RF_CH_14.3_SUDHA.pdf
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Bala Mandir Research Foundation
8. (Old No. 126) G.N. Cheny Road. T.Nagar, Chennai - 600017. Phone : 044-8214252 Fax ■. 044-8268441
NETWORK. FOR INFORMATION ON PARENTING
TRAINING /ORIENTATION PROGRAMMES
ON
PARENT EDUCATION FLIPCHART
FOR THE PERSONNEL OF
GENERAL I CVS & WB 3 - I CVS
A
REPORT PRESENTED
AT THE TAMILNAVU STATE LEVEL REVIEW MEETING
ON 26^ NOVEMBER, 2002
SuCppcrvted/by UNICEF
The involvement of DSW at various stages of the
Flip Chart - Parent Education tool
I.
THE PROGRAMME ADAPTATION 4 INDEGENIZATION OF THE TOOL
•
The Flip Chart was adapted from the Hincks-Dellcrest Children's Centre,
Toronto, Canada - "Learning Through Play" Calendar (Birth to 3 years) an
excellent Parent Education resource, culturally sensitive and presenting
through pictures and simple, clearly expressed child-rearing messages a
range of activities that parents can perform with their children to
promote holistic development in the home.
•
The Director of Social Welfare - Mr.M.P.Vijayakumar launched the
Calendar Projectfor India in Bala Mandir, in October ‘97
•
A Training programme on the Calendar was extended in May to July
'98 by Bala Mandir Research Foundation to various levels of personnel of
WBS-ICD5-III. (With support from UNICEF) over 2 phases with a 6
week field test period in between
a. District communication Officers.
d. Training Instructors.
b. Zonal project Nutrition Officers.
e. Anganwadi workers.
c. Community Nutrition Instructors.
Participated in the training and the Critical feedback available from the
above categories of trainees both in Bala Mandir and WBS-ICDS-III
focussed on:
1. Suitability of the Calendar being used in its present form in urban slums
and rural areas.
2. Evaluation of the training/teaching module relevant to Indian conditions.
The decision taken based on this very practical feedback set the stage
for the adaptation of this international tool specific to the needs of
Tamil Nadu and of use in training large a numbers at a time.
II.
•
FORMULATING A TESTING THE TOOL
December ‘98 Directorate of social Welfare was pleased to send their
Programme Officers, A.N.Ms, Project Coordinators for a workshop
involving reviewing of Calendar Messages in Tamil and gave suggestions
for those to the incorporated in the new tool being evolved for Tamil
Nadu as well as gave critical and practical suggestions for the pictures to
be used.
The feedback was frank and encouraging in terms of the appropriateness
of converting the Calendar into a flipchart tool in the hands of the
Anganwadi Worker.
2
•
UNICEF sponsored a workshop in Mar '99 - a peer group review of the
flip chart tool:
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
The invitee participants of the Workshop were from among NGOs
working for ECCD, Government Representatives of Directorate of Social
Welfare, WBS-ICDS-UI, DPEP, Pre primary teachers, Educational and
Research Organizations, ECCD Professionals and UNICEF.
•
UNICEF Field tested the Flip Chart between - Oct. to Dec.'99: at
which time the Anganwadi workers of ICDS Project XII and some of the
centres in Thiruvallur were involved in it.
•
Further to the field test, Workshops in May 2000 were taken up where
the mobile training team members, a few Project Officers, Anganwadi
workers etc. of ICDS worked on refining the pictures and simplifying the
instruction material, to suit the needs of both the Anganwadi workers and
the community whom they were going to address both in rural and urban
Tamil Nadu.
A3 day Final Review Workshop in June 2000 was held for personnel at
all levels from both ICDS and WBS-ICDS-III at which time the tool was
whetted and the messages while focussing mainly on psycho social
interaction between parents and children, included age appropriate
messages on health, nutrition and early identification and intervention for
disability.
•
TRANSFERRING EXPERTISE AND KNOWLEDGE FROM NIP TO ICDS
UNICEF undertook Printing of the FlipChart in the time frame July
'00 - March '01.
• With a view to transfer training expertise on the FlipChart tool to
ICDS a five day State level training workshop in May 2001 for
selected trainers and personnel of ICDS and WB- ICDS HI. The
training involved different methodologies, and was conducted in a
participatory manner.
• NIP extended Flip Chart orientation and sensitization for State,
Zonal and District level functionaries between October 2001 to
March 2002.
HI.
3
OWNERSHIP OF THE TOOL AND TAKING THE PARENTING
PROGRAMME TO THE COMMUNITY.
IV
TRANSFERRING OF PROGRAMME AND EXPERTISE FROM NIP TO ICDS
•
•
«
«
State level review of the Parenting Programme to be held Nov.'02 and
ICDS to take over ownership of the Tool and Programme and incorporate
it into UDISHA
NIP - to further transfer training expertise to middle level trainers
through 4 zonal level workshops through ICCW and Gandhigram in
December 2002.
The reports of the 2001 - 2002 workshops, participant profile, feedbacks
and plan of action will form the basis for the further training of sector
level trainers in order to facilitiate training of AWW workers.
The training booklet formulated to support the FlipChart tool to be taken
up for printing by ICDS.
2003 - ICDS TO TRAIN FIELD LEVEL FUNCTIONARIES AND REACH
OUT TO THE COMMUNITY.
4
THE LEARNING THROUGH PLAY
FLIP CHART
TOTAL DEVELOPMENT OF THE CHILD AND JOYFUL PARENTING
WHAT - Parent Education on Parental responses to the Child's needs
(Birth - 3 years)
HOW - Pictorial representaion of Parent / Grandparent Child interaction specif ic to rural / urban environment.
WHY - To enhance care and qualitative psyco- social relationship between
parent and Child
-Support traditional, cultural and age appropriate positive child rearing
practices.
- Disseminate scientific knowledge on child development.
-Encourage childcare in a Family environment.
WHERE - IN THE HOME and in Institution Care.
