WeCare-Informed Parenting Project 37

WeCare-Informed Parenting Project (Report 2) 

1. Introduction

With the generous support of donors, Rupani Foundation implemented multiple activities under the WeCare-Informed Parenting Project (AWIP) with a focus on increasing access to ECD services through learning centers and creating awareness among parents and caregivers regarding the importance of ECD. 

2. Establishment of AWIP Learning Centers

In the second phase, the foundation identified and established AWIP centers in the following locations: Rahimabad, Gilgit, Muhammadabad, Gilgit, Fenna, Astore, and Khomay, Astore in the mountainous Gilgit-Baltistan regions of Pakistan. In the first phase, the foundation had established five ECD centers in Skardu district of Gilgit-Baltistan.

These learning centers were designed to provide a holistic approach to learning and development for children.  The foundation established five learning corners, equipped with the required ECD materials and resources in each learning center, to facilitate a well-rounded learning experience for the children, parents, grandparents and other caregivers. These five corners included Language & Literacy Corner, Basic Mathematical Concepts Corner, Science Corner, Home Corner/Health and Hygiene and Creative Arts Corner

3. Training of Family Support Motivators (FSMs)

The project provided training to 40 FSMs/teachers from the intervention areas. The training covered the components of the WHO nurturing care framework and introduced them to Early Childhood Development (ECD) pedagogies. Furthermore, FSMs were exposed to innovative ways of engaging with communities to increase the outreach and impact of the ECD program. This also emphasized the significance of the first 1,000 golden days in a child's development to enhance the FSMs' in-depth understanding.

4. Enrolment in Learning Centers

Thanks to the dedicated efforts of the FSMs and the support of local communities, the foundation successfully conducted an enrolment campaign. As a result, the foundation enrolled 150 children, 150 mothers, 100 fathers, 50 pregnant mothers, 60 grandparents and other caregivers in the new centers along with those enrolled in Skardu centers in first phase (report 1).

In the intervention areas, the 73 ECD centers established and run by the foundation is benefiting 2,239 children, 2,184 mothers, 2,184 fathers, and 800 grandparents.

This achievement signifies a substantial commitment from the community towards the holistic development of their children.

 5. Sessions at the Learning Centers

The learning centers conducted regular sessions based on a daily schedule for children and mothers, with two-hour sessions held five days a week. These sessions were designed around the five components of WHO's nurturing care framework.

The daily schedule played a vital role in engaging and motivating children and their caregivers. It promoted a holistic learning environment and included activities such as Free Play Time, Greeting Time, Calendar Time, Concept Time, Warm-Up Time, Story Reading Time, Learning Corners Time, Outdoor Time, and Poem Time.

The centers also hosted "Me and My Dad" and grandparents' sessions, providing an opportunity for fathers, grandparents, and children to come together and participate in engaging activities. These sessions not only fostered enjoyable experiences but also facilitated positive relationships between caregivers and children.

The centers regularly celebrated national and international days, reinforcing the sense of community and togetherness. Some of the celebrated occasions included Women's Day, World Kidney Day, Novroz and DADA Celebrations, Earth Day, Mother's Day, Eid Milan Party, Colors Day, Fruit Days, International Yoga Day, Ginani Festival, Children's Day, and other festivals.

6. Transformative Story of Amina

Amina is a bright and enthusiastic three-year-old girl from Rahimabad, Gilgit. Amina's journey in the AWIP center has been nothing short of remarkable. When she first joined the program, she was a shy and reserved child, lacking the basic skills needed to thrive in education and life.

With the support of dedicated FSMS and a nurturing environment of age-appropriate activities, play, and learning, she developed her cognitive and social skills. Amina's confidence grew, and she became an active participant in class, eager to explore new ideas.

As Amina progressed through the ECD program, her literacy and numeracy skills flourished. She learned to express herself, ask questions, and work collaboratively with her peers. The center’s emphasis on holistic development allowed Amina to not only excel academically but also build essential life skills.

Today, Amina is a shining example of the positive impact of the AWIP center. She is a confident, inquisitive, and well-rounded child who is excited about her educational journey. Amina's success story showcases the transformative power of early childhood education and the dedicated efforts of the AWIP program in shaping the future of children.

7. Conclusion

The generous support of the donors helped the foundation to make a significant impact on the lives of children and families in the intervention areas. The partnership in our mission to provide quality early childhood development services and support is invaluable. In the upcoming months, the foundation will further increase the outreach and impact of the program.