Happy to See Healthy Children Play Joyfully

 

World Vision in Poso implemented holistic and integrated approach to Early Childhood Care and Education (ECCD). Through this approach, ECCD in Poso has a new method in teaching by involving the environment as a source in learning process. The early childhood practitioners, facilitated by World Vision, say that now the learning process is better due to this approach.

“There is no greater happiness than to see healthy children play joyfully in early childhood education and the community support fully their child development process,” says Deyske Hesty, 42, an early childhood school’s headmaster supported by World Vision in Poso, Central Sulawesi province.

“This institution combines all integrative and holistic early childhood methods which had been trained by World Vision,” Hadiah Natal, 43, says courteously.

Hesty and Hadiah are early childhood school management who followed intensive training related to early childhood education.

In the past, Hesty admits, the learning process of her school was routine activities like drawing or singing. The environment around children was not yet recognised as a learning source. Local government, churches, integrated health post or others were not fully involved as partners.

A change came to Hesty and her colleagues in 2010. Her school formed a partnership with World Vision, and they participated in child development training through integrative and holistic Early Childhood Care and Education (ECCD) approach.

This approach integrates early childhood institution with all stakeholders, such as integrated health post, local government, churches and local office, as well as parents.

Now Hesty is aware enough that early child development not only started when they enter kindergarten or playgroup. But it begins since a child in his or her mother’s womb.

The integration between health posts with early childhood education could be seen from health services provision, such as child weighing and monthly inspection of teeth and fingernails. The weighing results are analysed. If there are children who have health problems, health officials will examine them. If there is a need for medicines, they will be referred to community health centres.

“Early age child needs service from integrated health post. Then, we come to school. So, the child whose parents do not have a chance to go to health post can get services in school,” says Yerlin, 37, one of committed cadres. She actively joined child development training facilitated by World Vision.

Child development and disease management trainings that aligned with local context were held by early childhood cadres and health officials, including trainings by doctors to parents. This activity is usually held after health post or churches activities are completed.

Early childhood activities in Hesty’s school could be carried out due to funding support from parents, churches, and local government. Local government also has been committed to support local educational games provision. Parents are also included in support of learning process in early childhood education by providing supplementary food.

The following programme from Hesty is the integration of Harmony Education values in early childhood education, so that the values of good character were realised early through a child's everyday experiences.

Not much different from early childhood education under Hadiah’s leadership. She internalized harmony education values in its learning process and implemented holistic and integrative approach as well. In the meantime, the Harmony Education module was developed in her school.

Integration process that occurs in her school requires effort and struggle. Hadiah had to gather local government, churches, integrated health post, and parents to sit down together and discuss it. They were also invited to actively join training. This effort was not in vain. Finally they have the same thoughts – an integrative and holistic early childhood education was realised.

Hadiah, often called Mama Dedy, explained that her school already had a reading room for children, so the children can play with an effective use of time. Even without an instruction, the kids are heading to reading room.

Alfrida, 37, mother of Putri, 6, saw that there is a change in her daughter after she got education in early childhood school.

"My child becomes more independent. At first, I had to drop off and wait until it is time to go home. Now, it is no need anymore. I just drop off her and pick up,” the proud mother says. “She is able to set up her own school equipment. She used to litter, but now she knows that she must put garbage at trash can. She is able to pray without me as well.”

"Integrative and holistic early childhood education has made a big difference in our village," says Karya, 48, a village head. "Children become smarter, braver and healthier and parents are more concerned about their children's education."

Maldini, 6, enjoys his activites at kindergarten. "I am happy learning in this school. We usually play soccer, lunch together, singing, chatting with the teacher, exercising with my friends and teachers, coloring, making the stars using corn kernels, playing on the swing, reading books, weighed, and brushing our teeth together."

Once a month the ECCD caretakers hold a meeting with the students' parents to get feedbacks about the progress of the children, to evaluate the way of teachers in teaching.

World Vision Indonesia introduces the new teaching-learning method, i.e. AJEL (Active, Joyful, Effective Learning) in the entire of its ministry area.

*Written by Jemi Deborah Silitonga, Community Development Coordinator from World Vision in Poso, Central Sulawesi, Indonesia