2; these • Stepping Forward in School:
beginning with their mothers’ prenatal two grade levels register a 14 percent School-age children
and birth conditions. dropout rate, whereas the overall
dropout rate across the six grade levels
According to the Philippines’ National is at a lower 9 percent. Likewise, Specific ECD services for 0-8 year
Plan of Action for Children (2005-2010), repetition rate among grade levels is olds were designed for urban poor
the estimated lifetime risk of a Filipina highest (4.8 percent) in the first grade communities in Taguig and Pateros
dying in pregnancy or childbirth is 1 (Department of Education, 2004). and for rural underserved indigenous
percent, significantly higher than the communities in South Cotabato.
average East Asian/Pacific countries, Given the widespread recognition of the
where the lifetime risk is estimated at crucial relationship between the early The program addresses four goals:
0.36 percent. years and later success in school, the
importance of supporting children with a 1. Children will enter school with the
The actual Maternal Mortality Rate continuum of services from birth through skills necessary for school success.
(MMR) in the country is 172 deaths per the early primary years is clear. With
100,000 live births in 1997, higher than support from the Mattel Foundation, Children are supported at every step
the East Asia/Pacific average of 140 Save the Children has implemented along the way beginning prior to
deaths per 100,000 live births. a new global initiative, Early Steps birth, through working with expectant
to School Success, a cost-effective, mothers, and into primary school.
In terms of infant mortality rates, the replicable model of action beginning Social/emotional development, links to
trend shows a decreasing rate from 34 with their mothers prior to birth and health services, language development,
deaths in 1993 to 29 deaths per 1000 carrying children into their early school and early literacy education activities
in 2003. Similarly, under-five mortality is years. for children and parents are provided
also decreasing: from 48 deaths in 1998 through home visits, community-based
to 40 deaths in 1000 in 2003. However, This program recognizes that there is no child care centers, and transition to
these lower rates are still high compared magic year that will guarantee success. school activities to help build strong
to other Asian countries like Malaysia Children need support throughout foundations of learning for children.

NO 2. 2009 13
ECD PROGRAMS

2. Parents will have the skills and in partnership to support children to continues through the early primary
knowledge to support their children’s confidently take their first steps into years.
education. school, and to make the most of their
first years as primary students. Early With Early Steps to School Success,
Adults are the most important people Steps to School Success ensures Save the Children is reaching children
in the lives of children. Strong parent- that schools and community agencies in their earliest and most critical years.
child relationships are critical to child initiate “transition to school” activities We are building strong foundations for
development, and adults outside the which connect parents and children parenting and school success and have
home also play an increasingly large to the preschool and school they will become a powerful catalyst in helping
role in the early lives of children. Early attend. children achieve a lifetime of learning.
Steps to School Success initiative helps
these adults develop the skills and 4. Early childhood knowledge and
knowledge needed to enhance their skills in the community, and at the References:
children’s early development. As one national level, will be significantly
tool for supporting caregivers, sites increased. 1. National Research Council Institute
offer regularly scheduled parent/child of Medicine, 2000. From Neurons to
support and parent education groups Save the Children works to ensure Neighborhoods: The Science of Early
in community settings led by trained that children’s local communities are Childhood Development
early childhood development service equipped with the knowledge, tools, 2. Clyde Hertzman et al, 2005.
providers. and service links to support them, and International Perspectives on ECD
works at the national level to make sure 3. Philippines National Plan of Action for
3. Home/School connections will be emerging public policies and private Children, 2005-2010
strong. philanthropy support an integrated 4. EFA 2015 Targets: Formal Basic
system of early childhood development Education, Department of Education,
Families, preschools and schools work that begins with pregnancy and 2004

Early Learning for Child Development: ECD Initiatives in Bangladesh

By Jashim Uddin Masud, Bangladesh Shishu Academy

C hildren are the greatest assets and a new concept, there have been several
future leaders for any country. initiatives taken by the government ever
since. For example, the MoWCA began
leaders, teachers and NGOs.

Mass media communication activities

I believe that it is a state’s duty to an ECD project in 2001, which was also enhanced the caregiver’s
provide children with an environment implemented by the BSA. The major knowledge and skills to enable the
that promotes the development of project activities included advocacy, optimal development of children. The
children to their fullest potential. mobilization and communication; project also successfully created models
caregiver’s education; school readiness; for school readiness through initiatives
Bangladesh was one of the first countries and networking and capacity building of such as Early Learning Centers (ELC)
to ratify the Convention on the Rights partner agencies. for children living in disadvantaged
of the Child (CRC). Since then, the areas.
government has established children- With the ECD project launched in
related institutions, acts, policies and 2001, there was hardly any existing During the joint Country Program
plans of action. structures or capacity in the field of ECD cycle 2001-2005, the Government of
in Bangladesh. However, the project Bangladesh and UNICEF implemented
The government in 1976 established the has succeeded in raising awareness another project that empowered
Bangladesh Shishu (children) Academy significantly among the key stakeholders caregivers to create safe, secure,
(BSA) under the Ministry of Women and about the importance of ECD. stimulating and enabling environments
Children’s Affairs (MoWCA) to ensure for nurturing children. As a result,
that the rights of children are met. Under this project, parents were the government established a Policy
also given support on child-rearing Framework for Pre-primary Education
They believe in placing high the practices and responsibilities through in the context of Early Childhood
importance of children’s needs by different mechanisms, such as an Development in Bangladesh.
prioritizing education, health, nutrition, orientation session given by field level
water supply and sanitation. Though officers, health workers, elected local The 2006 Multiple Indicator Cluster
Early Childhood Development (ECD) is government representatives, religious Survey (MICS), showed that less than

14 ARNEC CONNECTIONS
 ECD PROGRAMS

15 percent of children ages 36-59
months were attending preschool in
Bangladesh. Urban-rural and regional
differentials were not so significant (12
percent in urban areas compared to 16
percent in rural areas). In this context,
another project titled Early Learning for
Child Development Project (ELCDP)
was started with added focus on
institutional learning opportunities.
The overall objective of the project is
to promote age-appropriate interactive
care and early learning activities for
children ages 0-5 in a safe child-friendly
learning environment in centers, homes
and communities; and to develop their
cognitive, emotional and linguistic
abilities to communicate, socialize and
learn, and become better prepared for
school. The project commenced on
1 July 2006 and will complete on 31
December 2010.
MoWCA is the sponsoring ministry and
Bangladesh Shishu Academy (BSA) is
the execution authority for the project.
Social welfare, youth development
and women affairs are the concerned
sectors in this project, and UNICEF is
the development partner.
program that enables them to grow in have been initiated for 20,600 children
their familiar and natural environment.” in selected urban slums and for
20,587 children in three districts of the
Under the project, BSA started 234 Chittagong Hill Tracts (CHT).
model preschools in all 64 districts
of Bangladesh. BRAC University Caregivers such as parents, older
and Grameen Shikkha (two private siblings and extended family members
NGOs) have 4100 and 500 preschools have received messages on age-
respectively for poor children. CAMPE appropriate interactive care and how
– another NGO – is implementing 200 to create a child-friendly learning
centers in disadvantaged areas. The environment in homes from the
Integrated Community Development orientation workshops arranged by BSA
Project - Chittagong Hill Tracts with technical support from UNICEF.
Development Board is implementing
2520 centers with the aim of overall The specific objectives of the third
development of children and women in National Plan of Action (2005-2010) for
the three hilly districts. ECD is to increase enrolment in ECD
programs from the current 15 percent to
There are 424 early learning 30 percent by 2010.
centers in 4 major cities - Dhaka,
Chittagong, Rajshahi and Khulna. The ECD appears to have a strong positive
Research Training and Management influence on preparedness for school
International, a refugee-oriented NGO, and the later performance achievement
is implementing 80 Early Learning of children in school, as indicated by
Centers for the Rohinga refugees in the improvements in enrolments, decreases
Cox’s Bazar district. in repetition and dropout rates.
From January 2009, the BSA has While the government and NGOs have
established 365 Early Learning Centers delivered several ECD initiatives, I think
for tea garden children in Moulvibazar more needs to be done for children from
district. poor and disadvantaged groups.

The organizations that are directly Center-based group learning activities

involved in project implementation
are the Institute of Child and Mother
Health, National Institute of Population A CAREGIVER AT AN ECE CENTER TAKING CARE OF TODDLERS.
Research and Training, the Integrated
Community Development Project -
Chittagong Hill Tracts Development
Board, Grameen Shikkha and BRAC
University’s Institute of Educational
Development.

Professional bodies like the Maternal

and Neonatal Society, Pediatric Society,
and the Obstetric and Gynecological
Society are involved in this project also.
Plan International is directly engaged
with the project as a technical support
DHIRENDRA LAMSAL/NEPAL

provider.

The vision of the project is for “all children

in Bangladesh to be happy, healthy and
ready to learn.” The mission: “All children
aged 0-6 years will be supported to
enhance their intellectual, emotional
and physical development through a

NO 2. 2009 15
ECD RESEARCH
Capturing the Impact of ECD Services in Indonesia
By Nugroho Indera Warman, Ministry of National Education and Amanda Beatty, World Bank
MINISTRY OF NATIONAL EDU/INDONESIA
A CARD SORTING TASK WAS USED BY FIELDWORKERS TO TEST
COGNITIVE DEVELOPMENT ACROSS THE AGE RANGE.
D oes the Government of Indonesia’s
Early Childhood Education and
Development (ECED) project improve
children’s development and readiness
for primary school? What factors (e.g.,
community cohesion, remoteness,
parents’ socio-economic status)
contribute to ECED services’ impact?
What are the costs per beneficiary vs.
the benefits in early childhood outcomes
like health status and cognitive ability?
How do impacts of the project differ by
gender, poverty level, and availability of
services already in a village?
These questions and more will be
answered through an ambitious and
innovative study undertaken by the
Government of Indonesia, Directorate
General of Non-formal Education,
Ministry of National Education. The
Ministry seeks to know if its community-
based project, which hopes to reach
738,000 children in 50 districts from 21
provinces aged 0 to 6, positively impacts
child development outcomes; and if so,
the pathways by which it does.
16
18 months later. So, children in ten
villages per district that receive services
at the beginning of the project cycle (time
zero) are compared with children in ten
villages that receive services in the third
stage of the project. (The project works
in 60 villages per district in 50 districts
out of 430 districts across Indonesia.)
This is a credible comparison because
all villages selected into the project
demonstrated interest (by submitting
applications) and need (through a
local poverty assessment). In order to
examine longer-term outcomes beyond
those shown in the first 18 months of
the program, the evaluation design
also incorporates a second comparison
group whereby ten villages that never
receive the project are “matched” to ten
villages in stage one.
MEASURING CHILD DEVELOPMENT
Implementing an evaluation is not
just about setting up beneficiary and
HOW TO ANSWER THE QUESTION
OF IMPACT
comparison groups properly, but also
about ensuring that data collected
accurately accounts for variables
In order to understand what works in the
that the project is trying to affect, and
ECED project, one needs to know how
captures other interventions that a child
project beneficiaries fare over the life
may be exposed to – in addition to the
of the project (and potentially beyond),
project you are trying to evaluate.
and what their lives would have been
like in the absence of the project. But
The instruments used for the ECED
it is impossible to see children in these
evaluation cover a broad range of
two scenarios – one utilizing ECED
local and international measures.
services in the same village over the
None of the standard tools used to
same time period, living in the same
measure childhood development,
households, and another in that same
such as the Early Development Index
situation over the same number of years
(EDI), the Strengths and Difficulties
but not receiving services. So the next
Questionnaire (SDQ), and the Ages
best strategy used in this evaluation
and Stages Questionnaire (ASQ) have
is to identify a comparison group that
been applied in Indonesia before. As
is as similar as possible to project
such, the instruments were adapted to
beneficiaries.
Indonesian culture and circumstances,
which involved testing questionnaires in
In the Ministry of Education ECED
households to ensure that the questions
project, these comparison groups were
were well-understood by caregivers.
villages in the same district that were
Hence, we had some preparations
selected to receive a block grant of
to make before implementing those
around USD 18,000 for a range of ECED
instruments, such as training the
services over three years, but were
fieldworkers and also conducting a trial
randomly selected to receive the project
survey to make sure that the instrument
ARNEC CONNECTIONS