WITH - Everyday materials easily available in the HOME and ENVIRONMENT
LEARNING THROUGH
PLAY
Activity and interaction in a happy and joyous setting.
+
POINTS TO ATTEND - Nutrition, Health, Early Intervention for disability
HIGHLIGHTS OF THE TOOL:
The tool was prepared for ICDS to be taken to the community by the - AWW
and it recognizes that:
•
The Anganwadi worker is the crucial link between services and the
community and an important point of intervention for any new quality based
programme - like this one on Parenting the child below 3 years.
•
In particular since almost 17.5% of India's population is between 0-6 and the
ICDS needs to re-focus its strategy to benefit in particular the child below
3 yrs.
♦ Brain development is dependent on early experiences of life - nutritional,
health psychosocial inputs or stimulation and in case of any form of disability
early identification and early intervention are the key to development.
5
♦ Parenting involves not only Mothers - but also Fathers and others - and many
of them are quite unaware of the age appropriate needs of the child and the
necessary positive Parenting "care" responses.
♦ There is need for a tool that focuses on the needs of the Girl child and
special support on this issue from the family in particular and the community
at large. It highlights the overwhelming need to break the cycle of gender
discrimination in our country and gives the strong message that we in India
need to respond to women as human beings and stress the role and
involvement of the Father in ECC-SGt).
♦ Parents need to be responsive and non discriminative in their Parenting
activities and there are many play activities that parents can do with their
children in the home - using everyday household materials.
- By showing through pictures equal opportunities for both girls and boys to
interact with parents.
- By showing and stressing the "How" of what needs to be done.
- By creating a caring environment - integrating and intervening at multiple
points to ensure quality of interaction through supplementation and
stimulation.
6
PARENT EDUCATION FLIPCHART TOOL AND PROGRAMME
NIP -----------► ICDS-----------►
COMMUNITY
SPONSORED BY UNICEF
GOVT OF TA/yLNADU
Secretary
DSWICDS
I
Commissioner -SW (I.A.S) &
WBA ICDS III
Project Co-ordinator (I.A.S)
Add. Director - SW (I.A.S)
DD
PO
(ICDS)
(SC)
STATE LEVEL JD(H)
JCN
JCC
JCT
AD (3)
AD
& 2 State level Trainers
DD(N)
DD(H)
NIP - State Level Workshop
November 2002
4
DISTRICT
bPOs (11)
DPNOS (19) - 1
CDPOs (12)
DCOs(19)
CTC
- 1
MTIs (3)
ZPNOs (19)
ZONAL
BLOCK
113
44
69
A7P -Flipchart Awareness
Urban
Jural
Workshops held in May,
Oct/Nov/Dec 2001/
CDPO(69)
CDPO (44)
MO(44)
Supervisor
NMs
(Sector 176)
(176)
CNI (318)
Grade I Supervisor
(Trainer) (69)
CNS (318X5)
NIP -Flipchart
Awareness/training
to be held
Decmeber 2002
Grade II Supervisor
▼
(69 X 4)
AJVW
10,500~ AWW
I
AWH
10,500—
AWH
CNW (19,500)
I
ICDS - Flipchart
CNH (19,500) A wareness/tra in ina
______ 2oo3
7
NETWOK FOR INFORMATION ON PARENTING
STATE LEVEL ORIENTATION/TRAINING PROGRAMMES
ON PARENT EDUCATION FLIPCHART
FOR THE PERSONNEL OF GENERAL ICDS <& WB-3 ICDS
MAY 2001 - MARCH 2002
Programs
Date
21st - 25
*
DISTRICT
Participants
Venue
Asha Nivas.
12 (CDPOs,
MTIs, STIs - ICDS
May 2001
All Districts
11 (ZPNOs,
DPNOs,
CNIs, - WB 3 ICDS
23rd - 24
*
CTC,
Oct. 2001
Taramani
All districts
11 POs - ICDS
10 DCOs.
11 DPNOs
All districts
3 Sr. Inst.
1 A.D.
1 J.C. -WB 3 ICDS
3rd Nov 2001
Asha Nivas,
Chennai
19 CDPOs
Chennai, Tiruruvellore, Kancheepuram
8 Mils & STIs - ICDS
Chennai
4 ZPNOs -WB3 ICDS
Coimbatore,Erode,Thanjavur
*
10
Nov.
Vijaya
2001
Hospital
*
11
Dec
Gandhigram
2001
*
12
Dec 2001
Dindugal
Gandhigram
Dindugal
15 MOs,- Urban Projects
Chennai
1PO, 1CDPO
Cuddalore.kancheepuram.Ranipet
A 1 Grade I Sup - ICDS
Vellore, Tiruvellore
13 MOs - ICDS Rural
Co imbatore.Dindigul,Erode,Madurai,
Nagappatinam, Trichy, Theni
33 CDPOs
Bagalur, Madurai, Nilakottai,
10 MTIs 4 STIs
Ramanathapuram, Theni, Vada Madurai
General ICDS
10 ZPNOs
* March '02
6
- WB3 ICDS
Avinashaling
4 CDPO's
Coimbatore,
am
2 Mil's
Dharmapuri,Erode,Nilgiris, Namakkal,
1 Gr.I Supervisor
Nallur, Salem
2 Gr.II Supervisor- ICDS
Coimbatore,Salem
University
Coimbatore
Coimbatore, Cuddalore, Mangalore,
Ooty, Salem, Dharmapuri
Dharmapuri, Kolli Hills, Nilgiris,
Villipuram
8
Network for Information on Parenting
Tamilnadu - State Level Awareness Programme on Parent Education Flipchart
(Sponsored by UNICEF)
Venue For -
Date
Time
•
Registration
•
Participant Introduction - As parents and those in a parenting role
•
Emergence of the Parent Education Flipchart
•
Appraisal of existing programmes for children below 3 years - (Feedback)
•
An Overview to Parenting - Critical Minimum Components
TEA BREAK
• Holistic Child Development - Birth - 3 years
- Focussing on Health, Nutrition A Disability
•
Actualizing potentials
LUNCH
•
Orientation to Flipchart
TEA BREAK
•
•
Reflections
Implementation
9
List of Supportive materials given to participants during the Workshops
A. Parenting <& Child Development
1. Brain Development/opsoerr GuemjffJl - + Kolam Concept
2. Child Development/^ipijss)^ suerrijff JI - + Series of stairs.
3. Importance of Play/aJlsnsmunuLSlsOT y>a^liu£§i6uib - + Power of Play
4. Parenting programme/Cug^i^gyiaarrCT ^lLi_ib
5. Guidelines for interacting with parents/GiupCpnjatsjLasr Giftnerr^tb uijstuuij
61ajITLJTL51s5r 6US8)IJlLI«nfDffi6TT
B.
