PARENTING EDUCATION

in ECCD

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Presented by: Le Thi Bich Hanh, Plan International Vietnam

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Children are at low development status:

Limited access to ECCD for children under 3 (27%)

Low quality of care and early learning services

Parents have limited involvement in ECCD

Parents have limited ECCD knowledge and skills

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Other key issues

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Limited awareness of policymakers on integrated ECCD

Lack of attention to integratedECCD efforts in the social-economic development plans

Limited coordination amongECCD stakeholders

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Key strategies:

Strengthening leadership at different levels

in ECCD and care work

Strengthening inter-sectorial coordination in

ECCD

Strengthening the State management of

ECCD

Enhancement of the quality ECCD and care

services at home and in communities

Enhancement of resource mobilization and

international cooperation for ECCD

NATIONAL ECCD PROGRAMME (2017-2025)

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MOH

Child health & nutrition

MoET

Early learning/

education –school based

Community based organizations

Parenting

HB/CB childcare services

MOLISA

Protection,

Coordination

National ECCD

system

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Parenting education

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Parents - primary partners in their

child’s development and readiness to

school and higher education.

Parenting - potentially powerful

factor in mitigating the risks of

poverty

Parenting education fosters the

overall development of children by:

Strengthening their knowledge

about child development

Building their capacities and

skills/practices

Connecting them with resources

available at communities that

support their positive practices

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Improve knowledge of positive ECCD practices for parents/caregivers

Improve access to community-based support mechanisms for parents/caregivers

Strengthen community’s capacities in establishing, managing or supporting community-based early stimulation and learning initiatives

Advocate for scaling parenting education in ECCD based on the strong evidences/best practices

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Early learning (U3) –

language & cognitive

Pre-primary -school

readiness/ language

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Program intervention focus

Community based parenting initiatives

ParentsChildren (U3)-

parents

Improved capacities of community based volunteers

network

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Parents and their children 0-3

years old

Led and managed by parents/

community volunteers

a stimulating home and/or

centre-based environment

Positive indigenous and other

early child care stimulation

practices

A forum for learning about and

testing new practices.

Source of volunteers to organize

play groups for children to

stimulate early learning

through play activities

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Parents of children aged 4-8

led and managed by parents/

community volunteers

Positive indigenous and

other child care and early

learning practices

A forum for learning about and

testing new practices.

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Health/ WASH

Child protection

Education

Income Generation

Loan/

saving

Others: (Safety, DRR)

Ind

ige

no

us

/

Lo

cal k

no

wle

dg

e

Be

ha

vio

r C

ha

ng

e

Design/ PlanningImplementation &

monitoring

Replication/

sustainability

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CP

system

Health

system

Education

system

Agri. &

rural Dev. Loan

providers

Others

Parent group Parent group Parent group Parent group

Community engagement and support

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Program pathway

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Developing/ piloting

replicable Evidences

Enhancing effective

implementation of those

evidences at wider scale.

Using strong evidences to Advocate for

better programs & policies

Children/

girls’ rights

fulfilled

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49,0%

67,5%

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

2018 2019

% of children aged under 3, with whom an adult household member engaged in activities

that promote early stimulation and learning

55,5%

73,1%

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

2018 2019

% of children aged 36-59 months, with whom an adult household member

engaged in activities that promote learning and school readiness

584

1.196

0

200

400

600

800

1.000

1.200

1.400

FY18 FY19

# of functioning community based initiatives to promote early stimulation and child development

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Parents are engaged in ECCD with:

Increased aspirations for children’s future

More support children with health/nutrition,

homework and learning

Seeking support from others

PE modality with high scalability:

Responsive support to local needs

Culturally appropriate services – high

relevance

Low costs + simple operation model ->

Affordable to the poor communities

Mainstream into the existing system-> cost

effective and sustainable

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Parenting model have demonstrated replicability, because:

They have responded to local needs and have contributed to

deal with challenges that children, parents and communities are

facing with; leaded to positive changes in young children,

parents and community facilitators as well

They provided culturally services to young children in the

remote EM areas where ECCD services are hardly reached out

Operation costs of these models are affordable to the poor

communities

Selection of local partners who manage these models, operation

mechanism and implementation are appropriate to the local

context and capacities

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Program interventions should be culturally and locally

appropriate (via promotion of positive deviance,

connecting with existing resources)

Community volunteers and teachers play critical role in

implementing, managing and sustaining the program

interventions, building capacity for them should be

carefully considered and prioritized

Along with information provision, supportive environment

should be created and well connected to available

services providers to support parents’ application of new

skills (BCC)

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Programmatic goal/s should determine the programmatic strategy/approach: integration; professional-semiprofessional; capacity building vs. delivery, etc.

Program quantity or “dose” (i.e. duration, frequency and intensity) influences program benefits: should be taken into consideration when designing effective programs

Multiple program modalities: use of multiple modalities in ECCD program (parenting, community, school based, etc.)

The quality of service provision matters to the program’s success: strengthening the capacity of service providers

More researches and evidences are needed on the scaling up of ECCD intervention models

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