CAREGIVING PROGRAM - Main - ECD · PDF fileParenting / Caregiving Program Copy ... wisdom has been incorporated into the current English version. ... The CRC is very clear in its support

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TRANING MANUAL

PARENTING

CAREGIVING

PROGRAM

CHILD DEVELOPMENT UNIT

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Training ManualParenting / Caregiving Program

Copy Right: Child Development Unit

Published In: October, 1998Dhaka, bangladesh

Published by: Save the Children (U.S.A.)Bangladesh Field Office

Illustrated by: Md. Earfanul Haque Babu

Photographs: Hasan Saifuddin Chandan

Produced & Designed by: United Advertising Ltd. & Md. Earfanul Haque Babu

Child Development Unit8/12 Block – B, Lalmatia

Dhaka 1207Bangladesh

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CHILD DEVELOPMENT UNIT

Nurturing Most Precious Resource

The Child Development Unit has started its journey with an aim to helpparents/caregivers/community workers and program developers to support children’soptimal development so that they become socially well adjusted, emotionally balanced,physically fit and academically bright and participate actively in their families andcommunities.

The unit is mainly engaged in designing responsive and innovative Early childhood programs,conducting training, developing training modules and other resource materials, preparinglearning materials/toys and raising awareness through a variety of means. The ChildDevelopment Unit is not an implementing agency but offers professional support to it’spartners and other agencies and is also a forum for exchange and sharing between differentorganizations.

The Child Development Unit is working with a range of programs for ensuring youngchildren’s rights. These include:

(A) PARENTING/CAREGIVING PROGRAM

(B) PRE-SCHOOL PROGRAM

(C) INTEGRATED NUTRITION AND CHILD DEVELOPMENT PROGRAM

(D) CRECHE AND DAY CARE PROGRAM

(E) ECD FESTIVAL

(F) AWARENESS AND ADVOCACY

Farida AkhterCoordinatorChild Development Unit

Preface and Acknowledgements

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This manual has evolved from the efforts of the Bangladesh Field Office of Save the Children(USA) to find innovative and creative ways to work with caregivers and parents, which willhelp them in raising their children.

Farida Akhtar, co-ordinator of the Child Development Unit, has been largely responsible forthe development of these materials. Her professional skills as a psychologist and childdevelopment expert combined with her strong commitment to a truly participatory approachhas resulted in, I believe, an exciting set of materials which we hope may be of use to manydifferent individuals, groups and organizations who want to make a real difference in youngchildren’s lives.

Although Farida has been the prime developer of the materials it has been very much an“organic” process of documentation – with the final product representing the hard work anddedication of many people. The field staff of Save the Children (USA) in Bangladesh who“tried and tested” the Bangla materials provided valuable comments and feedback, and theirwisdom has been incorporated into the current English version.

Colleagues from the ECD unit (including staff from and the original core partners in the unit –PLAN International, GSS and Phulki) have also made suggestions and provided insights andideas that have enriched this document. Editorial support with the English version was providedby Ulla Hills, ECD consultant and overall guidance for session content and process, and editing supportwas provided by Caroline Arnold, Asia regional child development adviser for Save the Children USA andRedd Barna.

We would also like to acknowledge the photographs by Hasan Saifuddin Chandan, and the illustrationswhich were drawn by Md. Earfanul Haque Babu

These materials are not seen as in any way “final”.....they will continue to be added to andimproved as we learn from experience with them. We welcome ideas, comments andexperiences to help us strengthen them.

Helen GallagherBangladesh Field Office Director

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Introduction

Background and summary of the overall approach

The importance of parenting/caregiving programmes as a key component of Early ChildhoodDevelopment (ECD) efforts is beyond question. Well conceived parenting/caregivinginterventions can:- assist families and other caregivers increase their knowledge, skills and confidence in theirabilities to support their children's development.- have an impact on the lives of children below three years old where influences are socritical.- strengthen abilities to provide the foundations of self-esteem and the ability to make themost of learning opportunities throughout life.- enable families to support children to function effectively in rapidly changing societies whileretaining a clear cultural identity and sense of values.

However, many parenting/caregiving programmes around the world are based on whatprofessionals feel parents or other caregivers ought to know in order for children to grow anddevelop well. As such they tend to be “message driven”. Programmes are not , despite therhetoric, designed to recognize and respect families’ achievements and resourcefulness inraising their children. They instead use a “deficit” model (focusing on what people lack bothmaterially and in terms of knowledge and skills) and aim to ensure that people are “educated” about child development. By failing to acknowledge existing positive childrearingpractices such programmes can undermine traditional cultures and cut away at the self-esteem of parents and caregivers as effective supporters and providers for their children.

These materials are, I believe, a small but significant contribution to developing alternativeapproaches. These alternative approaches emphasize taking as their starting point theexisting knowledge, skills and beliefs of the caregivers, the cultural context in which childrenlive, and the socialization processes that influence their growth and development.

The present materials are the outcome of an intensive period of development over the lastfour years. The materials were originally conceived by the Bangladesh Field office of Savethe Children (USA) as a development of culturally appropriate ways to deliver the “Facts forLife” child development messages and the initial work was supported by Unicef. Theyincorporated many traditional religious stories (both Islamic and Hindu), rhymes etc.Following extensive piloting and review it was decided to extensively re-work the materials inorder to:

i) emphasize a very active participatory approach drawing on caregivers’ own experiences.

ii) recognize and respect what caregivers already know and do as well as providing importantadditional information.

iii) provide opportunities to share experiences (both positive and negative) and identifysolutions to problems.

iv) support them to effectively promote their children’s development within the context of theireveryday activities.

The materials are significant for a number of reasons but in particular because of theemphasis on confidence-building and existing strengths. This type of approach is perhapsespecially important in societies where from birth girls and women are made to feel of littlevalue and where their opinions are not sought. It is because this is a situation which prevails

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in far too many countries that we decided to publish an English version of these facilitationguidelines.

A glimpse of programmes in action

Parenting/ caregiving programmes using the materials are underway with the support ofdifferent organizations in both remote rural and urban slum areas. A number of organizationshave incorporated the materials into the curriculum used by Women's Savings Groups insome very remote, impoverished areas of rural Bangladesh.

Walking into a session one could find a variety of activities going on . For example an intensediscussion of the participants own childhood experiences from which the facilitator helpsthem draw out a list of basic needs of children - a list which bears strong similarities to that inany psychology textbook....but is constructed from their own experiences. One could findthem roaring with laughter as they invent multiple games to play with a heap of leaves or apile of seeds. In another group they are lost in concentration - making toys from bananaleaves, clay, old medicine boxes and match boxes. In another they discuss games childrenplay at different ages and what they learn from these.

Those who have been monitoring the groups for years all comment that they have neverbefore witnessed the same levels of discussion, absorption and obvious enjoyment as theysaw in these groups. The increased confidence of the women involved in the programme andtheir delight in it, is clear in their attitudes and conversation. The group members enthusiasmand commitment was echoed by Community Development Promoters whose pride in thisnew programme and the achievements of their groups was palpable.

The telling time comes as one observes them with their young children.....listening to the waythey now talk more with their children, see the value of their questions, and the usefulness oftheir children’s play. It’s too early to be certain of the programme’s impact......but the earlysigns are promising. Compared to parenting programmes which I have observed around theworld I felt on a recent visit to Bangladesh that something quite new is being achieved. Thewhole approach is based on the premise that mothers/ caregivers know and achieve a greatdeal - drawing this out from them, building their confidence, and providing important additionalinformation.

As one participant said at the end of a session: “I never knew I was doing so much to help mydaughter grow up strong and clever. Now I know I can really help her have chances I neverhad.” However, this is often tempered with a wish that they had had more access toinformation earlier.... “I wish I’d known more about the way children are when they are verysmall....I could have done so much more.”

The sessions

The facilitation guidelines are concerned with the whole child and with children’s overalldevelopment. They include specific sessions on - love, support and talking with children,developmental stages, the role of play in children’s learning and development, toy-makingwith freely available materials, building co-operative behaviour and social skills, health,nutrition, children with disabilities, gender issues and the rights of the child.

There is a deliberate emphasis on the child’s psycho-social development as that has alwaysbeen the area which has received the least attention. Families have often been bombardedwith information on health and nutrition but have rarely had access to information on otheraspects of their children’s development. Worldwide, where development programmes haveconcerned themselves with young children much of the attention has been on meeting

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basic rights to protection, food and health care. For a child to develop in a normal and healthyway it is necessary to also meet basic rights for interaction and stimulation, affection,security, and learning through exploration and discovery.

The Convention on the Rights of the Child and parenting/caregiving programmes

Within the Child Rights framework Early Childhood Development programmes occupy aunique position which has not yet been fully taken on board by most child-centred agencies.Child development programmes are unusual amongst development activities because oftheir holistic, inter-sectoral nature. Quality programmes of necessity have to be concernedwith the whole child - and with survival, development, protection and participation rights.

The CRC is very clear in its support to the family as the “fundamental group of society andnatural environment for the growth and well-being of ....children”. It “should be afforded thenecessary protection and assistance so that it can fully assume its responsibilities within thecommunity.” (preamble). The “upbringing and development of the child” is the primaryresponsibility of the family with “appropriate assistance to parents and legal guardians in theperformance of their child-rearing responsibilities.” (Article18). The CRC emphasizes theprovision of “support programmes” for the child’s “physical, mental, spiritual, moral andsocial development” and “development of the child’s personality, talents,and mental andphysical abilities to their fullest potential” (Article29). It stresses the importance of the childbeing able to “engage in play and recreational activities appropriate to the age of the child.”(Article 31)

The sessions refer to individual Articles where appropriate in order to assist ECDpractitioners more clearly recognize and articulate the very direct contributions parents andparenting /caregiving programmes make to helping ensure young children’s rights. Inaddition there are two sessions dealing specifically with the CRC to build awarenessgenerally and to increase parents’ and caregivers’ understanding of their critical role inensuring their children’s rights both throughtheir own direct efforts in providing for, protecting and supporting their children’s fulldevelopmentand in pressing for services in health and education .

Caroline ArnoldRegional Child Development Adviser (Asia) - Save the Children USA/ Redd Barna

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TABLE OF CONTENTS

Session Session Title Page

1 How we support our children’s Development?Importance of love and affection

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2 Children’s DevelopmentWhat children do at different ages/stages

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3 Our children learn through playThe role of play in children’s development

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4 Everyday things to play with and learn fromAppropriate and readily available play materials

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5 Good food for healthy ChildrenNutrition

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6 Keeping our children healthyHygiene, what to do when a child is sick, and immunization

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7 Encouraging creativityThe uses of discarded and natural materials

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8 Toy Making is FunToys from locally available materials

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9 Using Everyday Activities to Support Children’s LearningBasic concepts - caregivers’ significant role

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10 Using Everyday Activities to Support Children’s LearningBasic concepts - caregivers’ significant role

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11 Building Cooperative Behaviour - alternatives to PunishmentPunishment; approval

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12 Building Cooperative Behaviour - setting clear expectationsManaging Children’s behaviours, developing responsibility

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13 Children learn from Those Around ThemImitation and Interaction

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14 Emotions and the development of social skillsExpressing feelings

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15 Our children have rights - all children have rights.The Convention on the Rights of the Child

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16 We must ensure our children’s rightsParents’ specific role

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17 Valuing our Boys and Girls Equally 83

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Equal rights of boys and girls

18 Each Child is Unique 87

19 Children with Disabilities - acceptance and detection 92

20 Children with Disabilities - Inclusion and prevention 98

21 Review and Evaluation 104

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The Role of the Facilitator.

The success of a training programme depends primarily on the facilitator's ability andcommitment to making a training programme effective and meaningful. A facilitatorestablishes a positive learning environment for all participants to ensure that theobjectives are met and the learning outcomes are of the highest quality.

1. Creating a Learning Environment

The pre-requisite of an effective training programme is to establish and maintain astimulating and supportive environment for all participants.Important facors include:

* Maintaining a friendly environment to ensure all participants feel comfortable andat ease with each other

* The timely use energizers

* Reading the participants’ needs and selecting activities accordingly.

* Treating all participants in a professional manner.

* A sense of humour - this lightens the atmosphere and enables people to sharetheir experiences.

* Use of a variety of training methods.

2. Ensuring Active Participation

Participants can learn and apply their understanding of the main concepts when theyare given the opportunity to engage actively.Active participation involves the following:

* Using different types of activities, games and methods to ensure a happy, non-threatening environment ensuring maximum participation.

* Allowing time for thinking and encouraging the participants to share their ideasrather than giving them the answer.

* Giving equal value to the participants and their opinions and ideas.

* Encouraging creativity and initiative.

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3. Facilitator's Verbal/Non-Verbal Language

The quality of training also depends on the facilitator's verbal and non-verbal language,for example:

* Pleasant way of speaking and varying intonation so your voice does not soundmonotonous.

* Body language and verbal language should be in accord, for example: when youare praising someone your facial expression should confirm your words.

* Clear instructions should be given. Clarify whether understanding has taken placeby asking appropriate questions.

* Posing questions, asking for opinions and personal experiences can make thepresentation session lively and fun.

4. Time Management

Time Management is an important thing to take into consideration. During trainingsessions a facilitator should not be too rigid in maintaining time, but the proper use oftime is essential. This facilitates the smooth running of training sessions.

5. Reviews and Evaluations

Reviews and evaluations are an important part of training sessions because theyprovide valuable information for further planning purposes. Different activities andgames can be used as part of the evaluation process. In this manual, differentexamples of activities have been used for review and evaluation. These activities canbe used at the beginning and at the end of any session.

6. Group Formation

Ways of forming Groups:

* Participants will receive a seed each and those with the same type of seed willform a group.

* Each participant will be given a card and those with the same type of card will forma group.

* Each participant will have a section of a picture. Those people who can make apicture with their different sections will form a group. Participants will be numberedoff from 1-4 or 1-5. All the 1's will form a group, all the 2's, etc.

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7. Energizers

To ensure a friendly environment the use of energizers is useful. Please use twoenergizers in each session. You can select the energizers from the Energizer List inAppendix 3.

8. Preparation before EVERY Session

The following instructions are essential. To be well prepared, please ensure you carryout these steps before each session:

PP

PP PP PP PP PP PP

PP PP PP PP PP

1. Be familiar with the Key Points, any additional information and the objective/s of the session.

2. Prepare yourself by reading and understanding the specific activities for the session.

3. Practise the activities prior to demonstration.

4. Keep all materials at hand.

5. If any materials such as junk materials, bamboo, seeds, etc. are neededfor the sessions, please ensure they are collected in advance.

PP PP PP PP PP PP PP

PP PP PP PP PP PP PP

PP PP

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Session 1

How we support our Children's Development

Key Points:

1. Children need love and attention as well as food and care, in order to grow anddevelop.

2. Children begin to learn rapidly from birth. In the first 4 or 5 years children learn thefundamental skills that are crucial to the rest of their life - moving about and usingtheir hands skilfully, communicating, thinking skills, self- control and self-confidence (or the lack of it). They learn how to relate to others and what behaviouris culturally acceptable.

3. From birth, children need to be talked to, touched, cuddled, and to see familiarfaces and expressions. They also need to hear familiar voices and see thatsignificant others respond to them.

Objectives:

* To develop parents/caregivers increased understanding about children's rapidlearning and their need for interaction - with both people and things.

* To draw on parents’/caregivers’ own experience in order to increase theirawareness of and confidence in the importance of their love and care in promotingtheir children's development.

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Supporting Information:

* For children to grow and develop successfully they need love and affection as wellas good food and health care. Love and affection from adults ensures a securelearning environment, develops emotional stability and makes the child happy.

* Children begin to learn rapidly from birth. By the age of two, approximately 50% ofthe brain is developed. Therefore, parents/caregivers must pay special attention tochildren aged 0 to 24 months.

* A baby's five senses - sight, smell, hearing, taste and touch are all operating fromthe moment of birth. Young children need interesting things to look at, listen to,watch, hold, and play with. Babies and young children need lots of experiences.So, parents/caregivers haveto ensure different things are available for children toexplore. These things can be low cost/no cost but must be safe for them.

* Positive traditional parenting practices should be reinforced. When raisingchildren it is important that traditional positive practices used over generations arecontinued such as: showing affection, taking care of other family members, talkinggently to children during bathing and feeding times, reciting rhymes, telling stories,use of herbal medicines, etc. If we do not use our old, but very effective child carepractices, they will be lost. There may be other things that don’t necessarily helpchildren adapt to rapidly changing societies which people may decide needchanging.

* The Convention on the Rights of the Child emphasizes that “the child for the full andharmonious development of his or her personality, should grow up in a familyenvironment, in an atmosphere of happiness, love and understanding.”

