A well-organized program of family and community partnerships yields many benefits for schools and their students. Educators and parents alike know that early grade children need a lot of modeling to navigate through social/emotional, cognitive and gross/fine motor skills. Parent involvement in early literacy is directly connected to academic achievement. Children need parents to be their reading role models with daily practice in order to navigate successfully through beginning literacy skills. This is even more important in the communities we work in.
As part of the Kadam program, supported by READ Alliance, HPPI India has established a tradition of regular parent-teacher meetings in the 200 government schools where this intervention is being carried out. Teachers and parents collectively discuss the child’s monthly progress, the role parents need to play in providing a happy and constructive learning environment, along with discussions around nutrition and healthy eating habits.
Check out this photo blog which highlights how parent involvement fits into the whole ecosystem of learning, and the various ways HPPI is building their capacities to make this involvement more sustainable.
More than 240 community members (parents and family members of children) attended joint meetings in schools across 3 districts: Dewas, Khandwa & Ujjain in Madhya Pradesh.
Regular theme weeks are organized by HPPI in their schools. The theme for this event was ‘Road Safety’, where students presented traffic symbols drawn out on printed flex· There was a discussion post the presentation, with the teachers and community members present.
Children showing off their posters to their parents, teachers and the community members. Such interactive and theme based activities allow the scope to discuss children’s progress and challenges as well as other important topics such as the role that parents play in their children’s learning journey.
Reading facilitators (HPPI staff), along with the parents and community members meet regularly to brainstorm and plan learning interventions geared towards each child’s learning levels and learning needs. Parents and community members also actively participate in cultural activities and school events.
Kadam program, supported by READ Alliance, is based on the premise that catalysing existing resources in a dynamic, self- sustainable and cost effective manner can achieve a sustainable impact on the quality of reading in children in the targeted area by-
– Resource enhancement & convergence at the School level- the major problem of skill deficits in teachers and limited TLM availability in schools will be addressed by empowering teachers in child-centric engaging learning systems, usage of environmental material in teaching, and development of TLM using local material.
– Resource deficiencies at home- can be principally traced to seer and peer illiteracy. A sustainable support system for the child will be developed by channeling their time and engagement in a comfortable manner.
The ‘Kadam’ project aims to enhance the reading skills of children in mother-tongue language (Hindi) with a secondary focus on English (as a second language) across rural government primary schools in three districts of Madhya Pradesh. The project targets to reach out to an estimated 30,600 primary grade learners (of the age group 6–10 years, covered in 8 cohorts) with an objective of enhancing teaching skills in 1000 primary grade teachers in 200 Government primary schools by training them in child-centric processes and TLM development.