NETWORK FOR INFORMATION ON PARENTING
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NETWORK FOR
INFORMATION ON PARENTING
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A Tamilnadu Initiative
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NETWORK FOR INFORMATION ON PARENTING
(A Tamiinadu Initiative)
Network for Information on Parenting formed
on 16th July 1999 at a meeting sponsored by
UNICEF. The TOR was endorsed by the first
group of invitees many of whom became
members of NIP
Page 3 - 6
Very soon for a better understanding of the
processes, strengths and weaknesses of networking,
Dr. Abel Rajarathnam sent in "So you want to Network"
Page 7-12
NIP's plan of action as envisaged was elaborated
in a strategy paper by Tara Srinivas
'The Emergence of Network for Information’ on Parenting
Page
13 - 16
In December 99 NIP brainstormed and identified
the Critical Minimum Components of parenting
Page
17 - 18
Saulina Arnold
Page
19 - 21
Aloka Guha
Page
23 - 24
Anjana Mangalagiri
Maya Gaitonde
Page
Page
25 - 28
29 - 35
What sparked off the need for a systematic
organised, cohesive Network for Information
on Parenting was an International tool which after indigenisation was accepted
as the first tool of the NIP
Page
37 - 43
This Networking process expanded into
Various activities based on a planned strategy
July' 99 to March 2001
Page
45 - 48
The following inputs from members to specifically
important components in Parenting brought in
clarity and focus in NIP's work.
Trauma of Rejection
Parenting - CRC/ Constitution of India
/National Policies
Right to Information - Reaching out to
Parents & Primary Care Givers
Parenting - Its scope and dimension
The Cover design - a Rango/i Network was designed by Hema Srinivas
THIS RESOURCE MATERIAL IS SPONSORED BY UNICEF
Preamble
Tamil Nadu's pioneering contribution in reaching out to the rights and needs of children
below 6 years has been significant in the country, both in terms of the state governments
efforts and the many innovative approaches brought in through the concerted efforts of non
governmental organisations and individuals. While these have resulted in near
universalisation of child care services for the 3-6 years olds, with substantial inputs in
training and resource development, the challenge to bring in a holistic approach to child care
and development within the framework of the Convention on Child Rights, for children below
3 years, still remains unfulfilled. India's Ninth plan reinforces the priority to promoting the
young child's right to achieve full developmental potential.
It has now been adequately shown through research that the ways children respond to their
environment and develop their learning capacities are a consequence of the nurture,
nourishment and stimulation received from the foetal state through the early years. A large
part of the brain development of the child occurs during the first 3 years. The need for
children to receive appropriate stimulation and emotional security besides fulfilment of their
basic physical needs, cannot be underestimated. New insights into early development have
now shown that the impact of the environment on the brain in the very early years of the
child’s life is dramatic and specific, not merely influencing the general direction of
development but also affecting how the brain is ' wired ’. There is empirical evidence that
brain development is highly vulnerable to various environmental influences than we believed
earlier.
Early care, thus, has a decisive and long-lasting impact on how people develop their ability to
learn and their capacity to regulate emotions. The role of the parents, family and children's
immediate community, which is primary to the care and development of children, becomes
critical in the very early years of the child. While child rearing practices have traditionally
been deeply embedded in cultural patterns, beliefs norms and practices, there are basic
needs that all children have and a predictable pattern of development during early years that
are universal. However the broader context which surrounds families and communities such
as changes in social and economic climate due to rapid industrialisation, urbanisation etc
with consequences on family security levels, have a bearing on the nature of these childcare
practices. The significance of information on parenting not only to emphasise the criticality
of the development process in the life of the child below 3 years but also to equip parents
with information on appropriate coping mechanisms in the light of rapid social changes,
gains tremendous importance.
The Parenting Information Network will be committed to supporting efforts to strengthen
capacities of parents and communities to create a positive, nurturing environment for ail
children and especially those from the deprived and un-reached communities in rural and
urban areas. The main objective of this support in Tamil Nadu will be to promote child
rearing practices for children below 5 years which
guarantees the child's physical well being.
oromotes the child's psycho-social development - emotional security, socialisation and
afieccion
promote the child’s mental development - interaction, stimulation and play
-3
3
The main elements of the strategy for achieving this would be the life cycle approach which
focuses on interventions at each stage of a child's development, accelerating and building on
earlier positive action; improving active learning capacity of young children through building
capacity of community and parents in interactive stimulation processes; promoting intra and
inter-sectoral dimensions for the child (we know that developmental needs of the child are a
necessary function of the child's health and nutritional status ) and advocating family as the
first " learning site " of the child through networking and building community contact for
propagating appropriate parenting practices.
It is considered that a network on Parenting Information will be an appropriate channel for
the propagation of developmental interventions for children below three years through these
strategies.
Objectives
The broad objectives of a Parenting Information Network would be to:
1. Provide a platform for sharing views, initiating discussion and stimulating debate on
issues revolving around the young child.
2. Take a proactive role in advocating respect, dignity and realisation of the
Rights of the young children as per the Constitution of India and UN
convention on the Rights of the Child.
3. Propagate culture-specific and holistic child rearing practices that should
also include preparation for parenthood, pregnancy and early phases and disseminate at
the same time, changes in practices emanating from the latest research world wide in
the area of parenting information.
4. Create awareness of the impact of negative parenting practices and inculcate
Positive attitudinal changes in parenting role; generate messages on effective child
rearing practices through varied communication channels to diverse groups of parents
and for all those who interact with children below five years.
5. Network and develop multi-sectoral linkages with Government, NGO sectors
and other inter-sectoral groups (e.g. Nutrition Network, Urban Task Force
etc ) to converge, consolidate and strengthen existing efforts and draw up
common strategies within the broader framework (as outlined in the
Preamble ) to meet the developmental and learning needs of young children.
6. Advocate policy issues related to the care and development of the young
child.
4
Operational Framework
1. Formalisation and Formation of the Network. Apart from those present at the first
meeting To invite other bilateral agencies such as CRY, DANIDA, SIDA and educational
institutions/ organisations such as Directorate of Public Health, Gandhigram, India
Academy of Paediatrics, Tamil Nadu Slum Clearance Board, Avinashilingam Home Science
College, Women's Christian College, Children's Garden School, Voluntary Co-ordinating
Agency, SIFT, Madras School of Social Work, Mother Teresa University, RUHSA and
VHAI, to join the network.
2. Formation of core group to oversee network activities, provide leadership and
guidance in planning and implementing all activities for achievement of Network
objectives and co-opting members. Core group members must be willing to participate
actively and on a continuous basis.
3. Finalisation and formation of Sub-groups as proposed or expanded into more if
required, with members of each sub-group identified.
I. Communication
Convenor: Maya Gaitonde ( Bala Mandir Research Foundation )
II. Early Intervention
Convenor: S. Jayam ( Vijaya Hospital )
III. Training
Convenor: Jaya Krishnasamy ( Madhuram Narayan Centre )
IV Resea rch
Convenor: Yashoda Shanmugasundaram (MotherTeresa Women’s Univer.)
4. Identification of Secretariat - on rotation basis? First secretariat group
Proposed: Bala Mandir. The Secretariat will function in close co-ordination with UNICEF.
It will be responsible for convening meetings of the Network and sub-groups, carrying out
responsibilities for facilitating Network functioning and its logistics.
Financial Support
UNICEF to provide initial funding to facilitate the convening and operation of the Network.
UNICEF funding may be made available for specific activities of the Network, subject to
approval and within the agreed framework of co-operation in Tamil Nadu.
Membership:
The Network is proposed to be open to representatives of government and non-government
organisations, bilateral agencies, professionals and experts working in the area of eariy
childhood care and development in Tamil Nadu.
List of likely members of the Network i.e. those who participated in the meeting is shown
below This list will be extended further. Organisations/individuals could also be co-opted
directly into sub-groups for their specialised contributions in specific activities.
5
List of Participants
NGOs
1.
2.
Ms. Vidya Shankar
- Adoptive Parents Association, Tamilnadu
Ms. Andal Damodaran- Indian Council for Child Welfare, Tamilnadu
3.
Ms. Aloka Guha
- Spastic Society of Tamilnadu
4.
Dr. Rajarathnam Abel - Rural Unit for Health and Social Action
5.
Mr. Ramdas
- ACCORD
6.
Ms. Maya Gaitonde - Bala Mandir Kamaraj Trust
7.
Ms. Hema Srinivasan - Bala Mandir Vidyalaya
8.
Ms. Jaya Krishnaswamy - Madhuram Narayanan Centre
9.
Mr. K. Shanmugavelayudhan - TN Forces
10.
Ms. Saulina Arnold
- TNVHA
EDUCATIONAL INSTITUTIONS
1.
Ms. Yashoda Shanmughasundaram - Mother Theresa Women’s University
2.
- Children Garden School
Ms. Sakunthala Sharma
- Children Garden School
3.
Ms. Saraswathy
- Bhavan's Vidyashram
4.
Ms. Swathanthra Sakthlvel
- Bala Mandir Research Foundation
Ms. Ambika Sen
4.
- Avinashilangam University
Ms. N . Jaya
5.
Ms. Mina Swaminathan
- Project ACCESS
6.
- Madras School of Social Work
7.
Ms. Nalini Rao
- Madras School of Social Work
8.
Ms. S. Tamil Selvi
- Indian Association of Paediatrics
9.
Dr. R. Virudagiri
ECCD Professionals
Dr. Suma Balagopal
1.
Dr. N. Lalitha
2.
Dr. S. Anandalakshmy
3.
Ms. Padma Srinath
4.
Dr. Jayam Subramaniam
5.
6.
Dr. V. Vidya
GOVERNMENT REPRESENTATIVES
Ms. N. Kanmani
- Directorate of Social Welfare, Tamilnadu
1.
Ms.
P.
Mylammai
- Directorate of Social Welfare, Tamilnadu
2.
Dr. Jagadeesh Ramasamy
- Department of Health
3.
Dr. K. Meer Mustafa Hussain - Department of Health
4.
- DPEP
Mr. Sounderarajan
5.
- DPEP
Ms. Suguna
6.
- DPEP
Ms. Lakshmi
7.
- WBS - ICDS III
Ms. G. Chitra
8.
Mr. Kannan
9.
Mr. Vasudevan
10.
Mr. R. K. Kannan
11.
FACILITATING AGENCY
- UNICEF PROJECT OFFICER - Child Dev . & Edu
Ms. Anjana Mangalagiri
6
SO YOU WANT TO N ETWORK?
- Dr. Rajarathnam Abel RUHSA
Both as a tool and as a process, Networking is being increasingly used through out
the world. Its value in pooling together human and material resources for achieving of
common objectives is being clearly recognised. However, as a concept, only now it is being
defined and developed. This paper attempts to bring together such available information on
networking.
DEFINING NETWORKING
Networking is a social technology, built on trust, bringing people and organisations
together to either share information in common fields of interest or in achieving a common
agreed task or purpose
Alternately a Network "is any group of individuals or organisations who, on a voluntary
basis exchange information or undertake joint activities and who organise themselves in
such a way that their individual autonomy remains intact."