is comprehensible to the participants.
The translation of the questionnaires
had to strike a balance between literal
translation and a translation that
maintained the intent of the questions
while still being easy to understand.
The questionnaires had to be translated
and back translated many times to
achieve this. English seemed to have
more words to describe emotions
(e.g., worried and anxious could only
be translated into “cemas”, or upset
and unhappy can only be translated
into “sedih”), which made using some
questions from international indices
like the SDQ and EDI challenging. We
also faced other challenges, such as
the issue of some districts having their
own local language. Therefore, we tried
to search for local fieldworkers just in
case the respondents didn’t understand
the instrument’s instructions. (Indonesia
is known to have more than 200 local
languages).
The sample households included only
those with children aged one and/or
four. The purpose of selecting children
of these ages was to watch children over
a wide range of development stages.
Since we will be following these children
over the life the evaluation, they will be
aged four and seven by the end line
survey. Children aged one at baseline
will be followed and assessed in terms
of health and parenting outcomes, while
data on children aged four will yield
information about pre-kindergarten and
school readiness.
Five questionnaires were used and the
main focus of each questionnaire was:
1. Child: Included anthropometrics
and the EDI, SDQ and Ages and
Stages. The EDI measures physical
health, emotional maturity, social
competence, language and cognitive
development, and communication skills.
The SDQ measures primarily social
and emotional skills. Ages and Stages
measured the same developmental
domains in the younger cohort. We
also included a card sorting task to test
cognitive development across the age
range. These questionnaires involved a
NO 2. 2009
ECD RESEARCH
UNICEF/MALAYSIA
combination of one-on-one “interviews” the fieldwork since many children were
or “observations” by the interviewer or apprehensive around strangers. In one
“tests” with the child. example in central Java, after repeated
2. Household head: socioeconomic attempts at trying to get to know a
background, family structures, village child in his home, the fieldworker came
integration/participation to the child’s early childhood center
3. Primary caregiver: health of child, and volunteered as a “teacher” for the
parenting practices, knowledge of morning to build trust with him. Only
ECED and available services then was the child willing to open up to
4. Village head: village characteristics the fieldworker and go through with the
such as infrastructure, child safety, child tests.
access to services generally, local
assets DATA AND DISSEMINATION PLANS
5. Midwife and village child center:
availability, clients, cost of ECED The data are not quite yet ready for
services analysis, but the Directorate of Early
Childhood Education is gearing up for
FROM THE SHORES OF JAVA TO presentations within the Ministry of
THE “HUTAN” OF KALIMANTAN Education, to the Planning Ministry, and
at international conferences.
Baseline survey work took place in the
first half of 2009 in 6200 households Our plans for the baseline data mainly
across nine districts. The fieldwork was
include showcasing a profile of ECED
filled with adventure. There were several
clients so that the project can better
teams who spent a month in the forests serve them. We intend to describe the
of Kalimantan, sometimes traversing state of ECED services and usage,
100 kilometers from one village to children’s health and developmental
the next, in heavy rains and slippery status, parents’ general knowledge
dirt roads. Fieldworkers tried to stay of ECED services, community level
presentable for household interviews, resources, and how Indonesian children
but it was hard to avoid slipping off compare to peers in other countries (by
motorbikes into the mud. In Lombok, using the EDI and SDQ). We also hope
eastern Indonesia, some teams tracking that these data can support our mission
households in conflict-affected areas of raising awareness about the early
could not even bypass districts after years and the importance of school
dark because of safety concerns. readiness. In later survey rounds, we
intend to see how these factors change
Building rapport with the children was over time, and how the project is
one of the most challenging parts of affecting them.
17
ECD RESEARCH

Tracking Development Pathways of Young Children’s Play Behavior

in the Home Context
By Aditi Anjaria and Hina Mankodi Ph.D, Maharaja Sayajirao University of Baroda

I n the contemporary Asian scenario,

ADITI ANJARIA/INDIA
it is relevant to study play patterns
of children because there are several
alternatives for engaging in leisure-time
activities.

There is a shift from traditional play and

the use of local indigenous resources
to the use of commercially available
and often mechanized play materials
and toys, including technological
advancements and accessibility of
media like television, computer games,
and cell phone games.

Parents’ perceptions of play and the

use of resources may also influence
the quality of play. Children throughout
the world play. Play is global in nature;
however, the methods and kinds of play
may be different in different cultures.
Play is very vital for development and
has an important role in the development A MOTHER SHOWING LOVE AND TALKING TO HER YOUNG CHILD.
of children. It allows children to gain
mastery over tasks or a given situation.
It enables children to gain knowledge RESEARCH DESIGN interactions of children and family
from the surrounding environment. It members, “verbatims” indicating verbal
also serves as a stress buster. The broad objective of the study was expressions in the mother tongue,
to understand the play behaviors actions and emotions expressed by
Play generates enthusiasm in children of children in the home context children.
as they manipulate objects, explore and gain insights about associated
them and learn divergent ways of developmental trends. The study was Each child was observed for three slots
finding out solutions. Creativity comes descriptive with a cross sectional design of 20 minutes with a time gap of two to
naturally to children when they play. and included naturalistic observations. three days between slots. The second
They create their own new world when A descriptive research design was used or third observation was done on a
they play. Play enables acquisition of for the study with the aim of describing regular holiday, a Sunday, to observe
knowledge through discovery of natural play behaviors of children with focus the children’s play in relation to the
phenomena and other environmental on toddlers, preschoolers and primary father or other family members who
resources. grade children in the home context and were generally not present on regular
developmental changes across ages. working days. Data were not collected
The most interesting aspect of young on a festival day or a special event of the
children’s play is that they rule the world Naturalistic observations were carried family. The total duration of observation
of play! They are the ones who take out in the home context to study the of 60 minutes per child comes to 1800
all the decisions regardless of whether play of children of three age groups in minutes in all.
these are correct or incorrect ones and relation to themes, resources, aims of
enables children to construct knowledge play, role of adults, types of play and SAMPLE
about the world around them. All children the nature of interaction between family
in the world, regardless of social status, members and children with regards to The sample for the study consisted of
family background, religion, caste or play. 30 children, ten from the age group of
creed have a right to play. 2-3 years, ten from 4-5 years and ten
Observations also included the verbal from 6-7 years and comprised of equal

18 ARNEC CONNECTIONS

number of boys and girls.
TOOLS
The Observational Guideline was used
as the tool in order to give direction
and focus and consistency in the
process of observation. The guideline
was formulated based on a review of
literature and pilot study.
CONCLUSION
Based on the findings and observations,
a clear developmental trend in the
play behaviors of children could be
noted. Toddlers were influenced by
the resources from the immediate
surroundings and parents. There was
a steady progression observed in the
development in terms of usage of
resources, aspects which influenced
children’s play like interactions with the
family members, peers, and the themes
which children selected while engaging
in play situations at home.
References:
Punjabi, B., 2007. Play profiles of preschool
children in the home context. Unpublished
Master’s Thesis, Department of Human
Development and Family Studies, The
Maharaja Sayajirao University of Baroda,
Vadodara.
UNICEF/LAO PDR
NO 2. 2009
ECD RESEARCH
FINDINGS AND OBSERVATIONS
• Social play occurred the most in all the children irrespective of age and
gender, followed by physical play and cognitive play. Study and play
occurred 7.6 percent times in primary grade children.
• Preschool children were found engaging in associative play in which
they borrowed and shared play materials and activities with other peers.
Primary school children were found to be engaged mostly in co-operative
play. Primary school children specifically displayed division of labor. A
previous study on play patterns of children in preschool settings had also
concluded that children mainly indulged in pretend, associative and co-
operative play more. (Punjabi, 2007)
• The major intention of play for children was fun and enjoyment. However,
with progression in age and academic involvement, play was considered
a routine activity for children. Mothers’ responses from the interviews
revealed similar patterns.
• Play usually co-occurred with television viewing and was an associated
activity for most of the times regardless of gender and age.
• Younger children used more simple and representational resources,
however with increasing age, the use of resources became more inter
-connected and integrated during play. Indigenous and natural resources
for play were used comparatively less, perhaps attributable to the
influence of urban life and the use of technology.
• Most families could afford and preferred to buy different kinds of resources
which included both one and multidimensional resources. The parents
also were observed to encourage playing with those resources more.
• Mothers acknowledge the value of play but with the increase in age
irrespective of gender, they gave more preference to academics over
other play activities.
• Mothers participated in children’s play; however, mothers perceived
their role in children’s play primarily as supervisors and based on their
convenience in terms of time and household work load.
• Results also indicated that children frequently interact with family
members, peers, siblings, neighbors which leads to increased social
interaction during children’s play. It can be inferred that familial
interactions matter a lot when play is going on in the home context. And
thus awareness amongst parents could be created regarding family and
societal interactional patterns of children and its impact on play.
• It was observed that mothers of a “lone child” and a first born child spent
more time with the children in comparison to mothers of children who were
playing with “second borns”. The attention of mothers of children who
were playing with second borns was observed to be more co-occurring
than exclusive.
• Children who are second born used play resources which belonged to
their older siblings. However, if the older sibling was of the opposite sex,
resources like dolls were not given to boys. New toy cars were bought
in for younger boys. In the case of younger girls with an older sibling
being a boy, old toy cars which were used by them were given to girls for
playing. This is interesting because the mothers’ perceptions also show
the gender stereotypic expectations in play of their children as they grow
in age.
• Observations also revealed that parent encouragement during play
increased children’s motivation for play. It also influenced the kind of play
and the use of resources.
19
ECD RESEARCH

