Health and education for children in Chiapas

The social inclusion program for early childhood, through the Arrumacos Educational Center, aims to contribute to the development and training of indigenous children from 0 to 4 years old.

Until mid-2017, we focused on strengthening the development of their physical, cognitive, language and socio-affective abilities. However, considering the mission and vision of Melel, we saw the need to propose and restructure a consistent methodological proposal that would allow children to be seen as active subjects of rights. For this we incorporate, to our methodological view, the concepts of construction of early citizenship and protagonist participation.

With the application of these methodologies, the following achievements and advances could be identified in the 9 girls and the 15 boys who entered the center in 2017:

- they make their own decisions: they choose what they like and what they do not like, how much to eat and in what way

- choose which toys to use and if they prefer to do it alone and alone, or in company

- they raise their plates and glasses, collaborating with the order of the food space

- invent their own games and ways to play

- are grouped, showing leadership and proposing activities and games

- they choose their clothes, what to wear and what not, dressing and undressing without help

- are able to express when they feel discomfort, sadness or frustration, learning little by little to create strategies to deal with those emotions

- they integrate the smaller classmates to the activities, and they communicate to the educators when something happens

To achieve the progress described above, 15 educational projects were carried out, with 110 educational sessions, throughout the year:

Work for learning corners: In these sessions, the space of Arrumacos is divided into 5 areas: Music and movement (where you have contact with musical instruments and songs), Art (which allows you to draw and paint), Casita (where you can they can manipulate everyday household objects); Library (where you have access to various books), and Exploration and Construction (where various toys are available that challenge the children sensory to arm / disarm)

Child leadership: listening circles were promoted, sharing activities carried out, seeking to emphasize emotions, feelings and feelings of the girls and boys.

Early stimulation of sensory development: gross and fine motor skills were worked on, allowing and encouraging girls and boys to play with different cereals, fruits and vegetables, knowing their taste and textures.

Identity: questions were asked such as who I am, how is my family, inquiring into cultural and collective identities

Language and communication: the aim was to promote communication in girls and boys

Natural context and life in relation: girls and boys worked on topics related to recycling, water care, different insects, plants and animals.

Early stimulation for cognitive development: it sought to strengthen the development of creativity through the exploration of the environment, experimentation in ways to achieve goals, observation and use of toys and educational materials

Discovering bugs and insects: Through the exploration of natural environments and the approach to the habitat of insects and bugs, the girls and boys could meet butterflies, ants, worms, and spiders.

Farm animals: approached girls and boys to the life of farm animals. Through images, sounds and videos, they had the possibility of knowing what they are like, their habitats, what they eat, how they relate to each other

The body: it was sought that the girls and boys recognize parts of their bodies, identifying them in them and they and their companions.

Likewise, during 2017, a total of 7 knowledge exchange spaces were held, of approximately two hours, for 20 mothers and fathers of the girls and boys who participate in the Arrumacos center. The themes worked were: Identity and Citizenship, Multiple Intelligences, A life free of violence, Parenting Guidelines, Early Sensory Stimulation, Perceptive Feeding, Protagonist Participation.

These events become safe spaces where they can reflect and share experiences, as well as create a network of mutual support to strengthen the fulfillment of their children's rights.

At the same time, several informal talks were held with families about the processing of birth certificates and the registration to preschool. They talked about the importance of the right to identity and education and they were accompanied during both processes. Thus, during 2017, two families were channeled and accompanied in the process of managing the birth certificates of their daughters and sons. Also, 4 girls and boys entered preschool after graduating from Arrumacos and a follow-up database was created, which allows for greater control of the girls and boys who have graduated.

By 2018, we will continue working with the methodologies of protagonist participation and construction of early citizenship. This will imply continuing to adapt the daily actions, as well as the data collection and analysis mechanisms. We will make the pedagogical documentation with the following steps:

1. Write, through stories, videos, photographs, drawings, the actions of each girl and boy, occurred throughout the day.

2. Analyze and interpret what is documented qualitatively. We will do a work of interpretation and reinterpretation, if necessary, to evaluate the activities, spaces and moments, this through the established axes. This work will be carried out by the educators collectively and, in addition to being able to read through the categories of protagonist participation, they will seek to be able to be read in development achievements taking into account the rhythm of each girl and boy.

3. Generate educational actions. Once evaluated the activities, corners and educational moments, we will identify the elements that need to be improved, modified or strengthened.

In this way, the axes of educational action are established based on protagonist participation, and educational projects will be carried out based on the joint participation of girls, boys and adults.