NETWORK FOR INFORMATION ON PARENTING
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INFORMATION ON PARENTING - extracted text
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NETWORK FOR
INFORMATION ON PARENTING
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A Tamilnadii Initiative
NETWORK FOR INFORMATION ON PARENTING
(A Tamiinadu Initiative)
5
Network for Information on Parenting formed
on lb*1 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. Abe! 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 Srlnlvas
‘The Emergence of Network for Information’ on Parenting
Page 13 - 16
In December 99 NIP brainstormed and identified
the Critical Mlnfrnum Components of parenting
Page 17 - 18
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 Informatton - Reaching out to
Parents & Primary Care Givers
Parenting - Its scope and dimension
Saulina Arnold
Page 19-21
Atoka Guha
Page
23 - 24
Anjana Mangatoglii
Maya Gaitonde
Page
Page
25 - 28
29 - 35
Page
37 - 43
Page
45 - 48
What sparked off the need for a systematic
organised, cohesive Network for Information
on Parenting was an International tool which after indlgenisatlon was accepted
as the first tool of the NIP
This Networking process expanded Into
Various activities based on a planned strategy
July’ 99 to March 2001
The Cover design - 3 Rangoli Network i^s designed by Hemo SnnNas
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
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 neec for
children to receive appropriate stimulation and emotional security besides fulfilment of t
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 o
development but also affecting how the brain is ’ wired '. There is empirical ev.dence 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
needs that all children have and a predictable pattern of development during early years^th
are universal. However the broader context which surrounds families and communities such
as changes in social and economic climate due to rapid industrialisation, urbanisation e
with consequences on family security levels, have a bearing on the nature of these chl'dcare
practices The significance of information on parenting not only to emphasise the criticality
S tSvJopmenl
In U>e life of (he child below 3 years but also to
' 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_aH
children and especially those from the deprived and un-reached communities in rural a
X areas. Tte 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.
. promotes the child's psycho-social development - emotional security, socialisation and
.
promote the child's mental development - interaction, stimulation and play
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 in^,|cate
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.
zf-
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, SIET, 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. Research
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
cut
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 early
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
- Adoptive Parents Association, Tamilnadu
Ms. Vidya Shankar
Ms.
Andal
DamodaranIndian Council for Child Welfaie, Tamilnadu
2.
Ms. Aloka Guha
- Spastic Society of Tamilnadu
3.
Dr.
Rajarathnam
Abel
- Rural Unit for Health and Social Action
4.
Mr. Ramdas
- ACCORD
5.
Ms. Maya Gaitonde
- Bala Mandir Kamaraj Trust
6.
Ms.
Hema
Srinivasan
- Bala Mandir Vidyalaya
7.
Ms.
Jaya
Krishnaswamy
- Madhuram Narayanan Centre
8.
Mr. K. Shanmugavelayudhan - TN Forces
9.
Ms. Saulina Arnold
- TNVHA
10.
EDUCATIONAL INSTITUTIONS
Ms. Yasi.oda Shanmughasundaram - Mother Theresa Women's University
1.
- Children Garden School
Ms. Sakunthala Sharma
2.
- Children Garden School
Ms. Saraswathy
3.
- Bhavan's Vidyashram
Ms. Swathanthra Sakthivel
4.
- Bala Mandir Research Foundation
Ms. Ambika Sen
4.
- Avinashilangam University
Ms. N . Jaya
5.
- Project ACCESS
Ms. Mina Swaminathan
6.
- Madras School of Social Work
Ms. Nalini Rao
7.
- Madras School of Social Work
Ms. S. Tamil Selvi
8.
- Indian Association of Paediatrics
Dr. R. Virudagiri
9.
ECCD Professionals
Dr. Suma Balagopal
1.
Dr. N. Lalitha
2.
Dr. S. Anandalakshmy
3.
Ms. Padma Srinath
4.
Dr. Jayam Subramaniam
5.
Dr. V. Vidya
6.
GOVERNMENT REPRESENTATIVES
- Directorate of Social Welfare, Tamilnadu
Ms. N. Kanmani
1.
- Directorate of Social Welfare, Tamilnadu
Ms. P. Mylammal
2.
- Department of Health
Dr. Jagadeesh Ramasamy
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
1.
6
SO YOU WANT TO NETWORK?
- 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 expet lences,
'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?
,
.
Sharing information among members seems to be the primary purpose of most
Networks. However, increasingly such information sharing is focussed on specific themes or
lobby and advocacy. Depending on the level of its effectiveness, a Network could provide
any or all of the following possible outcomes.
■
• Provides technical and general support leading to solidarity among its members.
• Provides education, knowledge, skill, new ideas, sharing experiences and exchanges.
» Prompted by larger organisations to carry out its agenda and pui pose.
. Provides opportunity for general co-operation and helps to expand one's resource base to
.
Provides a platform where alternate solutions and strategies are discussed and identified
from which one can chooses.
Helo people move out of their own disciplines or limited geogi aphical 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
critical mass needed for advocacy and address complex problems and issues. It can create
an awareness among members that there are others with similar concerns and problems and
.
is
effect. This is more than the sum of the action of the individual members of the Netwoi .