The ARAD Cycle: Setting Up a High Quality Employer Supported

Child Care Program
By Vini Gupta, ICF International

T his article explains the application

of an ongoing cyclical system called
ARAD (Assessment, Reflection, Action,
who has the potential to provide a
good quality center which is safe
and developmentally appropriate for
online employee needs assessment
to assess current and future child
care needs of employees, the ages of
Documentation) to set up a quality children. The need for careful selection children, types of programs required
employer supported child care program of such a center becomes even more such as infant care, after school care,
in India. important in a country like India, where timings of operation and so on.
there are as yet no mandatory child care
Recent changes and challenges in quality standards to be followed. The results of the vast information
workforce demographics and the influx collected went through a process
of more women into jobs have created a A critical step in establishing an of reflection which contributed
need to attend to work-life programs for employee sponsored child care to understanding the needs and
employees more than ever. program is the process of selecting a characteristics of the target group and
vendor to set up, maintain and ensure identify the specific requirements of
To add to the challenges faced by the high quality that parents demand the program. For instance, it was found
working parents in India, finding a and children need. To this end, ICF that the immediate number of children
reliable and high quality child care within International implemented the process needing care was less, the ages were
reasonable costs is a daunting task. of a Request for Proposal (RFP) for varied and the space too could not
Unable to find reliable quality childcare, provider selection using the ARAD accommodate many different groups
many employees are unable to focus cycle to ensure that the employer was or ages at a time. There was a need
at work, quit their work or look for other able to provide high quality child care to identify how and where needs of
workplaces with better work-life balance. support to its valuable employees. The the other children could be met. This
This impacts a company’s finances and RFP process, especially with parents’ information was used to draft the RFP
the return on investment on employee involvement and documentation of to help guide prospective providers to
hiring, training and incentives. each step ensured transparency and respond with a proposal that answered
accountability to reduce the risk of to the parents and employer needs.
Companies are also raising concerns liability to the employer.
especially over women leaving the These thoughts and reflections turned
workforce as they have been recognized ARAD is comprised of four phases: into actions to achieve the objectives of
as valuable assets in adding diversity, Assessment, Reflection, Action a high quality child care program. We
creativity and productivity to workplaces. and Documentation. It is used both fixed the ages and group sizes needing
To address these issues and to retain proactively and responsively to meet immediate care and recommended
women, companies are increasingly the needs of early education programs. ways of accommodating children who
looking at gender inclusivity and work- could not be enrolled at the beginning,
life initiatives, especially in relation to ARAD is an ongoing cycle that does not for instance, by identifying providers
child care support. have a definite start or end in a project. who not only could provide on- site care,
It involves many mini cycles throughout, but also had other branches to take in
A child care support program can back and forth, to help achieve high additional children.
only work as a strategic work-life quality programs with transparency
initiative and provide best returns on and involvement of all stakeholders, All data and reflections were translated
investment if it satisfies the parents scientifically and objectively. into concrete actions. A potential list
(employees). If the parents are not of providers was identified who could
satisfied or comfortable with the quality ARAD was applied in this RFP process. meet some of the preliminary needs.
of care being provided by the center, the The first step was an assessment of the An extensive RFP form was developed
company’s purpose of the initiative is needs of the employer, employee and (in consultation with the employer)
lost. Instead of accolades, the company the set up. Baseline information from which requested detailed and specific
may be held liable that proper care and the employer was collected about the information from the providers such as
procedure was not followed to ascertain space available, number of employees, their experience in operating centers,
that a well qualified provider was given facilities available on site such as budget planning, and the standards
the responsibility of taking care of medical care, finance and other logistics they followed such as record keeping,
children. Hence, the bottom line is to that the employer was planning to or teacher-child ratio, curriculum,
carefully select a child care provider could provide. This was followed by an philosophy, safety and hygiene

20 ARNEC CONNECTIONS
 ECD RESEARCH

PLAN INTERNATIONAL/INDIA
measures, professional development a process of reflection, action and ICF International delineated roles of
plan, qualifications of staff, flexibility to documentation. The consensus was that Steering Committee members that
add in new programs, etc. none of the programs could completely would oversee specific aspects of the
satisfy quality desired by parents and provider and ensure that the provider
ICF International developed a child care experts. It was recommended honors its commitments to deliver and
rating scale to objectively review all that a provider be chosen who met improve on what they promised.
information received by the providers. the requirements to the maximum and
It was found that many providers did would commit to improve on pinpointed All tools, checklists, reports were
not keep any proper records, did not areas that were found lacking, within maintained at each step and referred
have an understanding of the needs a given time frame. Based on written back while moving forward. The
of a corporate child care, did not have responses, observations and interview, documentation not only provided
satisfactory retention strategies and a concise documentation followed. records of the procedure but a reference
were not well versed with international In some cases it was also noted that to anyone who may want to know how
levels of child care standards. providers were good at specific areas the provider was selected, what the
but could not document it well in their expectations and commitments were
Based on overall ratings and review, proposals. Those gaps were filled in by and areas needing improvement. The
three of the best providers were observations and interviews. documentation could also be used
shortlisted and visited by the ICF later to contact other providers if the
International staff, employer and A document was prepared to highlight one running the center did not meet
employees (parent representatives). each provider’s strengths, areas expectations.
needing improvement and how they
Interviews and observation schedules could be supported by the client to The above example illustrates the value
were prepared before hand, based on achieve desired quality. This was of the ARAD as a systemic sustainable
gaps identified in the responses received followed by a recommendation by a tool. Each step of the ARAD process is
and also to ensure that the written Steering Committee of the client to indispensible, complements each other
responses matched the actual set up. ensure smooth functioning between and aids in moving forward.
The data collected again went through the committee and the provider.

NO 2. 2009 21
ECD FINANCE
Costing and Financing in Mongolia
By Tsendsuren Tumee, UNICEF Mongolia; Purev-Ochir Chagaa, Save the Children;
Enkhee Magwan, Ministry of Education, Culture and Science
M ongolia is a landlocked country
nestled between Russia and China.
The population is just over 2.7 million,
with one million living in Ulaanbaatar,
the capital city, and the rest disbursed
over 1.6 million square kilometers.
With a cold, harsh climate and short
growing seasons, Mongolia experiences
periodic severe winters, known as
zud, a natural calamity by heavy snow
storms, as well as frequent droughts.
The Mongolian economy has grown
steadily at an average 8.9 percent over
the last few years (2003-2008). Despite
the rising figures, 35.2 percent of the
country’s population live in poverty.
Population growth in the country is low
and falling. The annual growth rate was
1.4 percent in 2007. Life expectancy
at birth is currently 66.54 years (63.13
for men and 70.23 for women). Nearly
two-thirds of the population is under
30-years-old (11 percent of total
population is under 6 years old).
Over a million people live in rural areas,
and many still engage in traditional BUDGETING AND COSTING: ECE
livestock herding as their main source
of livelihood. With rapid rural-urban In 2008, the Government of Mongolia
22
spent 25 percent of the national annual
budget income on the education sector.
From this total spending on the sector, 17
percent was devoted to early childhood
education, which is a 95 percent rise
from previous government budgetary
allocation. In addition, the support of
national, international, and individual
donors still plays an important role.
International organizations support for
the construction of new kindergartens
and for repairs on existing buildings.
The FTI-EFA, UNICEF, the European
Union, Save the Children (UK) and
UNICEF/MONGOLIA
other international agencies also donate
toys and training supplies of 1,800,093
million tugrugs to each of 21 aimags
and metropolitan kindergartens in
order to support alternative modules of
preschool education training.
migration, nearly three-fifths of the total
population currently lives in urban areas
(Ulaanbaatar city and the 21 provincial
The provincial and metropolitan
educational authorities, as well as district
departments for social development
centers), and Ulaanbaatar receives a receive their budgets from the Ministry
great deal of migrants from rural areas. of Education, Culture and Science, and
submit to the government their long-term
More than 50 percent of the population action plan. The authorities have been
lives in traditional gers, traditional entering into executive agreements
Mongolian dwellings, and in peri- with the government office since 2002,
urban areas. These areas experience in accordance with the Public Sector
higher disparity in accessing basic Management and Finance Law of
infrastructure such as transportation, Mongolia.
roads, communication, sanitation
facilities, and have limited access to The budgetary allocation for educational
basic services such as safe drinking and scientific establishments was 393.8
water, alternative modules of pre-schoolbillion tugrugs in 2008. The Mongolian
education and health care facilities. currency exchange rate is 1 USD : 1444
tugrugs (Mongol Bank, 14 October
In the 2008-2009 academic year, 2009). From this budget, 68.1 billion
136,200 children were enrolled in 764 tugrugs was spent on early childhood
kindergartens throughout the country. education.
Of these kindergartens, 88 percent were
public, 10 percent were private and the The early childhood education budget is
remaining 2 percent belonged to various based on the calculation of five types of
organizations. Of the 12,500 people costs:
employed in preschool education, 7184 • Capital expenditure – building new
were teachers. facility, capital repair, equipment
and furniture
• Centralized measures – training
and practical, per diem for domestic
trips
ARNEC CONNECTIONS
 ECD FINANCE

• Fixed costs – heating, electricity,

fuel, water and sanitation
Box 1: Mongolia ECE System Profile
• Variable costs – wage and benefits,
social insurance, training supplies Education Status Preschool Education
and communication cost Goals • Universal coverage
• Food costs – food and nutrition for
• Stimulation and development
children
• School readiness
According to the Mongolian Law Age group concerned Between the ages of 2 to 5 years old
on Public Sector Management and Models • Center-based
Finance, the principal of a kindergarten
is obliged to make a contract with • Home visiting
the local governor on the efficiency Program types • Formal (kindergarten)
of the activity, which is expected to • Non-formal: Alternative training modules for
be fullfilled in a given year. All main preschool education (mobile ger-kindergarten,
efficiency indicators such as enrolment
rates, preschool education standard mobile teachers)
performance and the professional Program context • National standards
skill progress of teachers are all used • National curriculums for formal and non-formal
as indicators for the contract and the preschool education
expenditures which should be covered
by the state budget are stated as well. Duration • Formal (kindergarten) 190 days in a year, starting
September 1 - June 1
However, each local area kindergarten • Non-formal (alternative training modules) at
is entitled to make a contract with least 72 days in a year, starting from June until
any institution desired due to the lack
of fixed indicators to estimate the September
efficiency of the school’s activities. For Classroom ratio 1 teacher : 28 children
instance, every kindergarten develops
its own indicators to evaluate preschool
education standards, which are used as
main indicators for evaluating preschool
education acquisition.

The lack of standardized evaluation

methods makes comprehensive
evaluation and monitoring at a
nationwide level impossible. In order
to properly allocate budgetary amounts
by making possible the estimation of
educational efficiency and to measure
the efficiency of educational services
in a more economically sound way ,
it is crucial to develop and implement UNICEF/MONGOLIA
school readiness indicators and
comprehensive evaluation methods in
accordance with the national curriculum
of preschool education.

The Law on Preschool Education states

were addressed by a few articles of the It can be said that as a consequence
that meal costs for children who attend
Primary and Secondary Education Law. of this new law, the performance,
formal and non-formal educational
attendance, and average hour per
settings is entirely covered by the state
The new law is specific as it legalizes child attendance in kindergartens has
budget. The Government of Mongolia
alternate training modules of preschool increased, even in the non-formal
adopted a Law on Pre-school Education
education services and requires every kindergartens for preschool education,
in May 2008. Before the adoption of
child to be enrolled in early childhood such as the mobile ger-kindergartens.
this law, preschool education issues
educational activities.