Session Duration : 1:30 hrs.

Materials : Ball, Seeds (3 kinds), Picture Cards of happy and unhappy situations, e.g. adult hitting child, parent hugging child, etc.

Activities:

1. Introduction2. Journey through childhood3. Group work4. Demonstration of activities

Activity 1. Introduction

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Duration: 15 minutes

Tell the participants that you will throw a ball to someone. The person will catch the balland tell her name and share a funny experience in her life. After sharing this experience,she will throw the ball to someone else. In this way, everyone will introduce herself to thegroup.

Activity 2. Journey through childhoodDuration: 30 minutes

1. Inform the participants that you are going to ask a few questions and that they haveto think about their response. Ask the following questions:

a. In your childhood, what did your parents do that made you very happy?b. What did your parents do that made you unhappy?

2. Ask them to share their experiences with the person sitting next to them. Allow afew minutes of sharing.

3. Invite the participants to share their personal experiences with the group. Continuethe process until all who wish have shared their experiences. Relate theirexperiences to the picture cards.

5. Ask the participants ‘What makes children happy?’. Discuss their ideas and linkthem to their own memories, feelings and needs when they were young, e.g. love,security and encouragement.

Conclude the session by drawing out the main points that the participants have comeup with. These are likely to include the importance of feeling loved, secure etc.“What was important for you is also important for your children. Love and affection isvital for children’s feeling of security and healthy development. We have to express ouraffection so that children understand that they are loved."

Bring out other points that come out also - such as children’s need for opportunities toplay, explore, be listened to, have responsibilities in the family etc.

Point out that the things which they have come up with as being important to youngchildren are the same things which doctors and psychologists, teachers andphilosophers from around the world say are important.

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Activity 3. Group workDuration: 30 minutes

1. Have three types of seeds in a pot, e.g. seeds of jackfruit, bean and pumpkin. Askeach participant to take one seed and get into a group with other people with thesame type of seed - i.e. 3 groups.

2. Ask the groups to think about the changes that occur in the early years of a child'slife. Give them 12 to 15 minutes to share ideas and then invite the groups to sharetheir ideas.

4. After the participants' responses, conclude the discussion by relating what theyhave talked about to key developmental areas. These include:

1. Physical Development 2. Intellectual and language Development 3. Social Development (including moral development)

4. Emotional Development

They may also want to talk about spiritual development. If so make sure you include thisalso.

Discuss briefly the following key points (in box) and stress their importance:

Key points :

1. Physical Development involves:

- Physical growth (size and strength)- Motor development (ability to control

large and small muscles)- Eye/hand coordination

Children need to - be free to move around and explore their environment

- hold and manipulate objects so that they develop eye/hand coordination

2. Cognitive / Intellectual Development is developed through:

- interaction with others- interaction with the environment- a loving and stimulating environment (opportunities for the above are the key to

intellectual development)

Note: Language and Cognitive development are inseparable - language skills are essential for children to think clearly, gain information, understand the world

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and communicate with others. Language is the basis of thought and understanding therefore, encouraging language development is the most important task for parents.

3. Emotional Development is about:

* how children feel about themselves and others

Note: It is vital to foster a sense of self-worth in children. Children who feel goodabout themselves get on well with others, contribute more to their families, and learnwell. Praise, appreciation and encouragement are very important.

4. Social Development is about:

* how children relate to other people in their families and communities, and learn appropriate behaviour.

Note: Children learn what they live and what they see. They need first to observe the people in their world sharing, co-operating, giving and expecting respect, accepting others, taking responsibility for their actions - or other behaviour regarded as socially desirable and then support to develop

appropriate behaviour.

Activity 4. DemonstrationDuration: 15 minutes

1. Invite the participants to sit in a circle. Ask them what they play with children, e.g.clapping hands whilst singing or saying a rhyme, supporting children when they arebeginning to walk by holding their hands, making sounds with a rattle and hidingthings etc. These activities can then be demonstrated.

2. Discuss Key Point No.3 (use the supporting information). From birth, children need to be talked to, touched, cuddled, hugged and to see

familiar faces and expressions. They also need to hear familiar voices and seethat significant others respond to them.

Explain to the participants that using their understanding of this key point they willchoose some games to play with their children.

3. Emphasize these points with the participants:

� express love towards children in words and actions

� talk with children

� hold children and hug them

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� give toys or different types of objects to children

� give children the chance to have new experiences

4. Conclude the session by inviting the participants to clap their hands whilst recitinga rhyme/ singing a song together. Or select one of the participants’ own ideas onan activity that they could use with the children.

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Session 2

Children's development

Key Points:

1. When children are born their abilities are nothing like fully developed. Yet by thetime they are six they have mastered an amazing range of skills.

2. The different areas of development are closely inter-related.

3. It is important that children have the opportunity to participate in activities and playwhich are suitable for their age, respond to their interests, and fit with theenvironment they are growing up in.

Objective:

� To increase parents’ / caregivers’understanding about children’s developmentand build their confidence in their abilities to provide their children with importantopportunities appropriate to their age, interests and the local context.


* All children are born with some simple skills. Gradually, they develop other skillsand abilities. Development occurs sequentially and one area of developmentdepends on an other. For example, there is a link between physical and cognitivedevelopment. When a child starts walking, she moves around and explores herenvironment. The exploring of her environment plays a vital role in herunderstanding of the way the world works i.e. her cognitive development. When achild acquires communication skills, it helps her to learn about different things andenables her to interact with others with increasing skill. This also promotes hersocial development.

* Developmental Milestones (Supporting Information cont’d)

Please note that children go through the developmental milestones at different ages.This is just a rough guide to some of the important achievements children make atdifferent ages.

0-6 months* Responds to loud sounds by turning head* Smiles* Turns from one side to another* Starts babbling

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* Uses object to make sounds* Finds objects if placed out of sight but within reach. (5/6 months)

6-12 months* Sits* Double babbling* Holds objects* Recognizes/ familiar and unfamiliar persons* Sits and plays with toys* Crawls* Stands by holding on to anything* Walking with help* Likes to go for outings

1-2 Years* Walks* Runs* Speaks two/three word sentences* Says bye bye and moves hand* Recognizes familiar objects* Can feed herself* Can show different body parts like hand, head, leg, eye, etc. if asked

2-3 Years* Asks questions* Plays with other children* Expresses emotion in different ways* Can wash hands* Feeds herself

3-5 Years* Speaks more clearly* Can retell parts of story after listening* Dresses herself* Likes to draw freely and can copy circle, square and triangle, if taught* Recognizes basic colours and can tell the names, if taught* Climbs stairs* Can walk holding objects* Can make decisions about simple things* More control over emotions* Cooperates with other children* Can count up to 10 or more than 10* Sometimes stubborn and sometimes cooperative

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Materials: Ball, Cut-outs for developmental milestones + flannelboard

Activities:

1. Review2. Role Play3. Discussion4. Group work

Activity 1. ReviewDuration: 10 minutes

* Ask the participants to form a circle by holding hands. Explain that you are going tothrow a ball to someone. Whoever gets the ball will recall a point from the previoussession (help get started if necessary). She will then throw the ball to someoneelse. Continue in this way until everyone has had a turn and shared a point from theprevious session.

Activity 2: Role PlayDuration : 15 minutes

1. Ask some of the participants to volunteer for a role play and help prepare them forthe following situations below. After the role play the participants will talk about theage at which children do these things.

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S#

Situation for role playing Usual age range at whichbehaviour occurs

1. Crawling (one will be a mother andanother will be a child, the child willcrawl)

8/11 months

2. Double babbling (' babba', 'mamma')one will be the child

7/9months

3. Two word sentence'Give ball', 'bring water', 'mummy go'etc. (child is saying to his mother)

20/24 months

4. Why cow eat grass ? What is it?Where you are going ? (a child isasking and mother is answering)

3/4 years

5. Walking with support (mother isholding child's hand. Child is walking)

11/12 months

2. Listen to participants’ discussion.. Encourage them to think about their ownchildren’s development. Where there are big variations in their responses discusswhy that could be (unusually early development, delayed development because ofmalnutrition, chronic illness, lack of chance to play etc.).

Activity 3: DiscussionDuration : 30 minutes

1. Ask the participants the following questions:

a. Who has children 0 to 1 years of age - What can they do ? (if they do not havechildren aged 0 to 1 year, ask them to think about any child they know in thatage group).

b. Who has children aged 1-3 years of age? What can they do and what do theylike doing?

c. Who has children aged 3-5 years of age? Discuss what they can do.

2. Discuss 'Developmental Milestones' using the supporting information. Construct a“Developmental Milestones” chart with the participants on the flannelboard usingthe information participants give plus the supporting information/chart.

3. Give them the opportunity to ask questions and discuss.

Activity 4: Group work

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Duration : 35 minutes

1. Divide the participants into three groups and ask them to discuss the types ofactivities/play their children enjoy.

2. After a few minutes ask the first group to think about children aged 0-1 year, thesecond group about children 1-3 years and the third group about children 3-5years. Ask each group to come up with activities suitable for that specific agegroup.

3. Ask each group to demonstrate at least one activity. During the demonstrationsask them what skills children are developing through each activity ?

4. Request the participants to try out some new activities with their children and beready to discuss how they got on in the next session.

Note: If wanted use additional ideas in Appendix 1 and demonstrate those. Discussthe skills developed through the activities.

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Session 3

Our children learn through play

Key Points:

1. Children learn through play.

2. Parents/caregivers can support their children's learning by playing with them.

Objective :

* To enhance parents/caregivers' awareness and understanding of the role of play inlearning.


* Play is children's 'work'. Think about a baby who has just learnt to play " peek - a -boo". She repeats it again and again, because she loves practising this newgame she has just learnt. Through play children practise skills they have alreadyacquired and learn new ones.

* Adults often complain that children are “only playing” when they are young.Children need to learn about people and things in their environment before they

are ready to count and learn to read. They learn through doing. The more childrenplay with different things and with their friends, the more enthusiasm they will havefor learning and their chances of succeeding in school later will also be better.

* Children develop physically, socially, emotionally and intellectually through play.

* The Convention on the Rights of the Child emphasizes the child’s right to rest andleisure and the opportunity to “engage in play and recreational activitiesappropriate to the age of the child.” (Article 31)


Materials: Piece of rope, bottle tops (coloured), plastic jar, toy cooking set (tin), stick /slate and chalk / paper and pencil, bowl and water.

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Activities:

1. Review 2. Brain Storming 3. Order game and discussion 4. Group work


1. Ask the participants to form a circle by joining hands.

2. Tell them that you are going to throw the ball to someone. The person will catch theball and recall a point that she learned from the previous session. After recalling apoint she will throw the ball to someone else. In this way, everyone will have a turnand share a point from the previous session, including yourself.

Activity 2. BrainstormingDuration: 20 minutes

1. Ask the participants to think about what kind of activities young children like to do and share their ideas. Write down these ideas in point form.

2. Read the points out.

3. Ask them to think about what children learn while they play. Record their ideas inpoint form.

4. Read the ideas out. You can also add your ideas. Make sure the points in the “OnlyPlaying” box below get covered.

“ONLY PLAYING”

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By playing a child learns:

* How to get on with others, how his behaviour affects others and whattypes of behaviour are acceptable in society. He learns social rules anddiscipline through play.

* About different things from the environment by discovering and findingout how things work.

* New words and concepts - e.g. shape, size, number, classification,categorization.

* To strengthen his muscles, balance, coordination and control ofmovement.

* To develop communication skills.

* About him/herself and how to be independent.

* To use problem solving strategies.

* To feel a sense of some control of his environment.

5. At the end of the session talk about :

* The most important thing is for children to be surrounded by loving people.(Human faces are the most important thing for a baby to see.

Human voices are the most important sounds for a baby to hear. People are the most important thing for a baby to touch and feel.)

A child also needs to have the freedom to play and explore his environment.

Children’s two basic developmental needs are on the one hand, love andacceptance and on the other, exploration, activity and expression

Activity 3. Order game and discussionDuration: 20 minutes

1. Ask the participants to form a circle, holding hands - ready to play a game..

2. Arrange 7/8 familiar objects in a line on the floor (inside the circle) and ask the participants to name the objects.

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* Tell them to close their eyes or turn around. Move some of the objects. Askthem to open their eyes or turn around and try to identify which objects havebeen moved. Do this several times.

3. On completion of the game, ask the following questions:

* How do you feel about this game?* What can we learn from this game?* What skills can children learn from this game?

4. Conclude the session by saying that we all learn through games and activities, notjust children. This game is especially good for concentration and visual memory.Games are one of the most effective, enjoyable and natural ways of learning,particularly for children.

Activity 4. Group workDuration: 40 minutes

1. Divide the participants into 5 groups to play with different materials in any way theywish. Examples of materials to give the participants:

* a piece of rope* bottle tops or stones and plastic jar* toy cooking set (tin)* if outside, sticks and a marked section of ground; or slate and chalk, or paper

and pencil * bowl filled with water and plastic/tin cups* ball

2. Ask them to think about and discuss the following:

* How to play with these materials ?* What are the skills developed through playing with the materials?

2. Invite all groups one at a time to demonstrate the activities and explain the skillsdeveloped through the activities. After their presentations relate the skills to theareas of development referring to the information in the box below.

Play and Children’s Development

Learning, especially in the early years, is active. It involves physical exploration- touching, tasting, hearing, seeing and moving. Children learn by doing, byexperimenting with materials and through the language they learn from talkingwith, and listening to, each other and adults.

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Play enhances and fosters children's overall development in the areas below:

Social Development - through interacting with others, children learn to share, taketurns, plan and cooperate.

Emotional Development - children work through their feelings about events thatfrighten or confuse them for example, parents fighting , the birth of a brother or sisterand the sickness of a family member. Children will be more in control of their feelingswhen they re-enact difficult or stressful experiences and come to some understanding ofthem.

Intellectual Development - children practice language skills to try out new ideas,create situations and solve problems. They develop and refine their thinking skills asthey use language.

Physical Development - children develop small and large muscle skills and eye/handcoordination as they play with various objects. Many necessary skills for reading, writingand maths such as, classification, sorting, eye/hand coordination, (visual discriminationlike identifying differences and similarities) are learnt as children play with clay, sand,seeds and water, etc.

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Session 4

Everyday things to play with and learn from

Key Points:

1. Children need materials and toys as well as people to play with.

2. Anything can be a play material for a child.

3. Make sure play materials are safe.

Objective:

* To build parents/caregivers' understanding of the importance of play andconfidence in their ability to provide children with a variety of play materials thatare available in the environment.


* Children need to play with people. They also need to play with things. There aremany things freely available in the environment that help children learn new skillsand practice old ones. It is important to pay close attention to the individual child’sdevelopment and interests when providing play things.

* Almost anything can be a play material for the child. It is not necessary to buyexpensive toys. In every home and field there are hundreds of interesting objectsfor young children. They need things for exploring their five senses: seeing,hearing, feeling, smelling and tasting.

* Always make sure that play things are safe: no sharp edges, no small pieces topull off and choke on, no medicine bottles or any container that has held somethingpoisonous.

* Give your child a basket or box to keep their special things in. Children will quicklylearn where to go when they want something, and this will encourage them to puttheir “toys” in their own box. For young children give them only a few things at atime.

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Session Duration: 1:45 hrs.

Materials: Chart on key points, seeds, bamboo sticks, clay.

Activities:

1. Review2. Presentation and Expressing a Personal Opinion3. Group work4. Discussion5. Finding Activities for Children

Activity 1. ReviewDuration : 10 minutes

1. Ask the participants to sit in a circle.

2. Tell them that you are going to roll a ball to someone. The person will catch the balland recall a point she learnt from the previous session. After telling this point shewill roll the ball to someone else. Continue in this way until everyone has recalled apoint.

Activity 2. Presentation and Expressing a Personal opinionDuration : 15 minutes

1. Explain Key Point No.1 ‘Children need materials and toys as well as people toplay with.’

2. Ask the participants who agree with the key point to stand on your right side.Those who disagree to stand on your left side and the participants who are notsure to stand in front of you.

3. Ask the ‘agree’ group to tell their reasons for supporting the key point. Give themenough time to explain. Ask the ‘disagree’ group to explain why they disagree?Lastly, ask the ‘unsure’ group to express their opinion. One member from eachgroup can state the group’s opinion on behalf of the other members. Explain to theparticipants that they are free to change groups if they wish to do so.

4. Explain which group you the facilitator are in and why.

Activity 3. Group workDuration : 35 minutes

1. Place three sets of picture cards, e.g. pictures of dolls, boats, balls, etc. in front ofthe participants. Ask them to take one picture each. Those with similar cards, e. g.pictures of balls, or of dolls, etc. will form groups.