Parent Education Flipchart
1. NIP's Parent Education Flipchart Birth - 3 years (Sponsored by UNICEF)
2. Theme songs based on Flipchart (Birth - 3 years)
3. Flipchart - SPRUC points
4. Flipchart - Nutrition Messages - Tamil
5. Flipchart - Maternal and Child Health Care - Tamil
6. Flipchart - Checklist on Disability - Tamil
C.
Personality Development
1. My SWOT
2. Self Analysis Checklist
3. Actualizing potential
D.
Feedback
1. Participant profile Format
2. Post workshop feedback Format
Feedback from the various training and Orientation Programmes on the Flip
Chart has identified the following topics to be included in the supportive
material.
• Understanding SPRUC i.e. 5 domains of development.
• Gender Sensitivity.
• Role of the family in child rearing.
• Trauma of Rejection - Based on Gender, Colour, Ordinal position, disability.
• Impactof Psycho social interaction on Holistic Development of the child.
• Milestones Check list as visually interpreted in the Flip Chart.
The task to edit, refine and rewrite the supportive material has been
undertaken by personnel of ICDS in July and August 02.
This document will form the training booklet for middle level trainers and
will be ready for printing by end November 2002.
io
SESSIONS BRIEF
The Training on the Flip Chart, the experience of transferring expertise to a
Core group of trainees followed by sensitising various levels of Functionaries
throughout the State.
The intention of NIP in sensitising various levels of functionaries of ICDS
and WB ICDS IH was•
•
•
•
To smoothen the passage of the tool to the AWC.
To gauge the views of the functionaries and the levels of understanding on
this issue
To elicit from them what they felt were the needs of the community and if
this Flipchart would prove to be useful
To involve them in formulating the plan of action to take this Parenting
Progrmme forward into the Community.
The workshops held were combined for both departments.
For ICDS - 2 more workshops to cover the AAO's were held.
The methodology used in the workshops included:
1. Identifying issues for the child below 3 yrs. to be addressed in the
community.
2. Identifying gaps in the ICDS programme - to help toward a better
coordination.
3. Understanding the intention behind the Flip Chart and identifying whether it
can cover the gaps.
4. Planning how each group of functionaries will take it forward into their
district.
5. Sensitizing the groups to:
• Significance of Brain development
• Importance of positive psycho - social interaction between parents and their
children to enhance child development
• Understanding the importance and power of Play to aid holistic child
development.
11
GENERAL CONSESUS OPINION OF PARTICIPANTS REGARDING
Gaps in the field / Community
REGARDING PARENTING AND CHILD DEVELOPMENT ISSUES
Needs of the child below 3 years
•
Early identification of disability
•
Early childhood stimulation for Development
• Breastfeeding issues and use of natural foods for weaning.
■ Increased need of parental awareness about age appropriate stimulation
activity, interaction
■ Need to review traditional practices of child rearing in the light of scientific
knowledge and need to address superstitions around child rearing.
■ Practice of gender discrimination at every level of child development is
detrimental to the girl child.
■ Parents knowledge of child care and development to be enhanced.
■ Need to emphasise the role of the Father.
■ Understanding the importance of play and there is a need to pass on skills to
parents for positive interaction with the child
■ Parents inability to identify that their behaviour and attitude is one of the
major causes of children's problems.
Role of the family
•
•
•
Understanding the importance of the role of elders
Motivating elders to participate
Furthering harmony between generations in the area of child development by
bridging the gap between tradition and modernity
12
Participant Introduction - Every Workshop started with a self-introduction by
participants of their Parenting Role. At each session this enable them to
understand clearly the concept of Parentsand those in a Parenting Role.
Emergence of the Parent Education Flip Chart Tool - The first session
started with a brief introduction on the from the Network for Information on
Parenting where the following points were highlighted:
•
•
•
•
Evolution of this Flipchart tool from the Learning Through Play Calendar,
a Parent Education Tool, from Bala Mandir's International partnership
with Hincks - dellcrest Children's Centre, Toronto, Canada.
Formation of the Network for Information on Parenting.
Involvement of ICbS personnel from WB-ICDS-III and General ICbS in
the refinement of the messages of the Tool.
Collaboration with UNICEF
Appraisal of Existing programmes
The participants profile included the following:
• Filling up personal details
• Identification of issues that need to be addressed by the ICUS
programme of Govt, of TamilNadu
• Opinion on effective coverage of these issues by Govt, programmes
An Overview to Parenting - Critical Minimum Components
The participants were given an overview of "Parenting"as follows:
• Scriptural references to Parenting practices
• Vital needs of children below 3 years and appropriate parental responses.
• Parenting as a Women's Empowerment Programme.
• Parenting a programme Integrated with other child welfare programmes.
The Critical Minimum Components of Parenting were identified as Parental Readiness
*
.Preparing for Parenthood
Celebrating pregnancy,
▼
▼
Nurturing the child
Welcoming the Baby
---------- ►
◄----------
While addressing the Medical Officers their significant role as professionals in
the child's growth and development was highlighted and stress was laid on the
approach to patients and sensitivity in handling mother and child issues.
13
Holistic Child Development Critical Components - Birth-3 years
And Focussing on Health, Nutrition and Disability
The critical components of Child Development were highlighted as follows:
•
SPRUC -It is very important to attend to the needs of every child in the
five domains of development -i.e.