NO 2. 2009 23
ECD FINANCE
On the other hand, local financial
department officials have been
overseeing the kindergartens’
budgets based on a child per day plan
performance, without considering the
increase in numbers of children. This
is negatively affecting class size in
Mongolian kindergartens.
CONCLUSION
Continual increases in preschool
enrolment have been achieved, largely
as a result of introducing free preschool
feeding programs and financial support
for private kindergartens and non-formal
kindergartens.
By 2009, early childhood education
enrolment has reached 57.3 percent in
formal kindergartens and 15.8 percent
in non-formal kindergartens.
On the other hand, enrolment
achievement must be matched with
government support for increasing
physical capacity, and for developing
24
qualitative monitoring tools for early References:
childhood education services in both 1. Bradon, Richard N., Sharon Lynn
formal and non-formal terms. Kagan, and Jutta M. Joesch, 2000.
Design choices: Universal financing for
Early childhood institutions are early care and education, www.hspc.
requesting an appropriate estimation of org
efficient costing for kindergartens. 2. Jan van Ravens and Carlos Aggio.
Expanding early childhood care and
The Government of Mongolia has education: A tool to estimate costs,
increased its investment in early Coordinators’ Notebook No. 30, 2008
childhood education by 95 percent, 3. EFA Global Monitoring Report, Early
which is higher than the international Childhood Care and Education, 2007
standards. However, there is a need 4. Law on Preschool Education, Mongolia,
to improve monitoring mechanisms for 2008
the efficiency of estimate planning and 5. Law on Public Sector Management and
expenditures. Finance, Mongolia, 2002
6. Mongolian Education Sector Master
One of the major priorities should Plan update and revising report on
be capacity building for preschool early childhood education sector, 2009
managers’ and local officers’ information 7. Review of the integrated early childhood
and communication technology (ICT) development policy implementation,
based on their financial management Ministry of Education, Culture and
skills, as well as to develop an evidence- Science, Mongolia, 2007
based approach for financial planning at 8. Development data and statistics: www.
both a local and national level. worldbank.org/key
9. Statistics of Ministry of Education,
Culture and Science, 2008
UNICEF/MONGOLIA
ARNEC CONNECTIONS
 ECD FINANCE

A Trust Fund for ECCD in Sri Lanka

By Krishnakumar Palanisamy, Save the Children in Sri Lanka
It is difficult to ascertain the numbers of
T he tsunami of December 2004
affected more than one million
children, disrupting the lives of many
children accessing ECCD nationally as
various statistical reports are impossible
the needs of preschool children in 13
coastal districts out of the country’s 25
districts, which were affected by the
thousands of children living in the poor to reconcile. Similarly, what actually is tsunami.
coastal communities of Sri Lanka. meant by “ECCD” is not defined. ECCD
provision ranges from a couple of hours It explored the gaps and weaknesses
It destroyed homes, schools and “child-care” to day-long structured in provisions, both before and after the
villages, killed siblings, parents and other kindergarten activities. tsunami, at the national and provincial
relatives and fractured communities levels of government and administration,
and community life. It also undermined Nationally, there are approximately as well as at the point of delivery.
the ability of parents to provide for and 18,000 preschool teachers in 12,000
educate their children by removing their ECCD centers of various kinds. In The study explored the possibility of
livelihoods. 2004, a total of 64 percent enrolment provisions for ECCD by the government,
rate in preschools was reported, and the Save the Children in Sri Lanka and other
The exceptional public response to the Children’s Secretariat has been working agencies, including international and
tsunami from around the world offers on plans to envisage that this will be local non-governmental organizations,
an opportunity to go beyond the normal boosted to 80 percent by 2009. community-based organizations,
response to emergencies: to make a commercial organizations and private
deeper and more lasting impact, which The reasons given for non-attendance individuals.
tackles some of the underlying issues are economic and social; parents
that inhibit children’s development in cannot afford the fees, or do not value Based on the recommendations of
those communities. ECCD. A figure for the average funding the study, SCiSL has been working on
per child as a percentage of GDP per the establishment of an ECCD Trust
Save the Children has been exploring a capita is not available because ECCD Fund (ECCDTF) to be managed by an
number of ways to “build back better”: has not been the responsibility of the appropriate national ECCD board of
one of which is the establishment of a national government yet. trustees comprising government and
Trust Fund for Early Childhood Care non-government, private sector and
and Development (ECCD). After the tsunami, tuition and other well wishers; designed to pay ECCD
fees became very difficult, and many teachers’ salaries at a reasonable level
The early stages of child development households were simply unable to pay. and in a sustainable manner; and also
are a major focus of Save the Children In many situations, fees have been to provide grants for quality inputs such
in Sri Lanka’s (SCiSL) work. These are waived. SCiSL and other agencies as training, development of training
some of the most critical and formative increased teachers’ remuneration with materials and technical assistance.
years for the healthy and holistic supplementary payments of 1500 Sri
development of a child. Lankan Rupees per month, and the Such a Trust Fund can provide a flexible
vast majority of children have restarted vehicle for a variety of types of funders
Save the Children’s investment over preschool. There are also instances to contribute to, and also for options
the last two decades in ECCD included where the teachers are paid by the concerning its future structure and
support in construction of buildings, community. In many cases, although a lifespan, to be determined at a later
salaries of selected teachers, teacher fee is set, children are accepted at the date.
training, curriculum development, and preschool even if they cannot pay, and
in the development of both national and the teacher simply absorbs the shortfall The ECCDTF would utilize the interest
provincial level ECCD policy. in her income. The resultant low income from a large capital sum invested
has a serious and negative knock-on appropriately and managed by the Board
Even though Sri Lanka places great effect, as retention of teachers is low, of Trustees. It would initially operate in
importance on education at the policy, decreasing quality and increasing the all 13 tsunami affected districts and later
administrative, societal and household cost of repeated cycles of training. be expanded as a national program to
levels, ECCD lies outside the statutory cover the entire country.
system of provision. Apart from a very A FEASIBILITY STUDY
small number of local government- JUSTIFICATION FOR AN ECCD
funded preschools, all ECCD provision A feasibility study explored the possibility TRUST FUND
is financed and managed from fees paid of creating trust funds for ECCD in Sri
by the families of those who attend. Lanka. The study focused primarily on • Creation of a trust fund would

NO 2. 2009 25
 ECD FINANCE
UNICEF/TIMOR LESTE
A TRUST FUND CAN ACT AS A CATALYST FOR A MORE HOLISTIC AND
INTEGRATED APPROACH TO ECCD PROVISION.
provide a mechanism for the reliable
payment of teachers’ salaries
leading to a more stable and better
trained workforce and consequently
more quality preschool education.
• It would serve to raise the profile
of ECCD and thereby prioritize it
in the policy environment. There is
potential for generating large-scale
impact and leaving a lasting legacy:
the fund can act as a catalyst for
a more holistic and integrated
approach to ECCD provision,
fundamentally altering provision
of ECE nationwide (as a relatively
larger proportion of the population
was affected by the tsunami this
creates a real opportunity to have a
nation-wide impact on government
policies on ECCD). The fund would
be set up with the aspiration that the
government would in due course
be ready and able to take on the
responsibility of ECCD provision.
• The study found interest among
other international NGOs and
donors, and concluded that it would
be an attractive option for bilateral
funders in particular. It thus provides
an opportunity for NGOs, private
organizations, bilateral/multi-lateral
donors and UN agencies to move
together in this area. Other donors/
26
actors are probably more likely to FUTURE PLANS AND WAY FORWARD
invest both time and money in an
independent mechanism.
• It builds on Save the Children’s
strengths and areas of specialization
in education and child development.
The fund would bring the work
of SCiSL on ECCD over the past
10 years full-circle as it fills long-
standing gaps and addresses
identified needs.
ACHIEVEMENTS SO FAR
• SCiSL has managed to convince
ECCD stakeholders including
government and non-government
actors.
• A MoU between the SCiSL and
Ministry of Child Development
and Women’s Empowerment
(MoCDWE) has been signed.
• An ECCD Board of Trustees has
been formed. It includes senior
representation from the MoCDWE
and the Children’s Secretariat, the
Ministry of Education, the Ministry
Local Government and Provincial
Councils, the Ministry of Finance,
a local NGO (Sarvodaya), and an
academic (retired ECCD professor).
• Four sub-committees have been
set up to specifically focus on:
teacher training, developing criteria
for selection of beneficiaries, setting
out operational and implementation
strategies and fundraising.
• MoCDWE has taken over the
leadership of this program and
has organized two preliminary
board meetings where operational
modalities such as selection of
investment strategies, selection of
bank, opening of accounts, inputs to
the draft trust deed were discussed.
• A paper outlining the ECCD
trust fund program strategy and
implementation has been approved
by the Cabinet of Ministers. It
was further supplemented with
an amendment approved by the
cabinet to develop a trust deed.
• A trust deed has been drafted with
inputs from different stakeholders
and revised by the Attorney
General’s Department.
• Once the ECCDTF deed has been
approved by the government, the
money reserved by SCiSL will be
transferred to the bank account of
the ECCD TF Board.
• The ECCD TF Board will meet
regularly and decide on the
management of the current fund
and further fundraising.
• The Board will approve the selection
criteria of beneficiaries and finalize
the list.
• 500 ECCD teachers from the 13
tsunami affected districts will be
given allowance of 2025 SLR every
month. This will be in addition to
what they get from the parents and
communities.
• A local bank will facilitate the transfer
of money directly to the beneficiary
ECCD teachers in the districts.
• The Board will continue to have
meetings to discuss further
development, challenges,
monitoring of the fund and ways
forward.
ARNEC CONNECTIONS
 ECD IN EMERGENCIES

Addressing the Needs of Young Children in Emergencies

By Jacqueline Hayden PhD, Macquarie University

I ncidents of environmental disasters

and conflict in the “ring of fire” and
beyond, have prompted increased
in their formative years (IASC, 2007).
Children between the ages of 0-8
represent the highest percentage of
of any emergency or disaster situation.

Stress, distress, separations, exposure

attention to the need for effective
interventions. These interventions
address prevention, preparedness,
post crisis interventions, and which
contributes to sustainable long-term
outcomes. Billions of dollars are
being spent on such programs. Most
commonly, these target immediate
needs for shelter, food, water and
sanitation, health and welfare services,
and infrastructure development.
However, there is growing awareness
that recovery to pre-existing conditions
is not adequate. Emergency and
disaster incidents are likely to incur
long term psychosocial, cognitive and
health related damage for affected
individuals and especially for children
affected populations in today’s global to scenes of violence and destruction
emergencies, and yet this cohort and loss of significant others during
remains significantly under serviced, early life have been shown to affect
and is rarely factored into emergency the developmental trajectory and
relief programs (UNICEF, 2007). are correlated to lifelong outcomes
such as health defects, neurological
There are several reasons for this damage, antisocial behaviors, violence,
neglect. Some analysts believe that and cognitive regression (Grantham-
the critical importance of the early McGregor et al., 2007).
years on long term development is
simply not recognized. Others view that Meanwhile, there are myriad studies
interventions with very young children which attest to the inherent resilience
are not welcome or deemed appropriate of children (Ruschena, Prior, Sanson &
as they undermine the responsibility Smart, 2005). Early childhood programs
and relationship of primary care giving. set up under extreme conditions have
shown to be effective in ameliorating
However, the long term effects for the effects of deprivation and fear and in
young children could represent some serving as entry points for psychosocial
of the most harrowing consequences healing of children, caregivers, families

CHILDREN BETWEEN THE AGES OF 0-8 REPRESENT THE HIGHEST PERCENTAGE

OF AFFECTED POPULATIONS IN TODAY’S GLOBAL EMERGENCIES, AND YET THIS
COHORT REMAINS SIGNIFICANTLY UNDER SERVICED.

UNICEF HEADQUARTERS/UNI46671

NO 2. 2009 27
ECD IN EMERGENCIES

consortia, networks and University

research centers (such as Macquarie
University) have identified this issue as
a research priority. Studies are being
developed to inform effective and cost-
effective interventions, advocacy, and
programmatic frameworks for early
childhood services and programs for

UNICEF HEADQUARTERS/HQ06-2556
emergencies within diverse contexts.
For more information and updates on
research initiatives, see http://www.
ecdgroup.com/emergencies.asp or
contact jacqueline.hayden@mq.edu.au.