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 base ' 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 Afr CAN was confirmed. Core groups were identified with coordinators, indicators were chose
and a plan for the next three years was made.
uliman
For three years RUHSA Department of CMC&H, Vellore had promoted human
resource development among NGOs in Orissa State. As the initial objectives were
an
long-term relations were being discussed, the participants in a final leadership
he need for a Network. They came up with the idea of an Orissa RUHSA Resource unit
Since only a small group was present a small ad hoc committee was organised. They we
back to Orissa and organised a convention where over GO persons participated. To avod
any misunderstanding the ad hoc committee members stepped down and the entue gr p
was given the freedom to choose a more representative team. To keep coste low, therei s
no formal Secretariat, it being co-ordinated by one of the members. However the Netwo k
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 carrieo out a weti- ■
planned anti-malaria campaign throughout the state, providing knowledge and skdls to over
600 NG0TPerFSQ^|lslt'a°Network from India has members take initiative on outlining goals,
oriorities concerns and possible activities. Subsequently smaller informal groups work out
sZSes and activities^ The Secretariat with the convenor implements the network
activities like Planning, Logistics, Reporting and Communication in addition to strong support
and planning. This Network is moving to a point where the Secretariat will become rotationa
to kecp“rSn^ua^^
Association (TNVHA) is a 26-year-old Network working m
the Southern part of India. It-was started by committed leaders. It nas dear ob]^es righ
om the beginning and subsequently modified by the members. Ar mm.strative and
'i chanoes have been made periodically to meet member's needs The
Communication to the members are regular. It has an enthusiastic strong board and an
effective staff team and CEO. However, there is some weakness in its membership. Wh
the regularly participating members are active, they constitute only about a fifth of the
’S SorS that were tented n
“"cHaTS
resixrnse to the needsVat that time. They are more formal, well structured and to an extent
tnsdWtioealised. Wann
oTnX?X “mpZ'to Networks
such as MedS/Friends Circle, All India Drug Action Networks, Medical Educaa^. NetW°rk'
In the same category of Networks, the role and work of IBAFAN has been outstand g.
9
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 t onorary. 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 factor. 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
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
Few others
there is continued external funding. T_..
-'J.-.: have started generating local income
through variety of services rendered. Transparency of financial procedures including stable
funding 'S
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 news e er
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 ^wie ry,
that people come with expectations greater than what can be provided by a smal 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 Network of
common interest and commitment is likely to be more successful than a large one with
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
'enicd
be conventions and norms which are different. There are Netwoiks where conscious
decisions are made to keep the membership small. When Networks are iarge consc'°^
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 ;t is good to have such infrastructure in.1'
thejongj run, they tend to be costly,
Tf a Network secretariat could be situated in an (existing
------- organisation, it tends to keep costs
low and a deceased dependence on loo much external funding. Alternate y it could be kept
moving from one organisation to the next as TN -FORCES has started recently.
7. Nature of activities
Networking is easier among action groups involved in 'obbymg i"dwca^
On the other hand, Networks involved in programme implementetion
Ration,
dPVAlnpmenr and empowerment and in social transformation find it more difficult.
8. Type of Network
divided into formal and informal types. In a formal
Broadly Networks can be
j memorandum of association and elected
Network, generally, there is a structure, with a
be functional or at the other end it could be
------r. A Network
sustainable than others which are induced
p— or
STs"
.
.
i
on their objectives. Depending
together at the geographical area of operation or based
I
i deployed, each type contributes to
on how effective the strengths of each type are
-effective Networking.
IO
9. WHAT CAN RUIN A NETWORK?
9
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 tiiose with lesser resources.
However for effective Networking those who have mere 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 r 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 opportunitici 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.
7. Donor interference - It was observed earlier that donor promoted Network is
less sustainable. So also when a doctor interferes in (he 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.
11
SUSTAINABILITY
All Networks need ndf 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
sbeamlining 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 geographical area of operation,
it becomes another strengthening exercise.
The strengths of a Network are based on the amount contributed by the member as
membership feeo. 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 Nebvorks
started. It is likely that strategies for sustainability will increasingly put pressure on Netwoi
and force them to constantly and critically review and modify their goals, functions, strudure
and membership and take creative, courageous and concerned act.cn resulting in increase
' effectiveness and efficiency.
REFERENCES
Tapas Kumar Datta, Networking for Development, pradhan, New Delhi, India
1.
PRY Prithvir, ROOTS Network, Paulo, Fnere Village, Vadavatam Post
2.
622 004,
Networ"k Discussion paper 1/92ATNESA - WAATN. Source - ILEVIA C/O ETC Foundation
T
3.
4.
the year 2000. Crucial links and partners.
The author is grateful to the many friends who took time to answer
Acknowledgements on their experiences of Networking and provide available information on
a questionnaire
Networking.
12-
<
THE EMERGENCE OF A NETWORK ON INFORMATION FOR PARENTING (Nig)
- Tara Srinivas
The need for a NETWORK on Parenting emerged at a meeting on 2nd 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 for 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 fadlitated 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'^ 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, ano 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 new 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, witli 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.
A need to converge, consolidate and strengthen existing efforts and expertise in ECCD,
3.
to promote the best interests of the child, exists.
There
was also a need to create a platform to facilitate exchange of ideas and
4.
experiences, discussions and debate on issues regarding child development.