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2. Ask the groups to think of a variety of things they can provide for their children’splay. Tell them that the things can be no cost/low cost or ‘home-made’ materials.Invite one person from each group to talk about the group’s ideas.

3. Demonstrate the game ‘peek-a-boo’ with a towel.Talk about how the way children play with things will change as they grow older.Explain how if they play ‘peek-a-boo’ with a baby (10 months or so), the baby reallylikes it if it is a person hiding behind the towel and they pull the towel away. Aschildren get older they like to find an object under the towel, then several objects,then they progress to naming the objects. As they get older the number of objectscan be increased and they enjoy trying to remember what objects have beenhidden under the towel before removing the towel to check. Play this with thegroup!

4. Ask the groups to think of how the body can be used for games for learning. Inviteone member of each group to present the group’s ideas. Demonstrate anddiscuss some of their ideas and include your ideas also. Such ideas could be:

* To name, point to, sing about and move the different parts of the body.

* Remember anytime can be a time for play and learning. Normal dailyactivities:- learning to eat- dressing themselves- bathing time- doing simple household chores

What matters is how the activity is done. If it’s made fun the child will learn muchquicker.

Child’s age Appropriate playthings

From birth Objects to look at: faces, mobiles, moving leaves, things strungacross his bed (bells, colourful bag filled with rice, colourful clothes, fish or

birds woven from banana leaf), his own hands to see and suck.

From 3 months Things to hold, look at and make sounds with: small plastic bottlesor tins filled (and securely closed) with different things such as dry rice(ear-hand) and seeds.

(eye-hand) Hanging things to reach out to and hit: soft balls made from cloth,shiny plastic balls, empty sewing spools, paper ribbon or streamers,leaves

From 6 months Everyday household objects to examine: towel, toothbrush, spoon,cup, (eye-hand, his clothes, brush, unbreakable plate.finger-mouth)

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Objects which produce sounds/noise: pots and pans to bang,paper or leaves to tear, rattles to shake.

Area where the child can safely crawl around.

By 1 year Things that are the same and different - size, shape, colour, texture and sound:

e.g.: bubbles, pots, cups, plates, leaves, clothes, boxes, bottles,baskets, flowers, seeds, mats, plastic, wood, mud, flour, pouringwater, bells

Things to fit together and take apart: lid on bottle, lid on box,stacking containers, bowls, plates

Things to stack and knock down: empty boxes, plastic cups

Things to fill and empty: plastic bottles filled with sand or water,coconut shells, clothes bag, boxes filled with mud, leaves, stones,clothes

Things to roll, turn and twist: balls, wet clothes to squeeze, lids onbottles, bamboo sticks, plastic bottle, paper roll, push/pull toys

Things to count: fingers, toes, siblings, animals, stones, spoons,plates, friends

Things to pretend with: old clothes, towel to use as cape, boxes tomake into cars, boats, houses, nature objects for market

Safe area for walking, running, throwing and balancing:old tires, balls, logs, simple bamboo swings, bamboo see-saws

Activity 4. DiscussionDuration : 10 minutes

1. Ask the participants what sort of things they need to be careful of during theirchild’s play?

2. Encourage the participants to share their ideas with the whole group.

Make sure these are covered:

* No sharp edges* No small pieces to pull of* No chrome* No medicine bottles* No poisonous things* No very small things, e.g. seeds that could get stuck in a child’s throat

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3. Ask the participants do they keep dangerous things out of their children’s reach.Ask them why this is important?

4. Conclude the discussion by reminding the participants that small children (under 2or 3 years) must not be allowed to play with things that are too small (i.e. less than3 cm. diameter). There must not be any small removable parts which the childcould choke on. Stress again the importance of providing a safe environment fortheir children, free of dangerous and harmful objects.

Activity 5. Finding Activities for ChildrenDuration : 45 minutes

1. Ask the participants to form three groups. Give each group a set of materials touse, e.g. seeds, clay, a towel, tin cups or bamboo sticks. Tell each group to find asmany different ways as possible to play with the materials.

2. Invite all groups, one at a time, to present their ideas.

3. You can add a number of activities by using the Activity List in Appendix 1.

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Session 5

Good food for healthy children

Key Points:

1. Young children need to eat a variety of foods in adequate quantities at frequentintervals through the day. Mealtimes should be relaxed and enjoyable.

2. The health of a child depends on the mother being well fed during pregnancy andbreastfeeding.

Objective:

* To encourage parents and caregivers to be aware of their diets and make suretheir children eat enough healthy foods.


* People need to eat a variety of food every day to be healthy. Food containssubstances that are needed by our bodies for different purposes. Children, whodo not get enough food to supply all the nutrients needed for good health, will notgrow and develop normally and will get sick more easily.

Three Food Groups

Foods that mostly protect us against diseases are called protective foods.

Foods that mostly help people grow and develop are called body building foods.

Foods that supply us with energy are called energy foods.

Energy Food - the main energy foods in Bangladesh: bananas, rice,potatoes,maize, bread, roti, biscuits, coconut, oil, margarine, other fats

Body Building Food - these include: fish, eggs, shellfish, crabs, prawns,meat, beans, dried peas, dhal, peanuts.

Protective Food - these include all fruits: papaya, oranges, lemons, guavas,mangoes, etc., all green leafy vegetables, pumpkin, beans, young coconut.

For a healthy diet, food from all three groups must be included.

* Children who are healthy and well-nourished are bright and alert, play a lot andlearn about the world around them.

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* Good food develops children’s brains and bodies. Eating well helps the bodyresist sickness. Poorly nourished children are more likely to get severe diarrhoeaand to become much more sick than children who are well nourished. Theydo not grow or gain weght normally and may be slow in walking, talking andthinking.

Eating right helps them get well.

* Children under 3 years of age have small stomachs and need food 5 or 6 times aday to have enough energy to play and enough nutrients to grow. As it is not usuallypossible to cook 5 times a day, other foods can be given between their mainmeals. Fruits (coconut, guava, mangoes, papaya) and energy foods such as riceand bananas make good snacks.

* Good food helps the pregnant mother to produce good breast milk, which is theONLY food best for the baby’s first 4 -6 months of life. Breast milk helps protect thebaby against diarrhoea and other common infections. Breast milk is the bestfood a child will ever have. If possible, breastfeeding should continue well into thesecond year of life.

* By the age of 4-6 months a child is growing fast, is more active and needs otherfoods as well as breast milk. When first introducing solids, start with small amounts(about 1/2-1 teaspoon), of mashed food like rice mixed with some mashedvegetables and a small amount of mashed fruits such as papaya and banana.Increase the amount as the baby gets used to the taste and texture of the food. Thebaby should be breastfed before being given other foods so that the mothercontinues to have plenty of milk. By the time the baby is 7 months old, it should beeating mashed food from all the Three Food Groups.

* Meal times and feeding times should be unhurried and relaxed.. The way youinteract with the child during these times can determine how willing the child is totake food and enjoy it. Pressurizing the child to eat or force feeding does not work.You simply set a pattern of resistance and stubborness on behalf of the child. Youand the child end up feeling frustrated and unhappy. Showing patience, speakinggently to, and calmly with, the child, making eye contact, smiling, telling a story, etc.are more likely to be successful in feeding the child.

Session Duration: 1.35 hrs.

Materials: Flipcahrt, Marker, Food Group Poster

Activities:

1. Pairwork2. Discussion

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3. Group Competition4. Discussion

Activity 1. PairworkDuration : 15 minutes

1. Ask the participants to sit in pairs and discuss the question‘What are good foodsfor our children?’ with their partner.



2. Tell them that you will discuss together:

a. why we need good foodb. the Three Food Groupsc. signs of malnutritiond. the need to breastfeed babies

3. Lead the discussion but draw out their own ideas reinforcing their own positivepractices and building their confidence in their abilities to provide enough healthyfood for their children using the resources available to them. For points a, b and dtake help from the Supporting Information.

For point c, i.e. signs of malnutrition, make sure the following points come out ofthe discussion:

Signs of Malnutrition in children

Malnutrition is a problem caused by not eating a variety of food or not eating enoughfood. Mild cases of malnutrition are often not easy to recognize in children.

You should look out for the following symptoms in children:

* Lack of energy* Unhappy* Often sick* Not hungry* Dull hair and unhealthy looking skin (often with sores and scales that don’t heal

easily)

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Questions List

v …………………………….

v …………………………….

v ……………………………..

v …………………………….

v …………………………….

v ……………………………..

v ……………………………..

Activity 3. Group CompetitionDuration : 30 minutes

1. Prepare a sheet of paper and divide it into two columns before the session.

2. Divide the participants into two groups and ask them to choose a name for theirgroup.Write the name of the groups on top of each column.

3. Tell the participants that you are going to ask them a number of questions whichthey answer either “yes” or “no”. ( see questions below)

4. Ask each group in turn one of the questions. If the answer is correct, the group willget one point. If the answer is wrong, the other group can answer and if correct,gets half a point. Mark their points in the appropriate columns. When the questiongame is finished, add up the total for each group and announce theresult.

5. Conclude the session by referring back to the questions and taking help from theSupporting Information.

Group-A Group-B

Total

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Question List.

* Children under 3 years of age need one big helping of food in a day* Breast milk is bad for children* Children need only body building food* Children under 3 years of age need food 5-6 times a day* Children need 3 types of food* Breast milk is the best food a child will ever have* Poorly nourished children have plenty of energy* Good food develops children’s brains and bodies.* The health of a child depends on the mother being well fed during pregnancy* Mealtimes should be quick and hurried



2. Together discuss the question ‘When your child doesn’t want to eat, what do youdo?’

3. Listen carefully to the participants’ contributions and highlight their positiveanswers.

4. Some of the key points that should be covered during the discussion:

- offer the child food you know she likes- don’t try to force the child to eat but gently persusde

- don’t get angry- make eye contact with the child- cut the food into small pieces- tell stories- if the child wants to hold the spoon - let him- present the food in a nice way, i.e. decorate with bits of tomatoes, etc.- smile at the child- speak gently- show patience

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Session 6

Keeping our children healthy

Key Points:

1. Adults’ good hygiene practices are important to stay healthy and prevent diseases and children need to be helped to develop healthy habits/routines.

2. It is important to recognize sickness in children and to know what to do.

3. Children need to be immunized against diseases.

Objectives:

* To support parents and caregivers to strengthen their preventive health andhygiene practices so that their children may enjoy “the highest attainable standardof health” (Article 24).

* To help parents and caregivers enhance their skills in appropriate care for a sickand know when to refer the child to a doctor.

* To raise parents’ and caregivers’ awareness of the need for having their childrenimmunized against diseases.


* We need to keep ourselves and our children clean to ensure we stay healthy. Ourown cleanliness (personal hygiene) and keeping our environment clean, e.g. usingtoilets and keeping them clean, covering food from flies and clearing up rubbish,prevents the spread of germs, infections and unnecessary illnesses.

* When we help children develop healthy habits we encourage them to take controlof their own well being e.g. they will know to wash their hands after using the toiletand before eating, comb their hair, brush their teeth, etc. This knowledge willincrease their confidence and promote positive attitudes towards safe andresponsible behavior.

• To make sure young children stay healthy it is important to take them to the healthclinic regularly for check ups and immunization. Immunization protects childrenagainst dangerous diseases like TB, diphtheria, whooping cough, tetanus, polioand measles. Immunization should be completed during the first year of a child’slife. If this has not been done it should be done as soon as possible after this.


Materials: Flipchart, marker

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Activities:

1. Brainstorming2. Discussion3. Pairwork4. Discussion and Groupwork

Activity 1. BrainstormingDuration : 20 minutes

1. Ask the participants to sit in a circle. Explain that you will ask a question and thattheir answers will be recorded on the flipchart.

2. Ask - ‘How do we keep our children clean and healthy?’ Record their answers.Their answers will be used in Activity 2.


1. Using the participants’ answers from the previous session, discuss each answerand if necessary add more information. Emphasize that washing with soap, ashand water is one of the easiest ways to prevent the spread of germs andinfections.

Keeping Ourselves Clean:

Key points to come out of the discussions should include:* wash their hands before eating* wash their hands after going to the toilet* wash their face every day* wash their bodies every day before sleep - massage the body with oil before

bathing* keep their hair clean, by washing and brushing it regularly* keep their fingernails short and clean* wear clean clothes every day* clean their teeth regularly and avoid sweets* clean their ears on a regular basis

Conclude the activity by reminding them about the importance in having a cleanenvironment.

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Activity 3. PairworkDuration : 20 minutes

1. Ask the participants to sit in pairs. Ask them to share their experiences of commonsicknesses their children have suffered from e.g. diarrhoea, fever, ear ache,coughing and sneezing, and headache.

2. After about 10 minutes of sharing, ask them to share their experiences with thewhole group.

Activity 4. Discussion and GroupworkDuration : 40 minutes

1. Ask the participants to sit in a circle. Ask them - ‘How do you know a child mightbe sick?’ and ‘When do you think a child should be referred to a doctor?’ and letthem discuss.

Notes for the facilitator:

Key points to come out of the discussions should include:

* child does not want to take part in any activities * child’s body is hot * child is:

- shivering- vomiting- crying

* child:- doesn’t want to eat- lies down most of the time

Refer to doctor when the child is very sick, e.g.:

- is breathing very fast - has a very high temperature- weight remains the same or drops- has convulsions

4. Divide the participants into five groups - ‘headache group’, ear ache group’, etc.Refer back to Activity 3 for the names of the groups.

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5. Ask the groups to think about ‘their’ sickness and what they would do if their childwas sick.

6. Give enough time for discussion. Rotate and listen to their ideas. Suggest ideas ifnecessary.

7. Ask one member of each group to share their ideas with the whole group.

Notes for the facilitator:

Key points to come out from their groupwork should include:

a. Diarrhoea:- give plenty of liquids and good food- prevent or control dehydration by giving large amounts of liquids to

children with watery diarrhoea- if the diarrhoea is severe or there are signs of dehydration give the child a

rehydration drink (please see Appendix 4)- do not stop giving food to children if they have diarrhoea- give plenty of small portions of body building and energy foods all the time

b. Fever:- lie child down on bed or mat and sponge with cool water- give plenty of water to drink

- if the fever persists and if you suspect the child may have malaria orther serious illness you must take the child to the clinic and followthe prescribed course of treatment

c. Coughing and sneezing:- keep child indoors and away from other children- make sure the child uses a handkerchief or a tissue- give lots of water to drink- if the child is breathing much more rapidly than is normal, the

child is at risk and you must take it to a clinic quicklyd. Ear ache:

- lie child down and put warm cloth over the ear- if ear ache persists, go to a clinic

e. Headache:- lie child on bed or mat. Put cold cloth on child’s head. If very bad, go

to a clinic

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8. Conclude the session by telling the participants that many serious illnesses likepolio, measles, tetanus, diphtheria, etc. start with fever, aches and headaches.Emphasize the vital importance in having their children immunized assoon as possible. Tell them that the clinic will advise them of the right timefor immunization of their child.

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Session 7

Encouraging creativity

Key Points:

1. Children enjoy playing with different materials including junk and natural materialsand this play encourages creativity and develops a range of abilities.

2. Parents/caregivers can assist children's play by providing junk and naturalmaterials.

Objective:

* To encourage parents/caregivers’ varied use of junk and natural materials as toysfor children


* Play is essential for children to develop properly. Children need to have toys anddifferent types of materials to play with. They enjoy playing with materials andexploring different possibilities of using them. These activities help them todevelop their imagination and creativity. Gradually, they move from simple to morecomplex games.

* Parents/caregivers can help children to discover different ways to play with junkand natural materials. Most children will decide for themselves the types of gamesand activities they want to play. Sometimes they need adults to encourage them toextend the play or use the materials in different ways. Parents/caregivers can helpchildren by making junk and natural materials available for them.


Materials: Junk and natural materials such as: empty plastic bottles, stones,seeds, container lids, leaves etc.

Activities:

1. Review2. Brainstorming3. Pair work4. Presentation

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1. Draw pictures of dangerous objects which should not be given to children on smallpieces of paper before the session. Ask the participants to form a circle by holdinghands. Place the pieces of paper inside the circle. Ask each of them to pick upone piece of paper.

2. Display the pictures and discuss.

Activity 2. BrainstormingDuration: 15 minutes

1. Ask the participants to think about any object other than toys with which a child canplay. Encourage the participants to tell the name of the objects.

2. Accept the participants responses. Record their responses on the flip chart.

3. Read out the list of the objects.

Activity 3. Pair workDuration: 50 minutes

1. Divide the participants into pairs. Distribute the junk and natural materials amongstthe pairs and ask them to find ways to play with these materials with different agedchildren like 1 year up to 5 years.