The key elements that constitute a Network 'coming together', 'sharing experiences,
'common goal and objective', free flow of information' and 'individual' autonomy'. It makes a
world of difference if the word Network is used as a verb or as a noun. Network, as a verb
is more important and powerful than as a noun.
.
It must be clear that the activities of Networking when carried out individually do not
contribute to networking. For example, dissemination of information by radio, television or
newspaper or coming together in a trade union or professional association, do not constitute
networking.
WHY NETWORK?
F
.
Sharing information among members seems to be the primary purpose of most
Networks. However, increasingly such information sharing is focussed on specific themes for
lobby and advocacy. Depending on the level of its effectiveness, a Network could provide
lobby and advocacy. Depending
any or all of the following possible outcomes.
Provides technical and general support leading to solidarity among its members.
0)
Provides education, knowledge, skill, new ideas, sharing experiences and exchanges.
0
Prompted by larger organlaadonsto «rry out ^^X'paTo^s resource base to
• Provides opportunity for general
take up new activities.
• Provides a platform where alternate solutions and strategies are discussed and identified
from which one can chooses.
• Help people move out of their own disciplines or limited geographical areas.
Immediate benefits of a Network may be seen in the improved working of
members. In a long-term perspective, a network may contribute to development of human
resources resulting in overall competence as well as organisational or institutional capacity.
Other benefits include decreased duplication of work, wider overall impact of inputs, provide
. the eum^e or ad®ee
effect. This is more than the sum of the action of the individual members of the Network.
7
This is a qualitative effect on collective action. Further, it also contributes to a spread effect
both among the members as well as among beneficiaries.
HOW THEY STARTED
A group of interested individuals were brought together for a 3-day consultation on
community based health care. At the end of the consultation, the need for a Network
emerged. Based on the discussions the name ’Africa Community Action Network in, in short,
AfriCAN evolved. So an advisory board was established which met soon after and thus AfriCAN was confirmed. Core groups were identified with coordinators, indicatoi's were chosen
and a plan for the next three years was made.
For three years RUHSA Department of CMC&H, Vellore had promoted human
resource development among NGOs in Orissa State. As the initial objectives were met and
long-term relations were being discussed, the participants in a final leadership workshop felt
he need for a Network. They came up with the idea of an Orissa RUHSA Resouice unit.
Since only a small group was present a small ad hoc committee was organised. They went
back to Orissa and organised a convention where over 60 persons participated. To avoid
any misunderstanding the ad hoc committee members stepped down and the entire group
was given the freedom to choose a more representative team. To keep costs low, there is
no formal Secretariat, it being co-ordinated by one of the members. However the Network
has been decentralised by dividing the state into five zones, so that members can participate
more easily. This Network identified malaria as a major problem and has carried out a wellplanned anti-malaria campaign throughout the state, providing knowledge and skills to over
600 NGO personnel in Orissa.
TN FORCES, a Network from India has members take initiative on outlining goals,
priorities, concerns and possible activities. Subsequently smaller informal groups work out
strateaies and activities,. The Secretariat with the convenor tmplemente the network
activities like Planning, Logistics, Reporting and Communication in addition to strong suPPOJ.
and planning. This Network Is moving to a point where the Secretariat will become rotational
to Keep^unta^Health Association (TNVHA) is a 26-year-old Network working in
the Southern part of India. It was started by committed leaders. It has clear objectives right
from the beginning and subsequently modified by the memuers. Administrative and
structural changes have been made periodically to meet member s needs, lhe
Communication to the members are regular. It has an enthusiastic strong board an^
effective staff team and CEO. However, there is some weakness in its membersh p. While
the regularly participating members are active, they constitute on y about a fifth ot the
membership. The rest play a very positive role, hardly taking part in the meetings.
Network of Community oriented Health Institutions has been a very ^ffertive
response to the needs at that time. They are m°r%for^a^e"
an
institutionalised. War in Liberia appears to have badly affected the CHAL Netwoik.
However the above are different type of Network when compared to Networks
such as Medico Friends Circle, All India Drug Action Networks, Medical Education Network.
In the same category of Networks, the role and work of IBAFAN has been outstanding.
8
FACTORS CONTRIBUTING TO SUCCESS
The following are some of the factors that contribute to the effective functioning of
a Network.
Clear goals and purpose
Most successful Networks appear to focus heavily on clearly defined or shared goals
and purposes or objectives. This is considered the essential first step in starting a Network.
1.
The key questions to be considered are:
a. Are the goals and purposes worthwhile and beneficial?
b. Is there a clear understanding of the goals and purpose among the
members?
2. Leadership
As in any other venture leadership is vital to the success of any Network. Effective,
committed and unbiased leadership is essential. The leadership should have a clear vision of
the future backed by strategic planning; Leadership suitable for a Network are participatory
and democratic styles with collective decision making.
Concern, commitment, dedication of the initial leadership to the cause of the
Network is essential. Leaders will have to sustain their efforts and put in hard work in
building up the Network. Transparency of action of the leaders is also another essential
facet of leadership, along with a proper and unbiased management of human and material
resources.
Sometimes the leadership role is at the broad level and purely honorary. Usually
this can take place in the early stages of a Network. However, when a Network becomes
more formal and structured then a full time and paid chief executive officer (CEO) becomes
necessary. Even is such situations it is the board which ensures that the Network moves in
the right direction.
The relationship between a CEO and the board is very crucial to a Network. When
both are effective and enthusiastic then a Network is strong. Whenever there is an
imbalance in this relationship then one might become 'strong' and it damages the
commitment to working together collectively, resulting in both working in apparently
different direction.
3. Regular Communication
.
Maintaining regular communication is another important iactor. Probably keeping
in personal touch is the best although it demands time and effort. Alternately newsletters
and periodic meetings contribute to effective communication.
4.
Funding
....
u
This appears to be another crucial aspect of a member. Most Networks seem to be
heavily dependent on external sources of funds and can continue to function only as long as
there is continued external funding. Few others have started generating local income
9
through variety of services rendered. Transparency of financial procedures induding stable
funding is other major positive factor.
It has been stated that a truly effective Network does not need too much funding.
MFC is one good example of this. Members have pooled their resources, worked outside
office times, rotated Network meetings in different member institutions, kept the newsletter
simple, covering select issues etc. Too much money is a sigh of institutionalisation and
tends to move away from the Networking character.
5. Size of Network
There is some concern relating to a large Network. Small Networks are preferred
to a large one and are considered more effective. Large Network is considered unwieldy,
that people come with expectations greater than what can be provided by a small Network.
A large Network usually ends up with an organised structure and bureaucracy tending to
restrict the free exchange of information witnessed in a small Network. A small Netwoik of
common interest and commitment is likely to be more successful than a large one wi i
members pulling in different directions. As a Network becomes large it may gradually move
away from a Network to a professional association which becomes very formal and gove'^c
be conventions and norms which are different. There are Networks where consc°^
decisions are made to keep the membership small. When Networks are large con^l°^
efforts must be made to keep the principles of Networking operational by creating
decentralised decisions and making sub-units of the Network.
6. Availability of infrastructure
Big well-funded institutionalised Networks have large infrastructural support
facilities. While it is good to have such infrastructure in the long run they-tendI to be costly
If a Network secretariat could be situated in an existing organisation, it tends to keep> coste
low and a deceased dependence on too much external funding. Alternately it could be kept
moving from one organisation to the next as TN-FORCES has started recently.
7. Nature of activities
8. Type of Network
Broadly Networks can be divided into formal and informal types. In a formal
NetJ’XraTy were is a structure, with a memorandum of assoeia .on and etected
office bearers At one extreme this can be functional or at the other (.nd it could I>e
hiahlv structured Networks may also be either permanent or tempomry. A Network
whK forms spontaneously is generally more sustainable
bring'
effective Networking.
10
9. WHAT CAN RUIN A NETWORK?
On the negative side large number of inactive members in a Network can lead to
inefficiency. Lack of clear understanding of the goal, limitations, strengths and
functioning of the Network can also lead to failure. However, the most damaging
factors of a Network are mixing up institutional or personal goals with the Network
goals and domination by individuals or personality cults. However, danger signals
arise when one individual or institution takes a lead and promotes its own interests
above that of the Network.
1. Membership disparity — Disparity based on resources and use of technology
can be very difficult to handle in a Network. Network members having more
resources tend to overshadow the role played by those with lesser resources.
However for effective Networking those who have more resources should be
willing to share without expecting any reciprocal returns by way of power or
rewards.
2. Domination - When a few members or one organisation dominates in a
Network desiring to have like-minded people, jealousies and rivalries are created
leading sometimes to the establishment of ’rival' Networks.
3. Centralisation and Bureaucracy — When centralisation in a Network takes
place bureaucracy creeps in. Decision-making gets centralised by a few. This ends
up in maintaining the Network office, its mailing lists and despatch of newsletters.
Inter member Networking decreases.
4. Misinformation in Networks - Sharing experiences is a common feature in a
Network. However these experiences are not peer reviewed. Sometimes such
unproved or wrong information shared in a Network may be treated as correct
even when they may be incorrect.
5. Manipulation of resources - This is very clear. It is not always restricted to
monetary resources. It could be opportunities for intellectual participation, travel
and opportunities for interactions with administrative and professional bodies.
When only a few privileged individuals share these resources Network suffers.
6. Separate realities - Availability of modern facilities especially for modern
communication may remove some members from the reality of a large proportion
of its Network members. Organisations in a Network with such communication
facilities tend to live in an entirely different plane. This may lead to some doing
only globe trotting, attending from one meeting to another losing ground realities.
Donor interference — It was observed earlier that donor promoted Network is
less sustainable. So also when a doctor interferes in the functioning of a Network
more than what is absolutely necessary, it can ruin a Network.
8. Political interference - Not all countries have the same level of personal
freedom. Some need government’s clearance for forming the Network and for
holding meetings and sometimes even for participation by individual members.
9. Monitoring and Evaluation - Most Networks emphasise future progress and
are not interested in measuring past experiences. Such Networks do not consider
evaluation as important and therefore are not able to make necessary corrections
and changes. As in any programme, monitoring and evaluation are important.
H
SUSTAINABILITY
All Networks need not be sustainable; if it were a temporary Network, started with a
limited purpose then such Networks may be discontinued when the purpose is achieved.
However, others with long term goals will need to take steps to ensure sustainability. Money
and external support while useful and necessary are not by themselves sufficient to ensure
sustainability. Ultimately it is the sustained interest, commitment and hard work of the
members along with sense of achievement clearly defined objectives that contribute to the
streamlining the objectives to a level that current funding available can match activities
especially by cutting down on essential activities.
Sustainability also requires constant and regular dissemination of information to
members. Exchange visits among members and sharing of human resources strengthens the
Network. If Network members can work together in a wider geonraphical area of operation,
it becomes another strengthening exercise.
The strengths of a Network are based on the amount contributed by the member as
membership fees. It may be collected as regular, lifetime, patron etc. However, most
Networks will definitely benefit from external funding support from partners' agencies.
Increasingly Networks are depending on sale of material produced and charging service fees
for training, consultancy, evaluation, publication etc. At times for short periods or even
permanently the co-ordinating secretariat may be situated in one of the members institution
which can cover overheads, however, taking steps to ensure that such an institution does
not exert too much control on the Network.
