Tag Archives: Headteacher

5 benefits of play for Early Childhood Development

Much of a child’s early years are spent playing, exploring and testing their environment and own personal boundaries. All of this play has significant and proven benefits for a child’s early development. Research has shown that children who regularly engage in play-based learning have better cognitive flexibility, working memory and self-regulation ability.

Here at African Revival, we recognise the immense benefits of play-based learning and have incorporated it as one of the major elements of our jumpstart! nursery education programme. In our 10 jumpstart! schools, we are building playgrounds, training teachers in how to guide play-based learning and make their own play materials using natural materials, and even teaching parents how to encourage productive play at home. We know that play is incredibly important for early childhood development – but what exactly are the top benefits?

1. Better behaviour

Children behave better in the classroom when they have had the chance to blow off steam and release energy on the playground during the day. Playing is a known method of stress release that can help with a child’s emotional welfare, as nursery teacher Gino, from Purongo Hill Primary School in Nwoya district says: “the playground is where the children release their stress and refresh their minds between learning”

2. Good social skills

Play can help young children become more aware of other people’s feelings and develop empathy. During play, whether it is inside or outside of the environment, children must interact and cooperate with each other, as well as share play equipment which requires good communication skills. Children can build relationships, learn to resolve conflicts, negotiate and regulate their emotions and behaviors. According to nursery teacher Gino, increased play-based learning at Purongo Hill has “eliminated that spirit of being selfish, and also helping the children with sharing because of that thing of collaboration”

3. Improves academic performance

In 2009, research from the American Journal of School Health found that the more physical activity tests children can pass, the more likely they are to do well on academic tests. According to psychologist Kathryn Hirsch Pasek, “Children learn to count when they’re doing hopscotch […] They are telling stories on the playground, and they’re getting active.”

Furthermore, play can nurture qualities like self-discipline and attentional control, which can be just as vital for school readiness as content knowledge. Children with longer attention spans and self-control can focus more on tasks in the classroom. This is because when children engage in make-believe play that involves role playing, there are generally rules that they must follow which involves regulating their natural self and behavior. By practicing this in a safe, fun environment, their self-control is enhanced, which can then be transferred to a classroom setting.

4. Language development

Moreover, make-believe play that involves role playing can also help children to develop their language skills, as was shown in a British study (Lewis, 2000). Infant pupils were asked to engage in symbolic play, whereby they use objects, actions or ideas to represent other objects, actions or ideas. For example, a child may put a wooden block to her ear as a pretend mobile phone. Children who scored higher on a test of symbolic play had better language skills, both in terms of what they understood and spoke. This suggests that play helps to develop and solidify language skills.

5. Increases enthusiasm for learning

In northern Uganda, where drop out rates amongst primary school students are very high, play-based learning can encourage pupils to stay in school and attend more frequently. Indeed, at Purongo Hill Primary School in Nwoya district, nursery teacher Gino says that enrolment has skyrocketed since African Revival constructed a playground at the school (from 30 pupils in the nursery section to 120): “the playground has been an advantage to us because it has drawn in children, increased enrolment and reduced drop outs”.

Introducing Speed School!

In rural Nwoya district, Northern Uganda, many children are not in school. Some have dropped out – others have never been to school at all. The reasons for dropping out are myriad. Some families do not have enough money to pay the fees for multiple children at school, as well as school uniform and scholastic materials. Other children are required to stay at home to care for sick relatives or help with household chores.

Molly (right) is one young girl who, at 13 years old, had never been to school until she enrolled in Speed School. Her uncle, who she lives with, did not allow her to go to school; instead she stayed at home to do most of the cooking and cleaning. And hers is not an isolated case. Sarah, also 13, had to drop out of school when her father spent all the money meant for school fees on the bride price for Sarah’s step mother. Paying dowry is still a tradition in northern Uganda and often impoverishes families. After the money had been used on his new bride, Sarah’s father asked her and her 4 siblings to stay at home until he found the money for their education. 3 are now enrolled in Speed School, which is a free initiative.

The reasons why children have dropped out of school are complex and difficult to address. But now a new initiative called Speed School, implemented by African Revival in partnership with Geneva Global, is aiming to get these drop outs back into school. The Speed School programme was previously implemented by Geneva Global in Ethiopia. The project was such a success that it was brought to Uganda and adapted to the national education system. African Revival is now managing 30 Speed School classes, each with 25 pupils. Over one year, we aim to educate and reintroduce 750 pupils into mainstream education and address the root causes of primary school drop outs and absenteeism.