Dr. Jacqueline Hayden is Professor of

Early Childhood and Social Inclusion at
Macquarie University, Australia and former
Program Manager for the Bernard van Leer
Foundation. Her most recent book is “From
Conflict to Peace Building the Power of Early
Childhood Initiatives – Lessons From Around
and communities (See Connolly & Program evaluations have indicated
The World/Del Conflicto a la Constuccion de
Hayden, 2007). that children’s attitudes of respect for
Paz: El Poder de las Iniciativas de la Pimera
diversity have been enhanced – and
Infancia – Lecciones de Todo el Mondo”
A recent study of children in Southern that parents, while retaining their own
(with Paul Connolly and Diane Levin).
Thailand raised some previously belief systems, nonetheless endorse
unheard voices of young children more inclusive attitudes by their children
References:
(UNICEF, 2008). It was shown that (See Connolly and Hayden, 2007).
1. Connolly, P. & Hayden, J. with D. Levin,
young children have sensitivity to
2007. From conflict to peace building -
issues around them and can provide In the Thai study, despite witnessing
The power of early childhood initiatives
directions for ameliorating the violence, murder and atrocities, children
– Lessons from around the world.
psychosocial conditions in tension expressed feelings of hope and visions
Seattle: Exchange Press.
ridden environments. Indeed children, of peace. The authors conclude that
2. Grantham-McGregor, S., Cheung,
especially in targeted early childhood “This suggests fertile ground for peace-
Y.B., Cueto, S., Glewwe, P., Richter, L.,
programs, can be the purveyors of building efforts directed at children
and Strupp, B.,2007. Developmental
reconciliation and peace in deeply and youth who already desire to live
potential in the first 5 years for children
divided societies. There are numerous in harmony and can provide clear
in developing countries. The Lancet,
examples in which the development and descriptions of what this would be like.”
369(9555), 60-70.
delivery of early childhood programs (UNICEF, 2008 pg 31).
3. IASC (Inter-Agency Standing
have helped to re-focus the attention
Committee), 2007. IASC Guidelines
of adults away from divisions and onto Currently there are indications that
on Mental Health and Psychosocial
hope for the future wellbeing of their the call for integrating early childhood Support in Emergency Settings.
children. programs into emergency relief efforts Geneva: IASC.
is being heeded by relief agencies 4. Ruschena, E., Prior, M., Sanson, A., &
In Albania, where blood feuds and honor and government. But this needs to Smart, D., 2005. A longitudinal study of
killings were creating isolation and fear be addressed with caution. Without adolescent adjustment following family
within communities, a program which awareness of the need for local input, transitions. Journal of Child Psychology
gave men significant roles as advisors there is potential to do harm. There is a and Psychiatry, 46(4), 353-363.
for early childhood programs, became real danger if programs and services are 5. UNICEF, 2007. Progress for children:
the first step towards establishing trust not sensitive to local culture and capacity A world fit for children statistical
and overcoming the historical divisions or if they exclude local leadership or review. Retrieved November 26,
between families. marginalize some groups within local 2008 from http://www.unicef.org/
communities. There is a critical need progressforchildren/2007n6/files/
In Northern Ireland, cartoons with a for sound empirical evidence about Progress_for_Children_-_No._6.pdf.
reconciliation message were broadcast what contributes to effective program 6. UNICEF, 2008. Everyday Fears A study
throughout the nation. These were outcomes. of children’s perceptions of living in the
accompanied by workshops for parents southern border area of Thailand.
and classroom activities for children. For this reason, a number of agencies,

28 ARNEC CONNECTIONS

Singapore’s Early Childhood Care and Development Policy
By Khoo Kim Choo
E arly childhood care, development
and education come under the
auspices of two Ministries in Singapore:
the Ministry of Community Development,
Youth and Sports (MCYS) and the
Ministry of Education (MOE).
The MCYS focuses on children from
2 months to 6 years in infant and
child care centers, to support working
mothers and also as an encouragement
to couples to have more children.
Programs function full day (up to 12
hours), half-day or flexible hours to
meet parents’ needs. These childcare
centers target the holistic development
of children, and incorporate preschool
education as well.
The MOE, on the other hand, targets
children from 4 to 6 in a strictly
kindergarten set-up with the aim of
preparing children for school. Classes
usually run for 3 to 4 hours. The
private sector, non-profit social service
organizations, religious organizations,
cooperatives and a community
foundation operate both childcare
centers and kindergartens.
These are two parallel systems for
children from 4 to 6 years old – the MCYS
and the MOE system. However, a joint
MOE-MCYS committee - the Preschool
Qualification Accreditation Committee
(PQAC), with representatives and
advisors from the kindergarten and
childcare sector - collaborate to
standardize requirements for teachers
in both the childcare and kindergarten
sectors.
This makes it easy for preschool
teachers to cross over to either sector,
making for a more flexible workforce.
The PQAC aims to enhance the
quality of teachers through academic
qualification requirements, content and
duration of professional training courses
and trainers’ requirements.
Training schools for preschool teachers
NO 2. 2009
ECD POLICIES
come mainly from the private sector
although the government, through the
polytechnics, is now offering a diploma
However, families with low income
can still apply for additional financial
assistance through government and
in this area as well. community related agencies. Centers
that charge low fees are also eligible for
A third system, the Work Development capital grants from the government.
Agency (WDA), an arm of the Ministry
of Manpower, has recently emerged, to IMPROVING QUALITY
make provisions for mid-career switches
to the early childhood sector. Working Childcare centers in Singapore
with the two Ministries and the early are licensed under the Child Care
childhood sector, it plans to develop an Centers Act (1988, Revised 1992)
alternate route to obtain the necessary and Regulations that set standards
qualifications to work in the field. for facilities, staff child ratio, program
guidelines, health, nutrition and safety,
Singapore recognizes the importance qualification of teachers and parent
of early childhood development and involvement.
education and has over the past years
been working towards increasing Licenses can be renewed every two
access, improving quality and ensuring years if a childcare center maintains the
equity. standards set.
In 2008, 97.5 percent of children in Childcare centers are required to refer
Primary One had at least a year of to the MOE’s Curriculum Framework
kindergarten experience: There is a and the Kindergarten Curriculum Guide
concerted effort to have all children for its kindergarten program.
experience kindergarten before they
enter compulsory primary school. Further developments to upgrade
quality are also being studied. The
INCREASING ACCESS: MOE-registered kindergartens also
GEOGRAPHICAL AND FINANCIAL have to meet certain criteria. Apart
from the Kindergarten Framework and
Childcare centers have increased over Curriculum Guidelines, there is also
the years, especially in the heartland of a self-monitoring Quality Assurance
the Housing and Development Board instrument for kindergartens.
(HDB) flats where the majority of the
population resides. Over the years, both the MCYS and
MOE have been steadily increasing the
There are now about 800 childcare quality of teachers.
centers in Singapore and more are
planned for the years ahead. Preschool teachers are now required to
pass five subjects with credit instead of
The MOE has about 500 kindergartens, three subjects after nine or ten years of
many of which run double sessions. formal education.
A major player, the People’s Action
Party (PAP) Community Foundation Almost all preschools are bilingual in
(PCF), provides affordable kindergarten English and Mandarin. The concern for
classes extensively and many can be the quality of English spoken and taught
found within every HDB estate. in preschools prompted the PQAC to
raise the English language requirement
The government subsidizes fees in for English language teachers in order
childcare centers but not for kindergarten for them to be better language role
as fees in PCF centers are rather low. models for the children.
29
ECD POLICIES

The professional qualification has

also been raised from a Certificate to
a Diploma in Early Childhood Care
and Education (DECCE - Teaching).
Presently, only one out of four teachers
in a center needs to be trained.
However, all teachers teaching at the
kindergarten level must have a diploma.
Those teaching children below 4 years
need to be trained only up to the
Certificate in Early Childhood Care and
Education (CECCE) level. Principals
of kindergartens and childcare centers
need to have an additional Diploma, the
DECCE (Leadership) as well.

The PQAC regularly reviews and

upgrades required courses in terms
of duration, content and trainers’
qualifications and experience.

Recently, both government and non-

government scholarships are being
offered at the Diploma and the degree
levels, to attract, upgrade and retain
quality persons in the early childhood
sector.

ENSURING EQUITY

While there are financial avenues for

poor children to access preschool
education either though the childcare
centers or kindergartens, some may still

UNICEF HEADQUARTERS/HQ04-0522
find it difficult to do so.

The FLAIR program developed by

the MOE and implemented at the
grassroots organizations provides
short-term preschool experience for
young children.

Even with financial aid, families will not

be able to send the children to better
centers where there is better staff child
ratio, more and better qualified teachers
and superior resources, because of the Childcare and preschool education in guidelines. And third, through
higher fees. Singapore have been evolving. At this development and implementation of
stage, there is a greater imperative to evaluation instruments.
The issue of equity needs to address raise the quality of programs through
access of children from low-income three areas of intervention. Finally, there is greater move to ensure
families to not just any kindergarten, that every child experience good
whether under the MOE or MCYS, but First, through teacher training in terms of preschool education before entering
to quality programs as well. This is academic and professional upgrading. primary one.
a more difficult issue to resolve but is
currently being studied. Second, through the development and
implementation of national curriculum

30 ARNEC CONNECTIONS
 ECD AND HEALTH

Promoting Early Childhood Development in the Health Sector

By Nurper Ulkuer, UNICEF and Meena Cabral, WHO
THE QUALITY OF CARE PROVIDED FOR THE NEWBORN
AND THEIR MOTHER/CAREGIVER HAS A CRITICAL IMPACT
S urvival and development are two
basic rights of the child, and they
are inter-dependent and indivisible (UN
ON A CHILD’S SURVIVAL, GROWTH AND PSYCHO-SOCIAL
DEVELOPMENT.
CRC, Article 6). In developing countries,
around eight million children die before
their fifth birthday. Nearly 20 times that
number (over 200 million children) who
survive, due to inadequate nutrition,
consistent loving care and opportunities
to learn may not reach their full human
potential (Walker and Engle et al.,
2007). About 88 million of these live in
South Asia. As a result, their countries
suffer an estimated 20 percent loss in

UNICEF/MYANMAR
adult productivity.

THE EVIDENCE IS OVERWHELMING

Recent neuroscience research on brain

development has validated earlier
theoretical as well as philosophical
(Science of ECD, 2007) these early opportunities (Heckman,
arguments on the importance of quality
2006) .
early interaction between a young child
Hence, the quality of care provided for
and her immediate environment (There
the newborn and their mother/caregiver, Early intervention efforts for
is a long list of philosophers starting
has a critical impact on a child’s survival, disadvantaged children lead to
from Rousseau, Pestallozi, Froebel,
growth and psycho-social development improvements in survival, health,
and continuing with psychologists
(WHO, 2004) . growth, and cognitive and social
like Freud, Ericsson, Bolwby, Bloom,
development of the children (McGregor
Bronfenbrenner, Zigler and others,
Poverty, poor health and under-nutrition et al., 2007). We can no longer afford
who all made a strong reference to the
are some of the underlying factors to lose the potential of millions of future
importance of child’s interaction with
that affect the quality of interaction citizens. It is the right of each and every
others in her immediate environment).
between the child and her caregiver child to develop as well as to survive.
and undermine children’s development Health is a state of complete physical,
Bolwby first argued that children without
early in life when brain development is mental and social well-being, not just
such bonding and attachment ties will
most rapid and the architecture of the the absence of disease.
close themselves, diminishing their
brain is most sensitive to the influences
survival chances (Bolwby, 1958) . Today’s
of the external environment – prenatally THE HEALTH SECTOR HAS A
neuroscience research goes a step
through 3-5 years of age. When the CENTRAL ROLE
further and clearly states that a child’s
quality of nutrition, stimulation, and care
brain is shaped by her interactions with
is deficient, brain development can be The health care system has a critical
her immediate environment even before
seriously affected, and can have long- role to play in ensuring that every child
birth. Such interaction patterns help the
term consequences. survives and thrives. In many countries,
brain establish its neurological synoptic
the health care system is often the only
wiring, which is the fastest during the
In many parts of the world, including existing infrastructure that can reach
first three years of life (Shonkopp, J.P.
East and South Asia, studies show that young children and their families.
and Phillips, D.A., 2004). Alternatively,
children who receive assistance in their
“young children, exposed to physical
early years have greater chances of In addition, families have contact with
punishment, violence, neglect and
survival and higher achievement level the health care system most often
abuse can experience excessive stress,
at school. As adults, they have higher when women are pregnant and when
which disrupts the architecture of the
employment and earnings, better health, their children are young; which is when
developing brain leading to serious
lower levels of welfare dependence and attention to optimum brain development
cognitive, social and emotional delays,
crime rates than those who do not have is critical.
and behavior problems later in life.”