One model suggested for sustainability is to keep the actual Network small and
functional with hardly any infrastructure. Based on agreement in the Network, individual
members are assigned specific tasks, which are organised and funded by a selected member
on behalf of the Network, all such costs outside the Network.
Networking is here to stay. Sustainability was not an issue when many Networks
started. It is likely that strategies for sustainability will increasingly put pressure on Networks
and force them to constantly and critically review and modify their goals, functions, structure
and membership and take creative, courageous and concerned action resulting in increased
effectiveness and efficiency.
REFERENCES
1. Tapas Kumar Datta, Networking for Development, pradhan, New Delhi, India
2. PRY Prithvir, ROOTS Network, Paulo, Friere Village, Vadavalam Pest - 622 004,
3. Network. Discussion paper 1/92 ATNESA - WAATN. Source - IL EVIA C/O ETC Foundation
Kasthanghlaam 5, PO Box ^$, 3830, AB LENSDEN, Netherlands
4. World Council of Churches - Sustainability of Community - based on health care beyond
the year2000. Crucial links and partners.
Acknowledgements - The author is grateful to the many friends who took time to> answer
experiences of Networking and provide available inforniation on
a questionnaire on their
I
Networking.
12
THE EMERGENCE OF A NETWORK ON INFORMATION rOR PARENTING (NIP)
- Tara Srinivas
M>
The need for a NETWORK on Parenting emerged at a meeting on 2"d March 1999, during a
peer group review of a New Parent Education Tool - (Birth to 3 years) - a FLIPCHART in
Tamil, which came out as a result of indigenisation of the Hincks Dellcrest, (Toronto,
Canada) "Learning through Play" Calendar. This work undertaken by Bala Mandir Research
Foundation had been sponsored by UNICEF and the tool was for dissemination of Parenting
Messages^' larger audiences in Tamil Nadu. The participants at this meeting (NGOs, ECCD
professionals, Education & Research Institutions & Govt. Dept of Social Welfare and
Education) and the subsequent ones facilitated by UNICEF discussed at lengthy questions
and issues of Parenting in the current Indian socio-economic scenario and these concerns
formed the background and rationale for the need for a network which would focus on ECC SGD through Parenting\r\ Tamil Nadu initially.
BACKGROUND AND RATIONALE FOR NIP
The over-arching question posed was Why focus on Parenting? - which is believed to be
a natural process for all human beings, especially for women-folk, and all of us having
experienced childhood would have no problem rearing children through another childhood.
This group rejected this argument, and clearly identified that the task and skill of Parenting
today in times of socio-economic - cultural change is more complex and different from its
past moorings and concerns. Old values and traditional practices so straightforward once,
have drastically changed, and as a society we either follow them blindly or reject them
altogether. Further the deteriorating quality of Parental Care has reached such a point that
most parents feel that the entire responsibility of child rearing which traditionally belonged to
the family and parents, seems to be swept clean underfoot by so called stress of
materialism.
Family and community life structures are changing rapidly, into new arrangements, both in
the rural and urban areas and the Parenting ROLE needs now to be defined and in many
cases, with the parenting role being delegated, it needs to be clarified.
There was thus a felt need for a competent body to address aspects of care and
development and rights of children below 6 years, with special focus on children below 3
yrs.
Particularly because
1. There are very few Institutions and programmes that focus on children below 3 yrs
2. The significance of the dimension of Parenting in ECCD has not had the emphasis it
needs and a new initiative to address it in an organised way was needed.
3. A need to converge, consolidate and strengthen existing efforts and expertise in ECCD,
to promote the best interests of the child, exists.
4. There was also a need to create a platform to facilitate exchange of ideas and
experiences, discussions and debate on issues regarding child development.
13
The list of activities undertaken by NIP within the time-frame of March/June 99 - Mar 2001
-
-
-
-
Broad basing and sourcing other like minded organisations and individuals and
identifying the strengths existing in Tamil Nadu.
identification of priorities for the Sub-groups/Activities which include broadly
documentation collating and compiling information and identifying messages and
programmes with special emphasis on the psycho social relationship of the parent
and the child - below 6 years
Intervention into Kindergarten Teacher Training Programmes at different Socio
economic levels with Parenting messages.
Finalising the UNICEF sponsored Parent Education Flipchart, which is also a
tool inclusive for parents handling children with disability.
Expansion of Networking activities into Kerala State.
Conducting Workshops for various target groups based on the CMC & their
parenting role with reference to which they have contributed themselves into the
main areas of Parenting
.
. .
Participation in the DD Phone-in Programme in Child Development in Podhigai
<
4B
Channel on Mondays
Active participation at Conferences and Workshops at State Government is.
National Level of Parenting
FUTURE PERSPECTIVES AND STRATEGIES OF NIP
•
.
Broad basing communication of messages on parenting to include the Mass Media, Child
care institutions, Educational Training institutions, universities and research faculties.
Expansion of Networking Activities within Tamilnadu
Expansion of Networking Activities in Karnataka & Andhra Pradesh and developing
•
linkages in other parts of India
Bringing together existing ECCD strengths and creating a platform for sharing on
.
•
o
Parenting issues
. , , ,
,r
Facilitating exchange of ideas and experiences through Workshops and Seminar,.
To bring out a booklet, posters, handouts and Information kits on the identified cntKa!
minimum components of
parenting messages for various segments
of tne
stakeholders Parents and Family
Medical Personnel
Child Care Agencies /Institutions.
ECCD Training Institutions
Advertising agencies and Media
16
«
Critical Minimum Components
Under each 'Stage of Parenting', NIP identified, some topics on which information should be
given in order to enhance 'Parenting Capabilities'.
I.
Parental Readiness:
a.
b.
c.
d.
e.
f.
Age of mother and father (age of first pregnancy)
Spacing of children
Health of mother and father.
Psycho-emotional status of adolescent/adult-male/female.
Rubella immunisation.
Protection from both physical and emotional, abuse and violence.
g- Educational status and Government programmes.
h. Family Life Education-Sex education/information/counselling/interaction with parents.
i. Hygiene
j. Peer interaction - emphasise healthy social interaction.
II.
a.
b.
c.
d.
e.
f.
g.
h.
i.
III.
a.
b.
c.
d.
Planning for Parenthood:
Health status of the couple
Prevention/Protection/Avoid Exposure to infectious diseases.
Nutritional status
Positive emotionality/Positive attitude/stress reduction
Protection from trauma, Management of trauma.
Health Care during pregnancy. Ante Natal & Post natal Care
Personal and household hygiene
Gender acceptance of the baby.
Shared workload - Role of the Father & other members of the Family
Preparing for safe motherhood
Celebrating pregnancy
Preparing for emergencies
Organising support systems for the birth events.
Organising safe and hygienic delivery.
17
Welcoming the baby (the first 40 dflys)
IV.
a.
b.
c.
d.
e.
f.
g.
h.
i.
I.
Ensure that there is no Trauma of Rejection based on gender, colour, impairment - and
assure acceptance.
tsseriiidi
ii.
Essential cdie
care ui
of new uui
born.
Promoting
breast
feeding/colostrum-Counselling
for feeding children in special
I
circumstances.
. .. .
Maternal rest, nutrition, physical and emotional support, counselling for children in their
special circumstances.
Use of clean water.
Ensuring participatory role of father.
.
.
Protection against exposure to infectious diseases, screening for high risk factor.
Physical, mental and sensory stimulation for high risk babies.
Sanctity of the first 40 days.
Joyful stimulation during feeding, Encouraging communication
Carrying the baby and significance of touch, emotional bonding
‘Ensuring immunisation.
Precious first year
V.
a. Continuing breast -feeding, introduction of complementary foods.
b. Immunisation.
c. Hygiene.
d. |Nutrition,
Monitoring
growth-weight.
VJ LI I LIMI I / I'lVl
II uwi ,,,M y
•w
Protect
against
physical
and
mental abuse.
e. I
k Emotional bonding.
g. Child-led play and parental interaction.
h. Activities for the first year.
. ■
•
VI.
a.
b.
c.
d.
e.
f.
g.
•
I
ft
Active
Identification of developmental stages.
Identification of domains of developmental domains.
Stimulation activities.
,
.
.
Parental interaction-relationship, communication-language development.
Linkages and holistic approach to development.
Respect uniqueness of the child.
Emphasise child's rights in the home/outside-
18
TRAUMA OF REJECTION
Saulina Arnold - TNVHA
Human beings are social beings and needing social recognition, acceptance and
support for their development. They are not isolated and so social acceptance is as basic
a need as food and shelter. It is a natural expectation that family accepts all its offspring in
whatever state they are - boy, girl, able or disabled, retarded, dark or fair.
But the evolution or progression of human civilisation has brought different values and
ratings on children (babies), influencing even the natural parents to accept or reject their
own offspring. This is the curse of the modern age. These have put a value on the child and in the mind of the parents. The value is not human life, but the condition of the child boy or girl, white or black, able or disabled, planned or not planned.
•
•
If the child is born not out of wedlock the fate or acceptance of the child is even worse.
The industrial and economic development also has not enhanced the status of the girl.
She is burdened with "dowry"- thus devaluing her. Parents are also becoming more
conscious of their status if a child is born disabled or mentally retarded. Without
knowing the cause for this they feel people (community) will fault them and often ignore
these children, neglect them and treat them as unwanted in a comer of their house.
While we could find reasons for why parents and community do not want to
accept/acknowledge these children, we must also know how rejection makes children
feel about the treatment they get. What happens to them - the self-image, self esteem
in the long run, even to the life they lead?
Developmental psychology and transactional analysis point out that the first two years of life
is the foundation for the rest of the child's life. The trust in the world, in people and in their
self is experienced and internalised. The positive outlook I am OK. You are OK and so the
world is OK is to be experienced in this period. But if for some reason this is not so - if the
first two years, even from the time of foetal stage the child experiences rejection the life of
the child is built on quick sand or clay - no firm foundation is there. Insecurity, Mistrust and
low self Image develops
Culturally this is named according to physical appearance- an unwanted girl is named
"Venda pen" - not wanted, a dark boy is called blackee - karuppaiyya or short child is called
shortee - kulla. The nomenclature in the description is derogatory and each time the child is
called by that name it reinforces the low status, making the child feel inferior.
In the same way the parents and others can show their rejection in many ways
• not attending to the child when it cries - "let the girl cry it is going to learn it"
• not giving milk when needed - do not pamper the girl/boy - he will, be spoilt (but the
attitude of rejection will be felt by the child.)
• Difference in treatment of sibling — more attention to the first born, or child, which is
beautiful, fair can create havoc in the feelings of the child.
• Gender discrimination in the homes, educational institutions, etc
• Often parents subtly make comments or talk to others (ignoring the child) about the
child- this hurts and affects the growth of the child.
• Comparison because of physical appearances
19
AGE
EXPERIENCE
Period: Prenatal to birth (up to Adulthood)
The rejection of the child starts from the time even before conception and affects the child
throughout life.