Speed School is an accelerated learning programme which will teach children the first 3 years of the primary curriculum, after which they will re-join the formal education system in Grade 4. Children are taught using effective participatory and child-centred learning methods which the Speed School teachers (called facilitators) learned during an intensive training session at the start of the project. The facilitators are also taught different ways to lesson plan, make learning aids, and encouraged to place an emphasis on critical thinking skills in class. Reduced class sizes of 25 pupils (the average teacher-pupil ratio in government schools is 1:80) also makes classes easier to manage and improves behaviour and pupil motivation. Moreover, the facilitators are from the local community, so as well as teaching the condensed curriculum, they can also monitor their pupils to ensure that they stay in Speed School and do not drop out again.

As well as Speed School classes, Geneva Global have also established self-help groups for the parents of the enrolled pupils. In these groups parents – primarily mothers – will be trained in Income Generating Activities to economically empower them so they are able to meet the financial demands of educating their children. These activities may include Village Savings and Loans Associations (VSLA), agriculture or business activities.

By ensuring the parents are empowered economically, the Speed School programme aims to address one of the main reasons why children dropped out of school in the first place: lack of money for school fees. Even if parents want their children to gain an education, school is not always a priority. Richard, a bright-eyed 13 year-old, dropped out of school in 2012 because both of his parents had died. He now lives with his grandmother, and has a hand-to-mouth existence: his grandmother is frail and can only generate enough money to feed Richard. No money is left for school fees. But now Speed School is helping Richard to study again and get an education, so one day he can achieve his dream of becoming a pilot: “I want to be a pilot so I can move in different places, and learning ways of living and different cultures”. Motivated and focus, we are sure Richard, along with the other children in Speed School, will excel this year in this supportive programme and go on to succeed in the future.

Sunday: Community Innovator

Sunday is only 22 years old, yet already he is the headteacher of Lacek Community School in Nwoya district! To hold such an important position at such a young age is testimony to both his considerable talents as a teacher and to how highly he is considered in the surrounding community. But Sunday is not just a Headteacher. He is also participating in the Teacher Changemaker network, which we coordinate in partnership with STIR Education in Northern Uganda! So far, Sunday has implemented an incredibly successful Village Savings and Loans Association in Lacek School (they have saved an impressive 3,775,400 since May) which is also helping to bring parents closer to the school to monitor their children’s education, improving student motivation and performance. Read on to discover how Sunday is changing the way the local community views education and impacting on the next generation at Lacek Community School!

My parents were escaping from the Lord’s Resistence Army, so I was born in Gulu. But our original homeland is in Kinene. We moved back to Kinene in 2006 when the war ended. I was 13 years old. I have only 3 brothers without any girls. My mother gave birth to 4 girls but they all passed away. There were only 4 boys left. I have four half brothers and sisters from my fathers second wife. We all live together in Kinene. My father had many wives, almost 11. He is 80 years old now.

Teaching became interesting to me because of a certain teacher in my primary, called Mr Laloo. That teacher really made me who I am. I struggled to learn English, so he put a lot of work into teaching me how to speak and write well. I liked the way he taught me, and I promised to myself I would become a teacher.

Being part of the Teacher Changemaker network made me realise that the problem in our schools is parent engagement. It touches me. There is a lack of parent engagement in these communities – parents have very negative attitudes towards education. I saw that many were not able to pay their children in school. I sat down with the School Management Committees and asked, which is the best way we can help these parents? I decided to bring the Village Savings and Loans Association (VSLA), which other localities are doing successfully. When they save money for 2 months, that money alone is able to pay the school fees for their children. So I decided to mobilize parents. Many parents joined me. Every week they come and save their money in the pool. So far they have saved 3,775,400 (since May 2015).

Children are getting benefits from their parents being in the VSLA. Their parents can borrow money and pay them, buy for them uniform, the scholastic materials. Also, the parents are able to monitor their children, whether they are in the class, whether they are learning. They first move around all the school compound checking what is wrong, what is good, and they feedback later.