2. Make sure they have understood what they have to do by asking questions suchas:

* would a 1 year old play with this material in the same way as a 5 year old ?

3. Invite the pairs, one at a time, to demonstrate how children can play with junk andnatural materials.

Activity 4. PresentationDuration. 10 minutes

Let participants present some ways to extend how to play with junk and naturalmaterials.

Note for facilitators: make sure you are familiar with a variety of junk and naturalmaterials and games. Use the ideas below to add to the participants’ own ideas:

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Stones:Stones give us lots of ideas. Here are a few ofthem:a. Making pictures with stones, letters and

numbers on the sand, floor or gluing themon paper.

b. Building towers, houses etc. involvesbalancing the stones.

c. Making tracks in the sand andpushing/rolling

stones in the tracks.d. Make a pile of stones in the centre of a

circle. Each person has one stone andtries to roll

the stone along to hit the pile of stones (similar to playing marbles).e. Making different patterns by using the

same and different sized stones.f. Sorting stones according to size and

colour.g. Ordering stones according to size (big to small/small to big).h. Counting stones.i. Follow a pattern of painted stones.

Small boxes such as:Matchboxes, cigarette boxes, biscuit boxes, etc.a. Arrange according to size and shape .b. Make towers using boxes.c. Make houses and other things.d. Place boxes upright in a line and give a push on one side (they should fall

over one after another).e. Make dolls out of small boxes.f. Make a doll family (make big/small dolls by using boxes).g. Make pairs of similar boxes (by using pictures) for a matching game.

Seeds:a. Make designs and patterns.b. Make houses.c. Sort different types of seeds.d. Sort soft/hard seeds.e. Make a music box by putting seeds into a box.

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Session 8

Toy making is fun

Key Points:

1. Toys can be made from locally available materials. Such toys are important forchildren.

2. Older children can help their parents / caregivers in making toys.

Objective:

* To increase parents/caregivers’ skill and interest in preparing toys with locallyavailable materials - and so increase the playing and learning materials forchildren.


* Toys can be made from locally available materials such as seeds, cloth, bamboo,paper or card, clay, wood etc. Home made toys are useful because:

- they are of no/low cost- a child can have plenty of toys- toy making is enjoyable and develops different skills

Remember toys are young children’s tools for learning and play - and play andlearning are a vital part of the “development of the child’s personality, talents andmental and physical abilities to their fullest potential”. (Article 29)

* Parents can make toys for their children. Children, especially the older ones, canhelp the parents/caregivers in making toys. Toy making is fun and adults andchildren can do it together.

* Toys should be safe for children. If you use wood or bamboo, make sure yousmooth the rough and sharp edges using sandpaper and remove any splinters.

* Maintain the toys, by cleaning them regularly and replacing the broken pieces.

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Materials: For example: Cloth, jute, old cardboared boxes (eg cigarette packets orboxes that contained medicine bottles) bamboo, clay, samples/charts of toysmade from the above

Activities:

1. Review2. Thinking, Sharing and Presentation3. Toy Making4. Toy Display


1. Ask the participants to form a circle.

2. Say a key word from the previous session, e.g. plastic bottle (select the wordsbefore the session) and ask them to discuss that topic. Encourage all participantsto contribute to the discussion. Follow the same process for all key words.

some examples of key words:

* Making toys* Junk materials* Stones* Box* Seeds

Activity 2. Thinking, Sharing and PresentationDuration: 10 minutes

1. Inform the participants that you are going to ask a few questions. Ask them to thinkabout their answers. Ask the following questions and encourage participants todiscuss:

a. What are the traditional toys that are available in the area?b. Instead of buying toys where can we can get toys for our children ?b. What are the readily available materials with which we can make toys for our

children?

2. Emphasize the importance of the traditional toys already available and lead adiscussion using the key points and supporting information.

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Activity 3. Toy makingDuration: 1:10 hour

1. Help the participants to form four groups. The four groups will make toys fromdifferent materials.

Group 1: Toys from cloth such as: dolls, puppets, animals, soft balls, etc.

Group 2: Toys from jute such as: boats, blocks, construction toys, threading toysetc.

Group 3: Toys from cardboard boxes such as: model houses, blocks, balancingtoys, etc.

Group 4: Toys from clay such as: animals, fruits, dolls, crockery, etc.

2. Give the materials and other necessary things to the different groups.

3. Encourage participants to come up with their own ideas but also show them somesamples of the different types of toys that can be made from different materials.

Activity 4. Toy DisplayDuration: 10 minutes

1. Ask the groups to display the toys they have made. Each group can select acorner of the room for displaying their toys.

2. Three groups will move to one corner to see the toys made by a particular group. Arepresentative from that group will introduce their toys to the other three groupsand the facilitator. Repeat this process until all four groups have introduced theirtoys.

3. These toys could form a display in the room.

4. Discussion of what children learn from the toys the participants have made.

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Session 9

Using Everyday Activities to Support Children’s Learning.

Key Points:

1. Parents and Caregivers can use many opportunities which arise throughout theday as natural learning experiences for children.

2. To support children’s overall development, situations such as: mornings afterwaking up, cooking times, bath and meal times, doing household chores, are allgood to use as vital first-hand experiences and for language and play activities.

Objectives:

* To build parents/caregivers understanding of the role of everyday activities inlearning basic concepts.

* To build parents/caregivers’ awareness and confidence in the major role theyalready play in supporting their children’s learning in their everyday interactionswith their children.


* Every parent wants their children to develop skills and abilities that will help themsucceed in school. Many of these are learnt through everyday activities. It is notalways necessary to ‘teach’ but rather to offer ‘opportunities’ for exploration anddiscovery and learning through ordinary activities.

* Many everyday activities, such as cooking, bathing, eating meals andcleaning/tidying up, are important in building basic concepts. For example - sortingand folding clothes develops the concepts of colour (sorting clothes according tocolour, naming the colours), number (how many T-shirts are there?), size (whichis biggest, smallest?), matching (putting all father’s shirts together, brother’sshirts), comparing (which shirt has the most buttons?), symmetry (foldingclothes) and other attributes such as old/new, clean/dirty.

* Taking an interest in what children are doing and in their ideas and opinions isvery important. Children need to share events and ideas with the adults close tothem. This natural interaction develops basic language concepts as well asbuilding the confidence so central to children’s development. All too often when wetalk with children it is only a matter of giving orders, complaining about behaviouror telling the children to be quiet. Yet language is closely linked to theirdevelopment and learning.

* The emphasis is on the relevance of everyday activities to children’s development.For busy parents this has the advantage that they are not being asked to put

aside time to ‘teach’their children. Rather, we can utilize activities we are already

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involved in. We can achieve much simply by talking with, and listening to our youngchildren more, in everyday situations - bathing, dressing, feeding, putting the childto sleep, etc. We can also make more use of situations where the child is close tous while we are involved in household chores, e.g. preparing food, sweeping,washing laundry, folding clothes, sorting utensils, etc. We can use these situationsboth as vital first hand experience and for language and play activities which willsupport our children’s overall development. Using these activities, we can providechildren with a variety of materials to use, encourage them to use the materials indifferent ways, talk with them and take an interest in what they are doing. The keyis always communication - talking with and listening to your children andsupporting their efforts.

* Remember: To develop basic concepts, the way you talk with, and the

everyday things you do with children, are just as important as any game orpiece of equipment.


Materials: Ball, a selection of everyday objects such as cups, spoons, plates, clothes,foods, etc.

Activities:

1. Sharing circle2. Role Play and discussion3. Discussion4. Group work and Presentation

Activity 1. Sharing CircleDuration : 15 minutes

1. Stand in a circle with the participants.Tell the participants that you will throw a ballto someone. The person who gets the ball will tell the group one activity she doeseveryday. After telling she will throw the ball to someone else. Follow the sameprocedure for all participants. Try and make sure these activities are covered:

* Waking up * Bath time* Cooking time * Meal time* Doing household chores

Activity 2. Role Play and DiscussionDuration : 35 minutes

1. Prepare four participants before the session for role play as follows:

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A A small girl sits with her mother sorting grains and beans for the eveningmeal. Together they heap rice, lentils, beans, etc. into different piles.Some piles are bigger than others.While they work, the mother talks withthe girl, points to the piles, tells the girl the names of the grains/beans andthey both talk about the different sizes and colours of each pile. Theycount the number of piles.

B The father joins them, asks the little girl what she is doing and praises herfor helping her mother. He tells the girl that he wants to show her ababy goat in their neighbour’s yard. When they arrive in the yard the girlstrokes the baby goat and her father asks her what it feels like. Heexplains that the goat’s fur is very soft because it is still young.

C Father and girl arrive back at their house. The girl’s brother is back fromschool. He sits in front of the house looking at a book. He calls his sisterto show her the book. Together they look at some pictures of animals andtalk about them. The girl tells her brother that she saw a baby goat withfather and that the fur felt very soft.

2. Divide the participants into three groups.

3 Ask the first group to think of what happened in sketch A, the second group to thinkof sketch B and the third group of sketch C. Ask each group to discuss theactivities in their sketch and tell:

a. what they think the girl learnt in these situationsb. what happened between mother, father, brother and the girl (e.g.

communication, sharing time)

4. Invite one member of each group to share the group’s ideas with everyone.

Notes for the facilitator.Make sure these points are covered :

Sketch A Basic concepts of size (which pile is biggest, smallest?); colour (naming thecolour of grains and rice), number (how many piles are there?), naming thefood (lentils, rice), chatting with mother (communication, interaction),emotional security

Sketch B emotional security (feeling an appreciated member of the family who isparticipating in the family’s work); Basic concept of texture (soft fur),language development - talking with father (communication, interaction ),sharing time with father, learning about goats

Sketch C Language development - sharing a book with brother (communication,interaction), pre-reading skills (picture recognition), learning about animals,

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emotional security (feeling valued by brother)

5. Conclude the session by sharing the Supporting Information and relating it to theactivity they have just completed.


1. Ask the participants to think back to the role play. Ask them whether they think the

activities were everyday things that happen in their lives.

2. Discuss briefly their everyday routines.

Activity 4. Group Work and PresentationDuration : 30 minutes

1. Divide the participants into five groups.

2. Before the session, draw five pictures representing morning time (after wakingup), cooking time, meal time, bath time and helping with household chores, on 5separate pieces of paper. Give each group one piece of paper.

3. Ask them to sit in their groups (e.g. ‘after waking up’ group, ‘cooking’ group, etc.)and share:a. their daily routine, e.g. after waking up, at cooking time, at meal time, at bath

timeand whilst doing household choresb. what they do with their children in these situationsc. what they talk about with, and how they talk to, the childrend. what they think the children learn in these situations

4. After about 10-15 minutes sharing time ask one member of each group to telleverybody what their group’s children learn in these situations.

5. Record their answers, e.g. carrying water without spilling, cleaning rice, sortingutensils, sweeping, cleaning teeth, washing face, etc. and relate them tokey point 2.

6. Ask them if they can think of anything else they could do with, or give to thechildren, in these situations to support their development (e.g. asking questions,demonstrating activities, explaining things, encouraging their attempts in doingthings, giving child’s own broom, small bucket, small basket, own cup, etc.):

demonstrate how thingsshould be done, e.g.cleaning teeth, sweeping,

explain things to childrenpatiently

ask children e.g. what doesthe water feel like? what isyour favourite food? why?

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using the toilet in the properway, etc.

praise children when theyhave done well

encourage children to tryagain, e.g. ‘I know it’s a bithard, but you will soon knowhow to do it’

give children own broom,cup, etc.

7. Discuss their ideas and conclude the session by stressing the last two paragraphsfrom the Supporting Information. Remind them that these interactions with thechildren should be relaxed and fun.

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Session 10

Using Everyday Activities to Support Children’s Learning

Key Points:

1. Parents and Caregivers can use many opportunities which arise throughout theday as learning experiences for children.

2. To support our children’s overall development, situations such as: arrival ofvisitors, working outdoors, leisure time and sleeping (going to bed) time, are allgood to use as vital first-hand experiences and for language and play activities.

Objectives:

* To enable parents/caregivers to understand the role of everyday activities inlearning basic concepts.

* To raise parents/caregivers’ awareness and confidence in the major role they, ascaregivers, already play in their everyday interactions with their children.

Supporting information:

* Every parent wants their children to develop skills and abilities that will help themsucceed in school and in life. Many of these are best learnt through everydayactivities. It is not always necessary to ‘teach’ but rather to offer ‘opportunities’for exploration and discovery and learning through ordinary activities.

* Many everyday activities, such as working outdoors, arrival of visitors, leisure time,and sleeping time, are important in building basic concepts. For example - arrivalof visitors develops the concepts of number ( how many people will come? howmany plates and cups are needed?), grouping (putting 1plate, and 1cup for eachperson).

* Taking an interest in what children are doing and in their ideas and opinions isvery important. Children need to share events and ideas with the adults close tothem. This natural interaction develops basic language concepts as well asbuilding the confidence so central to children’s development. All too often when wetalk with children it is only a matter of giving orders, complaining about behaviouror telling the children to be quiet. Yet language is closely linked to theirdevelopment and learning.

* The emphasis is on the relevance of everyday activities to our children’sdevelopment. For busy parents this has the advantage that we are not beingasked to put aside time to ‘teach’ our children. Rather, we can utilize activities weare already involved in. We can achieve much simply by talking with, and listeningto our young children more, in everyday situations - bathing, dressing, putting the

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child to sleep, working outdoors, etc. We can also make more use of situationswhere the child is close to us while we are involved in a variety of activities, e.g.,sweeping, weeding the garden, welcoming visitors. We can use these situationsboth as vital first hand experience and for language and play activities which willsupport our children’s overall development. Using these activities, we can providechildren with a variety of materials to use, encourage them to use the materials indifferent ways, talk with them and take an interest in what they are doing. The keyis always communication - talking with and listening to your children andsupporting their efforts.

* Remember: To develop basic concepts, the way you talk with and the

everyday things you do with children, are just as important as any game orpiece of equipment.


Materials:

Activities: Ball, selection of everyday objects such as cups, plates, clothes, foods,etc.

1. Review2. Group Work - Preparation for Role Play3. Role Play and Discussion


1. Stand with the participants in a circle.Tell the participants that you will throw a ballto someone. The person who gets the ball will recall one point from the previoussession. After telling she will throw the ball to someone else. Follow the sameprocedure for all participants.

Encourage the participants to recall points from their discussions about:

* Morning time * Bath time* Cooking time * Meal time* Doing household chores

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Activity 2. Group Work - Preparation for Role PlayDuration: 25 minutes

1 Divide the participants into four groups.

2. Before the session, draw four pictures representing working outdoors, arrival ofvisitors, leisure time and sleeping (going to bed) time on 4 separate pieces ofpaper. Give each group one piece of paper.

3. Ask the participants to sit in their groups (e.g. ‘working outdoor’ group, ‘leisuretime ‘ group, etc.) and share:

a. their routine relating to their group’s specific ‘time’b. what they do with the children in these situationsc. what they talk about with, and how they talk to, the childrend. what they think the children learn in these situationse. what more they could do to support their children’s learning

4. Make sure every group member is contributing to the discussions.

Activity 3. Role Play and DiscussionDuration: 50 minutes

1. In their same groups ask each group to prepare a role play by recalling theirdiscussions in the previous Activity.

2. Give enough time for preparation. Rotate and listen to their preparations. Ifnecessary, remind them of important points. Take help from the SupportingInformation.

3. Ask each group, one at a time, to present their role play.

4. After each role play discuss their presentation and relate it to the Key Points andthe Supporting Information. Emphasize again that it is the natural and relaxed waythis sort of learning happens that makes it effective.

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Session 11

Building Cooperative Behaviour - Alternatives to Punishment

Key Points:

1. Look for good behaviour in your child, praise the child and show approval.

2. Be positive - " do" works better than "don't".

3. Physical punishment is harmful to children. Children have the right to protectionfrom physical abuse.

Objectives:

* To increase parents/caregivers’ understanding of the negative effects of unkindbehaviour, criticism and physical punishment.

* To develop parents/caregivers’ understanding of the importance of praise orshowing approval for children's good behaviour.


* Identify your child’s good behavior and give him praise by smiles, touch andencouraging words ( or whatever is appropriate in your community). Be positive inthe way you speak to them. Help them feel good about themselves. This is amuch better way of teaching children what is expected than criticism, shouting andother punishment.

* Children love attention. Many times we ignore children when they are ‘good’and only give them attention when they are disruptive. Even if we are cross thechild may still like to have the attention so this can be almost like a reward. Do notreward children for inappropriate behaviour. This is not an effective way toencourage positive behaviour.