> 3
THE NETWORK TODAY
The Network is a loosely federated democratic body with a membership which has built itself
around the first group of discussants of the March 1999, UNICEF Workshop.
The spirit of the Network is to enhance work being done by individuals and organisations,
and while consolidating their own strengths, at the same time provide a platform for sharing
information with each other. This dynamics of exchange and consolidation includes working
actively with and supporting GOVT programmes with quality inputs and expertise on
Parenting issues in ECCD. This is an attempt by the Network to converge resources and vast
experience within this sector to give a thrust to the developmental needs and rights of the
young child.
The NETWORK today brings together all the participating institutions/members as well as the
concerned stakeholders on the issue of Good Parenting Practices and clearly addresses
/^renZsand those in a Parenting Ro!em6 seeks to connect through the Network and its
mandate the following persons:1. Parents as primary stakeholders
2. NGOS involved with ECCD and Community Development
3. Professionals concerned with ECCD
4. Education & Research Institutions
5. Government Depts
6. Corporate houses and Facilitating Agencies
7. Concerned agencies & CAREGIVERS
8. Lateral linkage with task force groups set up by government
WHAT IS THE NETWORK"S MANDATE AND COMMITTMENT
The Network's basic mandate is to work in the area of EARLY CHILDHOOD INTERVENTION.
- to Increase knowledge based on holistic child development
- to Define the Parenting Role
■- £ SSSXSS SX"Sand“ parent,„g and to snp^rt etteds ot We
same
- to Promote good parenting practices
- to EmphlsisetomiFy s^ttingas the First learning site in psycho-social development
- to Recognise the responsibility of community and other care-givers
- to Encourage Good Traditional Child rearing Practices
- to Encourage Scientific Temper
- to Advocate Child Rights
- to Lobby for Policy issues on ECCD.
I L|
THE PROCESSES OF THE NETWORK
♦
to serve as catalyst to increase awareness, develop material and identify
strategies on issues affecting children
to
to build
build bridges
bridges and
and foster
foster networking,
networking, working
working across sectoral divisions putting
people in touch and serving as a Communication point♦ to serve as'sound^ng board and dialogue with’ funders and decision makers for policy
♦♦
formulation programming and implementation.
♦ to propagate and support efforts for
strengthening capacities and coping abilities of child rearing by parents and
communities,
- creating a positive nurturing environment for all children and especially from
those of deprived and unreached communities.
- culture specific, developmentally appropriate child rearing practices.
♦ to focus cn stages of Parenting - Critical Minimum Components of Parenting
- Parental Readiness - for adolescent years.
- Planning for Parenthood - positive emotionality, family responsibility,
celebrating pregnancy.
- Preparing for Safe Motherhood - Health and Hygiene issues.
- Welcoming the baby -accepting the child totally including gender, colour,
-
disability.
Nurturing the infant - Mother and Child care and nutrition, role of father and
-
family members
Early childhood care - Infant, toddler, child and children with special needs.
STRUCTURE AND STATUS OF ACTIVITIES OF NIP
The NIP as a parent body of networking institutions consists of sub -groups; - co-ordinated
issues and
by a Secretariat - advised by a Core Group whose activities focus on the
t.various
—
current concerns of Parenting on ECC -SGD.
The initial Sub-groups formed
a. Communication & Networking
b. Research and Documentation
c. Early Intervention in ECCD/Parenting
d. Training.
What are the activities of NIP?
•
»
®
•
•
•
•
Parenting Information
Parenting Programmes.
Bringing together existing ECCD strengths
Creating platform for sharing.
Pooling of information and resources.
Facilitating exchange of ideas and experiences.
Developing and disseminating messages.
Developing linkages
>5
r
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.
identificatiori 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 Fiipchart, 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 Chi’d Development in Podhigai
-
Channel on Mondays
Active participation at Conferences and Workshops at State' Government &
National Level of Parenting
I
FUTURE PERSPECTIVES ANO STRATEGIES OF NIP
.
parenting to
to mciuoe
include the
Mass neuia,
Media, ennu
Child
Broad basing communication of messages on parenting
me nass
care institutions, Educational Training institutions, universities and research faculties.
:
Andhra Pradash and dev^ng
•
linkages in other parts of India
Bringing toge'her existing ECCD strengths and creating a platform for sharing on
minimum components of
parenting messages for various segments
stakeholders -
Parents and Family
Medical Personnel
Child Care Agencies /Institutions.
ECCD Training Institutions
Advertising agencies and Media
16
of the
•'y;
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.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
II.
a.
b.
c.
d.
e.
f.
g.
h.
i.
HL
Parental Readiness:
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.
Educational status and Government programmes.
Family Life Education-Sex education/information/counselling/interaction with parents.
Hygiene
Peer interaction - emphasise healthy social interaction.
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 motherh1SSL
a. Celebrating pregnancy
b. Preparing for emergencies
c. Organising support systems for the birth events,
d. Organising safe and hygienic delivery.
IV.
Welcoming the babv (the first 40 days)
a.
Ensure that there is no Trauma of Rejection based on gender, colour, impairment - and
b.
c.
assure acceptance.
Essential care of new born.
