Enhancing Early Childhood Development through Play-Based Learning in Afghanistan
Learning
Through Play –
ECD in
Afghanistan
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Welcome!
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Closing remarks
Outline of today’s showcase
Jan Ali Entezar, National Manager –Education
Implementation, AKF- Afghanistan
Presenting On behalf of Shakila and Qurban
Begum, ECD teachers in
Karte Khurasan high
school
in Baghlan Province, Afghanistan
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•
Lack of public awareness
about ECD
•
Limited mobility outside
of community
•
Poor Parent-child interaction
•
Lack of understanding about
the importance of play
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•
Lack of specific
curriculum, policy and
strategy for ECD
•
Lack of policy makers
awareness about ECD
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•
Not trained on holistic
and innovative teaching and
learning approaches/
student centered teaching
methodologies;
•
Lack of ECD teachers
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Poorly equipped
ECD classrooms
•
Lack of availability of play
and learning materials at
home and communities
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There is not any playing space or
playground for children, and because of
that, the children have no interest in
participating in ECD class".
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The evaluation of the student’s knowledge in
ECD (Early Childhood Development) showed
69 % in literacy(Reading and writing) subject,
34% in numeracy subject, 44% in cooperation,
70% in art and culture, 47% in health &
nutrition and 7% in creativity.
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ECD teachers need the most
support/short- and long-term trainings on
holistic and students centered teaching
methodologies. lack of teaching & learning
materials.
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School heads shared feedback on the biggest
challenges that the teachers are not familiar
with holistic, and students centered teaching
methodologies, and as a result, the students
face challenges in achieving their goals.
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There is not any playing space or
playground for children,
which affects children’s
interest in participating in ECD class.
ECD teachers need the support
on holistic and students
centered teaching and learning
approaches. lack of teaching &
learning materials in the ECD
class.
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What did we learn from those we interviewed?
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Teachers, school
leads, parents, and
students
1
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Providing the
play activities/environ
ment for the ECD
students will improve
the students' learning
outcomes
Design
Process
So, we created… and we learned…
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1. The teacher is interested and actively participating in the training.
2. The teacher is interested to understand new teaching methods and activities.
3. The teacher learned new ECD activities.
4. The students’ participation in the class increased.
5. The student learns the lesson through play/games.
6. The learning outcomes of the students increased.
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How we implemented our innovation
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First letter collection game, Line
puzzle game, Story telling,
Teaching the alphabet to children
by reading poetry, Play with
Shapes, Make Shape Pictures,
Play with Numbers, Happy
games, and Cartoon drawing.
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Stationery for students, class kit,
doctor set, kitchen set, story
books, math kit, flash disk, LCD
for showing the alphabet melody
videos for academic parts,
stipend for the teachers.
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know if
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idea is
successful
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•
To share the results/progress with
other teachers at the schools
•
To iterate and implement the
successful innovation next academic
year
•
Improved quality and relevance of
teaching and improved students
learning outcomes (knowledge,
value, attitudes, skills).
•
Community and school support for
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students to explore the challenge or problem.
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On the second day of the prototype test: The teacher
practiced the activities, and the design team tested
the determined assumptions in the Kharte Khurasan
ECD center.
Addressing the challenges faced in Early Childhood Development (ECD) in Afghanistan, this showcase focuses on improving student learning outcomes through play-based approaches. The initiative involves working closely with teachers and students to create a conducive play and learning environment, providing training on innovative teaching methodologies, and implementing the Human-Centered Design (HCD) process in ECD classes. By identifying and tackling key issues such as lack of resources, teacher training, and awareness, the program aims to enhance literacy, numeracy, health, nutrition, art, and creativity for young learners in Afghanistan.