1. Before Conception - If parents aren't prepared for the birth of the child and are not
joyfully looking forward to it. For example if it is a pre marital conception (out of
wedlock) leading to abandoning the infant at birth or an unexpected Pregnancy could be
first baby or next. This adversely effects the psychosocial development of the child.
2. During Pregnancy - The feelings of the mother greatly effect the child. The attitude of
the family and in particular the husband (the father of the child) greatly effects the
emotionality of the mother which in turn can have a negative impact on the child and
therefore importance of care of the mother during pregnancy can never be undermined.
Rejection expresses itself in any one of the following ways
• Preference for a Son (boy child) by in-laws often the couple themselves
• 2nd or 3rd pregnancy after having had girls
• Mother's own fear negative feelings affect her eating and health and thus retards
the baby's growth.
• Attempts or abortion, which misfire affects the child.
3. At Birth - The following situations can create a traumatic effect on the attitude and
behaviour of the mother and often the rejection, if focussed on the mother for no fault of
hers in turn makes her reject the infant, and she is unable to show love and affection
and often even breastfeed the child.
• The pain at delivery could be added mental rejection of unwanted child
• News of birth of unwanted girl child
• Deformity/Disability of the child
• Disfiguration during delivery including birth mark
• Colour
• Unfortunate occurrence in the family at the time of birth is blamed on the child
If the child undergoes trauma at this stage it will be insecure and mistrustful of parents,
family and the world
After birth in the early formative years upto two the child requires acceptance, ready
response of voice tone, sense of security, parents readiness to welcome, breast milk fed
upto 1 year parental involvement in all its developmental activities and abundant amount of
love by family and community for the birth. Psychologists opine that if the mother reject'; the
baby not only can her milk can go sour, but the amount will reduce drastically.
The child thus rejected develops as an adult with fewer skills, is confused, has low
self esteem, feels inferior, is aggressive, hates himself/herself and the world.
2-4 years Freedom
As the child grows up and is able to walk and talk, the child needs to be given
encouragement to use its body - to walk and play then it will get confidence in its own body
and self esteem will grow.
20
But if the child is kept in a room, tied or not allowed to go out or when going out is carried
and restrained from walking, the child will be unsure of using its legs and walking without
fear. Slowly it fears the outside world and meeting people. The personality will be timid and
dependent. If the rejection is also shown by the parents, the parent child relationship will be
marred. This will affect the future relationship of the child with adults.
4-7 years - initiation to learning. This is the age when the child is to be sent to pre
school or school. The preparedness of the child to leave home and the family and meet new
situations depends upon the parents. The rejected child may not be wel prepared by
parents and just left for the school to take over thus affecting the life of the child in school.
In the same way, the child also observes the parents, their relationship with each and wit
itself If the parents have a positive relationship and also treat the child well the child h
good opinion/experience about husband -wife, male - female relationship. The, paren.of
opposite sex (for boy - mother, for girl - father) has an important role ini this. If this
relationship is affected in future the child develops a negative attitude towards that parent
and sex life and future relationship are marred.
ThiTisy an age when the child has to be in school and get mvo^ecNri many^^^tivibes and
learn many skills - communication, writing, playing, co-ordinating with others etc. The chi d
Zs attention, support, and encouragement. This will help the child to develop selfBuTTf^the'ctti^is^critidsed rn^ck fun of, not allow participating in different act^ies' th®
growth will be stunted. Especially in rural areas girl children are stopped from school at t
age for various socio-economic reasons and that affects the self-esteem of the girl. An
already rejected qirl with no education after 10 years will make her feel further inferior. The
same wS^Sted boy child, who therefore enters into adolescence with a feeling of
inferiority.
12-18 years - Adolescent
In this Period the young person needs to know who he or she is and identify the following,
whether
accepted or not
- respected or not
- loved or not
For this their undeSandtn^ of1 their relationship with parents, friends and family is
important and if they are unable to have this knowledge, they will feel rejected.
Rejection results ,niso|atjon^ runnjng away from home, psycho social problem, Suicide,
drug addiction seeking help from anti-social elements.
Confused out look on life and self.
21
'T^ - J t O
PARENTING - CRC/CONSTITUTION OF INDIA/NATIONAL POLICIES
Aloka Guha - Spastic Society of Tamilnadu
ISSUES/ CONCERNS
RIGHTS AS PER CRC
i.
Non Discrimination
Article 2
2.
Best Interest
Article 3
3.
Parental Guidance
Article 5
4.
Right to Life, Survival and Development
Article 6
5.
Right to Information
Article 17
6.
Parental Responsibilities
Article 18
7.
Protection from Abuse
Article 19
8.
Protection of Children without families
Article 20
9.
Adoption
Article 21
10.
Handicapped Children
Article 23
11.
Health
Article 24
12.
Standard of Living
Article 27
13.
Education
Article 25
23
GUARANTEED BY
RIGHTS
1.
Non Discrimination, Equality & Protection Article 14 - Constitution of India
Article 15 [3]
against Protection
Article 2 - Conventions of the Rights
of the Child
2.
Best Interests of the Child
Article 3 - Conventions of
Rights of the children
3.
Preventive Measures
National Policy on Management
of Vitamin A Deficiency
Persons with Disabilities Act
National Health Policy
4.
Survival Care Protection & Development National Policy on Children
Article - CRC
5.
Health
Article 24 - CRC
Health for All
National Health Policy
6.
Information
Early Detection
Article 17 - CRC
Chapter IV - Persons with
Disabilities Art
7.
Affirmative Action
State Policies
Persons with Disabilities Art
National Policy on Children
8.
Education
National Policy on Children
Persons with Disabilities Art
National Policy on Health
Education for All
National Policy on Education
9.
Impairment & Assistive Technology
National Policy for Children
Persons with Disabilities Act
Article 23 - CP.C
24
Reaching out to Parents and primary Caregivers on ECCD for Children below
Three Years
- Anjana Mangalagiri
The Rationale
Traditionally, celebration of fertility, motherhood and childbirth has been an integral part of
Indian ethos and culture. Before the nuclearisation process of families set in, child rearing,
nurturing and caring was a part of an extended family set-up. Knowledge on the child’s
needs for growth and development were part of a repository of inherited practices
transmitted through an oral culture within this extended family system marked by rituals that
announced major growth stages in the development of the child. 1 he volte-face however, of
childhood in India is a culturally determined attitude to child development wherein every
stage of the 'present' of the child is considered 'nothing more than a stepping stone to the
future. The focus is not on suitable, age-specific activities for children but on activities that
will have an effect in the future... Playfulness and lightheartedness are, in this perspective,
the excess baggage of childhood'.
Added to this are the prevailing economic and social inequities due to which no guarantee is
offered to parents of the wellbeing of their child when born and gender discriminaJon takes
its own tell on the girl child unborn or born. Increasingly pauperisation and marginalisation
of communities, the accompanying instabilities in family and household structures, increased
burdens of women's work as a result of their participation in the labour mai ket along with
growth in domestic violence etc. - all of which have a direct bearing on the development
pattern of the young child - have accorded more than ever, the need for prioritising early
childhood care and development.
Early childhood care and development aims at giving a child the best possible preconditions
for developing a maximum of its potential as a human being, and is therefore about
integrating health, nutrition and cognitive stimuli. It is in fact a powerful weapon in the
struggle for child survival. Cognitive impairments and disabilities caused by malnutrition,
neglect and disease may kill more slowly. Infant and child survival is crucial to provide not
only life, but also life quality, and sustainable survival. Significant results are achieved on
child mortality, child morbidity, school readiness, school achievement and nutritional state
through the adoption of basic child care practices at home and in child care centres.
Neglecting the ante-natal care and of children in their first years does not only decrease the
likelihood for healthy child development and reduced life opportunities for the individual, but
also lead to economic and social penalties for the society as a whole.
1. S. Anandhalakshmy, "The Cultural Context", In
Swaminathan (ed.), Sage, 1998
25
The First Five
Years by Mina
Research shows better child development scores for children who have received out of home
care, and for children of parents who have received parental guidance compared to those
who have not. While poverty, domestic problems, migration and disease may reduce parents
ability and knowledge that would have enabled them to apply healthy child rearing practices,
many practices traditional of contemporary, are far from healthy regardless many times even
of social status of parents. The present day belief amongst parents that formal learning must
begin at the earliest possible and hence the mushrooming of pre-schools for children above
two years that put children through a grind of reading, writing and rote learning is a classic
example of distorted perceptions of child development amongst parents.
As the importance of early childhood to overall human capacity development is being
realised globally, the need for giving child development a central place in human
development programming is becoming a part of the global agenda. The ratification oi the
convention on Child Rights, the Declaration of the World Conference of Education for All and
the Convention on the Elimination of the Discrimination against Women have also been
catalysts in the process. As we stand on the threshold of the 21st century, reaching all
children and women especially from the most difficult to reach gioups is the majoi challenge.
India’s Ninth Plan places young children first on the agenda of development and calls for the
Convention on the Rights of the Child to be framework for further strengthening existing
policies and programmes for children. Noteworthy is that it recommends a shift in emphasis
from promoting child survival and growth to child development and protection: Child
development not only as a desirable societal investment for the nation s future, but also as
the right of every child to achieve full potential, where combating mortality and morbidity is
not enough'. It proposes a holistic approach to early childhood care for survival, growth and
development, highlighting the need to focus on the younger child (prenatal to under two
years of age) and the girl child.
Currently, ECD interventions do not reach the entire estimated young population of ISO
million (under 6 years of age) in India. This includes children who, while belonging to better
socio-economic categories, may also undergo deprivation amidst plenty (i.e. lack o
appropriate early stimulation and care). Reaching out to the younger children under three
years - the most crucial and vulnerable years of childhood - is a major challenge. I his
implies reaching out to women/expectant and nursing mothers/alternate caregivers in the
family and community for propagating appropriate child rearing practices. This paper
proposes a strategy to work towards meeting this goal.
2. Calls upon all state parties to fulfil their duties and obligations in achieving the rights of
children for survival development, Protection and Participation.
3. Article 5 of The Declaration of the WCEFA states, ’Learning begins at birth. This calls for
early childhood care and initiai education. These can be provided through arrangements
involving families, communities or institutional programmes, as appropt iate.
4. CEDAW sets out rights pertaining to care for women during pregnancy and lactation,
attention to reproductive health to work and workloads and remuneration. It recognises
the common responsibility of women and then in the upbringing and development o,
their children.
26
While parents and families form the centre - stage for information on parenting, the
responsibility of child care providers in institutional and non-institutional settings cannot be
overlooked. This strategy paper, while highlighting the critical minimum components of
parenting and child development interventions for children below three years (i.e. including
the pre-natal period), seeks also forge new partnerships that would bring together different
sectors and partners at all levels - parents, families, communities, child care functionaries
and service providers of all sectors, elected people's representatives, local self governments,
NGOs, professional bodies, media, training/resource institutions and policy makers. In
keeping with the spirit of the ninth plan, advocacy forms a strong element of the strategy.
The objective is to ensure that obligations towards the young children are on the agenda of
the state parties in designing suitable and effective interventions through multi-sectoral
approaches involving the communities and at the same time promoting community initiatives
or participation related to parenting practices for child development.