Promoting breast feeding/colostrum-Counselling for feeding children in special
d. Maternal rest, nutrition, physical and emotional support, counselling for children in their
special circumstances.
e. Use of clean water.
f.
gh.
j.
k.
l.
V.
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 commumcation
Carrying the baby and significance of touch, emotional bonding.
Ensuring immunisation.
Precious first y_ea,r
a. Continuing breast -feeding, introduction of complementary foods.
b.
c.
d.
e.
f.
g.
h.
VI.
Immunisation.
Hygiene.
Nutrition, Monitoring growth-weight.
Protect against physical and mental abuse.
Emotional bonding.
Child-led play and parental interaction.
Activities for the first year.
Active toddler
a. Identification of developmental stages.
b. Identification of domains of developmental domains.
d. Parental interaction-relationship, communication-language development.
e. Linkages and holistic approach to development.
f Respect uniqueness of the child.
g. Emphasise child's rights in the home/outside-
IP
TRAUMA OF REJECTION
Saulinri 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 modem 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 day - no firm foundation is there. Insecurity, Mistrust and
low self Image develops
Culturally this is named according to physical appearance- an unwa ited girl is named
"Venda pen" - not wanted, a dark boy is called blackee - karuppaiyya or short child is called
shortee - kulla. The nomendature 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
EXPERIENCE
AGE
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 mental conception (out of
wedlock) leading to abandoning the infant at birth or an unexpected Pre -jnancy could be
first baby or next. This adversely effects the psychosocial development of the child.
2. During Pregnancy - Hie feelings of the mother greatly effect the child. The attitude of
the family and in particular the husband (the father of the ch’id) greatly effects t re
emotionality of the mother which in turn can have a negative impact on the child an
therefore importance of care of the mother during pregnancy can never be undermmed.
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 retai s
•
3
the baby's growth.
Attempts or abortion, which misfire affects the child.
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/Disabil’ty of the child
• Disfiguration during delivery including birth mark
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 acc®ptanCmiikea^d
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 ar.J community for the birth. Psychologists opine that .f the mother rejects
baby not only can her milk can go sour, but the amount will reduce diasbcally.
The child thus rejected develops as an adult with fewer skills is confused has low
self esteem, feeis inferior, is aggressive, hates himself/herself and the w rd.
2-4 years Freedom
‘"to wllkand playTh^Ttwill^ confide'nc^in ito ownlody
As the child grows up
encouragement to use its body and self esteem will grow.
But if the child is kept in a room, tied or not allowed to go out or when going out is cairied
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 pie
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 well piepaied 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 with
itself. If the parents have a positive relationship and also treat the child well the child has
good opinion/expeiience about husband -wife, male - female relationship. The parent of
opposite sex (for boy — mother, for girl — father) has an important role in 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.
7-11 years- industrious
This is an age when the child has to be in school and get involved in many activities and
learn many skills - communication, writing, playing, co-ordinating with others etc. I he child
needs attention, support, and encouragement. I Iris will help the child to de/elop selfesteem and be able to wor k better.
But if the child is criticised made fun of, not allow participating in different activities, the
growth will be stunted. Especially in rural areas girl children are stopped f' rm school at this
age for various socio-economic reasons and that affects the self-esteem of the girl. An
already rejected gin, with no education after 10 years will make her feel further inferior. The
same with the rejected boy child, who therefore enters into adolescence with a feeling of
inferiority.
12-18 years - Adolescer.t
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
needed or not
For this, their understanding of their relationship with parents, friends and family is
important and if they are unable to have this knowledge, they will feel rejected.
Rejection results in
.
Isolation, running away from homo, psycuo scaai promcm,
drug addiction seeking help from anti-social elements.
Confused out look on life and seif.
I- I
CH'
09335
fKS'
fef
\\
‘1
.
PARENTING - CRC/CONSTITUTION OF INDIA/NATIONAL POLICIES
Aloka Guha - Spastic Society of Tamilnadu
i
ISSUES/ CONCERNS
RIGHTS AS PER CRC
1.
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
Artic'e 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
2-3
GUARANTEED BY
RIGHTS
' ’ 14
' 1 - Constitution of India
Non Discrimination, Equality & Protection Article
Article 15 [3]
against Protection
Article 2 - Conventions of the Rights
of the Child
1.
Article 3 - Conventions of
Rights of tl’.c children
2.
Best Interests of the Child
3.
Preventive Measures
4.
Sun/ival Care Protection & Development National Policy on Childien
Ai tide - CRC
5.
Health
6.
Information
Early Detection
7.
Affirmative Action
8.
Education
9.
