Access to early education is a global challenge, yet it is a higher risk for rural, indigenous children. This microproject will champion 10 preschoolers and their families in the native Quilmes Community of the Calchaqui Valleys of Argentina, as they connect with books and improve social and learning skills that will help them break the cycle of poverty.
One of every two children in Tucuman is poor, and has less chances to succeed in school. Low-income children from rural and indigenous communities have less access to books and early learning, and parents do not have the tools to be their child's first teacher. Ages 2 to 5 years are the most imporant, as early development affects chances in school.
This evidence-based project delivers 30 months of peer-to-peer home lessons to 10 indigenous parents, who in turn teach their 2-5 year-old children for 20 minutes each day. Using books and role-play, parents help preschoolers get the skills they need to succeed later on in school. Furthermore, the program fosters career advancement with its home visitors, who are usually members of the community. The project is part of the Home Instruction for Parents of Preschool Youngsters (HIPPY) Network.
Through home libraries and a home visting support system, this project will help preschoolers and their families develop skills to improve school readiness, parent involvement, attendance, and standardized test scores in reading and math throughout elementary school. Success in school empowers families and children, and pushes them to beat the odds for themselves and their communities, through further education, leadership, and awareness.
This project has provided additional documentation in a PDF file (projdoc.pdf).