* Physical punishment is harmful to children. It does not teach them to behaveproperly. It makes them more likely to grow up unsure, unreasonable and violent.

* Be positive. "Do" works better than "don't". Small children like action and hateinactivity, so they respond better to " Help me wash your sister” than "Don't keepplaying around while I’m busy. Sit still and I’ll wash you next.”

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* Be consistent . Make clear rules and stick to them as much as possible, e.g. washhands before eating; help tidy up.

Session Hours: 1:30 hrs.

Materials: Ball, toys, Question List

Activities:

1. Role play2. Discussion3. Presentation and Expressing Opinion

Activity 1. Role PlaysDuration: 30 minutes

1. Introduce the session by explaining that today you are all going to be discussingsome of the problems every parent everywhere has with bringing up their children -and looking at what things seem to work best in both ensuring that children are co-operative and supporting their development as people and as good members ofthe family and community.

2. Prepare several participants for role plays (see egs in box below) before thesession.Choose 2 or 3 role plays. After each role play discuss what happened with theparticipants and get their ideas and experiences.

Ask questions like:

* How were the parents/caregivers behaving with the child?* What do you think the results of that behaviour were? Why?* What could the parents/caregivers have done differently?* Are there times when we behave like this with our children? Why do we behave

like this?

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Role Plays - 3 examples:

One will play the role of a child, another one the mother and the third one will be thefather. The scenarios are:

1. The child is trying to get attention (eg she wants to show them something sheis doing) but the parents are not paying attention.

2. Parents are not allowing the child to touch anything by saying ‘do not touch it,that is not yours, you might break it.’

3. The child wants to go out, the father had promised to take the child but, whenthe child reminds the father he gets annoyed and starts shouting.

Key Points for the facilitator.The discussions will cover a wide range of ideas and opinions and this is useful.

Make sure that the following points are covered in the discussions:

* It is normal for children to want adults’ attention. Sometimes we are very busyand the child cannot have our attention and has to understand this. But oftenshe will be quite happy if we just talk with her about what she is doing while weget on with our own work.

* Not paying attention to the child can make him disruptive or withdrawn and thechild will not develop so well

* Children are naturally active and curious. Not allowing the child to do anythingstops him from exploring, finding out about things and learning

* Not keeping promises makes the child distrust adults* Shouting at the child makes the child frightened and insecure

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Activity 2. Discussion of Key pointsDuration: 30 minutes

1. Discuss key point Number 1 with the help of the supporting information.

2. Ask each participant to think of an example of positive behaviour that they see inone of their own children.

3. Invite some participants to share with the group. If the participants do not includepoints such as asking questions, taking an interest in things, or playing with othersshare them as your own examples.

3. Discuss key point Number 2, using practical examples from the supportinginformation and from your own and the participants’ experiences.

Activity 3. Presentation and Expressing OpinionDuration: 30 minutes

1. Explain to the participants that you are going to have a discussion about physicalpunishment. Read out key point Number 3 ‘Physical punishment is harmful tochildren.’

2. Ask all those who agree with the key point to go to the right. Those who disagreeto go to the left. Those who are unsure to stay in the middle. Ask them to discusstheir opinions within the groups and ask them to think back to session 1 andrecall how they felt as children when adults beat them.

3. Ask the first group (who agree) why they are supporting the statement. Give themthe chance to express their opinion. Ask the group who are in the middle why theyare not sure about the statement. One member from each group can give theviews of the other members. Ask the group to discuss what things they find workbetter than hitting a child.Summarize the main points pulling out especially whypeople often hit their children (eg - tired, frustrated, hit themselves, haven’t thoughtof another way to get the child’s cooperation) and how the child feels (frightened,confused, sad, angry etc)and how we can encourage children’s co-operation in more positive ways.

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Make sure the following points have been mentioned:

Bangladesh is a signatory to the Convention on the Rights of the Child.This means that Bangladesh has guaranteed to try to protect children fromphysical, and other types, of abuse.

Physical punishment is harmful to children because:

* It does not teach them to behave properly - it just tells them you are angry and makes them afraid

* Children feel inferior, loose their self confidence and will not do as well as they could in their families, schools etc.

* Children are much more likely to hit others when they are hit.....and that is how quarrelling and fighting continues on and on.

4. Say the statement ‘ Too much praise makes a child spoilt.’

5. Repeat the same process for this key point as per Step 2 and 3 of this activity.Make sure the following point has been made:Praising children for appropriate behaviour makes them happy and thereforeincreases their tendency to repeat the thing they have been praised for. Forexample if they know you are pleased that they are speaking politely in front oftheir elders and cleaning up in front of the house they are likely to want to do thosethings again. Adult approval is terribly important for young children.

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Session 12

Building Cooperative Behaviour - setting clear expectations

Key Points:

1. When your child does something wrong or unacceptable point out firmly but calmlythat this is not the way to behave and why.

2. Let your children know exactly what you expect from them. When they havebehaviour difficulties, help them solve the problem.

3. Give children a reasonable amount of responsibility.

Objectives:

* To help parents/caregivers have a clear understanding of how to manage childrenwhen they misbehave and the importance of expressing exactly what they expectfrom them.

* To reinforce parents/caregivers’ understanding of the importance of giving areasonable amount of responsibility to children and being appreciative when thechild carries out those responsibilities well.


* Sometimes children behave in an unacceptable manner. If you only take notice oftheir naughty behaviour they will come to believe they are naughty. You need tofocus on the behaviour you want to change and avoid criticizing the child as aperson. For example instead of saying ‘you bad boy’ say ‘Put the stick down-we don’t use sticks to hit people”.

* Let your children know exactly what you expect from them and make yourexpectations clear. Your messages to them should be very clear. ‘Behave yourself’means nothing to a young child under 4 to 5 years. your messages should besimple and clear so that the child can understand. Such as:- You must not hit Abdul. People are not for hitting.

- Things are not for throwing, we must take care of them.- You can keep your things in the basket.

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* Nearly all of your children have a lot of responsibility from an early age. It is goodfor children to have a reasonable amount of responsibility for example, in theiractions in taking care of themselves, in taking care of their belongings and thoseof others and in being a family member. Praise them when they do their tasks well.Give them the chance to do new tasks, but ones that are not too difficult.

Session Hours: 1:40 hrs.

Materials : Problem list

Activities:

1. Short Presentation and Discussion2. ‘Do as I say, not as I do’ - Role Play3. Problem Solving Game4. Story Telling

Activity 1. Short Presentation and DiscussionDuration: 15 minutes

1. Explain that this session is a continuation of the previous one - and that you aregoing to be sharing experiences to help each other solve problems such asdisobedience or anti-socialness which every parent faces sometimes in bringingup their children. Discuss the key points and the supporting information with theparticipants and get their ideas and opinions.

Activity 2 : " Do as I say, not as I do" - Role PlayDuration : 35 minutes

1. Prepare a number of participants for role play before the session for the followingscenarios:

* A father yells at/ hits his wife. The child watches and then yells at/ hits anotherchild. The father then tells the child he should not yell at/ hit others.

* A parent who is dirty expects his child to be clean.

2. Discuss the role plays. Point out that these are role plays of parents acting oneway, but expecting the child to do the opposite. We all make these sorts ofmistakes with our children at times. Encourage participants to discuss theirexperiences.

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3. Present (with previously prepared participants) a third role play.

Scenario 1:

Two participants act as children fighting over a container whilst playing in some soil.The caregiver goes to the children, grabs the container from the one who is holding it.She shouts angrily that no one can play with the container because they are behavingbadly and fighting. Both children cry.

Scenario 2:

Two participants act out the same scenario. The caregiver goes to the children andtalks with them about what is happening - getting them both to explain the problem Sheasks them how they might solve the problem. If they can’t come up with any ideas shefinds a second container and allows the children to play.

Ask the participants to think about the two scenes and how the caregiver handledthe situation. Ask which approach they think would be most effective to use withyoung children? Why? Why is it important to encourage children to solve problemsthemselves but help them when they can’t?

Make sure the following points are talked about:

* Shouting at children and telling them they are bad makes them feel afraid andupset. Scene 1 also resulted in their no longer being involved in a learning activity.

* Talking with children helps them to verbalize (put into words) why they were crossinstead of just hitting each other. In scene 2, finding another container solved theproblem and meant they were able to continue with their learning activity oncemore, playing happily together

Activity 3. Problem Solving GameDuration: 30 minutes

1. Help the participants to form two groups.

2. Inform the participants that you will select three questions for each group. Ask themto solve the problems, one at a time. The groups can discuss what they do/ thinkthey should do. Invite each group to comment on and discuss the ideas offered bythe other group.

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Questions List

1. When your child seeks attention for a well done task eg helping wash the clothes - what willyou do?

2. When your child seeks attention unacceptably (eg continually crying for attention when youare very busy )- what will you do?

3. When your child gets involved fighting with another child - what will you do?

4. To encourage your child to behave in acceptable ways -what will you do?

5. For teaching your child to be responsible - what will you do?

6. When your child destroys something deliberately or by mistake - what will you do?

Encourage the participants to discuuss freely and share ideas.Try and make sure the following points are part of the discussion:

1. Pay attention to the child’s task and what the child has achieved. Praise the child for thethings well done.

2. Ignore unacceptable behaviour when the behaviour is annoying, but not harmful. If thebehaviour is harmful, point it out firmly but calmly that this is not the way to behave andwhy. It is, however, very important to find out why the child is seeking attention. She maynot be getting enough attention for good behaviour. So make sure the child receivesplenty of attention for good behaviour.

3. First stop the physical attack, then in a normal voice ( not angry) say : ‘You must not hit......, people are not for hitting’. But you must have set this rule beforehand and you mustuse a normal voice when telling the child. If your voice sounds angry you will frighten thechild and he will miss your real message, i.e. the rules you have established with thechild.

4. Do not show inappropriate behaviour in front of the child. Do not hit the child, nor point outnegative things or weaknesses of the child. In front of the child do not discuss negativethings about him/her with others. Pay attention to good behaviour and encourage the childto do good things.

5. Give simple house hold responsibilities to your child. These responsibilities must beaccording to the age of the child. Help your child to undertake some responsibilities.Praise the child for his work. Increase the level of responsibility gradually.

6. There is a big difference between breaking something accidentally to destroyingsomething deliberately. All children sometimes break things by accident and should notbe punished for accidents. If it is deliberate first take the thing away and say, ‘You maynot destroy things. We must take care of our things’.

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Activity 4. Story TellingDuration : 20 minutes

1. Tell the following story in your own words:

2. Ask the participants to discuss the story and especially:- Why Rahima was upset- What Nuru did- Why Rahima became happy again

Ask them to share their own experiences related to appreciating children.

Rahima's Story

Rahima is a sweet little child. She is six years old and has a brother of ten. She is verysmart in doing different things for example, keeping her clothes neat, washing herself,telling rhymes to others, giving a glass of water to her father and her mother, etc. But noone is paying attention to what she is doing.

One day, Rahima was watering the plants in front of her house. Her mother, who wassewing a quilt, was sitting close to her. She did not take any notice of Rahima untilRahima stepped on some plants and then she started to scold her. Rahima realized thatthe only time her parents noticed her was when she did something wrong. Eventuallyshe lost interest in helping everyone except her brother and started to be naughtysometimes in front of her parents so that then they would at least take notice of her.

She never minded helping her brother as he always appreciated her.One day, her olderbrother Nuru asked her in a friendly manner to bring his shirt from his room. Rahimabrought it and gave it to Nuru. Nuru thanked her with a smile. Rahima asked himsmilingly ‘Can I do any other thing for you ?’ Nuru said to her ‘Let's play together’.

His mother saw this happen and realized why Rahima liked to do things for her brotherrather than them. Now, Rahima is very happy again helping others. Her parentsencourage her, give attention to what she is doing and show appreciation of her.

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Session 13

Children Learn From Those Around Them

Key Points:

1. Children learn how to behave by imitating the behaviour of those closest to them.Teach children how to behave with others by demonstrating good behaviouryourself.

2. Children need friends to play with in order to develop social skills. Sometimesthey need help to resolve problems and conflicts.

Objective:

* To increase parents/caregivers’ understanding of how children learn throughinteracting with people around them including other children.


* Everyone needs friends. You can't make friends for your child, but you can helpthem build relationships for themselves. When children play with others they learnto be patient, to lead and follow, to share, to help others, to follow rules, makedecisions, and to solve problems. Make sure the play environment is safe.

* Supervise young children during their play. It is the adult's duty to keep the childrenreasonably safe from their own and other children’s aggressive behaviour. Do notinterfere with their play, but be prepared to step in if things get out of hand. Forexample, if children are not taking turns sometimes it is good to intervene andmake sure everyone is getting their turn.

* When children are under 4 years of age they are naturally self-centred becausetheir emotional and social development is at an early stage. They are unable totake into account others feelings. They must learn the norms of acceptable socialbehaviour. Teach your child how to behave with other children by modelling goodbehaviour. Encourage their positive behaviour by appreciating them when they arehelpful, polite, etc. As they become older, children will learn to be less self-centredand more reasonable. They will learn to treat others as they themselves have beentreated.

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Materials : Story cards, ball, charts/ posters illustrating key points

Activities:1. Concentric circles2. Discussion of Picture3. Story telling4. Group work

Activity 1: Concentric circlesDuration : 20 minutes

1. Divide the participants into two equal groups. One group will form an inner circlewhile the other group will form the outer circle. Both circles will stand facing eachother.

2. Read out the key point Number 1 and ask them to think about their feelings orreactions to the statement for a minute and then discuss the statement with theperson facing them.

3. After two minutes of sharing time, ask the participants to move round in oppositedirections until the facilitator shouts ‘stop.’ The participants face a new partner.

4. Read the key point Number 2 and follow the same procedure as before.

5. Ask everyone to sit down together and facilitate a group discussion on theirreactions to the two statements.

Activity 2 : Discussion of PictureDuration : 15 minutes

1. Tell the participants that they are going to think again about the first statement, i.e.children learn how to behave by imitating the behaviour of those closest to them.

2. Show them the poster Number 1 and ask them to explain what is happening.

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Activity 3 : Story tellingDuration : 15 minutes

1. Tell the following story:

The Prophet asked parents to be kind and to show understanding of children. He saidthat to get kindness from others, one has to be kind. The affection and kindness parentsshow their children will make them affectionate and sympathetic in return. When childrengrow older they will be kind and affectionate to their parents. He also wanted to teachthat if parents show patience the child will grow up to be patient with them. He said‘those who are not kind will not get pity, those who do not forgive others will not beforgiven and those who do not repent will not be shown repentance.’


* Why did the Prophet ask parents to show kindness?* What will parent's affection and sympathy develop in a child?* What happens when one shows kindness to others?

3. Invite a willing participant to tell a story about kindness, affection and patience.

Activity 4 : Group workDuration : 40 minutes

1. Ask the participants to form three groups. Go through the following with theparticipants:

Resolving problems and conflicts:Even when you are a very good "model" for your children they will at times experienceproblems with their friends. This is because young children are naturally self-centredand therefore your guidance will be required. (Remind them of the role play of thechildren playing/fighting in the soil).

2. Ask the group to give examples of problems their own children experience attimes and get the group to discuss how they handle these types of problems.Encourage the group to share both success stories and difficulties

3. Listen to the groups’ discussions and at the end ask one or two people who haveespecially useful solutions to share to describe these to the whole group.(examples might include not getting cross or giving them advice straight away butasking them to explain what the problem is; asking them how they think they couldsolve the problem; if necessary suggesting ways for sharing, taking turns, beingkind etc.)

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Session 14

Emotions and the development of social skillsExpressing feelings and communicating effectively

Key Points:

1. Children become angry, upset or frightened easily. It is important to comfortchildren when they cry and be patient, sympathetic and kind with them. Helpchildren to understand and express their feelings through acceptable actions andwords.

2. Build their social skills through patience, understanding and the way you and otherfamily members behave.

Objective:

* To increase parents/caregivers’ understanding about the need to be kind, patientand sympathetic with children; and to help children to understand and expresstheir feelings in acceptable ways.


Children learn by imitating those around them. What you and other family members sayand do is one of the most important ways your children learn how to behave:

* Communication - appropriate social skills they will need and use throughout theirlives. Help them understand and express their feelings through acceptable actionsand words. Never criticize or laugh at children’s emotions. Children's emotions arevery real and powerful. If children have confidence in their home as a safe placewhere they are loved and protected by their family members and can talk abouttheir fears they will soon outgrow their fears and become more able to control theiremotions. This will help them learn to get along with others.