Impairment & Assistive Technology
National Polio/ on Management
of Vitamin A Deficiency
Persons with Disabilities Act
National Health Polio/
Article 24 - CRC
Health foi All
National Health Policy
Article 17 - CRC
Chapter IV Persons with
Disabilities Act
State Policies
Pei sol is win i Disabilities Act
National Policy' on Children
National Policy on Children
Pei sons with Disabilities Act
National Policy on I lealth
Education loi All
National Policy on Education
2 ‘t
National Policy for Children
Pei sons with Disabilities Act
Ai tide 23 — CRC
Reaching out to Parents and primary Caregivers on ECCD for Children beiow
Three Years
Anpna Mangalagsri
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. The 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 discrimination takes
its own toll 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 market 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 pi ovide 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. Anandhatakshmy, "The Cultural Context", In
Swaminathan (ed.), Sage, 1998
25
Z//e First Five Years by Mina
Reseau h shows better child development scores foi children who have received out of home
care and for children of parents wiio 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 pracm.es,
many practices traditional of contemporary, are far from healthy regardjess many limes even
of social status of parents. The present day belief amongst parents tha< rormal im,
begin al the earliest possible and hence the mushrooming of pre- .chools foi children above
two years that put children through a grind of reading, writing ano 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 h man
development programming is becoming a part of lire global agenda. The rabfication of the
convention on Child Rights, the Declaration of the World Conference or Education to, ™ a
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 zl- century, reacning ail
children and women especially from the most difficult to reach groups is the major challenge.
India's Ninth Plan places young children first on the agenda of development and cails foir the
Convention on the Rights of the Child to be framework for rurtner 5t"eng^n'ng
policies and programmes for children. Noteworthy is that it recommends a shift in ernphas s
from oromoUnq child survival and growth to child development ano protection: Child
fne rioht of every child to achieve fuii potential, wnere comoating mortality ano morn any is
let S" .ah R Sonoses a holistic approach to ear ly childhood care for survival, growth and
.WS*
focus on the younger cMO (prenote, to under two
years of age) and the girl child.
Currenllv ECD interventions do not reach the entire estimated young population of 160
X untoG yS of age) In Indio. Tn,s indudes cHldren
wWebeorgrng to Mie.
< nrin rrnnnmic categories may also undergo deprivation am.dst plenty (i.c. jock
appropriate early stimulation and care). Reaching out to the younger children under mree
° the most cruclol and vulnerable years of ehildhood
Is a major challenge This
Sts r«h?ng out to women/expectont and nursing molbers/aiternaie coregive m toe
family and community for propagating appropriate child rearing practices. .
proposes a strategy to work towards meeting this goal.
pars® to
(tor rtoffc
I pe
oWjr.rtorr « .rc»w toe rW of
children forsurdvai, development, Protection and ramcipauon.
4.
■ss ^^^sSSs&-r.ss,
attention to reproductive heJth to
,,r:rai..a Jlld development of
the common responsibility of women ano then m the up.nngmy ano o^op
their children.
While parents and families form the centre - stage for information on parenting the
parenting and child development interventions for children below three years (re 'ncluding
the pre-natal period), seeks also forge new partnerships that would bring together differ
sectors and partners at all levels - parents, families, communities, child care functionaries
and service prov.ders of all sectors, elected people’s representatives, local self governments
NGOs, professional bodies, media, training/resource institutions and pohcy makers^ I
keeping with the spirit of the ninth plan, advocacy forms a strong e,emer^ of
L
The objective is to ensure that obligations towards the young children aie on the agenda °
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
' ’I*
thp children
The objective of this strategy, as
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 yearn .
> Promote an enabling environment for young children for physical, cognitive,
lanauaqe social and emotional development of the chilo.
1 gender sensitive to ensure realisation of the rights of the girls and women
> Be
Respect cultural diversities for encouraging locally based and relevant child
> I
PramoVa child centred approach driven by 'the best interests of the child
>
based in managing and sustaining ECD interventions
> Bp communitv
’Xctlve through new partnerships of parents, eomrrrunrhes, ovrl
>
societies and governments to meet their obligations to children
Have ECCD asan entry point for India's human development strategies
>
s rTriv child development: A vision for Young children in India in 21st century,
s—,„r, oP.A
27
PARENTING
- Maya Gaitonde, Baia Mandir
Need for P^rcrtlinq 'm 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.
.
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 parent, you have to define it. Learning to
be a parent - means to look ahead and anticipate the baby / toddlei/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. Wick: ihefe is overwhelnnng
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.
20
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
1 - ■ ’Ini our Indian Spiritual tradition the
their own emotional and social interaction with the child.
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
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
country. This practice has come
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 of the
scriptures that their understanding of psycho-social development of the human being was for
beyond even the present day scientific research.
the ideal parenting response to the age
XX X nS inXSo'SX
nost iondudve to
op .
strong bonding and sustain happiness in family life.
Gender:
The soul is not female, not male, not neuter.
Whatever body the soul 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 pa rent/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 pa rents/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/critica! etc.) the seeds will not get any opportunity
Upon°the open road where the birds fly and swoop down to eat them up (used/put
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
protectlon/lack 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.
T^rhArc have therefore
therefore a
a similar
play as parents at this stage in the
Teachers
similar role
role to
to play
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 oi experiences and stlmii
does not develop fully
Our task as care givers is to provide an environment, which allows experimentation and
<° expire .nd nu,M
compete.
31
CH- '30
09335
■Z" r <.
s
'(
)
'
■
The problems of children
Are today created by all of us.
THE PROBLEM IS 'AN ADULT NEVER THE CHILD ITSELE.
(
■
Uh
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 tire long
run what will truly help the child is only
. . ,
dw
/Jr';
;
♦ 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-heaith 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.
4 Behind child exploitation - battering sexual abuse drugs, alcoholism etc. there is an
adult perpetuating it on the child.
4 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
0\
CHILDREN-their cMdhgjgd
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 Jives.