The Objective
The objective of this strategy, as pronounced in the vision of young children in India
in the 21st century', are to reach out to parents, families, care-providers of the children,
voluntary and government bodies to:
> Be family focussed enabling families to care for children
> Focus on crucial and vulnerable age group - pre-natal to under three years
> Promote an enabling environment for young children for physical, cognitive,
language, social and emotional development of the child.
> Be gender sensitive to ensure realisation of the rights of the girls and women
> Respect cultural diversities for encouraging locally based and relevant child
>
>
>
>
rearing practices
Promote a child centred approach driven by 'the best interests of the child
Be community based in managing and sustaining ECD interventions
Have a rights perspective through new partnerships of parents, communities, civil
societies and governments to meet their obligations to children
Have ECCD as an entry point for India's human development strategies
5. Early child development: A vision for Young children in India in 21st century,
Meeting of Key Partners, comprising the departments of Women and Child Development and
Education - MHRD, NIPCCD, NCERT, ICCWr BPNI, World Bank, UNESCO, WFP, CARE and
UNICEF, held on June llT 1999 at New Delhi.
.
..
5. Adarsh Sharma, 'Opportunities, Challenges and Vision', In Mma Swammathan, op.at.
27
PARENTING
- Maya Gaitunde, Bala Mandir
Need for Parentinq\n the contemporary scenario:
Why focus on 'Parenting? After all, each one of us was a child once and from our
experience must know what we do not want to do.
•
However the job of parenting today is more complicated than it was in the past. Most do
not live in extended families and so provide very scant opportunity for parents, grand
parents, aunts, uncles or older generation to give advice and/or emotional support.
•
Old Values & traditional practices - so straightforward once, have drastically changed.
We don’t understand them and either blindly follow or altogether reject them.
o
<1*
Eco. & Soc. conditions encourage/force mothers to have jobs outside the home. This
greater economic burden being placed on women is deflecting/diluting her role as
"mother" and Primary care giver to the child.
The pace & pressure of life in urban cities is faster & stronger than before.
Conflicting influences are entering our life - through mass media.
Rural scenario is changing - poverty and alienation from the land are breaking down, old
traditional practices of family life.
Today, not only do you have to play the role of a par ent, you have to define it. Learning to
be a parent - means to look ahead and anticipate the baby / toddler/child's needs.
Learning to balance various issues like less time and more work pressure, entertainment &
handling adult marital relationships, academic demands from schools versus real life
education seem to leave the parent with less time to attend to the child s needs.
The Deteriorating Quality of Parental Care has reached such a point that most parents
feel that the entire responsibility of child rearing which traditionally belonged to the Family
and parents, seems to be swept clean underfoot by so called stress of materialism.
Breaking down of Human relationships all over the world and in essence family life is causing
concern to Sociologists, Psychologists and Spiritualists. Without a sense of bonding, social
confidence is deteriorating and mutual sensitivity is absent. While, there is overwhelming
need to provide basic rights to the child like health and education, without focussing on
strengthening the quality of life through "family", child development is a far-fetched goal.
29
Scriptural Dictums:
Initiative on family life and parenting must focus by and large, on duties and responsibility of
the parents to the child, they bring into this world, to provide for it a quality of life based on
their own emotional and social interaction with the child. In our Indian Spiritual tradition the
enrichment process of the mind of the child grows in the following order.
Attitude:
Matru
Pitru
Acharya
Athithi
- Mother as Primary care giver
- Father as Supporter
- Teacher as Enhancer
- Outsider as influencer
- Devo Bhava
- Devo Bhava
- Devo Bhava
- Devo Bhava
Therefore, surely it must convey something vital in the adult - child - relationship. The
mother/father/Teacher/Others are all given the status of Devah - Gods and must therefore
be ready to play that role- which means that the child can give -
D- Devotion to Dutiful Parent.
E- Emulate an Ethical Parent
V- Venerate a virtuous Parent
O- Obedient to an Honourable Parent
Relationship:
Sending children to School before 5 years of age has not been a cultural tradition in our
country. This practice has come into existence only in the past few decades. Our Scriptures
recommend the following relationship between adult and child.
Pancha Varshadi
Pancha-dashavarshadhi
Pancha-dashavarshadhi
Pariyantham
(upto 5 years)
(upto 15 years)
(beyond 15 years)
Lalawath
Thatawath
Mithrawath
(loving care)
(discipline)
(as a friend)
Our ancients had a great deal of wisdom and we know from our understanding oi the
scriptures that their understanding of psycho-social development of the human being was
was for
.er
beyond even the present day scientific research.
The above vedic dictum puts clearly into focus the ideal parenting response to the age
appropriate child's needs in their relationship, and that which is most conducive to build up a
strong bonding and sustain happiness in family life.
Gender:
Says the Svatasvatara Upanishad - The individual soul is as subtle as a hairpoint divided
and sub-divided hundreds of times. Yet the soul is potentially infinite and is to be known.
30
The soul is not female, not male, not neuter. Whatever body the sou! assumes
becomes identified with that.
Scriptural Teachings:
In the ancient Indian Scripture the - Chandogya Upanishad there is a statement
Even as a seed has within it the potential to grow into a Tree
So also "Man is potentially Divine" = Excellence.
Does every child reach its potential? If not, Why not?
It is here that one's role as a parent/teacher becomes of vital importance. For a seed to
grow and develop and reach its natural potential, the proper inputs and the proper
environment must be provided. Especially in the early tender years when the infant as a tiny
seed grows into a child - young plant needs caring/fencing, to ensure its growth and
development.
Our role as parents/teachers in providing the proper environment is beautifully explained in
the Bible through the parable of the seeds.
Said Jesus "If you were to take a bag of seeds and scatter the seeds thus
a. Throw some upon hard rock.
b. Throw some among the bushes.
c. Throw some upon the open roads where the birds fly.
d. Throw some upon moist ground.
Which seeds would grow into golden corn?"
The answer in front of all of us, as must have been to His disciples is obvious.
It is only in the moist ground (loving/encouraging/happy environment) that the
seeds will not only sprout, but grow into golden sheaves of corn.
Upon hard rock (harsh/demanding/critical etc.) the seeds will not get any opportunity
to grow.
Upon the open road where the birds fly and swoop down to eat them up (useti/pur
down) they will be of use to others but not to themselves.
Among the bushes, the seeds which sprout will grow only in a stunted manner - the (over
protect! on/1 ack of freedom) will emasculate them.
Our endeavour in these tender years is only to provide the loving, caring and
stimulating atmosphere for the child. As an extension of the home.
Teachers have therefore a similar role to play as parents at this stage in the
child's life.
How we interact with children will have an important effect on the connections that develop
in the child’s brain. The brain is responsive and in the absence of experiences and stimulus
does not develop fully
Our task as care-givers is to provide an environment, which allows experimentation and
provides limits without choking opportunities,
Guidance discipline and safety for our children to explore and build their competencies.
31
TM- loo
The problems of children
Are today created by all of us.
THE PROBLEM IS 'AN ADULT' NEVER THE CHILD ITSELF.
In the short term many schemes of alleviating the condition of children enhancing and
enriching the physical quality of their life can be suggested and worked out - BUT in the long
run what will truly help the child is only
♦ Educating the adult about the needs and problems of the child.
♦ Sensitising them to their responsibility towards children.
♦ strengthening the fabric of family life.
Let us understand that
♦ Behind ill-health of the child is ignorance, apathy or indifference of the Adult-Mother
Father, Care-giver, Doctor.
♦ Behind poor education of the child is lethargy, Non-commitment of the Adult
teacher, educational Authority.
♦ Behind child labour - is an insensitive exploitative Adult - and the poverty situation of
the parents.
♦ Behind child exploitation - battering sexual abuse drugs, alcoholism etc. there is an
adult perpetuating it on the child.
♦ Behind desertion and deprivation of the child is an irresponsible parent. In
whichever direction of children's problems one turns - There is an adult.
The word "child" itself raises in our mind ideas of freshness, innocence, hope Children like little sponges have the tremendous capacity to absorb the entire
gamut of their environment and the values that they grow up with. And as they
grow into adults they express what they have sponged in negative or positive.
Children exist in large numbers in our country.
Some say this over-population is a burden.
We must realise it is a reality and that we will have to convert this vast human resource
into a strength.
If the process does not start now - we will have on hand, large numbers of children
growing up as frustrated youth, lacking vitality and strength of purpose, with untapped
potential, expressing aggressiveness in every sphere of their life and action, steeped in
uncertainty doubt, hesitation, restlessness.
32
CHILDRLM-their childhood
Children are more than the object of their parent's attention and love.
They are also a biological and social necessity.
The human species perpetuates itself through children.
Cultural, religious and national groups transmit their values and traditions through children.
Families maintain their lineage through children and
Individuals pass on their genetic and social heritage through children.
The ultimate value of children is the continuity of humanity.
Early childhood is the foundation on which children build their lives, It is not just a
preparation for adolescence and adulthood. It is important in itself.
Children develop at different rates and in different ways emotionally, intellectually, morally,
socially, physically and spiritually. All are important and each is interwoven with others.
All children have abilities which can (and should) be identified and promoted.
What children can do (rather than what they cannot do) is the starting point of their
learning.
Young children learn from everything that happens to them and around them; they do not
separate their learning into different subjects or disciplines for children, their experience is
their learning.
Play and conversation are the main ways by which young children learn about themselves,
other people and the world around them.
Children who are encouraged to think for themselves are more likely to act independently.
The relationships which children make with other children and with adults are of central
importance in their development.
BONDING WITH PARENTS
Right from day one, a bond is being formed between parent and child.
Every contact/or loss of contact leaves an unbelievably deep impact on the relationship.
Few parents seem to know or appreciate just how important they are in the lives
of children. How much more a child wants from them emotionally and spiritually
rather than the materialism - which the parents are so busy supplying in increasing
abundance.
The parents must realise
• They are the go - between for their baby/toddler/child and his environment.
• They are providers of stimulation to catch his interest;
of responses to his attempts to communicate; and
of physical care, so that his skill of attention and
concentration develops.
• They are protectors - who keep him safe and limit his environment so he can feel in
control of himself.
f
33
•
They help him achieve what he sets out to do. In all, they are his, first significant
persons. It’s from them he learns to trust, to get comfort, to communicate and to
respond to the world around him.
Chiidren have 3 vataE needs.
1. Love/Care
(or)
Relationship
- Loving and caring relationships can relieve even the most
extreme levels of stress
- without it, the child's growth cannot be stimulated both
. physically and mentally
- a stable relationship gives emotional security.
2. Self-esteem
They must learn to trust themselves and develop a feeling (or)
of competence and a desire to try.
Sense of Self
- Learn to accept their failures and shortcomings and yet
have an expectation of success.
3. Communication - Children communicate well before they talk.
We need to listen and watch and demonstrate our interest in their
words and messages.
- Encourage language development and expression
- Children need to talk- therefore, we need to give them the
opportunities.
- Children learn to speak by listening to people around.