* Respect, politeness and good manners - to have good manners, for exampleto say ‘salam, please, thank you, may I,’ greeting people with respect, goodmanners when eating and personal habits. These need to be reinforced on a dailybasis. Give them positive feedback when they behave appropriately.

* Cooperation, the ability to get along with others and sharing - encouragechildren to treat others as they would like to be treated, to make others feelcomfortable, not to interrupt , to wait their turn, to share , to be kind to others andsay nice things. One of the most important ways children learn these things is toobserve it in the family. Play games which reinforce cooperative behaviour egturn-taking.

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* Resolving personal problems and conflicts - how to solve conflicts with others.When a child has a problem don't give advice immediately but offer them help byasking about the problem. Ask them how they think they might be able to solve theproblem. This will help them think about the conflict.


Materials: Flip chart/board, marker/chalk, paper slips

Activities:

1. Introduction to Topic2. Group work3. Problem Story Sharing4. Rhyme session

Activity 1. Introduction to TopicDuration : 15 minutes

Explain to the group that you are going to discuss how children learn from those aroundthem and the need for adults to have patience and understanding with young children.Use the Key Points and Supporting Information to introduce the session.

Activity 2 . Group workDuration : 30 minutes

1. Form three groups.

2. Show the poster with faces expressing emotions such as happiness, jealousy,impatience, anger, fear, sadness, shame and shyness.

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3. Ask each group to discuss what was happening here, why did the child feel thisemotion. What situations cause children to feel this way?

HAPPY ANGRY FRIGHTENED

SAD SHY JEALOUS

LONELY TIRED BORED

4. Ask them to think and talk about:

What adults can do to help children when they express negative emotions?

5. Invite them to sit in a big group. Ask them to define what skills are needed to getalong with others in their own society. Make a list and discuss. These may include:

Social Skills

* Respect for others* Good manners* Cooperation* Ability to get along with others* Sharing* Taking turns* Good communication* Ability to resolve conflicts* Sense of humour

6. Ask, ‘how do you learn these social skills?’

7. Ask, ‘how will you teach these skills to your children?’

* The parent should practice what they want the child to do, as the child will learn byexample.

* Giving children praise and showing appreciation when they behave in a helpful andpolite way.

* Give children opportunities to play games that require them to be patient, take turns,share and be kind to others.

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Activity 3. Problem Story SharingDuration : 25 minutes

1. Divide the participants into 5 groups.

2. Ask them to share stories of problems they experienced and how they solved theproblems.

3. Invite one member of each group to tell one of the stories to the whole group.

Activity 4 : Rhyme SessionDuration : 20 minutes

1. Ask the participants to form three groups. Tell each group to think of at least 1rhyme they use with their children.

2. Invite all groups to recite their rhymes. Select one rhyme which is easy and notknown to all the participants. Ask the person who knows it well to teach it to theothers.

Note: If the participants can’t think of any rhymes, select one rhyme from the Rhyme Listin the Appendix and teach them the rhyme.

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Session 15

Our children have rights - All children have rights

Key Points:

1. Children have rights guaranteed by the Convention of the Rights of the Child.

2. All children have the right for survival, the right for protection, the right to developfullyand the right to participate.

Objectives:

* To increase parents/caregivers’ awareness, understanding and commitment toensuring their children's rights.


THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD

The Convention on the Rights of the Child considers a person to be a child until the ageof 18 unless, under national law, majority is attained earlier. Convention on the Rights ofthe Child is made up of 54 Articles and, in order to help us to understand it, the rightshave been categorized into four groups - Survival, Protection, Development andParticipation. Bangladesh was one of the first countries that signed the Convention onthe Rights of the Child. Implementation of the convention was made compulsory inBangladesh since 2nd. September, 1991.

Countries which sign the Convention on the Rights of the Child agree to adopt and toincorporate in their laws a set of international standards for the benefit of children. TheUnited National General Assembly has agreed that, while countries, cultures andsituations differ, there are some universally accepted basic rights which are essentialfor any child’s full development .

∗ Survival Rights include - adequate living standards and access to heath services.∗ Development Rights include - access to information, education, play and leisure,

cultural activities, the right to freedom of thought, conscience and religion.∗ Protection Rights include - protection from abuse and cruelty, protection from

unnecessary separation from family, protection from abuses in the criminal justicesystem.

∗ Participation Rights include - the freedom to express opinions and to have a say inmatters affecting one’s own life, the right to play an active role in society.

∗ Other urgent issues covered by the Convention include protection - from sexual andother abuse, drug abuse; for children in trouble with the law; for children in armedconflicts; the needs of the disabled and the children of minority groups.

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Session Hours : 1:30 hrs.

Materials : Wants and Needs cards, blank cards, picture cards of the four differentrights of the child, paper/board, marker/chalk.

Activities:

1. Finding priority needs and rights2. Presentation and Discussion3. Role play

Activity 1 : Finding priority needs and rightsDuration : 30 minutes

1. Help the participants to form 3 groups. Give each group a set of the ‘ Wants andNeeds’

cards.

2. Explain that they live in a new country “Wantadesh”. There is about to be anelection and the government has promised that if people vote for them they willprovide children and their families all these things in the pictures. Ask them to lookthrough the pictures and then draw pictures on the four blank cards for additionalthings that they need/ want.

3. After they have completed this tell them that the government has won the electionand now says that unfortunately they cannot provide children with all these thingsbecause

of the economic situation in the country. Therefore they must go through theircards again and eliminate eight non-essential items.

4. Next, tell them that the government has reduced the budget allocation and furthercuts

are necessary. They should now eliminate another eight items.

5. Invite each group to tell the whole group their final eight items.As they are reporting back ask them to stick their 8 priority choicess on a flipchart.Note which items are the same / different from the groups.

6. Ask the groups to explain * Why and how they chose these last eight items ? * Why were these things so important? What other things did they really want to

include?

7. Conclude the activity by explaining that some basic needs are so important theyare really fundamental “Rights” that all children have and which are enshrined inthe Convention on the Rights of the Child.

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Activity 2 : Presentation and DiscussionDuration : 25 minutes

1. Introduce the concept of the Rights of the Child, use the key points, poster andthe supporting information. Use your own words and style of presentation andexplain that it is really about very basic things for ALL children e.g. trying to makesure children don’t die, are healthy, have enough nutritious food to eat, have acaring family to live with, have the chance to go to school, have shelter, have thechance to play, are protected from violence, abuse and bad influences, can getinformation, have a say in things which effect them - all the things just abouteveryone wants for their children. In other words all the things these sessions havebeen talking about - giving our children the best start possible with regard to their“physical, mental, spiritual, moral and social development”. (Article 27)

2. Encourage the participants to ask questions and discuss. If people are worriedabout children’s responsibilities make it clear that rights go with responsibilities.Children and adults all have rights and responsibilities.

Activity 3 : Role PlayDuration : 35 minutes

1. Form four groups. A representative from each group will hold 1 card representingone

‘Right’. Each card shows a picture of that particular ‘Right’. Each group will benamed

according to that ‘Right’ - Survival Group, Protection Group, Development Groupand

Participation Group.

2. Ask each group to choose an event from their own experience for a role play which belongs to their ‘Rights’ group. For example, the Survival Group might show a role

play of events relating to food or health issues, the Development Group schoolingor playing issues, etc. Allow time for preparation.

3. Invite the groups, one at a time, to present their role play. Encourage each group by

applauding their presentation.

4. Finish off with a short summary relating the role plays to Child Rights.

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Possible topics for role plays: (encourage the participants to come up with their ownideas)

* Opportunity of education for girls (Development Right).* Parents force a girl (13/14 years) to marry (Protection and Participation Rightrelated).* Street children have no home to live in (Protection Right related).* A child suffers from stomach problems because s/he cannot get pure water todrink (Survival Right related).* A case of child trafficking (Protection Right related).* A girl child does not get the chance to play (Development right related).∗ A child is beaten (Protection Right)∗ A girl wants to go to school but her parents won’t listen to her and force her to

leave after Grade 3 (Development and Participation Right)

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Session 16

We Must Protect our Children's Rights

Key Points:

1. Parents and caregivers need to be aware of child rights.

2. Parents are absolutely key in helping ensure their children’s rights and advocating for children.

Objectives:

* To increase parents/caregivers’ understanding that they have extremely importantroles in ensuring their children’s rights - both throughi) their own direct efforts in providing for and protecting their children and

supporting their full developmentii) pressing for services ensuring the rights of their children (decent health

services, schools etc.).


* The family has the primary responsibility for the nurturing and protection ofchildren from infancy to adolescence. (This is very much emphasized in theConvention on the Rights of the Child which talks about the family as thefundamental group of society and the natural environment for the growth and well-being of children).For optimal and harmonious growth and development, childrenshould grow up in a loving and nurturing family environment.

* All institutions of society should respect and support the efforts of parents andother caregivers to nurture and care for children in a family environment.Therefore, the members of society must be aware of child rights.

* Whoever you are - a mother, a father, a grandmother, a traditional birth attendant,a farmer, a shopkeeper, a teacher - whoever you are there is always somethingyou can do about our children’s rights. It is up to us to help give them a good startand a hopeful future. It may seem sometimes that it is only governments and thosein authority who can do those things. But not so! We can all do a lot to make sureour children have good food to eat, to work together in the community to improvehealth and education services for them, to give them a happy and safeenvironment to grow up in.

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Session Hours : 1:30 hrs.

Materials: Ball

Activities:

1. Thinking, Sharing and Presentation2. Completing a Story3. Review

Activity 1 : Thinking, Sharing and PresentationDuration : 30 minutes


a. Do you think people are aware of child rights?

b. What can we do as parents and caregivers to ensure our children'srights?

2. Ask the participants to think about the questions and then share their ideas withthe person sitting next to them.

3. Invite the participants to share their thoughts and personal experience with thewhole group.

3. Use the key points and supporting information to help you facilitate the discussion.

Activity 2 : Completing a Story


1. Ask the participants to form three groups.

2. Tell the following story and ask the participants to complete the story with theirgroups.

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3. Invite the groups, one at a time, to share their ending of the story with the whole group.

4. Conclude the activity by relating the events to the key points and supportinginformation.

Activity 3 : ReviewDuration : 30 minutes

1. Ask the participants to sit in a circle. Sit with them.

2. Roll a ball to a participant. The person who gets the ball will recall a point aboutthe Rights of the Child. Continue with this activity for a few minutes.

3. Make a question list before the session, using some of the questions below. Readout one question from the list. Roll the ball to a participant and ask her to answerthe question. Make sure it is clear that there are lots of different answers to thequestions and you are not looking for right or wrong answers but want everyone tobe sharing their ideas.Other participants may also contribute their answers. Readout the other questions, following the same procedure.

Examples of questions for the list:

* How can we ensure that our girls receive education?* Why do you need to have permission from your daughter before

arranging her marriage?* A disabled child is always sad because she never is included in any of the

other children’s activities. What can you do?* Who can you go to when your child is sick?* A child is badly beaten. What can you do?* Your child keeps losing weight....what can you do?* Your son wants to go to school...your husband wants him in the field...how can

you solve the problem?* What do we mean by Child Rights?* Why should parents know about child rights?

The Story:

Hasina is very upset. Her cousin Zarina told her, that Hasina’s parents want Hasina tomarry a boy from the nearby village. Hasina couldn’t understand why her parents seemso anxious to have her married at the age of 13. Hasina didn’t know what to do. Sheasked Zarina to inform their school teacher Marium apa, of her parent’s decision.Marium apa was very surprised to hear the story and immediately went to Hasina'shouse.

The participants will complete the story.

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* How can we as parents help ensure children’s rights?

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Session 17

Valuing our boys and girls equally

Key Points:

1. The basic principle emphasized in the Convention on the Rights of the Child is theprinciple of non-discrimination. All rights apply to all children. Boys and girls haveequal rights.

2. This applies to all rights - enough nutritious food, access to healthcare, caringsupport for the child’s social and emotional development, the chance to play andlearn, protection from harm, the chance to have a voice in matters affecting themetc.

3. Boys and girls all need the chance to explore, play and have new experiences.

4. We must show equal love and care to boys and girls and build their self esteem.

Objectives:

* To increase parents/caregivers’ understanding and commitment to ensuring theequal rights of girls and boys.


* Each and every child has equal rights for his/her proper growth and development. As adults we must understand and realize the needs of boys and

girls, pay equal attention to them and give them equal opportunities for propergrowth and development.

* We know that all children need to play in order to learn and develop. The earlychildhood period is a particularly critical time - when the groundwork for a girl’s fulldevelopment is laid. A girl’s right to play is often neglected during these years, asshe is expected to participate far more than boys in the household chores and inthe care of her brothers and sisters. But for girls just as much as boys their fullphysical, social, cognitive, emotional and language development require that theybe given opportunities to talk, play, experiment with different materials andexplore the world around them. They must use their own senses - touching,hearing, seeing, tasting - and their own bodies, if they are to learn.

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* It is not a good idea to be always putting children in categories e.g. “this is for theboys” because it tends to limit the way we think about their potential , and

understand them. Categories limit the opportunities we give them.

* For proper growth and development, girls and boys need nutritious food to eat,clean and comfortable clothes to wear, proper healthcare, a safe, supportive andstimulating home and environment, and recognition and appreciation of theirachievements. These rights need to be ensured for girls and boys equally withoutdiscrimination.

* There is a responsibility to provide equally for both girls and boys and payparticular attention to things that may mean girls are being discriminated against.eg girls not going to school after a certain age because the school is too far awayor does not have female teachers.

* In Bangladesh girls and women are often not respected or valued. The childhoodyears are a vital time to address these issues because it is at this time thatchildren develop their basic attitudes and feelings about what they can and cannotdo. Building girls confidence and belief in themselves and boys acceptance ofgirls as equals will help ensure that these young girls will grow up into a moreequitable and just society.


Materials : Flip chart, marker, chalk board, chalk

Activities:

1. Story Telling and Discussion2. Sharing experiences3. Presentation and Discussion4. Group work

Activity 1 : Story Telling and DiscussionDuration : 30 minutes

1. Ask the participants to form three groups.

2. Tell the following story:

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3. Ask the groups to discuss and share their thoughts and opinions about:

a. Rekha's position and her feelings.

b. Any other girl in the village/area who has similar problems.

4. Invite the groups to share their findings with the other participants.

Activity 2 : Sharing ExperiencesDuration : 40 minutes

1. Ask the participants to think of any negative incidents they experienced as girlsduring their childhood. If male participants are present, they can think of eventsthey have noticed/observed.

2. Invite responses from everyone and write their contributions on a flip chart/chalkboard without comment. Organize the responses in the following manner andinclude other categories as well that the participants come up with:

No chance for playing

Too much work Boys were to do not friendly

Experiences

Rekha’s World

Rekha is very upset. She is sitting next to the window, observing her brotherShanu who is playing with some of his friends. Rekha is 11 and Shanu is 12.Rekha is thinking ‘ Why has God made me a girl? It would be very nice if I couldbe a boy. This could give me a chance to play with my friends. Mother wouldnot put pressure on me to work during play time.’ Rekha is thinking ‘Why aremy parents so unkind to me? Why are they not trying to understand mywishes?’ Whilst thinking this, she burst into tears.

It is true that Rekha is not getting the chance to play, go to school, go out andhave fun. Every day she has a lot of work to do while her brother has free timeto play. Rekha also has to take care of her younger brother, who is only 2 yearsold. She looks very unhappy and tired.

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3. Summarize the answers the participants have given you. Ask them, ‘Do we want our girls to have the same experiences as we had?’

4. Discuss and collect their ideas for how they can work together to change thesituation for their children.

Activity 3 : Group workDuration : 20 minutes

1. Divide the participants into three groups. All groups will think of activities/gamesthey use with their children.

2. Tell the first group to think of children aged 0-1year, the second group of childrenaged 1-3 years and the third group of children aged 3-5 years. Ask each group tofind at least one activity suitable for that specific age group.

3. Tell each group to demonstrate the activity. During the demonstrations ask themwhat skills are developed through the activity and ask them if they do the activitieswith both their girls and boys

4. Request the participants to do the activity with their children- girls and boys!

If the groups can’t think of any activities, refer to Appendix 1.and demonstrate the activities. Discuss the skills developed through the activities.

Note : To avoid duplication make sure you do not write the same answer twice.Point out to the participant that her answer is already on the flip chart.

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Session 18

Each Child Is Unique

Key Points:

1. Every child is unique. Even children of the same age are different and have theirown learning style.

2. Parents are the best observers of their child's development.

Objectives:

* To help parents/caregivers understand about children's individuality and theirimportant role in observing children’s development.