It is not just a
ways emotionally, intellectually morally,
CNE^dXXp^^
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
Young children learn from everything that happens to them and around them; they do not
separate their learning nto different subjects or disciplines for children, their experience
Play andronversation are the main ways by which young children iearn about themselves,
CMdre^boTre enXgX" b'X tbemsel.es are more My to act independently
t“ (efattanships «bich children make with other children and with adults are of central
importance in their development.
bonding with parents
on Ota —
iSi
Few Barents seem to know or appreciate just how important they are in the lives
XiX iZmuch more a child wants from them emotionally and sp.ntua ly
rather than the materialism - which the parents are so busy supplymg in increasing
abundance.
™
.
®
n for their bahy/toddler/chUd and bi t emdronment.
They are providers of stimulation to catch his interest;
y
Of responses to his attempts to communicate, and
of physical care, so that bis skii? of attention and
concentration develops.
who keep him safe and limit his environment so he can feel in
They are protectors
control of himself.
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.
Children have 3 vital needs.
1. Love/Care
(or)
Relationship
2. Self-esteem
Sense of Self
- Loving and caring relationships can relieve even tlie most
extreme levels of stress
- without it, the child's growth cannot be stimulated both
physically and mentally
- a stable relationship gives emotional security.
They must learn to trust themselves and develop a feeing (or)
of competence and a desire to try.
Learn to accept their failures and shortcomings and yet
have an expectation of success.
Children communicate well before they talk.
3. Communication
- We need to listen and watch and demonst ate 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 leam to speak by listening to people around.
i
PARENTING PROGRAMMES
Family structures all over the world continues to change in response to industrialisation,
urbanisation, population growth, increasing longevity, and migration. Wlille these changes
have created new opportunities, they have also dismpted familiar cultural practices ai d
survival patterns that families have developed over the years to ™pe with their mit p
responsibilities. One aspect of life affected by these trends is the inability of the family to
provide optimal child rearing environments in the context 01 widespread changes
social fabric of families, neighbourhoods, and communities.
Adding to this concern is increased recognition of families' major influence on young
childcare services, as a complimentary rather than alternate strategy to the direct pio
of high quality child rare programmes.
Fducators have long acknowledged the significant influence of the family on the care and
Unvote Ztives in training parents and future parents in family care and chiid
peZc^ls for^onitoring pa^ peZ^r^arid' for^X'nmendations for^roviding ■
parents with child rearing information and guidance.
3-1
MUST THEREFORE UNr>_ERSTAIWjrHAT
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.
The
importance of community involvement is vital in all steps of the process building on
6.
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
EducaUn^theparentTin 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
AMssui^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 the continuance and enhancement of family life and
♦ Appreciate her significant role in
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
m2d JST- nafci, in cMtare » «»t she as the primary care
/much-needed stimulation so vital for the healthy growth and
Support' heHnta^deavours to care for her child and spend as much time with her
»
Sttess5Xe'vS roS1 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 QF THE LEARNING THRQUStLELA]L£A>rENPAR FQR INDIA
Toronto, Canada working with issues of mother child care and development with Canadian
I
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 fool.
ContSg XeRSSrched/crittcal inputs, universal in nature in different stages
-
HinctaSc^TrSuesS
Field Test the Calendar irUndic.and suggest
changes culturally and ethnically appropriate to India - and test it
stimulus is as vital an input to help the healthy growth and development of the child
nutritiona! inputs.
The contents of the Calendar include
....
a . resource material for parents.
range of age appropriate activities for the parent to interact with the child.
b.
c. Points stressing importance of positive parent child relationship.
d. culturally sensitive concepts.
e. mainly pictorial representation.
f. messages addressed to parents by the child.
The format of the Calendar shows
3
S^n^eofself-PCTS^nality development and how the child feeij; about.itself.
Physical
Deyeleement - 9ross
motorskills
_ what
c,’ilciren
at certal
^
SSs&^elopment
of social
- how
they do
interact
withp lime
pc .pie?
UnaStaiMliPOthe VVorld - cognitive development of wtal inte igence
Communication - language development and express.on of thoughts and feelings
b. 5 Parenting skills.
- Love; unconditional love and caregiver
Passion
- endless amount needed
Patience
Practice
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.
RATIONALE
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 cmcial for
developing the social, cognitive and emotional dimensions in children -0-3 years and 3-6
b.
c,
years.
In so doing create an Awareness Among Parents and all 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 tlirough certain activities and interaction.
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.
The
Need In contemporary India. To raise these issues Is vital because the Initiative
e
and responsibility of child rearing which traditionally belonged to the Family and Parents,
seems to ue 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
e 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
•
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 programtne 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
a. District communication Officers.
b. Zonal project Nutrition Officers.
c. Community Nutrition Instructors.
d. Training Instructors.
e. Anganwadl workers.
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 tlie purpose 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/teaching module relevant to Indian conditions.
38
The main 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.
• BUT for wider dissemination in Tamil Nadu it would be necessary to evolve a tool
suitable for larger audiences.
STAGC II: P 9FESSIONAL REVIEW:
A Panel 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 fonn 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
ii.
Hi.
iv.
v.
the 9 stages of the Calendar.