PAftEWHWG PROGRAMMES
Family structures all over the world continues to change in response to industrialisation,
urbanisation, population growth, increasing longevity, and migration. While these changes
have created new opportunities, they have also disrupted familiar cultural practices and
survival patterns that families have developed over the years to cope with their multiple
responsibilities. One aspect of life affected by these trends is the inability of the family to
provide optimal child rearing environments in the context of widespread changes in the
social fabric of families, neighbourhoods, and communities.
Adding to this concern is increased recognition of families' major influence on young
children's social, emotional and cognitive cj^velopmenf.
As a consequence of these change ^mppg ^il
concerned vyitji the development of
children and families, there is an increased demand for high quality, communityT^pd
childcare services, as a complimentary rather than alternate strategy to the direct provision
of high quality child care programmes.
Educators have long acknowledged the significant influence of the- family on the care-and
development of the child and the tremendous cultural and familial differences in parent-child
patterns of interaction. A major new objective for professional educators would be that they
involve themselves in training parents and future parents in family care and child
development skills.
Recognition of the family as the child's primary socialising agent has been accompanied by
periodic calls for monitoring parental performance and for recommendations for providing
parents with child rearing information and guidance.
34
ANY P>l/?£/V7J/VgPROGRAMME MUST THEREFORE UNDERSTAND THAT
1. All parents want the best for their children.
2. Parents are in a position to be the best observer of their children and, consequently, are
best able to provide for the physical and psychological needs of their children.
3. Children need to be exposed to certain environmental experiences/interactions for
optimal development to take place and an understanding of the principles of child
development will help parents to provide these experiences, find methods to enhance
learning if they know how to and why they are important.
4. There is no one way to rear children, each culture has developed their own methods of
parenting. We can enrich our knowledge and expand the life experiences of children by
combining the strengths of differing cultures.
5. Childrearing practices are embedded in the culture and grounded in cultural patterns and
believes and determine/effect style and quality of caregiving and to a large extent, the
behaviours and expectations surroundings a child's birth and infancy. They also
influence childhood, adolescence and the way these children parent as adults.
6. The importance of community involvement is vital in all steps of the process building on
what exists already within a community and creating partnerships to help sustain efforts.
PARENT EDUCATION IS A WOMAN'S EMPOWERMENT PROGRAMME
Mother is the vital baton in passing on the link of family dignity and culture from
one generation to the next.
Educating the parents in their irreplaceable role as "mother" and "father" and educating the
rest of the family to recognise, appreciate and support them in that role - has become a
crying need.
All issues of women’s upliftment, be they in the direction of social freedom, economic
opportunity, political awareness and/or spiritual awakening, at this point in civilisation, need
to stress her non-duplicable, non-transferable role as Mother.
Women's issues that focus on the inferior/oppressed role in society that the women have
today must include motherhood education and counselling initiatives.
Society and family must • Appreciate her significant role in the continuance and enhancement of family life and
perpetuation of the future generation as also respect her individual needs as a Human
Being..
• Help her through the frustrations of the loss of her freedom and the physical and mental
strain of being "on demand" 24 hours.
• Educate her, in pre-natal and post - natal, in childcare so that she as the primary care
giver can provide the much-needed stimulation so vital for the healthy growth and
•
•
development of the child.
. 4
Support her in her endeavours to care for her child and spend as much time with her
child if she is employed.
. .
.
.
Stress the vital role and responsibility of the Father in the social and emotional
development of the child rather than his largely prevalent role as economic caregiver.
TRUE PARENTING = MOTHERING + FATHERING.
35
THE EVOLUTION OF A PARENTING PROGRAMME/TOOL/NETWORK
Bala Mandir Kamaraj Trust
STAGE I; ADAPTATION OF THE LEARNING THROUGH PLAY CALENDAR FOR INDIA
Bala Mandir, Chennai, India - a Social Welfare Organisation organised around care,
protection and rehabilitation of orphan and destitute children with no distinction with caste,
gender and religion was approached in October '97 by Hincks Dellcrest Centre,
Toronto, Canada working with issues of mother child care and development with Canadian
Nationals and ethno - specific groups
• to tie-up programmatically, as their inter-national partner
• with a Parent Education Programme
• Based on the "Learning through Play" Calendar: a Parent Education Tool.
• (0-3 years) 9 stages and (3-6 years) 6 stages.
» Containing well researched, critical inputs, universal in nature in different stages
of Early Childhood Care and Development.
Hincks Dellcrest requested Bala Mandir to Field Test the Calendar in India and suggest
changes culturally and ethnically appropriate to India — and test it with
traditionally honoured child-rearing techniques.
The Calendar is based on work with ethno specific (language) community studies as well as
important research undertaken by Dr.Bea Ashem in Nigeria, Africa Her work with very
poor and deprived communities, confirmed via Research Documentation that psycho social
stimulus is as vital an input to help the healthy growth and development of the child as
^nutritional inputs.
The contents of the Calendar include
a. resource material for parents.
b. range of age appropriate activities for the parent to interact with the child.
c. Points stressing importance of positive parent child relationship.
d. culturally sensitive concepts.
e. mainly pictorial representation.
f. message addressed to parents by the child.
*
The format of the Calendar shows
a. 5 areas of stimulation - SPRUC
Sense of self - personality development and how the child feels about itself.
Physical Development - gross motor - what children do at certain times?
Relationship - development of social skills - how they interact with people?
Understanding the World - cognitive development of vital intelligence
Communication - language development and expression of thoughts and feelings
e
>
b. 5 Parenting skills.
- Love; unconditional love and caregiver
Passion
- endless amount needed
Patience
- allow infant to repeat activities over and over again
Practice
- Parent/Child interaction: ”1 do something; you do something”
Ping - Pong
Setting The Stage- Providing a safe learning environment
37
Objective Of The Partnership:
To review the Hincks Dellcrest, Canada, "Learning through Play" Calendar
(Birth - 3 yrs.) to make it ethnically and culturally suitable to India.
To develop a Parent Education Programme with a tool
a. which will focus on along with health and nutrition, the psycho-social component of
parent-child relationship leading to an integrated and holistic perspective so crucial for
developing the social, cognitive and emotional dimensions in children -0-3 years and 3-6
years.
b. in so doing create an Awareness Among Parents and ail engaged in the
"Parenting Process", grandparents, elder siblings, child care workers, primary teachers
etc. regarding their significant role in the socialisation of the child and in reducing risks of
subsequent adverse developmental outcomes through certain activities and interaction.
c. Emphasise Duties and Responsibilities of the parent to provide quality of life despite
parenting today being more complicated than in the past.
d. Use it as a Tool to Empower Women - not only in their role as mothers but educate the Family/Society to appreciate and support them in that role.
e. The Need in contemporary India. To raise these issues is vital because the initiative
and responsibility of child rearing which traditionally belonged to the Family and Parents,
seems to be slowly disappearing due to the stress of materialism and globalisation.
f. Through a Direct Contact Personjike a Anganwadi/Creche Worker/Home Visitor or
one who can freely communicate with the families because they share common life
experiences, language and culture (grass root worker) focussing on a non-threatening
informal interventional approach that allows for messages to reach family directly.
Initial Work undertaken - Oct.'97 to Sep.'98:
Initially Training on the Calendar was extended within Bala Mandir to the
« to professionally qualified staff members - social worker, psychologists, nurse and
administrator.
• qualified Kindergarten teachers in its Schools and caregivers in its Day Care Centres to
create joyful learning environment.
parents (lettered and unlettered) of the children in its Day Care Centres from nearby
o
slums, to understand child development and enjoy parenting.
Staff of Bala Mandir - Caregivers taking care of orphan and destitute children,
particularly concerned with the developmental problems of and 'Parenting'’ such children
in order to reduce the negative effect of institutionalisation.
This Training programme was then extended to various levels of personnel of WBSICDS-III. (with support from UNICEF) over 2 phases with a 6 week period, field test in
between
d. Training Instructors.
a. District communication Officers.
e.
Anganwadi workers.
b. Zonal project Nutrition Officers.
c. Community Nutrition Instructors.
Critical feedback available from the above categories of trainees both in Bala Mandir and
ICDS-III was made available in verbal and written form based on special formats prepared
for the jrpose of eliciting their views on
a. suitability of the Calendar being used in its present form in urban slums and rural areas.
b. evaluation of the training/teachirg module relevant to Indian conditions.
38
4
V
C
The maim recommendations were that the Calendar in its original format
• was suitable mainly for socio economically upper class parents as a person to person
communication tool.
was extremely useful as a teaching tool for teachers and care workers.
e
BUT for wider dissemination in Tamil Nadu it would be necessary to evolve a tool
e
suitable for larger audiences.
STAGE II: PROFESSIONAL REVIEW;
A Pnnel of Experts consisting of a Paediatrician, Consultants in Child Development,
Consultants in Pre Primary Education, Social Worker, Child Psychologists and ECCD trainers
were called in to analyse the quality and validity of the Calendar as a tool for India
and review the Critical Feedback available.
They began by looking at the title, the guidelines, developmentally appropriate messages
and then the SPRUC domains. They considered the style, content, picture/message
compatibility, picture appropriateness to the age of child, and cogency of content from
stages 1 to 9 in a given SPRUC domain.
The outcome of these highly interactive sessions highlighted the following:
The Calendar in its present form with changes suggested by Bala Mandir should
remain International tool. Towards that objective it was suggested that an Indian
character should be introduced as one of eight pictures in each one of the pages of
the 9 stages of the Calendar.
It was strongly felt that the primary message of the Calendar was to enhance
ii.
qualitative relationship, between Parent and Child, i herefore all references to
(Maths, Science etc.) academic outputs, should be deleted and underplayed
with a view to reduce this "Academic-anxiety-ridden-relationship" between Parent
iii.
iv.
v.
and Child.
The original Calendar under the 5 domains SPRUC had child statements that were
dramatic and showed the child stating its needs, as also tue developmental outcome
thereof. Apart from rewriting some of the phrases based on changes suggested by
the Panel, a suggestion was given to convert the phrases as A message to the
parents - explaining the child's need and developmental outcome of the particular
Necessity to introduce a column titled "Points to Attend", which would emphasise
some aspects of child development, health and nutrition and Early Intervention on
disability.
.
,
..
.
Bring out a new tool in the form of a Flipchart, which would include Practices, and
activities that would
• Guarantee the child's physical well being - keeping the child safe and free from
harm providing shelter and clothing, preventing and attending to illness.
• Promote the child's psychosocial well being - providing emotional security,
socialisation, nurturing and giving affection.
• Support the child's physical development - feeding, bathing, providing safe places
•
•
to play and explore.
.....
. .
Promote the child's mental development - interaction, stimulation and play.
Facilitate the child's interaction with others outside the home - within the
community, at health clinics, at school etc.
39
CkSSlM along
BW#a'''2 with
'■«««• the gpanelists
”-—---------------- WST
Working
a.
b.
c.
a professional artist and experienced Anganwadi workers who recommended
i
appropriate language changes in words and phrases of the Tamil version of the Hinck^
Dellcrest Calendar and gave many suggestion for pictures enhancement
Followed by a testing of the changes with personnel who are working directly in the
field. Directorate of social Welfare was pleased to send their Programme Officers,
A.N.Ms Project Co-ordinators for a workshop. The feedback was frank and^encouraging
in terms of the appropriateness of converting the Caiendar into a flipchart too!
in the hands of the Anganwadi Worker.