Sense of Self - Learning about ourselves and our feelings helps us become
comfortable with who we are.
Physical
- Learning to control the way our body moves helps us improve
our skills,such as grasping and walking.
Relationship - Learning how to get along with family, friends, and others,
helps us feel sescure.
Understanding - Learning how things work helps us to develop our
intelligence.
Communication - Learning how to listen, understand, and express thoughts
and feelings connects us with our world.
There was special focus given on the 3 domains as S - R & C as critical to
P and U (cognitive) growth and development, which have to date, been the main
focus of the nutrition and health interventions of ICDS.
.
»
CHILD DEVELOPMENT Each child develops in a unique manner but there are common stages all
children pass through.
• Each developmenta stage is like a step on a staircase and children must pass
through each step to reach the nextr goal.
• Children develop at their own rate within a normal range and genrally
continue to refine skills till they are ready to gon to the next stage.
• Children need encouragement and support and it is vital to give age
appropriate inputs at the critical periods, and understand child development.
• Delays will occur whent the child is ill or stressed due to psycho social
trauma.
• All areas of development need to ne nurtured at the same time since they
are inter connected.
The 9 stages of development from Birth-3 years are:
Heads up, Looker, cruiser, crawler, early walker, walker, doer, easrly tester and
tester
14
Brain Development
• Research has proved that early stimulation of children between Birth - 3
years is critical for children to actualize their full potential in later life.
• By age 3, 85% of the brain structures have been fully organized.
• While gentic make up of the brain has been determined at birth, on going
experiences enhance brain development.'
• Providing right stimulation and repeated experiences at the right time is
the key to networking of brain cells which develops and shapes the way
people behave, think and learn for the rest of their lives.
• Relationships with other people early in life through positive, emotional,
physical and intellectual experiences and everyday simple loving
encounters are the major source of development of the emotional and
social parts of the brain. Early stimulation can reduce the behavioural
problems children exhibit and enhance the child's learning capacity coping
skills and competence.
•
•
Proper Nutrition and care and psycho - social inputs for the child below 3
years have a direct impact on Brain Development.
This was explained through a visual depicting the traditional form of
Kolam, in which the points are joined carefully to get a beautiful Rangoli.
Similarly it was explained that the trillions of cells in the brain get
networked through age appropriate stimulation activities and if this
networking breaks or lapses then delays in child development takes place.
Importance of Play
•
•
•
•
•
•
•
•
Children learn best through play and they need to interact with their
environment to develop an underastanding necessary to learn.
For children, play is their work.
Play stimulates all areas of children's development.
Children do not need expensive toys to play with they are happy with
things in the home.
Children have the ability to turn anything into a play activity.
Chilren like to and need to play with their parents and this helps not only
to develop their emerging skills but also brings enjoyment to both.
Interaction with children helps to buils a strong relationship between
parentand child and forms the foundation for later relationships.
While playing parents to remember to be on level with their child, follow
the child's lead, encourage the child and choose age appropriate play.
15
Actualizing potentials
The main objective of this session was:
• To make the participants understand the potentials of each and every
individual.
• A clear understanding about themselves and
• Realize the importance of positive parenting practices.
The participatory methodology highlighted the following points:
•
•
•
Every individual has unique qualities that need to be identified,
supported so that the person can reach excellence.
Everyone has her/his own strengths and weaknesses
Most of the individual's try to actualize their potential but some are
unable to do so and this can be accomplishmed by giving Strokes.
Strokes are a way of appreciating action/performance/quality Positive strokes that are given with love and affection are a motivating factor
in actualizing an individual's potential. For eg. Wow!, Excellent, Sood work etc.
Negative strokes, given with sarcasm and critical comments are stumbling
blocks in actualizing an individual's potential.
Scripts - these are certain practices, which get embedded in the individual's
mind, sometimes affecting their development. Scripts are of 3 kinds - cultural,
Psychological and Family.
Psychological positions - that people tend to take and that affect actualizing
their potential are :
I position
I'm OK! - You're OK !! - Healthy
If realistic can solve problems constructively
II position
I'm OK! - You're not OK - Projective
Position of people who feel victimized and persecuted
Therefore victimize and persecute others
III position
I'm not OK - you're OK
Common position of people who feel powerless when they
Compare themselves to others
IV position
I’m not OK - you're not OK
Position of people who are disinterested in life.
Along with this session two checklists were circulated to the participants for
understanding of themselves called Understanding Myself and SWOT (strengths, weaknesses, opportunities 4 threats).
16
Orientation to Flipchart
The orientation of the Parent Education tool was done and it was explained that:
• The tool is simple and self-explanatory
• Pictures and messages form the core and detailed messages are at the back
• Guidelines for using the Flipchart and taking it to the parents are given.
• The child's development has been divided into 9 stages from birth - 3 years
• The development of every stage in the child's growth taking place in 5
domains SPRUC - Sense of Self, Physical, Relationship, Understanding &
Communication are shown in 4 quadrants in the same order with
Communication in the Centre.
• Messages on Immunization, Health & Nutrition are given as 'points to note'
at the end of each instruction page stage-wise.
• When dealing with the Flip Chart field level workers should be aware that it
clearly gives an understanding of ECC - SGD issues
While nutrition and health are clearly survival and growth issues which are
explained in the Flip Chart and are an intrinsic part of the ICDS Programme
there is increasing need to create a more favourable environment for the
child by focusing on psycho social issues that enchance child development.
Consensus Feed-back from participants after scrutinizing the Flip Chart
At every Workshop the tool was distributed and participants were given
sometime to go through the Flip Chart both individually and in groups.
Their majority reactions are as follows:
•
The concept of true - Learning through Play and leading to proper brain
development has been clearly shown in the Flip Chart.
• The child is growing up stage wise in the proper manner as understood in
child development and the visuals are extremely attractive.
• The various stages and the milestones have now become easy to understand
and the Flip Chart shows the skills of the child developing age appropriately.