NO 2. 2009 31
ECD AND HEALTH

In South and Southeast Asia, the health

care system reaches more pregnant
women, children under three years and
their families than any other service.
Therefore if utilized appropriately, the
window of opportunity within health
care encounters for young children
are golden opportunities to help
strengthen families’ efforts to promote
their children’s development and may
be the only opportunity available for
professionals in developing countries
to positively influence parents of young
children. Health workers and community
health workers are respected sources
of knowledge and skills as well as
curative care. Health workers can
guide families to provide stimulating
care for their children as well as good
nutrition. This is especially useful where
developmental approaches are added
to existing structures in routine maternal
and child health care within primary
health care. Community Based Health
Workers (CBHWs) and community
outreach programs provide a unique
link with families.

In some countries of the Asia-Pacific

region, health care providers promote
child development through counseling
families on child care and stimulation,

UNICEF HEADQUARTERS/HQ06-2568
monitoring the child’s development,
guidance on common developmental
problems, and identifying and providing
additional support to children with
developmental delays. Evaluations
have shown that even relatively
brief interventions can improve
developmental outcomes for children
IN MANY PARTS OF THE WORLD, INCLUDING EAST AND SOUTH
and improve the faith/confidence ASIA, STUDIES SHOW CHILDREN WHO RECEIVE ASSISTANCE IN
of the parent in health care (Health THEIR EARLY YEARS HAVE GREATER CHANCES OF SURVIVAL
Steps Program and Evaluations, AND HIGHER ACHIEVEMENT LEVEL AT SCHOOL
Brookline Model, Integrated Health and
Development Program). generation.” childhood influences subsequent
risk of obesity, malnutrition, mental
The World Health Organization (WHO) “Early childhood development – health problems, heart disease, and
Commission on Social Determinants including the physical, social/emotional, criminality.”
of Health (CSDH) recognizes the and language/cognitive domains – has
importance of early childhood a determining influence on subsequent Investing in the earliest formative
development. The landmark report, life chances and health through years makes good sense for national
“Closing the Gap in Health in One skills development, education, and development. Educated and healthy
Generation” by the WHO Commission occupational opportunities because people participate in and contribute to
on the Social Determinants of Health what children experience during the the financial and social wealth of their
states: “Investment in the early years early years sets a critical foundation societies.
provides one of the greatest potentials for their entire life course. Through
to reduce health inequities within a these mechanisms, and directly, early The Commission on Social Determinants

32 ARNEC CONNECTIONS
 ECD AND HEALTH

of Health calls on policymakers, as well child interactions and psychosocial (MCH) and nutrition policies and
as WHO and UNICEF to: “Commit development. The need to build up strategic plans.
to and implement a comprehensive country-specific evidence on the • Interventions for ECD should
approach to early life, building on effectiveness of current ECD programs be nested in existing MCH and
existing child survival programmes and was also highlighted as a critical step nutrition programs adopting a life-
extending interventions in early life to for improving strategic planning and cycle approach.
include social/emotional and language/ investment processes. • While the global evidence for ECD
cognitive development.” is fairly robust there is need for
The general conviction that the ECD generating evidence regarding
In order to advance the implementation agenda does not compete with, but effective interventions in the context
of this recommendation, WHO rather complements the survival and of respective countries.
and UNICEF organized a meeting nutrition agendas was a significant • Interventions, tools and guidelines
for Promoting Early Childhood outcome of the meeting’s discussions. for ECD should be customized to
Development in the Health Sector, Indeed, research presented in the the socio-cultural context of the
which took place in Colombo, Sri technical sessions demonstrated countries.
Lanka, from 13 to 17 July 2009. Over synergistic effects between ECD, child
60 participants from ten countries in survival, and nutrition activities. Evidence and ideas have been shared,
South Asia, Southeast Asia and Pacific issues have been discussed, and
regions came together in Colombo WHO-UNICEF Care for Child actions have been inspired. Countries
representing a range of government Development Package was introduced must now make the most of this
health ministries and departments, as a practical tool to adapt and momentum and move forward rapidly
national training institutions,incorporate it into existing programs with focus and determination to promote
universities, international professional addressing the maternal and child Early Childhood Development in the
associations as well as WHO and health and development issues in health sector.
UNICEF headquarters, country and respective countries. Highlighting the
regional offices. Participating countries synergistic relationship between child References:
included: Bangladesh, Bhutan, India, survival and development, the Care for 1. United Nations Convention on the
Indonesia, Maldives, Myanmar, Nepal, Child Development Package aims (i) to Rights of the Child (CRC) Article 6
Sri Lanka, Thailand, and Timor-Leste. strengthen home care to improve the 2. Walker et al., 2007 & Engle et al., 2007.
child’s chances of survival and (ii) to The Lancet Child Development Series
The meeting provided an invaluable stimulate the development of the child’s 3. Bolwby, J. 1958. The Nature of the
opportunity for the countries to share full potential. Child’s Tie to its Mother, International
their successes and challenges in Journal of Psychoanalysis, 39, 350-373
promoting early childhood development, During the concluding days of the 4. Shonkoff, J.P., & Phillips, D.A., 2000.
to learn about the WHO-UNICEF revised meeting, participants dedicated a From Neurons to Neighborhoods:
Care for Child Development Intervention significant portion of time discussing The Science of Early Childhood
Package, and to begin work on a regional and deliberating on a set of common Development. Washington, D.C:
strategic framework for promoting early principles for ECD and on outlining National Academy Press
childhood development. Important conclusions and recommendations 5. Science of Early Childhood
work also began on developing country for promoting ECD through the health Development, Centre on the Developing
specific action plans. sector in the South Asia, East Asia and Child-Harvard University, 2007
Pacific regions. Participants expressed 6. World Health Organization, 2004.
It was evident throughout the five a collective commitment to take the The Importance of caregiver-child
day meeting that every participating conclusions and recommendations interactions for the survival and healthy
country currently has, to a greater or of the meeting forward in their own development of young children.
lesser degree, health sector programs countries and work. Main conclusions 7. Heckman, J.J. 2006. “Skill Formation
that contribute to early childhood include: and the Economics of Investing in
development. Yet it became clear • ECD is the right of every child. It Disadvantaged Children” Science, 312
to all that there is still more to do in should be included in the national (5782):1900-1902, UNESCO (2007)
every country, whether in ECD policy agenda related to child issues. EFA Global Monitoring Report
development, program development, • Promotion of ECD is clearly a multi- 8. McGregor et al., 2007. The Lancet Child
or monitoring and evaluation, to sectoral activity in which the health Development Series
ensure adequate quality, coverage and sector must play a pivotal role 9. WHO Commission on the Social
funding of ECD activities. The majority during the first years. Determinants of Health. Closing the gap
of countries, for example, identified a • The health sector should take in a generation. Health equity through
gap in current programming to promote responsibility for integrating ECD in action on the social determinants of
holistic ECD, including quality caregiver- national Maternal and Child Health health. WHO Geneva 2008

NO 2. 2009 33
INSTITUTIONAL HIGHLIGHTS
Aga Khan University - Human Development Program
By Seema Lassi, AKU
F ounded by His Highness Aga Khan
and chartered in 1983 as Pakistan’s
first private international university,
Aga Khan University’s objective is to
promote human welfare in general, and
the welfare of the people of Pakistan
in particular, by dissemination of
knowledge and providing instructions,
training, research and services in the
health sciences, education and such
other branches of learning as the
university may determine. AKU is an
international university which currently
has 11 teaching sites spread over
eight countries - Afghanistan, Kenya,
Pakistan, Tanzania, Uganda, Syria,
Egypt, and The United Kingdom.
AKU-HDP explores the potential
for influencing processes by which
individuals, families, social groups and
population progress towards achieving
their potential level of physical,
mental, social, and economic health
and wellbeing. Working since 2002,
the initial focus of this program is to
enhance human development through
Early Child Development (ECD).
AKU-HDP aims to enhance human
development through enhanced ECD,
to break the inter-generational cycle
of poverty, illiteracy and poor care that
34
community-based and school-based
early childhood education activities.
2. Multidisciplinary Action Research
Research related to ECD is being
designed and implemented to support
and document the community-
UNICEF HEADQUARTERS/UNI67720
based education and communication
components. Longitudinal studies
addressing the consequences of early
caring practices for development
throughout the life-span are also
undertaken; integrated child monitoring
tools are being developed and
evaluated; new mapping and charting
tools are being used to document
changes in maternal and child status
over time and space to influence the
policy dialogue; and the ameliorating
effects of consistent nurturing on socio-
inhibit later learning, behavior, mental
and physical health. It is expected that
the Human Development Program
economic gradients in health, coping
and competence are addressed.
will enhance the scale and scope of Research findings are disseminated
its offerings over the next 5-10 years, creatively for different audiences.
particularly in the area of education
and action research. Furthermore, it 3. Advocacy, Communication, and
is expected that HDP’s offerings will Constituency Building
gradually evolve to include thematic The AKU-HDP is working towards
areas throughout the life-span. influencing policy and practice for ECD.
The challenge of accelerating national
AKU-HDP combines four inter- development through increased and
dependent components as briefly sustained ECD investment had been
described here: advocated through annual ECD
symposia, policy dialogues, and
1. Integrated Community-Based associated media, dissemination and
Program Models education activities. New communication
Working in close collaboration with and information technologies are also
government, NGOs and community- enhancing efforts to influence policy
based organizations, AKU-HDP is and investment directions.
assisting communities to develop
effective models of family support 4. Education and Training
and integrated community-based In addition to community-based and
ECD programs; to obtain and use parent training activities, the AKU-
appropriate, sustainable and affordable HDP education component is dealing
services; and to provide integrated with modular, problem-focused areas
quality care of children. The focus of knowledge for educational and
of the community component is on advocacy purposes, and for a variety of
parents, the unborn child and the early qualifications (Certificate and Advance
years, and includes regular monitoring Diploma programs) accredited by AKU.
of individual children’s all-round
developmental progress, not limited The AKU-HDP is continuously
to this; it also addresses and support developing and evolving to the growing
national and international needs.
ARNEC CONNECTIONS