An added input was feedback from an interesting creative workshop for mothers and
eider siblings of children - (birth to 3 years) from the nearby slum area They were
taught how to make simole toys: paper cut out puzzles, mobiles, and blocs
w!_.
oapier-mache - which they could easily duplicate in their homes. The mothers enjoyed
the sessions and expressed a sense of fulfilment in being able to learn to make s!mple
things that would give joy to their child.
STAGE III - EVOI.VING A NEW TOOL FROM THE CALENDAR.
Detailed discussions were held by the Panelists on
1 Reasons for all changes suggested for both word and pictures in the Calendar, and
a clear evaluation of all the pictures and messages that could be incorporated into the
Recognisinq3 Sat the 3 pictures on the facing page give the broad developmental
2. directions spanning the number of months that the stage covers and some of the five
stages in the second half of the Sheet fell within the framework of the top page
messages and as such there were some overlaps.
in
The outcome of Stage II re-evaluation was the idea tc represent the Calenda • n
the form of a flip chart which could be of use for iareier audiences and be more
widely used through Balwadis, Anganwadis and other child care centres. The
decisions taken for the Flip Chart were
a. The oictures would be culturally relevant to semi urban/rural India.
The flip chart would be a series of single sheets each covering a whole stage presenting
b.
a holistic picture and should therefore cover all the state areas graphically and with clear
The centre of the sheet could be a graphic depiction of the typicality of the stage. TTien
c. the four quadrants would contain suggested highlights and stimulus ideas. It would be
the responsibility of the trainer to explain the domains that govern the totality o c i
development. Therefore the explanations under each domain would be printed on the
reverse of the flip-chart sheet to facilitate the trainer.
d The idea of SPRUC would be used by the Anganwadi worker through instruction material
‘ orovided at the reverse side of the Flipchart pages and the target group who had on
instinctive sense of holistic development would view the illustrations with simple
Flipchart would have clear-cut guidelines on how to use the tool as well as an
e. The
understanding of child development and stimulation of the 5 domains for all round
Th^guideTne?would further carry a strong message of effective communication and a
f.
non-threatening approach towards the taught group.
40
STAGE IV UNICEF SPONSORED WORKSHOP - MAR '99 - PEER GROUP REVIEW:
Intensive work in January, February '99 by Bala Mandir in consultation with a field
communication artist and personnel from ICDS to work on a draft format of a new tool led to
the emergence of a draft copy of a Flipchart adapted from tiie Bala Mandir - Dellcrest
Calendar which was put through a Peer-group review of the tool.
The invitee participants of the Workshop were from among NGOs working for ECCD,
Government Representatives of Directorate of Social Welfare, ICDS, DPEP, Pre primary
teachers, Educational and Research Organisations, ECCD Professionals and UNICEF.
Highlights of the Workshop:
a. Detailed discussion on Concerns regarding ECCD with special focus on '’Parenting"
emerged from exposure to the Flipchart tool.
b. Need for enhanced "stimulus" opportunities in the home for children below 3 years, was
endorsed and need to support it programmatically, emphasised.
c. Need for a Parent Education Programme - focussing among other areas on the Rights of
Child (CRC).
d. Endorsement and finalisation of the Flip Chart with technical suggestions changes made
and its effectiveness as a tool for ECCD awareness on Parenting Education for larger
audience.
e. The Workshop was to be followed up by initiating the process of Networking on
'parenting - with focus on Child Rights, Parent Responsibilities and the psycho-social
development of the child.
From June '99 to December '99, the Flipchart Project went through the following stages:
• Review and inputs from various ECCD experts.
• Field test undertaken by UNICEF.
From January 2000 to August 2000.
• Review of the Flipchart as an "inclusive tooF by SPASTN and MNC for Exceptional
Children.
• Series of Workshops co-ordinated by members of Network for Information on
Parenting, for various levels of functionaries of ICDS and WBS-ICDS-III and in
particular Anganwadi workers (direct users).
• Finalisation of the Flipchart after review by UNICEF and ECCD experts.
The Flipchart tool as a Parent education resource is now ready.
41
Keys to the Flipchart Project
1. Belief in the Importance of and a profound faith in and respect for the uniqueness of
Indian child rearing practices and working towards a goal to reinforce and
nurture, rather than supplant
2. Involvement of the Community in all phases of the project.
• The clear match between needs and programme objectives.
® The use of the existing health and education infrastructures rather than creating new
cadre of workers.
» Using a regional base to manage the programme with a focus on involving and
empowering communities.
« Respect for Indian culture, which define the ways in which children are socialised.
Indeed, the Convention on the Rights of the Child indicates that children have a right to
their cultural identity. Keeping this in mind an effort was made to define, describe and
understand the reasons for cultural differences in the upbringing of children. The project
was further guided by a respect for Indian culture and the recognition that for the
programme to be effective, it needs to proceed in harmony with Indian culture and time
honoured, traditional beliefs. One of the major activities of the early phase of this
project was to identify in consultation with the Anganwadi/Health Workers and parents
from the underprivileged section of society their child rearing approaches.
3. The open spirit of the Programme:
• The promoters of this innovation had belief in the potential of the people being
reached out to, take charge of their responsibilities.
• To create a forum and a process (Network) in which the evolving needs of children
can be discussed.
• To understand the needs of parents and concerned adults and to share with them
perception of the needs of the child.
• To listening to people who may not be considered articulate.
• To respond according to the needs expressed by the community, rather than to any
preconceived agenda.
• To effectively establish partnership between all the key players and the major
government agencies.
4. A dearer understanding of child-rearing practices, patterns and beliefs helped
us do our job better and to understand, support and improve the child-rearing process,
and identify those practices which should be supported and those which ought to be
discouraged.
5. Respond to diversity. Children grow up in a wide variety of different physical, social
and cultural circumstances. Even within cultures there is diversity. There is no "right
way" to bring up children.
6. To provide continuity during times of rapid change as a result of economic social and
political changes. Sometimes these changes are very rapid and they can have a
significant impact on children's development. In the process, some practices are being
lost that continue to have both cultural and scientific value. Other practices, which
appear to be "deviant", represent novel adaptations to particular settings, and may be
followed for good reasons and with good results.
An attempt was made to understand rather than suppress them.
42
7. To identify in the programme "Parent's Rights" as
All parents must have some knowledge of the basic child rearing tools.
Knowledge about child development. Parents need knowledge about how children
develop. They need Information on children's normative patterns and stages in physical,
social, and language development, as well as their nutritional and health needs at various
stages. Knowledge of children's emotional needs and typical early social-emotional
behaviours may similarly forestall inappropriate parental responses to their emotions and
behaviour.
o
Observation skills and more effective parenting. A basic need of all parents,
regardless of socio-economic status or educational level, is to learn how to observe a
child. In essence, parents need information and observation skills to help them discover
the match between a child's ability or readiness and some ways and means to help the
child reach a given developmental goal. Such awareness can help a parent to handle a
child's frustrations more skilfully.
Alternate strategies for problem prevention and discipline. Parents need insights
for managing child behaviours. Knowledge and skills regarding alternate methods of
discipline and problem avoidance.
*
Parent!; need language tools. The parent who has learned to give names to the
things si child notices, to the actions a child carried out, and to the feelings a child
expresses has a powerful tool for enhancing the child's language skills.
Parents; need support. Most of all, parents need to understand the tremendous
impact they have on their children's lives. Through their attention, expressed pleasure,
listening, and interest, the child's growing sense of self is nourished.
o
How to use the home for learning experiences. Another basic tool consists in
knowing how to take advantage of settings, routines, and activities in the home to create
learning and problem solving opportunities.
Parents of young children need to know ways of turning household objects into
learning materials for children's exploration.
43
STRATEGY PLANNiP BY NIB
1. Shared concerns of Individuals and Institutions in ECCD
2. Identification of nodal agencies
3. Broadbasing - sourcing other like-minded organisations and individuals
Stage II
1. Formalising Network
a) Developing a consensus on objective and Terms of Reference
b) Membership
c) Formation of 4 sub-groups
d) Allocation of responsibilities
e) Clarification of voluntary involvement in Network
2. Meeting of sub-groups
a. Identification of priorities
b. Collation and review of existing data/activities
c. Developing of framework of action and strategy
Stage Hi
3. Identification of critical components for action
4. Developing procedures and strategies for information sharing and setting up channels of
communication
5. Developing linkages with other existing Networks
6. Pooling of Information on needs assessment
Stage IV
7. Identification and formulation of messages
8. Compilation and editing of messages
9. Devising methods of dissemination
10. Communicating messages on parenting.
Stage y
11. Developing a framework for training on parenting
12. Integrating this module into existing and related training modules
13. Advocacy/lobby for policy on ECCD
44
ACTIVITIES BASED ON STRATEGY PLANNED
STAGE I (March - June 1999)
1. Shared concerns of individuals and institutions in ECCD
2nd March - Peer Group review of UNICEF sponsored - Bala Mandir Hincks Dellcrest
Parent Education flipchart. Decision taken to address ECCD through Parenting
2. Identification of nodal agencies
3. Broad-basing - sourcing other like-minded organisations and individuals
ll111 May ’99 and 8th June ’99 - Meetings facilitated by UNICEF at which the
decisions arrived at were
a. Need for Rational and Formation of Network for promoting and propagating parenting
practices for children below 6 with special reference to below 3 years.
b. Identification of organisational and individual strengths existing in T.Nadu.
Expanding present working forum to include and involve document department,
Government Departments, NGOs and individuals.
STAGE II (July - November 1999)
1. Formalising Network
16th July '99 - At a meeting facilitated by UNICEF which included Government
Departments, NGO’s, Educational and Research Institutions, Associations and individuals the
following were undertaken
a) Developing a consensus on objectives and Terms of Reference of the Network
b) Membership to be confirmed through the filling up of a format prepared at the
meeting
c) Formation of 4 sub-groups and Identification of Convenors • Communication and Networking - BMRF
• Research and Documentation - Mother Teresa University.
• Early Intervention in ECCD/Parenting. - Dr.Jayam
• Training - Avinasilingam University - Later MN Centre for Excep. Children
Allocation of responsibilities - BMRF was identified as the Secretariat
2) Meeting of sub-groups
Identification of priorities
Coilation and review of existing data/activities
3) Developing of framework of action and strategy of NIP.
4) Clarification of voluntary evolvement in the Network.
5) Confirming the method of functioning within the Network
August *99:- Series of Sub groups were held and the major decisions were
Research and Documentation — Would undertake to document and update
existing and relevant work on parenting and ECCD and suggested means for the
transference of Research knowledge to other groups.
45
Early Intervention- Identified various tasks.
• Collating information.
• Identify the how & when of intervention.
• Compile the comprehensive Encyclopaedia of messages.
• Organise Workshops.
Training - Identified that since most training programmes for ECCD.
• Did not emphasis the psychosocial relationship of parent/ child.
• Focussed on teachers and caregivers in the institutional set up.
A training module on Parenting would be prepared and steps taken to intervene into existing
training programmes.