• The role of the Father shown in such a focussed manner and the inclusion of
the elders in the Family will take the Programme beyond the mother into
the family and community.
• Parenting information given are practical, simple and easy to understand and
can be implemented in the home.
• Child development has so much to it - but the way it has been clearly
organised in the Flip Chart will make it a Parent teachable idea.
17
•
•
•
•
•
•
•
There is an excellent blend between tradition and scientific knowledge
expressed in the Pictures. The Flip Chart supports many traditional
practices and wherever it shows an idea which seem to go against tradition
the explanation is very good and simple.
Parents in the rural areas and women's groups can understand it easily since
the Tamil is so simple and it is also of great use in our own homes.
All level of functionaries down to the AWV will find it easy to understand.
The ideas are not new - but now clearly presented.
Useful to organize and present in a Parents meeting.
As we continue to look at it regularly we will learn many things from it.
The very first message " Joy of Parenting" is significant and must be spread
widely as also the critical message that "family is the first Learning site"
Some negative views
• 5 pictures might distract the viewers.
•
Many others in the family should have been brought in.
•
Pictures should have more clarity.
• 5 pictures must be seen as a continuous flow of thought explaining holistic
child Development. There may be a tendency to compartmentalise SPRUC
which must be seen as growing step by step with the children.
Some gaps identified to be included in the supportive material
• SPRUC messages have come through very clearly in all the pictures but there
is need to give more detailed explanation about these 5 domains.
• Social issues like female infanticide, Age at marriage, Trauma of Rejection
at birth. Role of the family etc can be well addressed in the Flipchart
Programme if necessary inputs are added.
• Stage wise points of developmental milestones should be given as a checklist
to facilitate the user (trainer, caregivers, etc) for easy recap
• Also the activities needed for stimulating the child in case of any delay in
milestones should also be given in greater detail.
• Specif ic focus on Gender sensitivity/discrimination is to be added.
18
Reflections <& Implementation
In all Workshops the participants were divided into groups and were asked to
discuss on how to effectively take the Parent Education Flipchart Programme
forward into the community. Since this Orientation Programme spanned a
6 month period the feed back from the participants came to as in 4 ways.
I.
October- November '01 - From those who had newly been introduced
to the Flip Chart.
II.
December '01 - From those who had conducted the 1 day Parenting
Programme in November 2001.
III. March -02 - From those who had used the Flip Chart in the field.
IV.
From the Medical Officers of ICDS.
At the end of the day, the participants were given a programme feedback
format where they were asked to give their opinion on
• Issues related to children (below 3 years) that needs to be further
addressed by the ICDS programme
• The programs/issues that fall under their purview of work and responsibility
• Their programme plan of taking this Parenting programme forward in their
sphere of activities
• Suggestions for the Network to take the programme forward
I. OCTOBER-NOVEMBER '01 - FROM THOSE WHO WERE NEWLY
INTRODUCED TO THE FLIP CHART
The group identified the following issues as those that could be effectively
addressed by using the parent Education Flipchart
• Immunization
• Breast feeding
• Growth Monitoring
• Supplementary feeding
• Health check up A referral and nutrition education
• Joyful learning for AWW's from the 2 - 2 | yrs. and 2 | - 3 yrs.
• Awareness camps on Parenting for parents and grandparents
• Monitoring the parenting education frequently with interaction on the Flip
Chart.
Some Questions:
•
WHAT IF ANY will be the connection between the Flip Chart and the Growth
Card which was a Simple Monitoring and observation tool, understood by the
supervisors and had used a simple methodology to equip field level staff.
• Many people feel that there is too much importance given to child
development issues today they feel that today's child should grow up
normally and naturally without all this hullabuloo about stimulation etc.
19
•
How will the AWW bring in a correct rapport and the interest of Parent
on child development and does this project and those who train in ICDS
truly understand the needs of the AWW.
- does it too much ability in her to carry the message forward to
the community
- Will it help AWW understand the needs of the community and then
factorize into the messages the necessary inputs and focuses to make
them relevant.
Can it enthuse AWW enough to be able to enthuse the mothers.
Can they support AWW to communicate with Father's and other men in
the community.
What will their actual ability be to go beyond the mere pictures and
messages in the Flip Chart.
II. DECEMBER '01 - FROM THOSE WHO HAD CONDUCTED THE 1 DAY
PARENTING PROGRAMME IN NOVEMBER 2001,
•
most of the ICDS Participants had seen the Flip Chart and had already
conducted a 1 day Parenting programme in the community as directed by the
Department.
• the WB - ZPNO's were totally in the dark about this programme and hence
had to be given a complete orientation.
In their sharing the participants highlighted the following
•
The messages were well received. Initially only few fathers attended and
later with the spread of this programme a fair degree of awareness among
the father's had been created and they have started coming to the centre
with enthusiasm.
• Grand parents who came were very happy to have been included in the
Parenting Programme as also to see their parenting role identified in the
Flip Chart - they expressed their view that the importance they do not get
in the home has been given to them in the Flip Chart.
•
From among the audience there was a grandmother who sang a wonderful
song and showed through actions various child rearing, care practices
• Public was involved in the parenting meeting and in particular the
involvement of community leaders is more in Pudukottai thanks to the right
kind of approach by the AWW. They have now pooled in and provided the
much needed toilet facility.
• The Collector at Thanjavur who was present experienced the excellence of
the programme and was greatly appreciative of it.
20
•
•
•
•
•
•
This Flip Chart is capable of giving a new approach and dimension to
childcare issues below 3 years.
Milestones as we understand them are clearly, visually represented in the
Flip Chart and this will make communication easy.
This flipchart tool can be effectively used on one to one interaction during
the home visits by the Anganwadi worker especially since she and the
helper live in the community they are the right agents to take this
programme forward. Parents have faith and confidence in her.
The various methods used in the 1 day Parenting Programme included
demonstrations, a Procession, human chain, an exhibition of Posters of Flip
Chart Pictures and singing of theme songs evolved by the workers.