A Cross Cultural Solution: Hands to Hearts International
By Christy Hudson, Hands to Hearts International
“I t is reasonable to conclude that
fostering family environments
that are stimulating, supportive, and
nurturing will benefit all children
regardless of geography, ethnicity,
language or societal circumstances.”
(Maggi et al., 2005) During the 1970’s,
Robert LeVine’s research helped to
define universal values of parenting
across cultures, including findings that
virtually all parents ensure the survival
and health of their children, encourage
their children to be economically self-
sufficient and teach their children how
to socialize and behave according to the
cultural norms. As of 1999, 14 studies
on attachment across cultures found
that there is a fundamental expressive
interaction that takes place between
infants and their primary caregivers.
Although there is significant support
for ideas of universal parenting, any
cross-cultural intervention should
come with a host of precautions. For
instance, we have been warned that
“across all cultures, there are practices,
routines and traditions with potentially
counterproductive influences on
development. Good ECD programs for
young children need to be embedded
in, and work with, local understandings
of childhood and also draw on relevant
and appropriate insights from other
cultures”. (Marfo, K. et al, 2008)
As ECD practitioners, we are told that
the best way to ensure that we are
being culturally relevant is to embed all
interventions within local understandings
and traditions. In practice however,
with funding and resource constraints,
this goal is often easier said than
done, especially when we are faced
with the reality that some traditions of
caregiving may contrast sharply with
research promoted best practices in
the field of ECD. For example, our
physical presence in a village is limited,
restricting our ability to build rapport
with a community. Evidence can also
be limited, particularly in isolated
communities, in identifying what
NO 2. 2009
INSTITUTIONAL HIGHLIGHTS
interventions are most effective. The
lack of reliable instruments to measure
change in ECD is also evidence of our
child’s language abilities. By drawing
out local childhood songs, games,
stories and dance to incorporate into
lack of resources. trainings, HHI focuses on the innate,
although not always realized, resource
At a more ground level experience, how, of parents as caregivers, creating life-
as practitioners, do we handle situations long and sustainable change for the
where traditions of caregiving in a world’s most vulnerable children.
particular setting contrast sharply with
the knowledge we have as experts in the References:
field of ECD? Perhaps the most obvious
answer to consider when involved with 1. Maggi, S., Irwin, L.G., Siddiqi, A.,
any ECD programming is to do no Poureslami, I., Hertzman, E. & Hertzman,
harm. In many sectors of development, C. 2005. Analytic and strategic review
“we have systematically allowed people paper: International perspectives on
to feel incompetent and inadequate in early child development. World Health
raising their own children.” (Evans et Organization’s Commission on the
al., 2008) To combat this mistake, all Social Determinants of Health.
intervention should be rooted in the 2. Marfo, K., Biersteker, L., Sagnia, J.
assumption that parents and caregivers & Kabiru, M. 2008. Responding to
are doing the best they can. the challenge of meeting the needs of
children under 3 in Africa. In Garcia,
Hands to Hearts International (HHI) M., Pence, A., & Evans, J.L. (Eds.),
was founded on this premise, with Africa’s future, Africa’s challenge: Early
the core belief that all parents want childhood care and development in Sub-
to and are capable of providing the Saharan Africa (201 - 225). Washington
most essential components of healthy DC: The World Bank
child development, that of their caring 3. Evans, J.L., Matola, C.E., & Nyeko,
relationship and nurturing daily J.P.T. 2008. Parenting challenges for
interactions. Steeped in this evidence, the changing African family. In Garcia,
the curriculum and training of Hands to M., Pence, A., & Evans, J.L. (Eds.),
Hearts International is a replicable, cost- Africa’s future, Africa’s challenge: Early
effective tool that provides education childhood care and development in Sub-
in ECD, psycho-stimulation, hygiene, Saharan Africa (265 - 284). Washington
play and baby massage to mothers and D.C.: The World Bank
caregivers of the children of the world.
Working in a variety of cultures
throughout India and Uganda, HHI uses
participatory methods of development to
inform curriculum and training in order to
meet the capacity, assets and traditions
UNICEF HEADQUARTERS/LAO PDR
of the local community. Instead of
bringing in pre-determined activities to
teach the content of the training, much
of the training is based on existing
local customs that are already ongoing.
For example, if we teach about the
importance of language development,
then we ask participants to provide
examples of their songs, stories and
prayers and share with them how they
can use these everyday to build their
35
REFLECTIONS
How Child-friendly is Early Childhood Education?
By Bhuvaneswari Mahalingam PhD, Save the Children Sweden Regional Office for South & Central Asia
E arly childhood education (ECE)
is the best Human Resource
Development investment of any country.
It is the foundation for the all-round
growth and development of the child.
This article attempts to give an overview
of what children like sand how their likes
can translate to a child-friendly ECE.
Though every school is expected to be
child-friendly, the reality is different at
times. This is often because adults try
to define what is child-friendly, but first,
it is worth considering what we ought
to look for in ensuring that schools are
child-friendly at every level.
For any school to progress and become
more child-friendly, the process is a
journey and not a destination. Having
a positive environment is an essential
need at every stage of human life and
is an absolute necessity for a child. The
purpose of the article is to reinstate
the merits of ECE with some practical
suggestions to making it child-friendly.
Care and education services are
packaged in different names in different
countries and regions. To name a few,
they may be called Day Care, Crèche,
Playgroup, Fun school, Play school,
36
care component stays in a learning
environment; the stronger are the
chances of children continuing in
schools.
SAVE THE CHILDREN SWEDEN/AFGHANISTAN
“WHAT MAKES ECE CHILD-
FRIENDLY?” - A CASE STUDY
In this section, a case example of
a privately-run ECE center will be
considered. The ECE centers cater
to children in the age group of two
years and more in and around a 15-20
kilometer radius from the main city. The
package of services, reasonable fees
(INR 10,000-12,000 per annum) and the
established name of the management
attract parents of children from the
surrounding villages as well.
The fees include transportation cost (all
Montessori, Kindergarten, Nursery, Pre-
primary, and Early Childhood Education.
the children make use of air-conditioned
vans and no personal transportation is
allowed), three sets of stitched uniforms,
There is much discussion around the
two meals and a snack per day on all five
nature of care and support needed for
days of the week, notebooks, textbooks,
the young child. A safe environment that
school bag and other stationery.
stimulates learning and growth is the
foundation for quality ECE. All-round
The school provides pick-up and drop-
development and social development in
off services in air-conditioned vans
particular are widely recognized as the
with well experienced drivers. The
possible positive outcomes of having
classrooms are air-conditioned too.
quality ECE.
The resources of the management are
generously used to ensure the best
Planned activities in a welcoming
facilities for the children without any
environment addressing each
profit motive. The school teachers are
developmental domain and ensuring all-
well-trained in Montessori, nursery or
round development of the child, marks
kindergarten methods and are paid
effective ECE initiative. In the beginning,
and receive other benefits on par with
care needs may be predominant among
the government school teachers. The
children in an ECE setting. However,
management has a Bachelors Degree
children quickly settle into enjoying the
in Education and provides opportunities
social-emotional experience as well.
for all the teachers to qualify themselves
How quickly children settle can be
with a B.Ed.
indicative of how engaging and caring
the ECE environment is.
Apart from the world class buildings,
facilities and furniture, there is provision
“In the child’s environment, the adult
for food and refreshment also. Both
is a special object of love.” (Maria
breakfast and lunch are provided and
Montessori)
also a mid-morning milk and snack. The
quality of all services and cleanliness
Care is an inseparable feature of
standards are high. There are caregivers
an ECE program and the longer the
in sufficient numbers. All these services
ARNEC CONNECTIONS
 REFLECTIONS

are offered and make parents feel more This case study illustrates what constantly reviewed and improved.
relaxed and relieved. is missing in a child-friendly ECE
environment. It highlights the need for a Language: Children for the first time are
However, the missing elements I found comprehensive child-focused approach. pushed into an unfamiliar environment
in this context were that the institution for at least 3-4 hours a day once they
lacked a “child-centered pedagogy” When children are not consulted on are admitted in an early childhood
approach and outdoor play opportunities what they like and dislike in school, the program. If the class is taught in the
for children. best of intentions and investments may child’s first language, the chance for
remain less valued. the child to feel comfortable in the new
In my opinion, though trained, teachers environment is high. Children may be
had less opportunity to be creative in WHAT COULD MAKE ECE CHILD- gradually introduced to a new language
classrooms. The management also FRIENDLY? informally through his/her first language.
appeared to lack the technical know- The first language becomes the tool to
how of running the school, but believed The UNICEF Global Capacity learn another language. Moreover, it
that whatever they were doing was in Development package has outlined the helps them to communicate with their
the “child’s best interest.” Child-friendly School Quality Standards peers and caregivers and take part in
(UNICEF, 2009) as given below: different activities in the center.
Some caregivers and teachers even
resort to physical punishments as they • Design and infrastructure Age at admission: There are
are under constant pressure to show • School as community ambiguities around the questions of
results at the pre-primary and primary • Child-centered pedagogy when early childhood ends and what the
levels. This led to an emphasis on • Safety protection and wellbeing appropriate age for admission is. There
formal learning at the pre-primary level • Management and leadership is global consensus on early childhood
and less on play. age definition as birth to 8 years. The
All the five quality standards outlined age at admission differs according to
Most parents who respect a competitive above are applicable in an ECE different programs. It is the responsibility
spirit and the need to score high marks environment. The following are some of the state to agree upon the admission
at the pre-primary and primary level of the most important features I think a age, based on the readiness to learn.
appear to have positive evaluations of child-friendly ECE should have. I also The tender age of 2+ or even younger
the school. think different contexts have different in which children are enrolled is another
priorities; therefore it needs to be gentle reminder of the need to keep

SAVE THE CHILDREN/SRI LANKA

NO 2. 2009 37
REFLECTIONS

ECE child-friendly. Even if it is a class
that is homogenous with regard to age,
there may be individual differences.
Teachers need to be conscious of the
differences and stay tuned to individual
needs of children and appreciate each
child’s uniqueness.
Admission procedures: The admission
process has to be simple. A complicated
selection process and uncertainty puts
pressure on the parents and affects
the young children. Schools should not
have fancy tests and interviews for the
parent or the child. If ECE is considered
preparatory for primary and entirely
based on play, each child can learn
what she or he is capable of learning in
a good environment. There is no need
to “select” or “reject” a child.
The classroom space: The ECE
classroom space needs to be designed
to maintain comfortable temperatures.
While constructing the building for ECE,
the position of the sun during school
hours and direction of wind need to be
kept in mind. Necessary modifications
can be made to ensure a conducive
environment in already existing
classrooms.
Garden and outdoor space: Availability
of outdoor space for learning, gardening
and play, with the provision of adequate
and appropriate outdoor play equipment
and materials help all-round growth
and development of children. Through
gardening, children learn to relate with
nature.
Becoming responsible citizens: The
nature through their gardening classes. relationship and participatory methods.
Community and parents can also take
With an increasing number of nuclear part in supporting the management of
families and a “closed” lifestyle without the center and helping children learn.
many interactions with kin groups and
neighborhood, ECE becomes the first A center can be child-friendly through
place for children to learn appropriate its professionalism and keeping in mind
social behavior, especially love and that classes are developed in the child’s
respect for fellow humans. best interest. The term “Child-friendly”
implies respecting what children like or
Child-centered pedagogy means a enjoy and using these likes as an indesx
stimulating environment where children to measure school performance. What
self-explore, learn on their own, learn is child-friendly need to be defined by
in groups and learn through teachers’ children and irrespective of their age,
support. Apart from reading, writing children can express their likes and
and arithmetic, children pick up social dislikes.
skills such as respecting people and
expressing themselves. Effective ECE References:
ensures opportunities for children to
develop critical and creative thinking. 1. Maria Montessori, 1963. The Secret of
ECE helps children enhance their own Childhood. Translated and edited by
leadership skills. Barbara Barclay Carter, 2002. Orient
Longman, India.
CONCLUSION 2. Dr. K. Shanmugavelayutham and M.
Bhuvaneswari, 2003. The ‘Must’ for
The tendency to undervalue ECE Nursery Admission. TN-FORCES
within the early years is because it may 3. UNICEF, 2009. Global Capacity
sometimes be considered a component Development Programme on Child-
of “care” whereas children are prepared friendly Schools. Regional Workshops
to learn right from conception. In Facilitators’ Guide.
many South Asian countries, ECE
is not the state’s responsibility. The
dearth of stimulating-environments
and unprepared adults leads to early
deprivations. Use of formal teaching
and learning methods and focusing
on results rather than the process of
learning may defeat the very purpose of
ECE.
It is wiser to remain child-friendly
rather than parent-friendly as anxious

UNICEF HEADQUARTERS/HQ06-2460
early childhood period is a time when a parents put pressures on the school
child learns from the characteristics of by demanding more homework, tests
their caregivers. In these foundational and high achievements for their young
years, children are curious to learn. children. Though children love learning,
I feel that informal learning is best suited
Children learn about their body, health, for their age. It is therefore critical to
hygiene and sanitation. Children enjoy view ECE as a preparation for primary
learning about different foods, their education.
nutritive value and develop eating
habits. Children learn the value of play, Child-friendly ECE has much to do
rest and sleep in their life. Children also with both the structure and functions,
learn about the day-to-day hazards and and multiple stakeholders have a
the safety measures of road rules and responsibility in making it child-friendly.
basic first aid. Children learn to play Teachers and caregivers, for example,
a creative and constructive role with need to ensure care, respectful

38 ARNEC CONNECTIONS
 REFLECTIONS

The Mommy Blog

By Dhanya Parthasarathy, Freelance Journalist
Most mothers start off blogging to record
the lives of their children. But blogs are
almost never about children alone. “My
range of subjects of blog posts has
spread in a way that is hard to control,”
laughs “Mom Gone Mad” alias Shalini
Froiland.