In our culture, when you are a teacher, people prefer to be like you, because teachers are able to make unknown known. So people take teachers as the most important thing for the community. The change makers. Whenever there are any problems they first consult the teacher. During village meetings, I am always the chief’s guest when they are making bylaws. I help them to decide which ways to manage the schools and build the community. And when we are making school rules, we invite the chiefs to help. So when the child is not at school, we can give a phone call to the chief to inform him about the problem within his area of service.

I am getting some great advice from the network, like its OK to make mistakes. For us we take mistakes as a very bad thing. When we make mistakes in the Ugandan education system, people do not like it. But when I see anyone making mistakes, I just help them, and do not tell them off. The network always tells us that through mistakes, you can learn.

The part of the network that has motivated me a lot is friendship. Before, I didn’t know any of the other teachers in Nwoya district who are now in the network. I speak with my friend Gino (a pre-primary teacher at Purongo Hill Primary School) by phone almost daily. We just call each other and share the things from our day.

In the future, after going for my ECD diploma, I’m hoping to be a tutor and train teachers in Early Childhood Development. I can see myself so much specialised in the ECD because I understand young children’s behaviour.

My daughter, she is very stubborn! She is around 2 years old. At around 1 ½ years, she was also able to speak. She acquired language very early. I play with her everyday, even if she is not understanding everything I say. She is called Akello Charity Hope. She loves playing, she plays so much. When I reach home in the evening, we sing songs together. I will arrive and she will immediately come to me to sing songs, to speak funny things. In the future I want her to be like me – a teacher.

Teacher Profile: Meet Mrs. Shanachenga!

We would love to introduce you to Mrs. Shanachenga, the acting head-teacher of Inkumbi Basic School, located in southern Zambia’s Zimba district. Mrs. Shanachenga lives on the school compound in one of the teachers’ houses with her husband and some of her children, including her youngest, Timothy, who is enrolled in grade 1 at the school. The mother of seven children, Mrs. Shanachenga’s family is rapidly expanding; she already has five grand-children!

Mrs. Shanachenga qualified as a teacher in 1994 in Livingstone, and then went on to study for an additional teaching diploma before beginning her teaching career in 1995. Mrs. Shanachenga has been at Inkumbi Basic School for almost two years now teaching Grade 2, and she is also enjoying her new position as the acting head-teacher: “I am enjoying being the acting head-teacher; I am learning a lot. When you are not in administration, you might look and say that it is an easy job, but now that I am in this position, I have learnt that it isn’t easy- there are a lot of challenges but I like it. I would love to be promoted to be a permanent head-teacher one-day!”

Mrs. Shanachenga loves teaching, but it actually wasn’t her original career choice. However, she just couldn’t ignore her natural aptitude for teaching: “at first I had no interest in teaching, I wanted to work in the government in the Ministry of Defence; I went for interviews but I failed. However, I knew that I had a talent for teaching. That gift was apparent from when I was young…my fellow pupils would ask me to teach them, because I was very good especially in maths and science. After class, if my peers didn’t understand something, they would ask me to teach them, so I would go to the blackboard and explain the lesson to them again. It showed that I was a teacher from birth so it made sense to go into teaching; it was very easy and very natural to me.” It seems that Mrs. Shanachenga has inspired a new generation with her love for teaching, as her oldest daughter will be following in her teaching foot-steps and will be starting teacher-training next year!

Mrs. Shanachenga particularly enjoys teaching younger classes, and loves teaching her grade 2 class and contributing towards their development: “with teaching, what I like most is that you can see how children develop- some children have no problems learning, but others may need help. And once you help them nicely, then they will catch up. I like using my special skills to help all my pupils do well.” Mrs. Shanachenga hopes that with help, her pupils will grow up to “enjoy employment. Once the children are well-educated, mixing with people is easy and they will be able to go anywhere and do anything as long as they have their education.”

Although it is a rewarding vocation, being a teacher in a rural school admittedly has its fair share of challenges. Mrs. Shanachenga explained them to us: “over-enrolment is a real challenge in the rural set up; all our classes are over-enrolled and we only have 12 teachers for 736 pupils. For example, in grade 2, there are 93 pupils, so it is not easy for me to teach effectively because I need time to spend with children who need extra help. So it is a challenge, especially because we don’t have adequate teaching materials.” In spite of these difficulties, Mrs. Shanachenga and her entire teaching staff work very hard to give the children of Inkumbi the best education possible. With her dedication, we are sure that Mrs. Shanachenga’s pupils will not only excel in school, but also grow up to do great things!