* Every child develops differently. S/he shows individuality in the developmentalareas such as: social, cognitive, emotional, physical and language development.Progress through the areas of development is not the same for all children.Therefore, the developmental milestones are just very general guidelines of childdevelopment.

* All children do not learn in the same way. Each one has their own learning style.One child may learn through hearing (auditory skills), another through watching(visual skills) while yet another one may learn better by doing things (manipulativeand tactile skills). Do not expect children to do things in the same way.

* Parents are the best observers of their children’s development. Therefore, allparents should know the warning signs which could mean that a child is notdeveloping normally. Knowing the warning signs helps identify the problems.Generally all you are doing is looking carefully to see if a child seems different toother children his or her age. Remember, use your eyes and common sense,listen to what others say and talk with other parents and your local healthpractitioners.


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Materials : Ball, toys, question list

Activities:1. Review2. Thinking, Sharing and Presentation3. Role play4. Presentation and Discussion

Activity 1 : ReviewDuration : 15 minutes

1. Ask the participants to form a circle. Stand with them in the circle.

2. Throw a ball to a participant and ask her to answer a question from the list below.After her answer, the participant will throw the ball to someone else in the circle.Ask all questions following the same procedure.

Question List:

* When children show anger - what can you do?* When children are shy - what can you do?* When children behave in a helpful and polite way - what will you do?* How do children learn to be kind to others?* What are 2 skills that children need, to get along with others in their society?

Activity 2 : Thinking , Sharing and Presentation.Duration : 20 minutes

1. Introduce the session and explain that everyone will be discussing thesequestions:

a. Do you think all children develop in the same way?b. Are all children are alike?

2. Ask them to share their ideas with the person sitting next to them. Allow a fewminutes for sharing and then invite the participants to share their personalexperiences with the group.

3. Ask them to discuss the way they see their own children changing:Let the participants share their experiences with the person sitting next to themand then invite all participants to share with the group.

4. Read out the key points 1 and 2. Discuss them as a group.

Activity 3 : Role Play

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1. Prepare some participants for role play for the following scenarios:

a. 3- 4 children play with seeds/ leaves. Each child uses the things in a differentway. One child asks another child to follow her way of playing but the otherchild likes to play with the toy in her own way ( e.g. one child arranges thethings in a pattern, another makes sounds by hitting/ shaking the things,another balances the things on her head).

b. A person recites a rhyme and 4-5 children recite with her. One child keepsquiet and doesn’t pay attention. A second child plays with objects near her.

2. After the first role play ask the participants questions such as those below. Afterlistening to the participants’ opinions make sure the points in the brackets havealso been covered.

Were all children playing in the same way?. Why were they not playing in the sameway? (Children do not learn in the same way. Children play and learn differently).

3. After the second role play ask the participants:

Why was the child not paying attention?. Why was another child playing withobjects?(Children do not have the same auditory skills. Children are not equally attentivewhen someone is talking. Children may be distracted by something that isupsetting them at home.).

Activity 4 : Presentation and DiscussionDuration : 40 minutes

1. Discuss key point 2 ‘Parents and family members are the best observers of theirchildren’s development.’

2. Ask the participants if they think anyone else knows as much about their childrenas they do. Encourage them to share examples of the things they know the best.

3. Ask the participants if any of them have noticed signs or symptoms in a child thatseem very different to other children to his/her age.

4. Listen carefully to their answers and discuss together the following signs to lookout for if they think a child seems different. Make sure to get their ideas:

HearingIf the child:* does not turn towards the source of new sounds or voices

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* has frequent ear infections (discharge from ear, ear-ache)* does not respond when you call unless he can see you* watches your lips when you speak* talks in a very loud or soft voice* does not talk or talks strangely

SeeingIf the child:* is often unable to find small objects which he has dropped* has red eyes or chronic discharge from eyes, spots on the eyes, a cloudy

appearance to eyes or frequently rubs the eyes and says they hurt* often bumps into things while moving around* holds head in an awkward position when trying to look at something* sometimes or always crosses one or both eyes (after six months of age)

TalkingIf the child:* does not say mamma by 18 months of age* cannot name a few familiar objects/people by age 2* cannot repeat simple songs/rhymes by age 3* is not talking in short sentences by age 4* is not understood by people outside family by age 5* talking very differently to other children of the same age

UnderstandingIf the child:* does not react to own name by age 1* cannot identify parts of face by age 3* cannot answer simple questions by age 4* cannot follow simple stories by age 3* seems to have difficulty understanding things you are saying compared to other

children of the same age

PlayingIf the child:* does not enjoy playing simple waving games by age 1* does not play with common objects (e.g. spoon and pot) by age 2* does not join in games with other children by age 4, e.g. catch, hide and seek* does not play like other children of the same age

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MovingIf the child:* is unable to sit up unsupported by 10 months* cannot walk without help by age 2* cannot balance on one foot for a short time by age 4* moves very differently to other children of the same age

5. Conclude the activity by suggesting to the participants, that they take the child to aclinic for a check-up, if they are not sure about any of the signs or symptoms.

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Session 19

Children with Disabilities - Acceptance and detection

Key Points:

1 Disabilities must be identified as early as possible.

2. Children with disabilities have the same rights as other children.

3. Reactions to children with disabilities are often negative. Other people’s attitudesare often a bigger problem for children with disabilities than the disability itself.

Objectives:

* To help parents and caregivers identify disabilities as early as possible.

* To raise awareness of the importance of caring, accepting attitudes towardschildren with disabilities and of making sure children with disabilities are includedin family and community activities just like other children.


* Children with disabilities have the right to participate in all aspects of family andcommunity life. Article 23 of the Convention on the Rights of the Child states thatconditions should”ensure dignity, promote self-reliance and facilitate the child’sactive participation in the community.”

* In practice disability can often mean exclusion from many aspects of family andcommunity life. The biggest barrier making it hard for children with disabilities totake part in these activities is other people’s attitudes. These attitudes range fromgeneral negative attitudes based on fear, dislike or misconceptions to a lack ofunderstanding of what the child with disabilities can do, given the chance. Familieswith a child with disabilities are often overwhelmed by feelings of s/he ‘can’t’, whenin fact,.if given the opportunity and support, s/he can.

* Acceptance and the chance for full integration and participation in the family,community, school and society are the most important factors in successfulrehabilitation. As a result, throughout the world, more and more parents aredemanding to have their children accepted in local schools and communityactivities.

* There has also been a change in the way language is used. People have movedaway from talking about ‘disabled children’ to talking about ‘children withdisabilities’ - putting the child first - valuing the person. This way more

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attention is given to the child’s strengths and abilities not just disabilities anddifficulties. It is important for people to remember that anyone can becomedisabled.

* Common disabilities are in the following areas of development:

* Physical - as a result of polio, cerebral palsy, accidents, e.g. burns, falls, birthinjuries, etc.

* Intellectual - delayed or slow intellectual development as a result of brain injury orimpairment, severe illness and congenital cause.

* Hearing/Communication - as a result of congenital causes, untreatedearinfections, certain illness, etc.

* Vision - as a result of congenital causes, Vitamin A deficiency, certain illnesses,untreated eye infections, etc.

* Social/Emotional - can be as a result of mental illness, brain damage, emotionaltrauma or abuse experienced by the child or can be caused by frustration if thechild has other disabilities as well.

Note: A physical disability can also lead to a mental disability. A physically disabled

child who is not stimulated and perhaps left by themselves often can end up beingdescribed as mentally handicapped. The child has not been given the chance todevelop their perfectly normal mental abilities because s/he has not had a chanceto join in all the activities normal for a child of the same age.

* The most important step toward successful rehabilitation is identifying, at the veryearliest possible age, children with disabilities or conditions which may result in adisability. The younger a child is when a rehabilitation programme is begun theless likely it is that other long term physical problems will develop, such as severecontractures of the limbs or habits which emphasize a disability. Similarly,attitudes of frustration are less likely to have developed.

* When a child seems to have a disability, contact people who may be able to help,e.g. medical people, disability organisations.They may well be able to give useful,practical advice. But don’t underestimate the family and community’s importancein the child’s rehabilitation because the most important thing is that the child is fullyintegrated in his own community. Most of the important rehabilitation is done usingcommonsense by the family of the child.

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Materials: Ball, props for the role plays

Activities:

1. Sharing experiences2. Concentric Circle and Group Discussion3. Role Plays4. Agree/Disagree/Unsure

Activity 1. Sharing ExperiencesDuration : 20 minutes

1. Ask the participants to sit in a circle and explain to the participants that you aregoing to ask a few questions.

2. Ask the first question and tell them to share their experiences with the personsitting to next to them. After 2-3 minutes of sharing, invite the participants to sharetheir experiences with the whole group.

3. Continue asking the remaining questions, following the same procedure.

Sample Questions : a. Do you know any children who cannot walk, run, talk or play like the other children? b. Do you know any children who have problems with vision or hearing? c. Do you know any children who have difficulty understanding things when people

talk to them compared to children of the same age? d. Why are they like that? Why can’t they do these things?

4. As a group discuss the main disabilities. Take help from the SupportingInformation.

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Activity 2. Concentric Circle and Group DiscussionDuration : 30 minutes

1. Divide the participants into two equal groups. One group will form an inner circlewhile the other group will form an outer circle. Both circles will stand facing eachother. Explain that you will read out some statements. Some of the statementsthey may agree with ....some of them they may not.

2 Read out the first statement and ask them to think about their feelings or reactionsto the message for 1 minute and then ask them to discuss the statement with theperson facing them.

3. After two minutes of sharing time, ask the participants to move round in opposite

directions until the facilitator shouts ‘stop’. The participants face a new partner.

4. Read the next statement and follow the same procedure as before.

5. Repeat this procedure until all statements have been read then have a discussionwith the whole group usin the supporting information to help you guide thediscussion.

Statements:a. None of my children could ever have a disability

b. We must know the signs to look out for so that we recognize problems or adisability. The earlier a disability is recognized the easier it is to help.

c. Other peoples’ attitudes are often a bigger problem for disabled children than thedisability itself

6. Conclude the activity by briefly talking about the warning signs looked at in theprevious session.

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Activity 3. Role PlaysDuration : 30 minutes

Scenario 1. Difficulties with understanding

“Engleflip” is a game designed to help people to feel what it is like to havedifficultiesunderstanding what is said. It also encourages them to look for ways tohelp a child understand that are easier, more friendly and more effective.

“Engleflip” is a nonsense word but pretend it means “stand up”.Ask one participant to “engleflip”. When they don’t do anything say it louder, soundangry. Ask several other people and pretend to be cross when they can’tunderstand.Now help them to understand by showing them (with a gesture) or assisting them.

Afterward explain what you did and ask them:- how did you feel being unable to understand?- did the facilitatorshouting and getting angry help?- what did eventually help?- In what ways might your difficulty with “engleflip” be similar to that of a

child who has difficulty understanding things?

Scenario 2. (Difficulties with walking)

One participant (the child) has a stick tied to her leg making it difficult to movenaturally. The mother wants to go to the store and the child likes to come with her.At first the mother is reluctant to take the child. Eventually she agrees. During theirwalk to the store the mother keeps on telling the child to hurry up, not to be so slowbecause she, (the mother) hasn’t the time to walk slowly. The child tries very hardto walk as quickly as possible. Finally the mother walks off, leaving the childstruggling behind her.

Afterwards ask the participants and discuss:- how did the mother behave?- how do you think the child felt?- how do you think you might feel if you had a similar problem?- how would you want other people to treat you?

Scenario 3: (Difficulties with seeing)

A mother, father and their three children go to visit relatives in a nearby village.One of the children has difficulties with seeing. They walk along a country road,over a small bridge, and around some rice fields before they finally reach therelative’s home. On their way the other two children take care of their sister. Theolder child hooks her arm so the blind child can hold onto it, make sure she is safefrom passing rickshaws, warn her of dips in the road, lead her safely away fromthem and explain to her what they see around them and help her feel things,

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e.g.“the water in the stream is cool”, “ the rice in the field has grown very tall”. Theyencourage her to lead them in singing.

Afterwards ask the participants and discuss:- how did the family treat the child?- how do you think the sister felt?- what did the 2 children do that was helpful?- why was it helpful?

Conclude the activity by reminding participants that:

Children with disabilities have the same rights as other children for familyand community activities, respect, friendship and love, playing and adventure.

Activity 4. Agree/Disagree/UnsureDuration : 20 minutes

1. Tell the participants the following statement: ‘It is good to play with children whohave disabilities’.

2. Ask all those who agree with the statement to go to the right. Those who disagreeto go to the left. Those who are unsure to stay in the middle. Let them share theiropinions within the groups.

3. Ask the first group (who agree) why they are supporting the statement. Give themthe chance to express their opinion to the whole group. Ask the ‘disagree’ groupwhy they are not supporting the statement and the ‘unsure’ group why they are notsure about the statement. One member from each group can give the views of theother members.

4. Conclude the activity by reminding participants:

It is important that we see children with disabilities as children like anyother children.

and

A child’s abilities are more important than her disabilities

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Session 20

Children with Disabilities - Inclusion and Prevention of disabilities

Key Points:

1. It is important to include children with disabilities in the parents/families’ dailyroutine.

2. Children’s abilities are more important than their disabilities.

3. It is important to prevent disability. Prevention costs so much less, both in humanand financial terms.

Objectives:

* To encourage parents and caregivers to find ways of including children withdisabilities in their daily routines/activities.

* To help parents and caregivers identify what they can do to help prevent orminimize childhood disabilities.


* The major goals of rehabilitation are independence, integration andparticipation. Whatever the disability, the most important thing you can do isaccepting the child, as any other child, to be part of your daily family andcommunity life/routine. It is vital to show patience, love and understanding toensure the child does not feel rejected.

* Children with disabilities need more support than other children.The most important thing is to interact with the child. Talking, laughing and playingwith your child, giving him simple and appropriate responsibilities in the home,encouraging him to play with other children.All these things:- help him to get on with others- build his confidence and abilities- prepare him for school and community life.

(Not giving children with disabilities the opportunity to do things that ‘normal’ childrendo, prevents them from achieving integration and participation. If, for example, they arekept inside, not allowed to play with other children or not allowed to go to school, this willcause worse problems than the disability itself. It makes it impossible for children tohave all the normal experiences which will help them develop and grow up like everyoneelse. They are being discriminated against because of their disability.)

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* Focusing on what the child can do and building on strengths rather thanconcentrating on the disability, is effective in helping the child to become a fullmember of family and community life. Knowing what the child can do and whats/he is having difficulty with can help you to think of appropriate ways to help thechild learn new useful skills.

* A child with disabilities needs a lot of praise for things well done, i.e. well done inhis or her own ‘differently able way’. Letting the child know you are pleased withsuccess or good effort works much better than scolding or punishing failure.

* Some of the simplest things work the best. - e.g.- Showing the child what you want him/her to do by demonstrating it first.- Giving clear instructions - not too many at once. Even if it seems a child

doesn’t understand, keep talking and make sure s/he looks at you while youspeak.

- Using gestures and signs too if this helps.- Providing physical help if necessary- Making learning fun.

* Many disabilities can be prevented. It is estimated, that immunizing all the childrenin a society would halve the number of disabilities that occur in it. Everyone mustbe concerned with prevention.


Materials: Ball, picture cards

Activities:

1. Review2. Problem Solving Game3. Groupwork4. Discussion and Groupwork


1. Stand with the participants in a circle. Tell them that you are going to throw a ball tosomeone. The person will catch the ball and recall a point from the previoussession. After telling the point she will throw the ball to someone else. Continue inthis way until everyone has recalled a point.

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Activity 2. Presentation and discussionDuration : 30 minutes

1. Introduce the session by talking about the Key Points and the SupportingInformation.

2. Ask the participants to share their own experiences and opinions - especiallyencourage those who may have a disabled child in the family or a neighbour.

Activity 3. GroupworkDuration : 25 minutes

1. Divide the participants into four groups. Before the session, draw one simplepicture of each: a child with hearing and/or speaking difficulties, difficulties withseeing, difficulties with walking and difficulties with understanding (mentally slow).

2. Give each group one picture. Ask them to sit in their groups, i.e. ‘difficulties withhearing’, etc. and discuss together what they should do that could be helpful anddevelop children’s skills. (If there is a parent in the group who has a child withdisabilities, make sure she sits with that specific disability group).

3. Give enough time for discussion. Rotate, listen to them and help with suggestionsif necessary, e.g.- for a child with hearing difficulties - using gestures toshow what you mean or drawing a picture, etc. ( See box below).

4. Ask each group to share some of their ideas and summarize with additional ideasfrom the box if needed. Emphasize that both girls and boys need equal help andsupport.

Suggestions for helping a child’s development:

Difficulties with Hearing or Speaking.