Blogger Sole, who lives in Australia,

says she “writes primarily to record little
anecdotes and snippets from everyday
life so my kids have something to read
and laugh about in the future when they
have 1000 questions about what, why
and how they did something. With my

UNICEF/VIETNAM
fading memory, lot of details will vanish
before I get to tell them.”

And for a majority of women, blogging

is also a vent. These women deal with
their “anger at the world, at a spouse, at

A young mother is someone who has “Writing autobiographically gives you an an unfair deal, at a frustrating time, at a
an extraordinarily crowded thought- insight and an awareness of yourself,” Nobel given away wrongly,” and pound
bubble over her head. she says. on their keyboard with a rant.

“Do I have enough veggies in the fridge? Mumbai’s Kiran Manral doesn’t have Sole, who blogs at www.liferightnow.
Are the spouse and I growing apart? one blog. She has three. “I blog to keep wordpress.com, says “Blogging also
What on earth is my colleague wearing sane,” she says. “I have three blogs, gives me peace of mind when I decide
– isn’t this a workplace? Is it too soon www. karmickids.blogspot.com, www. to rant. Somehow, the anger disperses
to have a second kid? The child needs thirtysixandcounting.wordpress.com when I put down an incident in words.
a haircut this weekend. Should I wait till and www.indiahelps.blogspot.com, and And I am satisfied when I get the
she is five to change schools? I haven’t each satisfies a different aspect of me,” support and response of fellow bloggers
seen my mother in a month – what will she says. Her “India helps” blog was - something I can’t dream of getting
she be thinking…” started after the Mumbai terror attacks from within the house!”
with the idea of a “direct-help effort to
And the equivalent of a psychiatrist’s put donors in touch with victims and A study on mommy bloggers in the US
couch is having a “mommy blog.” families.” “Blogging can help you as a reports the increasing power of the
Blogging is the connecting link for mother when you ask for advice or tips,” “mommy blogger”. This study, which
thousands of young mothers across the she says. included interviews with 300 mom
globe, looking to the Internet for help, bloggers, found that over 78 percent
support or friendship. And here on the web: no topic is off-limits: of mom bloggers review products
breast-feeding advice, IVF treatment and 96 percent of moms value the
Shalini Froiland, who lives in Norway, suggestions, how-to-get-a-toddler- recommen¬dations they find on these
blogs at www.awingandaprayer. to-brush-his-teeth in the mornings, sites.
wordpress.com. Blogging, she says, rants on in-laws, single-parenting, the
has been “entirely life-changing.” economic downturn, knock-knock jokes A mommy blog sometimes reads like
by two-year-old kids. a copy of Chicken Soup for the Soul.
She says writing a blog has slowed There are very often pictures put up
her down, and made her reflect on her And like a blogger from Bangalore, - of families and festivity, childhood
life. Less than a year into blogging, she India, www.choxbox.blogspot.com and chocolate, love and laughs. And
decided to stop working full-time and puts it, everything is “Real stuff. Real the reader is caught in a cloudburst of
go in part-time instead, to be with her experiences. Real gyaan (wisdom).” warm, fuzzy, feel-good writing.
sons Arvind, 6, and Armaan, 2, instead.

NO 2. 2009 39
REFLECTIONS

What Do I Know About Emergencies?

By Margarette Cantwell, Volunteer Service Abroad in Vanuatu
y first thought was, “Why on earth
M do we need to spend five days on
emergency education preparation?”
emergency curricula needs. Then it
was onto the reconstruction of schools
and resumption of formal education.
Well, I soon learnt that in five days, you Along with these discussions was the
are really only touching the tip of the consideration of how the disaster may
iceberg – the rest is hidden below the affect those children from the most

MINISTRY OF EDUCATION/VANUATU
waterline! vulnerable groups such as girls, young
children, children with disabilities
My colleague, Sembu George (President and children from ethnic or religious
of Vanuatu Eli Jaelhud Asosiesen) minorities.
and I were invited to attend a five day
workshop on how the education sector We ended the week pondering over our
can be prepared for disaster. wall of ideas, planning and reflection
what we had built up each day, and
Natural disasters are common in which was to be used to inform
Vanuatu, everything from cyclones and the writers of the Education Sector
earthquakes to volcanic eruptions with Emergency Preparedness Plan. This
many others in between. Of course, is a plan of response by the education
there are also those disasters caused sector in the event of an emergency As it happened, disaster did strike the
by humans, such as landslides caused which includes being aware of where South Pacific with the earthquake and
by erosion, pollution of rivers and violent and what types of disasters may strike, tsunami in Samoa with tragic results,
conflicts. Emergency preparation is a initiating assessments of educational and a reminder of the need for everyone
must in this environment. needs, knowing what materials are to be prepared for disaster to strike at
likely to be needed and how to access any time. A week later Vanuatu was
The week was to take us quickly them, as well as helping schools and alerted to the potential for tragedy with
through the main components of communities to be prepared. the earthquake and tsunami warning
emergency preparation and response issued from Santa Cruz. But happily for
with the catch phrase for the week being I’m sure all the participants felt as I did Vanuatu and other island nations, the
“Preparedness = Effective Response” that we had learnt a great deal about wave did not eventuate. However, it was
drummed into us at every moment preparing for and coping with disaster and a timely reminder for “Preparedness =
and very visible in very large letters also felt good that we all had contributed Effective Response”. The response of
across a side wall in the conference our ideas to a national plan which would many people was panic brought on by a
room, with the eleven components of support the children of Vanuatu and lack of knowledge and preparation and
response underneath. We could have other Pacific Islands, in the likely event compounded by poor communication
spent days if not weeks on each of of a disaster. I personally extended my networks (an ongoing problem in many
these components of response but we knowledge on coordination, capacity island nations).
only had five days for everything! As we mapping, logistics and the need for
worked through the week, each group accurate assessments on the ground. Preparation for emergencies is
added their ideas, plans and reflections Communication, especially to outer something that needs to be foremost
to the components on the wall. islands, is always a problem for Vanuatu in the minds of not only the National
and in the event of a disaster this could Disaster Monitoring Office, the Ministries
The first two days of technical become nonexistent. If staff in Provincial and Government departments but also
components, coordination and clusters, Offices and schools is prepared for in the minds of every man, woman and
capacity mapping and logistics dispelled disaster in advance, it is more likely that child in the country. In the event of any
any thoughts of an easy week. My head they will cope better in these stressful disaster knowledge of local custom
was spinning with thoughts of disasters times. My own knowledge about child and other ways of preparing for and
and numbers affected. I wondered, development, built up over 20 years of coping with emergencies must be an
“How does anyone cope with it all!?” teaching, helped me to assist the rest of advantage. Through education, even
our group to understand the importance our youngest children in early childhood
By day three we were on more familiar of designing temporary learning spaces education can be better prepared in the
ground (for some of us anyway), designing and providing psychosocial support to event of an emergency.
child friendly temporary learning spaces children in a safe environment.
and considering psychosocial and

40 ARNEC CONNECTIONS
No. 2, 2009

For more information, contact:

ARNEC Secretariat
c/o SEED Institute
73 Bras Basah Rd. #07-01
NTUC Trade Union House
Singapore 189556

UNICEF/CAMBODIA
Website: www2.unescobkk.org/ARNEC
E-mail: secretariat@arnec.net

Editorial Board:
Mahmuda Akhter
Head, Early Childhood Development
Resource Center, BRAC University
UNDERSTANDING OUR NETWORK East Asia and the Pacific Regional
Office, Plan International, Open Society
Maki Hayashikawa
The Asia-Pacific Regional Network for Foundation, Save the Children and
Programme Specialist in Gender and
Early Childhood is a network established SEED Institute.
Basic Education, UNESCO Asia and
to build strong partnerships in early
Pacific Regional Bureau for Education
childhood across sectors and different OUR MISSION
disciplines, organizations, agencies and
Chemba Raghavan
institutions in the Asia-Pacific region. • To expand the knowledge base
Education Consultant, UNICEF East
on innovative practices in early
Asia and Pacific Regional Office and
ARNEC was established in February childhood in the region
ARNEC
2008 and acts as a platform for all • To analyze, synthesize and
individuals concerned with young disseminate information in ways
Kishor Shrestha
children in the region to voice, learn and accessible and useful to a wide
Professor, Research Center
share their knowledge and experiences range of actors and stakeholders
for Education Innovation and
in ECD with others. Essentially, our from different disciplines
Development, Tribhuvan University
aim is to become a node linking all • To create capacity building
EC professionals, national networks, opportunities
Design and Layout:
institutions and organizations together • To leverage human, institutional
Kanitha Kongrukgreatiyos
to increase inter-sectoral collaboration and financial resources in support
that enhances the region’s early of early childhood development
Front Photo:
childhood capacities
Ministry of Education/Vanuatu
WHO ARE OUR MEMBERS?
In February 2010, our Network has
Special thanks to the ARNEC Steering
moved from the UNICEF East Asia and Our members are individuals in the field
Committee for their never-ending
Pacific Regional Office in Bangkok to of early childhood who is concerned
support; Junko Miyahara for her help
SEED Institute in Singapore. with young children and families of
in putting together this publication;
Asia and the Pacific. The Network’s
Janet Monaghan, Sandy Fortuna and
ARNEC is guided by 15 Steering strengths draws upon the support of
Anubha Rajesh for suggesting the
Committee members made up of our members who are experts in health,
name ARNEC Connections to be our
ECD experts from the region who education, nutrition, social welfare,
new title; and last but not least, to
provide direction for the planning and human development, social research
all the ARNEC members who have
development of the Network and its or policy, sociology, or anthropology.
contributed their time and efforts in
activities. Becoming an active ARNEC member
writing articles for this publication!
means you are able to contribute your
Six core donors have agreed to support knowledge and share with others your
ARNEC – UNESCO Asia and Pacific experiences. To become a member,
Regional Office for Education, UNICEF please visit our website.