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Presentation Transcript
Learning Learning Through Play Through Play ECD in ECD in Afghanistan Afghanistan Presented by: Jan Ali Entezar June 5, 2023
Welcome! Outline of today s showcase Introduction Jan Ali Entezar, National Manager Education Implementation, AKF- Afghanistan Showcase on Learning Through Play Presenting On behalf of Shakila and Qurban Begum, ECD teachers in Karte Khurasan high school in Baghlan Province, Afghanistan Closing remarks
The Challenge: Low Student Learning Outcomes in literacy, numeracy, health and nutrition, art, cooperation and creativity Social norms Lack of qualified teachers Lack of public awareness about ECD Limited mobility outside of community Poor Parent-child interaction Lack of understanding about the importance of play Not trained on holistic and innovative teaching and learning approaches/ student centered teaching methodologies; Lack of ECD teachers Policy and Strategy Poorly equipped facilities Lack of specific curriculum, policy and strategy for ECD Lack of policy makers awareness about ECD Poorly equipped ECD classrooms Lack of availability of play and learning materials at home and communities
Evidence of Challenge Review of assessment evidence The evaluation of the student s knowledge in ECD (Early Childhood Development) showed 69 % in literacy(Reading and writing) subject, 34% in numeracy subject, 44% in cooperation, 70% in art and culture, 47% in health & nutrition and 7% in creativity. Interview with Parents There is not any playing space or playground for children, and because of that, the children have no interest in participating in ECD class". Interviews with teachers ECD teachers need the most support/short- and long-term trainings on holistic and students centered teaching methodologies. lack of teaching & learning materials. Interviews with School heads School heads shared feedback on the biggest challenges that the teachers are not familiar with holistic, and students centered teaching methodologies, and as a result, the students face challenges in achieving their goals.
The Idea How will we solve the problem? 1. Idea: To work with each student and provide the play and games environment for the students to improve the student learning outcomes. 2. Teachers receive training on the HCD process 3. To assess the students and use the data in the HCD process 4. To implement the HCD process in the ECD class
Design Process | Empathy What did we learn from those we interviewed? 2 3 1 We noticed/ saw/heard There is not any playing space or playground for children, which affects children s interest in participating in ECD class. ECD teachers need the support on holistic and students centered teaching and learning approaches. lack of teaching & learning materials in the ECD class. Our insight Providing the play activities/environ ment for the ECD students will improve the students' learning outcomes We met Teachers, school leads, parents, and students
Prototyping and Testing So, we created and we learned Prototyping: 1. Provide the contents and topics of the training for the teachers and get their opinions. 2. Provision of teaching materials for prototype testing. 3. Equipping one of the classes in the school to hold a prototype testing session. 4. Preparation for two days of prototype testing, that in the first day AKF master trainer did some activities for teachers, and after that, the teachers practiced the activities in the class. 1 Assumptions: 1. The teacher is interested and actively participating in the training. 2. The teacher is interested to understand new teaching methods and activities. 3. The teacher learned new ECD activities. 4. The students participation in the class increased. 5. The student learns the lesson through play/games. 6. The learning outcomes of the students increased. Design Process 2 Learned: The testing prototype showed that all the students were active during activities, and the students were at the center of the activities and learned with each other to improve their literacy, numeracy, and non-academic skills. The activities were like play/games, and the implementation of the activities was as entertainment. The teachers said that implementing these activities would solve the learning problems. 3
About Innovation How we implemented our innovation 1 2 3 Key activities Resources Timeline 3 hours per day, 6 days a week, 3 Months. First letter collection game, Line puzzle game, Story telling, Teaching the alphabet to children by reading poetry, Play with Shapes, Make Shape Pictures, Play with Numbers, Happy games, and Cartoon drawing. Stationery for students, class kit, doctor set, kitchen set, story books, math kit, flash disk, LCD for showing the alphabet melody videos for academic parts, stipend for the teachers.
Creating Positive Change How will we know if our idea is successful? Assessment table Shows the positive change in learning outcomes Subject Baseline End Line Progress Reading & Writing 69% 84% 15% Numeracy 34% 85% 51% Cooperation 44% 85% 41% Art & Culture 70% 96% 26% Health & Nutrition 47% 99% 52% Creativity 7% 99% 92%
Call to Action What support do we need? 1 2 3 Schools Parents and Community to support the schools and motivate the students Qualified Teachers to implement holistic and innovative teaching and learning approaches Leads/Principals and Teachers Heads to support the teachers and provide opportunities
Closing Remarks To share the results/progress with other teachers at the schools To iterate and implement the successful innovation next academic year Improved quality and relevance of teaching and improved students learning outcomes (knowledge, value, attitudes, skills). Community and school support for ECD
Photos The design team is completing the launch phase to launch the challenge in the Karte Khurasan ECD center
Shogufa Design team members interviewing parents and students to explore the challenge or problem.
Shogufa Shogufa, Design team member is interviewing the teacher of the class , Design team member is interviewing the teacher of the class to explore the challenge or problem. to explore the challenge or problem.
First day of test prototype: Design Team is testing the prototype with the AKF Master trainer (Implementation of several ECD teaching activities with using of teaching materials in the classroom for teachers, as an example).
On the second day of the prototype test: The teacher practiced the activities, and the design team tested the determined assumptions in the Kharte Khurasan ECD center.
WITH MANY THANKS TO OUR GLOBAL COALITION OF PARTNERS