Suggestions might include:

- the child stands or sits close to the parent- speak slowly, clearly and loudly (not shouting)- use gestures and signs which show what you mean and let the child use signs- make sure the light is on your face when speaking to the child and that the child can see your lips- draw a picture/ let child draw

Difficulties with Seeing.


- talk and sing with the child a lot- touch the child- provide a white stick

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- let him feel household and all sorts of things and describe them- whenever you have the chance, take the child for a walk, explain different landmarks and lethim feel his way around so he can move around independently.

Difficulties with walking.


- provide crutches- if possible make a simple wheelchair out of an old chair and some bike wheels- take things to the child to work/play with- when walking with the child, walk slowly, giving the child the chance to keep up with

you

Difficulties with Understanding.


- speak slowly and clearly- give one instruction at a time- use gestures and signs which show what you mean- physically help the child do the activity if necessary (only giving as much help as necessary)- draw pictures

And Remember:Praise the child a lot - Make sure the child succeeds - Make learning fun

Activity 4. Discussion and GroupworkDuration : 25 minutes

1. Divide the participants into 4 groups. Explain to the groups that for us tothink about what we can do to help prevent disabilities we need to understandwhat the main causes are - we need to think about our own communities and whatthe main immediate causes seem to be there.

2. Ask the participants to discuss and think of the main causes of disability.

3. Each group then shares their ideas with the whole group.

Facilitator’s Note:

Some of the key points that should be covered include:

- Malnutrition. Children suffering from chronic malnutrition will have stunted physical and mentalgrowth.

- Poor health of mother during pregnancy - problems could include malnutrition, overwork,infectious diseases, some medicines (you should take medicines prescribed by a qualifiedmedical practitioner), alcohol, smoking, failed abortion, and violence (against the mother). If the

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mother is unwell during pregnancy this can lead to the child being born with a low birth weight.Low birth weight babies are more vulnerable to illness and disability.

- Infections and diseases - e.g. polio, measles, meningitis, TB, and malaria. In severe illnesses,especially where there are prolonged high fevers, the child can be seriously damaged. Minorillnesses can also lead to disabilities. if not treated appropriately, e.g. untreated ear infections andeye infections.

- Accidents - falling out of trees, burns.

- Bottle feeding - children who are bottle fed are much more vulnerable to illness leading to adisability. The main problems with bottle feeding are:

- infections through the bottle causing diarrhoea and dehydration- lack of antibodies and nutrients which can only be received from human breast

milk- not enough nutrients due to watering down of expensive milk formula

- Lack of early stimulation - early stimulation - talking and playing with children - is vital to achild’s normal development.

- Heredity - some disabling conditions are passed down through families.

- Unknown - often we do not understand the causes of a particular disability.

6. Having established an understanding of the main causes of disability the groupthen discusses how to help prevent disabilities. Note: If the group has difficultygetting going explain that they should think about the sorts of things which areimportant to help ensure that their children are healthy.

Facilitator’s note:

Key points to come out of the discussions should include:

a. Important points for the mother to follow before and during pregnancy and delivery. These things will help protect her unborn child from disability.

- good nutrition and no smoking or alcohol- not too heavy workload- regular pre-natal check-ups- cleanliness- avoiding exposure to poisonous substances (e.g. fertilizers, insecticides),

x- rays, drugs without prescriptions.- avoiding pregnancies too young or too old or too many child spacing (at

least 2 years between children).- avoiding marriage with close relatives- avoiding infectious diseases - should have been immunized against

tetanus and where possible rubella before pregnancy.- clean, hygienic delivery with nurse, midwife or traditional birth attendant

where possible.

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b. Important things once the child is born:

- breast-feed the baby well into second year- ensure child is well nourished. In addition to breast-feeding introducesoft, mashed nutritious foods from 4-6 months.- keep child clean and especially hands before eating and after usingtoilet.- visit clinic regularly for:- check - ups- growth monitoring- immunizations- treat infections, e.g. ear infections- prevent accidents- if child has high fever try to keep the child cool - bathe with cool

cloth, give paracetamol, don’t wrap up in heavy blankets- talk and play with the child

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Session 21

Review and Evaluation

Objectives:

In this session, participants will:

* express how to promote a supportive environment for children to develop well

* reflect on the ways in which their childrearing practices support their children’sgrowth and development and ways in which participating in the parenting/

caregiving programme has further strengthened these

* demonstrate/describe the activities they use to support their children’sdevelopment


Activities:

1. Group Work2. Pair work and group sharing3. Demonstration of activities4. Conclusion

Activity 1: Group WorkDuration : 30 minutes

1. Help the participants to form three groups. Ask the groups to discuss ‘In order tohelp a child grow and develop properly, what should parents/caregivers do?’

2. Invite a representative from each group to present their ideas.

Activity 2: Pair work and group sharingDuration : 30 minutes

1. Ask the participants to get into pairs. Tell the pairs to discuss the question, ‘Haveyou noticed any changes in your childrearing practices after participating in thisprogramme?’ If yes, ‘What are the changes?’

2. Allow time for all pairs to share their experiences and then have some volunteersshare their main thoughts with the whole group.

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Activity 3: Demonstration of activitiesDuration : 30 minutes

1. Ask the participants to think of a few games/activities they use with their children.Every participant has to work on her own.

2. Invite the participants to demonstrate the activities. They can use the toys andeveryday materials they brought from home.

Activity 4: ConclusionDuration : 10 minutes

1. Facilitate a discussion summarizing the main benefits of the activities which have just been demonstrated.

2. Conclude the session with the following :

* Science and studies from all over the world confirms what you, as wiseparents and caregivers have always known: Children need lots of love andattention to develop well.

Talking with them, listening to their ideas, allowing them time to play andthings to play with as well as giving them responsibilities, making them feelgood about themselves and providing guidance are as important as the food,clothing and shelter we provide.

Children who have this sort of good start- get on well with others- do better in school and work- contribute more to their families and communities

* Value your achievements with your children. You do so much for them. Andalso share new information which has been useful for you with other parents/caregivers.

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Appendix-1Appendix-1

Activity List

Parents and caregivers can help children do the following activities and games to develop their physical,emotional, social, intellectual, moral, sensory and language skills:

SUGGESTED ACTIVITIES FROM BIRTH TO 1 YEAR:

Birth to 1 month

* Clap hands, click fingers near baby's ear.

* Produce sounds from rattles, bells, shakers, etc.

* Let baby grasp your finger or put rattle on baby's hand.

* Gently pat baby's cheeks.

2 months

* Put baby flat on its back. Move a coloured object such as a balloon, ball, colourful piece of material fromleft to right and up and down in front of the baby's eyes.

* Place baby on stomach. Baby will try to lift her head.

* Talk to baby softly and smile.

3 months

* Provide sound from crumpling, tearing and crushing paper, dry leaves, etc.

* Sing to baby.

* Provide soft, squeezable toys such as a ball or cube filled with cotton wool, big enough for baby's handto hold.

4 months

* Place baby before a mirror so she can see herself.

* Continue to talk to baby.

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* Place safe, (no sharp edges) bright objects to touch, grasp and hold one at a time.

5 months

* Put colourful objects to attract and encourage baby to turn over.

* Hold baby's two hands and slowly pull her from lying to sitting position.

* Encourage crawling movements by putting toys/objects slightly away from baby.

* Show colourful pictures of objects, people and animals (if available).

6 months

* Give opportunities to sit propped against body of mother holding baby loosely or against pillows on amat so baby can eventually sit on her own.

* Constantly give attention by talking to baby at eye level.

* Play finger games (open, shut them) and other local games.

* Show baby the plants, trees, stones, ponds, ducks, etc.

7 months

* Put clean, safe objects for baby to feel, grasp, squeeze and pile.

* Sing lively songs.

* Talk to baby like you would to an adult.

8 months

* Provide clean, safe objects to bang, throw, and found while baby is sitting .

* Spread clean mat on floor for baby to crawl, creep and sit on.

* Provide bits of food to pick with fingers.

* Provide objects slightly beyond reach to motivate baby to crawl or creep to where objects are.

9 months

* Provide objects such as match boxes, blocks, big seeds, big buttons, small stones to pick.

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* Call baby's name from different directions. Baby will turn her head when her name is called.

* Continue showing pictures and books (if available).

* Introduce local nursery rhymes and songs. Hold baby on your knees and move to the rhythm of therhyme or song.

10 months

* Encourage baby to stand with little help by placing her near the edge of low beds, benches and studytables to hold onto.

* Play games and sing songs pointing to parts of the body - eyes, nose, mouth, ears, etc.

* Do some simple actions such as raising your arms, clapping your hands, etc. and encourage baby toimitate you.

* Play 'peek-a-boo' with the baby.

* Provide objects/seeds, etc. with holes (babies at that age like poking fingers into holes).

11 months

* Encourage walking by holding baby's two hands and later on helping with only one hand.

* Give opportunities to feed herself by providing her with her own cup and spoon.

* Play finger games.

1 year

* Provide walking space free from bumps, corners and objects that may cause stumbling.

* Provide ball to throw and pick up.

* Bring baby outdoors to explore.

* Do not 'baby - talk' to her.

* Give baby manipulative toys like small boxes with covers and plastic containers.

* Give baby toys/objects to pull and put together like blocks and simple puzzles (two pieces).

* Encourage self-feeding.

* Provide pieces of papers for scribbling (if available).

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2 years

* Provide a stick to 'scribble' on the ground.

* Provide clay to exercise muscles of hands and fingers.

* Sing songs with her.

* Give the child play materials such as small broom, small bucket, etc. Children at that age like to imitateadult activities like sweeping and dusting, etc.

* Ask the child the names of animals, objects and adults.

* Provide a variety of safe and colourful objects. Encourage other children to play with your child.

* Ask the child the names of body parts, e.g. show me your nose, eyes, leg, etc.

* Encourage the child to undress herself.

* Talk slowly and clearly.

3 years

* Encourage the child to dress herself.

* Play jumping, running and skipping games.

* Listen to her 'stories'.

* Encourage the child to explore and ask questions.

* Give simple and honest answers.

* Request the child to 'come and bring the broom', 'please go and pick up the cup', etc.

* Pay attention to the child's toilet needs.

4 years

* With your child, march to a song or drumbeat, go fast, then slow, then fast again, etc. Encourage thechild to follow you.

* Change beat from walk to run to jump, to gallop.

* Request the child to water plants without spilling; ask the child to give water to drink to smaller sister orbrother.

* Teach songs with finger play, such as 'incy-wincy spider' or 'I am a little teapot', etc.

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* Provide simple, home - made musical instruments.

* Make simple jigsaw puzzles by cutting big leaves in halves. Ask the child to find the matching half to fittogether.

* Tell stories with repeat words. Allow the child to act them out when possible.

* Allow for free exploration with water, sand or clay.

* Invite other children and plan simple group games for short periods of time. For example: Tell thechildren that you are going to sing a song. Whilst you sing they can dance or run around. The momentyou stop singing they will have to stand still. Watch who is moving when they are supposed to standstill. Call the name of the child and remind her to stand still. Repeat the activity three or four times.

* Help your child by supplying correct names of things. Talk to her like you would to an adult. Increasethe child's vocabulary by including 'please', thank you', 'may I', etc.

5 years

* Ready things needed for bathing or washing and dressing. Encourage child to do everything herself.

* Sing 'make-up' songs like 'this is my nose, my ears, my mouth' , etc. Ask the child to draw herself,mother, father, brother showing parts of their bodies.

* Play 'counting' and 'guessing' games. Collect objects such as pebbles, stones, leaves, flowers, seeds,etc. and ask the child to guess, count and identify colours and shapes.

* Tell stories about animals, plants, people - what they do. Give time to listen to their stories. Provide themwith books (if possible).

* Answer every question honestly (even when they are sometimes embarrasing).

* Invite other children to play with or take them to homes of neighbours or relatives with children. Providethem with toys/objects they can share with others.

* Take them to stores, markets, fields, etc. Ask them to name things they can see. When reaching homeask them to recall what they saw, what they like, etc.

* Provide experience to help them see situations/objects that are 'more', 'less', 'many', 'plenty', 'none'. Letthem handle the objects while counting. Find appropriate counting or number songs and rhymes.

* Feely box or bags:

Provide bags or covered boxes with different objects to find out, without looking, what objects havetextures that are different or alike. Let them compare the 'soft' from 'hard', the 'smooth', 'rough', 'cold','hot', etc.

* Play guessing games by matching flowers, food with similar smells, food with different tastes, etc.

* Strike at tins/cans/bottles of different sizes with or without filling.

* Produce sounds with different objects (banging, shaking, etc.), beat drums, ring small bells and let themhear different sounds.

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* Let them clap their hands and stamp their feet loudly, then softly. Make-up songs/rhymes like 'I canstamp my feet like this, clap my hands, click my fingers, shout', etc.

* Give time to let them talk and listen to their 'stories'.

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Appendix - 2

Rhyme List

Please note, that the original rhymes are in Bangla. Not translationshave been made since the rhymes are specific to Bangladesh. It issuggested that appropriate rhymes of your country be used whenworking / playing with the children.

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Appendix -3

Energizer List

Chinese Whisper

Make a Circle by holding hands. Anyone from the circle will select aword/ very short sentence and will whisper to the person beside her.She will whisper it to the next person. The game will continue followingthe same rule. The last person will listen and loudly speak out theword/sentence she hears.

Singing and Dancing

Make a circle by holding hands. Jointly select a common song (four/sixlines only). All members will sing the song but one will do differentactions following the song and others will follow her actions. Nextperson has to do new actions (not similar to first one) and others willfollow her. Everyone has to show new actions.

Drawing by touching

Sit in a circle. Have a partner. One will write or draw something on thehands of her partner by touching the skin (by using the finger). She candraw/write any thing like flower, star, a letter, etc. The partner has toguess it. One will guess first then she will draw/write and second personwill guess.

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Finding the leader

All members will make a circle. One member will go a few wards fromthe circle. Circle members will select a leader. The leader's job is to dodifferent activities (clapping, moving, rocking, dancing etc.) which otherswill follow immediately. Circle members will invite the person outside thecircle. She has to observe the activities and has to guess who is theleader. If she fails to findout the leader she has to go outside the circleand try second time. If she is right the leader will go outside the circle.The game will continue in this way.

Changing the place

Have chairs or draw small circles on the ground but one less than thenumber of participants (if 20 participants have 19 chairs or 19 circles).All will stand on the circle or sit on the chair and only one will stand onthe front. This person will say "Please change the place who has rings(or anything like bangles, watch, ear rings, black hair etc.). Those whohas rings will change the place and the person who has given theinstruction will try to have a place. One will be without chair or circle andshe will give the instruction. But she will change the name of the objectlike "Please change the place who has Black hair". The game willcontinue in this way.

Change

Make a circle. One will be the leader. The leader will give differentinstructions and other members have to follow it, like "change- touchyour head, change- touch your knee, change- touch your right ear etc.But if the leader avoids the word change and just say touch your ----,then the members are not suppose to touch the specific organ. Thosewho will touch the organ (when the leader is not saying change) will bedisqualified. Continue the game in this way. Very few one will be at theend.

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Making Long Lines

Make two groups with equal number of participants. The competition isto make long lines by holding hands/clothes/ropes etc. (by using allreadily available materials). The group who makes long line is the winnergroup.

Making a story

Make a circle. One member of the circle will tell a few lines of an storyfrom her own. Next person will add 3/4 lines on it. Next person will alsoadd 3/4 lines. Everyone has to carry on the story and the last person willconclude it.

Clapping and telling rhyme

Make a circle. Select a common rhyme and recite it by clapping handsfollowing different style.

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Child Development Unit8/12 Block – B, Lalmatia, Dhaka – 1207Tel: +880 2 9114619 Fax: +880 2 813019Email: [email protected]

Save the Children (USA)35A, Road 9/A, Dhanmondi R/A,Dhaka 1209, BangladeshTel: 880 2 9124976, 880 2 9115291, 880 2 9117454Fax: 880 2 813019 Email: [email protected]

This report was made possible through support provided by the office of Private & Voluntary CooperationBureau for Humanitarian Response, U.S. Agency for International Development, under the terms ofCooperative Agreement No. FAO-A-0096-00003. The opinions expressed herein are those of the authors anddo not necessarily reflect the views of the U.S. Agency for International Development.

Copyright © 1998 Save the Children/US

Early Childhood Counts: Programming Resources for Early Childhood Care and Development.CD-ROM. The Consultative Group on ECCD. Washington D.C.: World Bank, 1999.

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CAREGIVING PROGRAM - Main - ECD · PDF fileParenting / Caregiving Program Copy ... wisdom has been incorporated into the current English version. ... The CRC is very clear in its support