It was strongly felt that the primary message of the Calendar was to enhance
qualitative relationship, between Parent and Child. Therefore all references to
(Maths, Science etc.) academic outputs, should be deleted and underplayed
with a view to reduce this "Academic-anxiety-rldden-relationship" between Parent
The original Calendar under the 5 domains SPRUC had child statements that weie
dramatic and showed the child stating Its needs, as also the 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 development! outcome of the particular
activity,
,
, ,
..
.
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.
t.
Bring out a new tool In the form of a Flipchart, which wou.d Include Practices, and
activities that would
f
. Guarantee the child's physical well being - keeping the child safe and free from
harm, providing shelter and clothing, preventing and attending to i.lness.
. 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
Working ale g with the panelists were
a professional artist and experienced Anganwadi workers who recommended
;
appropriate language changes In words and phrases of the Tamil version of the Hlncks
Dellcrest Calendar and gave many suggestion for plctui es 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 Calendar into a flipchart tool
a.
b.
In the hands of the Anganwadi Worker.
An added input was feedback from an interesting creative workshop for mothers and
elder siblings of children - (birth to 3 years) from the nearby slum area Tjey were
taught how to make simple toys; paper cut out puzzles, mobiles, and blocks
with
papier-mache - which they could easily duplicate in their homes. The mothers enjoyed
c.
the sessions and expressed a sense of fulfilment In being able to learn to make simple
things that would give joy to their child.
STAGE III - EVOLVING A NEW TOOL FROM
OetaHed
word and pictures in the Calendar, and
1' a^feZ°"valuatfon of aH the pictures and messages that could be incorporated Into the
EX’ S
2.
Pa” ’lve
s
onhTme
Olrenlons spanning the number of months that the stage covers and some o the We
stages in die second half of the Sheet fell within the framework of the top pag
messages and as such there were some overlaps.
r-.io.ndar in
The outcome of Stage II re-evaluation was the idea to represent the Calendar
the form of a flip chart which could be of uce for larger audiences and ba moie
widely used through Bafwadls, Anganwadls and other child care centres,
decisions taken for the Flip Chart were
o“X'
a. S:
a ^0 ^present! ng
b. PhoSc pklu™ and should Ihemfore cover all the state areas groplrf, and wrth etear
c.
'bS «n the
d The ld'a°ot SPRUC would^e'used by the Anganwadi worker through Instruction ™tetral
EEx-o^^^^
e. The
f.
S'SX?“««'further carry a strong message of effective co.nmuoteatten and a
non threatening approach towards the taught group.
-io
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 the 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 c ectlveness as a tool for ECCD awareness on Parenting Education for larger
audience.
e. The Workshop was to be followed up by initiating die process of Networking on
'parentimj - 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 tool" 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.
11
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 reinfoice 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 titan 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 wmch children are socialised.
Indeed, tire Convention on Ute Rights of tire 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. Hie 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 cultuie and time
honoured, traditional beliefs. One of the major activities of the early phase of this
protect was to identify in consultation with the Anganwadl/Heaith Workers and parents
from the underprivileged section of society their child rearing approaches.
•
the pK)p'e bei1’9
can be discussed.
... .
To understand the needs of parents and concerned adults and to share with them
.
perception of the needs of the child.
:X"’ -X X ™nyx
.
partnership between all the key players and the major
A clearer 'underSanding of child-rearing practices, patterns and beliefs helped
4. us !lo om -ob 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
Sondl diversity. Children grow up in a wide variety of different physical, social
5. and cultural circumstances. Even within cultures there is diversity. There .s no right
6
^pro^ condXduring times of rapid change as a result
economl^ocial and
sPXX9S 0^XSSpSeiXZ-: some practices are being
hrtEcoThnue to have both cultural and scientific value.
Other practices, which
appear to be "deviant”, represent novel adaptations to particular settings, an
followed for good reasons and with good results.
An attempt was made to understand rather than suppress them.
■12
may
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 infomration 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.
.
Observation skills and more effective parenting. A basic need of all parents,
regatdless of socio-economic status or educational level, is to learn how to observe a
child. In essence, parents need infonnation 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.
.
Parents need language tools. The parent who has learned to give names to the
things a 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.
.
How to use Hie 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
Parents of
young children
children need
need to know ways of turning household objects into
learning materials for children’s exploration.
•13
STRATEGY PLANNED BY NIP
Stage I
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 ot sub-groups
a. Identification of priorities
b. Collation and review of existing data/activities
c. Developing of framework of action and strategy
• i'
Stage III
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 V
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
1-1
ACTIVITIES BASED ON STRATEGY PLANNED
STAGE I (March - June 1999)
1. Shared concerns of Individuals and institutions in tCCD
2nd March - Peer Group review of UNICEF sponsored - Bala Mandir H icks Dellcrest
Parent Education flipchart. Decision taken to address ECCD through Parenting
2. Identification of nodai agencies
3. Broad-basing - sourcing other like-minded organisations and individuals
11th 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/Parentlng. - DrJayam
• 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
Collation 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.
15
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 caregiveis 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 Nil
Network for Information on Parenting.
Govt representation and Involvement In Network Programme was
stressed.
6) Identification of Cnticai Minimum Components for action.
The following CMC were identified and messages and programmes while targeting
1.1
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
np)v-’.1
professionals.