Material in the Flip Chart can be made use of to make Posters, Charts
and Placard messages useful to the rural population. We have evolved many
more songs on the theme.
This programme will be ideal to help prepare adolescents in advance
regarding Family Life education. To understand the responsibility of
relationships and can also be merged with the SHG meeting agenda.
Suggestions for more effective implementation of the 1 day programme in
the field
• Most campaigns and programs are restricted to official timings and the
involvement of the community is therefore decreased. The time chosen
should be such that fathers are not forced to lose their daily wages and
should be suitable for the ever busy mother.
•
Before implementation detailed instruction, training or an orientation
from the department would have helped to organize the programme in a
more effective manner.
• More planning and publicity and time is required for this programme
otherwise parents and members of the community cannot come in large
numbers and benefit from it.
•
There is need to recognize the critical role of the AWW and give her full
financial and administrative support and encouragement to make
communication aids from waste materials to demonstrate and organize the
programme and thus facilitate the programme.
• More direct involvement of the medical officer is needed in the
implementation of this programme and can take sessions on milestone,
importance of Parenting and detection of an intervention for disability.
• More time to implement programmes, interact with the community and
evaluate feed back should be incorporated into the work schedule of the
AWW otherwise constant attendance at meetings and trainings is a
deterant to the quality of the ICDS programme.
21
MARCH -02 - FROM THOSE WHO HAD USED THE FLIP CHART
IN THE FIELD.
This final workshop was conducted for the Coimbatore Zone of ICDS
- Most of the participants were familiar with the tool
- They were more interested programatically in the Flip Chart and there
was need to change the methodology of the orientation.
It was obvious from the feed back given after the group discussions that the
Flip Chart had been understood by the participants directly in the field.
They were 3 categories of personnel identifiable
a. Those who are able to give the messages as expressed in the Flip
Chart.
b. Those who are able to connect the pictures and messages and
describe with the help of the pictures many more points on
parenting and clearly identify the role of the members of the
family in stimulating the child.
c. Those who are able to go beyond the pictures and messages and use
the Flip Chart as an effective tool for communication of child
development issues. They were able to visualise day to day
happenings in the home and express important parenting messages
as well as highlight the psyco - social interaction between elders in
the family. Their explanations indicated the inate ability of the
Flip Chart to be used as a communication tool.
III.
IV.
FROM THE MEDICAL OFFICERS OF ICDS.
2 Orientation programmes were held one on 10th November,01 at Chennai
the other on 11th December, 01 at Gandhigram.
The Critical role of doctors as agents of change in the community were
highlighted in the introductory sessions. It was pointed out that
- Doctors do not suffer any gender discrimination - people listen to a
doctor whether male or female
- They are the last resort for the community and there is no second
opinion beyond them on matters of health.
- They are infinitely capable in making that special difference in the life
of the mother and the child - just in the way they talk, touch, see and
respond to the patients problem
- They need to move into improved health care and go beyond their role of
dealing with only specialized medical problems such as special cases, high
risk problems, traumatic situations, critical medical advice and handling
emergencies.
22
Special inputs were given for a better understanding of "Parenting" and
identifying the doctors role at various stages.
Parenting Stage
Role of doctor
► Preparing for Parenting
• advice to the adolescent
► Safe motherhood
• care of the pregnant mother
------ ► Safe childbirth
• welcoming the baby
•
immunization & growth
----- ------ ► healthy 1st year, prevention of
illness
monitoring
•
identification of dev. delay _ ______ > Parents
understanding
of
disability
and
early
intervention
► assuring the Parents and
•
identifying achievement
encouraging +ve parenting
of milestones
practices
The presentations both through slides and the case study approach highlighted
the following:
• The need for doctors to look at the child as a whole
• Identify parenting practices that are having a negative effect on the child
and bring these increasingly to the notice of the Parents - even while
prescribing medicines
• Talk more about the "How and the Why" rather than just deal with the
"what" of the disease.
• Increasingly educate the family on "care of the pregnant mother"
and "care of the new born".
• Look at their patients as human beings with fears, apprehension, doubts that
need equal care as much as their illness or disease.
• Be increasingly cost effective in medications as well as aware of nutrition,
hygiene messages.
• Sensitive to the emotions and feelings of their patients
Alert to signs of developmental delays and reduce the extent of disability through early identification and intervention.
Some difficulties identified in the field:
• There is need for a better co-ordination between the CDPO and AAO and
involve the medical officers in all programme planning related to child
development.
• There is need for MO's to attend mothers meetings and get more directly
involved in the problems of the community.
• Constant transfers as well as pre retirement posting of MO's to ICDS
reduces the total involvement of MO’s in the ICDS programme
• MO’s need to increasingly see their role as:
23
*Family Planning /Family Life educators - for couples and adolescents.
*Guardians of better helath care for Mother and Child.
* Advisors to men on alcoholism, drugs, female violence and abuse
*Propogators of positive child rearing practices.
*Critical change agents for the psycho-social enhancement of the women's
position and stress reduction in the family and child's development.
Unanimously they identified the following as detrimental to child's growth and
development:
• Increasing marital conflict and disharmony
• Lack of involvement of elders in child rearing
• Creche care services of poor quality
• Illiteracy is still the major cause of poor female health, LBW, IMR and MMR.
among the rural poor.
• Traditional practices and the burden of expenses around Pregnancy are
contributory factors to gender discrimination.
24
PARTICIPANTS of Tamilnadu State Level
Parent Education Flipchart Trainers'Training Programme
21 - 25 May 2001 at Chennai
12.
3.
4.
5.