Communication and Networking • The name PIN - Parenting Information Network was changed to NIP
Network for Information on Parenting.
• Govt representation and involvement in Network Programme was
stressed.
6) Identification of Critical Minimum Components for action.
The following CMC were identified and messages and programmes while targeting
PARENTS would also include those in a parenting role:*
a. Parental readiness- Adolescents and newly married couples.
b. Planning for Parenthood- Family members.
c. Preparing for Safe Motherhood- family. Community and medical
professionals.
d. Welcoming the baby(lA 40 days) - Caregivers and helpers.
e. Precious 1st year - Creche workers.
f.
Toddler. (1 yr. to 3 yrs. -r)- Kindergarten/Creche workers
STAGE III
1. Developing procedures and strategies for information sharing
2. Developing linkages with other existing Networks
3. Expanding information on the existence of NIP.
September:Communication and Networking - Identified the need for
a. Child Rights perspective to be included in all NIP Programmes and activities.
b. Addressing the issue of trauma of rejection of the child based on gender, colour,
disability, ordinal position and social status.
c. Focussing on the multi sectoral responsibility towards ECCD.
d. Stressing Parenting responsibilities and obligations to the child's right for ECC - SGD.
e. Studying/Understanding Indian traditional methods of ECCD.
21st October ;99 - 2nd meeting of NIP.
At the meeting the following major decisions were taken.
a. Membership to the Network would be free and purely on a voluntary basis.
b. Key Element of the Network to include rather than exclude - paper on Networking by
Dr.Rajarathnam Abel of RUHSA was accepted as a NIP tool and circulafcid.
46
Participation at the UNICEF sponsored sub regional seminar on "Innovations in ECCD”
was confirmed.
d. A pamphlet on NIP was to be prepared.
Visual displays on Networking, Parenting, Parenting role and CMC were to be prepared.
November '99 - Further to active participation at the UNICEF Sub regional Seminar a
decision for NIP Tamil Nadu to initiate the process of Networking on Parenting in the SubRegion was taken.
December '99 - NIP pamphlet was circulated to participants at the AGM of TN FORCES and
permission given to send pamphlets to other members. NIP’s support of activity based
developmentally appropriate Kindergarten/Curriculum prepared by TN FORCES was
identified.
c.
Stage IV
1. Setting up channels of communication and identification of tools.
2. Pooling of Information on needs assessment.
Jan.2000 - At the 3rd meeting of NIP held on 13th Jan. following decisions were taken
a. Translation of NIP Pamphlet into Tamil to facilitate wider circulation.
b. Active participation in Seminars and Exhibitions to disseminate NIP messages
c. Undertake translation into Tamil of The Challenges of Parenting a set of UNICEF
booklets - Contributions to which had come from NIP members.
d. Accept the UNICEF sponsored Parent Education Flipchart as a Network tool and NIP
members to participate in the finalisation of this tool.
February/March 2000 - A review of the field test report of the flipchart followed by review by
MN Centre and SPASTN of the flipchart as an "inclusive toorxCwMrt. for parents of children
with disability.
May/June/July 2000 - Finalisation of the UNICEF sponsored Bala Mandir Hincks Dellcrest
(Parent Education Flipchart)
1. Identification and formulation of messages
2. Compilation and editing of messages.
3. Devising methods of dissemination.
4. Training IMIcdute for Parenting»
1. Developing a framework for training on Parenting for
a. Parents and Caregivers
b. Kindergarten Teachers
c. Trainers
2. Integrating these modules into existing and related training modules.
August to December 2000 These Network activities were completed by the last quarter of the year with active
participation of NIP members through a series of Workshops.
• Translation of Flipchart into other languages.
In the Academic year 99-2000 a & 2001 Pilot Project was undertaken by BMRF to
intervene/ integrate Parenting\v\X.q the Training programmes
47
1. Bala Sevika Course - ICCW.
2. KG Teachers Training - Children's Garden School.
3. ECCD Training - Kothari Academy
run
A training module has been formulated based on the experiences and inputs of the Project
5. Media Workshop
To be held in March 2001
Stage V;
1. Communicating messages on Parenting.
2. Expanding Networking Activities.
Advocacy/lobby for policy on ECCD
March 2001
• For expanding awareness/info. on NIP
To make a needs based assessment of various target groups - based on the Critical
Minimum Components
- College students &
Parental Readiness
- Parents
Plan for Parenthood
- Paediatrician, Gynaecologist
Motherhood
- Hospital Administrators, Paramedical staff, etc
Welcoming the Baby
- Parents, Institutional care givers, KG Teachers, family
Nurturing the children
members, etc.
•
‘
48
Members list - Page - I - July 99 - March 2001
1.
2a
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
NGOs
Contact Person
Adoptive parents Association (Tamil Nadu)
ACCORD Aravind Centre for Women and Children
Bala Mandir Kamaraj Trust
Bala Mandir Hincks Dellcrest
Balar Kalvi Nilayam
"Brindavanam"
Family Planning Association of India
Guild of Service
Indian Council for Child Welfare
Madhuram Narayanan Centre
Rural Unit for Health & Social Action
"Sevaiayam" Social Development Society
Spastic Society of Tamil Nadu
Vidya Sagar
Ms. Vidya Shankar
Mr. Ramdas
Dr. Lakshmi Rahmathullah
Ms. Maya Gaitonde
Ms. Hema Srinivas
Ms. Rose Visuvasam
Dr. Chandra P.
Ms. Jaya Sitaram
Ms. S
Ms. Andal Damodaran
Ms. Jaya Krishnaswamy
Dr. Rajarathnam Abel
Ms. Kokila Johnson
Ms. Aloka Guha
Ms. Poonam Natarajan
Educational and Research Institutions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Avinashlingam University
Bala Mandir Research Foundation
Bhavan's Rajaji Vidhyashram
Children's Garden School Society
Madras School of Social Work
Mother Teresa Women's University
Project ACCESS
SCS Kothari Academy for Women
SITO Council for Educational Research
49
Dr. N. Jaya
Ms. Lakshmi Gopal
Ms. Swathantra Shaktivel
Ms. Shakuntala Sharma
Ms. Naiini Rao
Dr. Yashoda
Ms. Mina Swaminathan
Ms. Prema Daniel
Dr. Raja Ganesan
Individuals
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Dr. Anandalakshmy S. - Consultant, Child Development and Education
Ms. Gita Bhalla
Dr. Indu Balagopal - Chairperson, Child-to-Child South India Resource Group
Dr. Jayam S.- Paediatrician
Dr. Lalitha N. - Consultant, Child Development and Education
Ms. Padma Srinath - Resource Person, Child Development
Dr. Sunder S. - Consultant, Physical Medicine and Rehabilitation
Ms. Tara Srinivas
Ms. Usha Ramakrishnan
Ms. Vidya V. - Child Development Specialist, Vijaya Hospital
Ms. Vijaya P. - Dietician, Public Health Centre
Associations and Networks
1.
2.
Indian Association of Paediatrics
Tamil Nadu Voluntary Health Association
Dr. Virudagiri
Ms. Saulina Arnold
Participating ?-tembers
1.
2.
3.
4.
5.
6.
7.
Ms.Anjana Mangalagiri
UNICEF
Directorate of Social Welfare
WBS ICDS III
DPEP
Adolescent Task Force- State Resource Centre
Nutrition Network for TN & Kerala- Dr. Rajammal Devadas
IEC Task Force- Dr. K.A. Pisharoti
50
-
W•.
..
v !
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V
f. •
i
1
1
f.
Sponsored By
UNICEF
_I
I
>i
Parenting includes
P appa
Membership
A mma
Parents
R elatives
NGOs
E Iders
Research and teaching institutions
eighbours
Creches, preschool institutions and schools
F eachers
Grandparents and
S ociety
all members of the family
Nurturing the child involves
Teachers
C - Communication skills
Doctors
H - Health
I
- Intelligence
Special educators
L - Life skills
D - Defining self
R - Relationships
Professionals
Network
for
Information
on
Parenting
Para-professionals
E - Ethics
N - Nutrition
Youth
Networking means
... Redefining Parenting
• Sharing information
• Spreading parenting messages
• Initiating action for good parenting
• Facilitating further networking
• Enabling parents to cope with special needs
For further details contact:
Secretariat, Network for Information on Parenting
C/o Bala Mandir Research Foundation
31, Prakasam Street, T. Nagar,
Chennai - 600 0017, Tamil Nadu.
Phone: 2834 0652, Fax: 044-2834 5441
E-mail: balamandir@vsnl.net
The Network is about
• Redefining parenting
• Promoting effective parenting practices
• Identifying age-appropriate needs
• Accepting differences
• Focusing on the psycho-social needs
of the child
Preparing for delivery
Safe & hygienic childbirth
Readiness for emergencies
Planning for Safe
Motherhood
Supporting &
Contributing
Father
Family members
Community
Prenatal care 5
Shared workload
Stress management —
Positive support to mother
Role of father-to-be z
Recognising Family
Responsibility
Showing
Love & Care
Bonding
Feeding-mother's milk
Health and hygiene
Celebrating
Pregnancy
Accepting
Individuality
Colour
Gender
Disability
Birth order
Positive attitude
Happiness
Harmony in the home
The objectives are
Welcoming
the Infant
Planning for
Parenthood
• To promote and enhance positive parenting
practices
• To provide a forum for sharing information
• To converge resource and expertise
Life cycle
approach to
parenting
• To propagate gender equality
• To advocate the rights of children
k
r
Parenting is about
Raising the
adolescent
Friendship
Nurturing
the Child
Social Skills
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tmpathy
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Reproductive health
Counselling & planning
Peer interaction
Family relationships
Physical
Emotional
Education
—Livelihood
Support for family
Ensuring Family
Life Education
Enhancing
Self esteem
Responsiveness and interaction
Healthy relationships
Social interaction
Handling emotions
Enhancing
Health
Promoting
Physical growth
Ensuring rest, sleep and exercise
Providing nutrition
Building Awareness
of Responsibilities
Helping
Cognitive
Development
✓ Providing play and appropriate
stimulation
Opportunities for participation
\ Accepting special needs
x Imparting communication skills
Bala Mandir
BALA MANDIR
Resource Centre
Parents and Teachers can come for
Advice on Children
Orientation and training programmes
Discussions and sharing sessions
Voluntary Organisations can
Enrich themselves through networking
Access resource materials
Conduct meetings and seminars
Child care and Medical professionals can
Share their expertise
Provide information on parenting
FACILITIES
r
Resource and Counseling Room
Play area for Children
A fully equipped Meeting Hall
RESOURCE MATERIALS
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German Hall
For more details please contact:
Walk in on any Thursday
between 10 am and 1 pm
TCS
s
(2
| Resource Center
£
for counselling sessions
Prakasam Street
I
Bala Mandir
Bharathi Raja
Kamaraj
Trust
Hospital
Bala Mandir Research Foundation
at the Bala Mandir Resource Centre
31, Prakasam Street, T. Nagar, Chennai - 600 017.
Phone : 044 2834 0652 (10 am - 5 pm)
Fax : 044 2834 5441 Email: balamandir@vsnl.net
GN Chetty Road
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