!r -ihi-.'lhr
d. Weicoming the baby^- 40 days) - Caregivers and helpers.
e. Precious f year - Creche workers.
Active Toddler, (lyr. to 3 yrs. +)- Klndergarten/Creche workers
f.
STAGE III
1. Developing procedures and strategies for information sharing
2. Developing linkages with other existing Net-works
3. Expanding information on the existence o. NIP.
Communicotr n nnd Networking - Identified the need for
c.
disability, ordinal position and social status.
Focussing on the multi sectoral responsibility towards ECCO
Stressing^Parenting responsibilities and obligations to the child s right tor ECC
SGD.
d.
e. Studylng/Understanding Indian traditional methods of ECCD.
21** October *99 - 2(Hd
’ rrieetiiig of NIP.
■ ■ ■ ; were taken.
At the meeting the following major decisions
Membership to die Network would be free and purely on a voluntas basis.
a. KeTEtement of the Network to include rather than exclude - paper on Networking by
b. Dr.Rajarathnam Abel of RUHSA was accepted as a NIP tool and circulated.
46
c. 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, Patenting, Parenting role and CMCv^ere 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 Sub
Region 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. NTP’s support of activity based
developmentally appropriate Kindergarten/Curriculum prepared by TN FORCES was
Identified.
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 IJ111 Jan. following decisions were takema. 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 irrelevant for parents of children
with disability.
May/June/July 2000 - Finalisation of the UNICEF sponsored Bala Mandir Hincks Dellcrest
(Parent Education Flipchart)
3. Parenting Mesapigrs;
1. Identification and formulation of messages
2. Compilation and editing of messages.
3. Devising methods of dissemination.
4. Training Module for
1. Developing & 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 odier languages.
In the Academic year 99 2000 a & 2001 Pilot Project was undertaken by BMRF to
intervene/ integrate Parenting into die Training programmes
17
1. Bala Sevika Course - ICCW.
2. KG Teachers Training - Children's Garden School,
3. ECCD Training - Kothari Academy
A training module has been formulated based on the experiences and inputs of the Project
5. Media Workshop
■I
To be held in March 2001
’■* i
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, etWelcoming the Baby
- Parents, Institutional care givers, KG Teachers, family
Nurturing the children
numbers, etc.
‘h1
48
Members list - Page -1 - July 99 - March 2001
1.
2.
3.
I
4.
5.
6.
l
7.
8.
9.
10.
11.
12.
13.
14.
15.
NGOs
Contact Pc son
Adoptive parents Association (Tamil Nadu)
ACCORD Aravind Centre for Women and Children
Bala Mandir Kama raj Trust
Bala Mandlr Hlncks 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
"Sevalayam" Social Development Society
Spastic Society of Tamil Nadu
Vidya Sagar
Ms. Vidya Shankar
Mr. Ramdas
Dr. Lakshmi Rahmathullah
Ms. Maya Galtonde
Ms. Hema Srinlvas
Ms. Rose Visuvasam
Dr Chandra P.
Ms. Jaya Sltaram
Ms. S
Ms. Andal Damodaran
Ms. Jaya Krishnaswamy
Dr. Rajarathnam Abel
Ms. Kokila Johnson
Ms. Aloka Guha
Ms. Poonam Natarajan
I
I
Educational and Research Institutions
l
I
I
1.
2.
3.
4.
5.
6.
7.
8.
9.
Avinashlingam University
Bala Mandlr 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
STTO Council for Educational Research
:
I
Dr. N. Jaya
Ms. Lakshmi Gopal
Ms. Swathantra Shaktivel
Ms. Shakuntala Sharma
Ms. Nalini Rao
Dr. Yashoda
Ms. Mina Swamlnathan
Ms. Prema Daniel
Dr. Raja Ganesan
19
Individuals
Dr. Anandalakshmy S. - Consultant, Child Development and Education
Ms. Gita Bhalla
Dr. Indu Balagopel - Chairperson, Chlld-to-Child South'India Kesou.ce Group
3.
Dr. Jayam S.- Paediatrician
4.
Dr. lalitha N. - Consultant, Child Development and Education
5.
Ms. Padma Srlnath - Resource Person, Child Development
6.
Dr. Sunder S. - Consultant, Physical Medicine and Rehabilitation
7.
! Ir.H
8. 1 Ms. Tara Srlnlvas
Ms.
Usha
Ramakrishnan
9.
Ms. Vidya V. - Child Development Specialist, Vijaya Hospital
10.
Ms. Vijaya P. - Dietician, Public Health Centre
11.
1.
2.
r
Associations and Networks
,
1.
2.
Indian Association of Paediatrics
Tamil Nadu Voluntary Health Association
■.. i
i.
Dr. Vlrudaglrl
Ms. Saulina Arnold
. ; • , *..................... i
• i
ei
Participating Members
1.
2.
3.
4.
5.
6.
7.
Ms.Anjana Mangalagirl
UNfCEF
t
Directorate of Social Welfare
WBS ICDS III
DPEP
•
Adolescent Task Force- State Resource Centre
Nutrltloq Network for TN & Kerala- Dr. Rajammal Devadas
IEC Task Force- Dr. K.A. Plsharoti
; I, .
I
1
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- Media
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