6
7
8
9
10
11
12
WBA-ICDS-III
DSW - ICDS
Zone - I (Coimbatore, Salem, Erode, Nilgiris, Dharmapuri & Namakkal)
Ms.Jyothi, MTl, Coimbatore
1
Zone - Il ( Madurai, Ramnad, Sivagangai, Dindugal, Theni & Virudhunagar)
2 Ms.Ebenezer, Reserve CNI, Dindugal.
Ms. Balasaraswathi, MTl, Madurai
3 Ms. Thirumagal, ZPNO, Dindugal.
Zone - III ( Trichy, Tanjore, Pudukottai, Perambalur, Karur, Nagapattinam,
Thiruvarur & Ariyalur)
4 Ms. Ramajyothi, DPNO, Trichy
Ms. Pushpakala, STI, Pudukottai
5 Ms. Stella, CNI, Trichy
Ms. Indirani, STI, Tanjore
Zone - IV (Tirunelveli, Kanyakumari, Tuticorin)
6 Ms. Mary Rosammal, CNI, Tirunelveli
Ms. Fathima, MTl, Tirunelveli
7 Ms. Kannikaimary, CNI, Kanyakumari
Zone - V (Chennai, Thiruvallore & Kancheepuram
Ms. Seethalakshmi, HTI, Chennai
8 Ms. Sharadha, Asst Director, Chennai
9 Ms. Kamaleswari, Sr. Instr. Chennai
Ms. Meena, Gradel,Thiruvallore
Ms.Indra, Grade I, Chennai.
Ms. Ragini Devi, STI, Chennai
Ms. Susan Sundravadhani, STI,
Chennai
Ms.Amudha, Gradel, Kunrathur.
Zone - VI (Cuddalore, Villupuram, Vellore & Thiruvannamalai)
Ms. Renugambal, Pro. Officer,
10 Mr. Anbalagan, DCO, Cuddalore.
Cuddalore
11 Ms. Shanthi Priyadharshini, CNI,
Vellore
S.No
1.
2.
3.
4.
5.
6.
7.
8.
9.
Name
Ms. Usha Raghavan
Ms. Jeeva
Ms. Jagadha Seshadhri
Ms. Kamali Meena
Ms. Shanthini
Ms. Kavitha Maheswari
Ms. Sunitha
Ms. Shanthi
Ms. Chitra
Training Organisation
Principal, MLTC, ICCW-TN, Chenni
Instructress, MLTC, ICCW-TN, Chennai
Instructress, MLTC, ICCW-TN
Instructress, Gandhigram, Dindugal
Instructress, Gandhigram, Dindugal
Instructress, Gandhigram, Dindugal
Research Assistant, BMRF
Research Assistant, BMRF
Social Worker, BMRF
25
NETWOK FOR INFORMATION ON PARENTING
ZONAL/DISTRICT LEVEL ORIENTATION/TRAINING PROGRAMMES
ON PARENT EDUCATION FLIPCHART
OCTOBER ’01 - MARCH '02
Details of participants - DSW / ICDS
DISTRICTS
POs/D
CDPOs
SWOs
MTIs
GR.
Gr.-
/
I
II
MOs
TOTAL
STIs
CHENNAI
4
8
3
1
10
26
COMBATORE
1
4
2
1
3
11
CUDDALORE
1
2
-
2
1
7
DINDU6AL
-
-
-
-
DHARMAPURI
-
2
-
1
ERODE
-
-
-
-
1
1
KANCHEEPURAM
1
2
6
1
1
11
KANYAKUMARI
-
1
-
-
KRISHNAGIRI
-
-
-
1
MADURAI
1
12
3
NASAPATTINAM
-
1
-
2
NALLUR
1
1
1
1
-
4
-
1
-
2
-
5
21
-
1
2
-
7
-
12
-
11
1
1
1
NILGIRIS
1
1
-
PUDUKOTTAI
1
8
3
-
1
5
2
2
1
10
-
10
SALEM
3
1
THANJAVUR
1
5
3
-
THIRUNELVELI
1
7
2
-
TRICHY
-
-
-
-
1
1
THIRUVELLORE
-
6
-
1
-
7
VELLORE
-
-
-
-
2
2
VILLIPURAM
-
-
-
-
1
1
2
TOTAL
13
65
24
12
8
28
150
26
NETWOK FOR INFORMATION ON PARENTING
ZONAL/DISTRICT LEVEL ORIENTATION/TRAINING PROGRAMMES
ON PARENT EDUCATION FLIPCHART
OCTOBER '01 - MARCH '02
Details of participants - WB3 /ICDS
DCO's
DPNO’s
ZPNO's
TOTAL
COMBATORE
1
1
CUDDALORE
1
1
1
-
2
DINDIGUL
1
-
1
2
DHARMAPURI
1
-
3
4
ERODE
-
1
1
KARUR
-
1
1
MADURAI
1
1
2
NAGAPATTTNAM
1
1
2
KANYAKUMARI
1
-
2
Districts
3
1
SALEM
1
1
SIVAGANGA
1
-
-
1
THANJAVUR
1
1
3
THENI
-
1
-
TTRUVANAMALAI
1
-
2
-
2
TIRUNELVELI
1
-
1
TRICHY
1
1
3
TUTICORIN
1
-
1
-
1
-
1
VILLIPURAM
1
1
1
VIRUDHANAGAR
-
1
-
1
TOTAL
10
11
14
35
WB3 ICDS
DSW
Prog Officers
- 13
DCOs
-10
CDPOs
- 65
DPNOs
- 11
MTIs, STIs
- 24
ZPNOs
- 14
Gr. I Supr.
- 12
Total
- 35
Gr.II Supr.
- 8
Medical Officers
- 28
Total
-
150
27
Network for Information on Parenting
Tamilnadu - State Level Awareness Programme on Parent Education Flipchart
(Sponsored by UNICEF)
Participant profile
Name
Age
Education
designation & Job Profile
Years of Experience in ICDS
1. What, in your opinion are the issues related to children (Birth - 3 years) that need to
be addressed by the ICDS programme of Government of Tamilnadu?
P.T.O
29
2. Which of the above issues, according to you, are already effectively (Eff. Cov),
Covered (Cov), Not Covered (N.Cov), Not Effectively Covered (N.Eff.Cov) by existing
Government programmes?
Issue
Programme
Eff.
Cov.
Cov.
N.
N.Eff.
Cov.
Cov.
Reason
f
2-R
PARTICIPANT PROFILE
1. What, in your opinion are the issues related to children {Birth - 3
years} that need to be addressed by Govt, of Tamilnadu?
This question was given in order to elicit the view of the participants as a
general appraisal of existing ICDS programmes - CONSENSUS OPINION
Separate programme for children below 3 years focusing on holistic child
development
• Growth -Monitoring and Weight taking to be univerersalised and increased
awareness to be created inthe public
• Supplementary feeding with natural foods to be emphasised.
• Timing of daily food supply to be changed to suit the mother
• Health check up and Immunization programmes for pregnant mothers and
infants - once in a month at least
• Identification of high risk children and early interventions
• Nutrition, Health &. Sanitation programmes to improve the child’s
environment
• Support positive Child care practices
• Pre-School Education in a play-way method
• Noon Meal programme - to be covered effectively
• Infrastructure facilities in Anganwadi centres to be improved and to
facilitate mothers to feed children
• Counselling parents and other family members on Parenting issues
• Inclusion of children with disability in each centres
• Focus on psycho social development of children and parenting below 3 years
• Create special attention to individual child - developmental milestones
• Importance to be given to - Precious 40 days of the just born baby
• Infant Mortality Rate
• Focus on Gender discrimination
• Care of adolescent girl
• Focus on child rights
• Awareness &. educating mothers and the community on maternal health care
and hygiene through cultural activities
• Importance of Brain Development and understanding the difference between
growth &. development
• Networking with other NGOs and referral services to be enhanced
•
30
2. Which of the above issues, according to you, are already effectively
covered, covered, not covered, and not effectively covered by
existing Government programmes?
This question was given in order to elicit the view of the participants on the
efectiveness of the existing ICDS programmes - CONSENSUS OPINION.
EFFECTIVELY COVERED
1. Health Care
2. Spot Feeding
3. Mother & Child nutrition
4. Breast Feeding
5. Supplementary Nutrition
6. Immunisation
7. Weight Monitoring
8. Environmental Hygiene
9. Neonatal Care
NOT COVERED EFFECTIVELY
1. Home Feeding
2. Nutirtion Deficiencies
3. Parenting / parental education
4. Stimulation Activities
5. Home made weaning foods
6. Community involvement in
programme participation
7. Emphasis play-way method
8. Refresher courses for
Anganwadi workers.
9. Gender discrimination issues
COVERED
1. Anti-natal Care <&Post-natal Care
2. Referral Services
3. Low Birth weight
4. Growth Monitoring
5. Safe Delivery
6. Pre-School Education
7. Health & Nutrition
8. Home Visiting / Mother meeting
9. Adolescent Care
10. Formulation of mothers group
NOT COVERED
1. . Parental skills on care and
psycho-social issues
2. Monitoring of milestones
3. Mental and social development
of the child
4. Identifying the gifted children
5. Early intervention for disability
6. Fathers involvement
7. Play and story telling
8. Involvement of Self help Groups
9. Training of Anganwadi workers
on parenting
Reasons for certain programmes not being covered / effectively covered
1. Inadequate supply of medicines and equipment for health check ups.
2. Lack of quality health care services.
3. Improper supply of pre-school educational materials
4. Excessive workload for Anganwadi workers.
5. Lack of awareness and interest among general public.
6. Illiteracy, Poverty, lack of time among parents.
7. Ineffective supervision, monitoring and motivation of Anganwadi workers
8. Lack of funds and proper infrastructure facilities.
9. Subcentres not being useful and productive for child development
10. Lack of proper co-ordination between health personneland ICDS.
31
Network for Information on Parenting
Tamilnadu - State Level Awareness Programme on Parent Education Flipchart
(Sponsored by UNICEF)
Programme Feedback
Name/ Giuuir
Designation/ Gsusnev
Having interacted with us, we would now like your views on the following
1. What, in your opinion are the issues related to children (Birth - 3 years) that need to
be addressed by the ICDS programme of Government of Tamilnadu?
<3trj#hj6\5kw
ICDS
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c^^lujsinsuRansrr enamtrerr Geusrortyh.
i5Yrff««o€W5iSTT,
a.
b.
c.
d.
e.
f.
2. Which of the above fall in your purview of work and responsibility
Guxf)<5h[l5luJ68>€Uff«TfleJ sr^swasr £l6H6tt 6>ijngjLi51«r
a.
b.
c.
d.
e.
f.
3Z
3. How would you take this programme forward in your sphere of activities?
nsiisungj ajsj««fr 61tfuj6VUT(k)«s'rfkv
Programme plan
Resources
(Manpower/material)
61tf6V€)frf®CTr
Methodology
euifl (ipwxo
Time
Gjyjib
iDa^CTr/SkjnQFjiLasTt
Any suggestions you would like to give us to take the programme forward
S§F>g>
(jpewGiyTA^l
Gitf6V«\) ej^nsu^i CturTff«nswai6TT..
33
PROGRAMME FEEDBACK
Having interacted with us What in your opinion are the issues related to the children (Birth - 3 years)
l.
that need to be addressed by the Govt, of Tamilnadu?
A t the end of the workshop, when this question was asked again while many of the
health, nutrition and social issues were re-expressed there was a distinct trend in
identifying Parenting as an important focus for future of ICDS programmes CONSENSUS OPINION
•
•
«
•
o
o
®
®
°
•
•
•
•
•
•
•
•
•
•
Focus on psycho Social development of children
Awareness about child rearing practices for parents
Address the issue of neglect of children in large families and single
parent families
Specific pre-school curriculum for children 2-3 years
Educating mothers on health and nutrition issues
Parenting awareness campaign to Anganwadi Workers
Training on Parenting issues for Special field workers training (ANM,
Supervisor and AWW)
Need to provide Creche facilities for working parents
Emphasis on story telling and age appropriate play activities
Special education to parents of severely mal- nourished children
Educating parents on the need for love, affection, care of the child
Orientation and refresher training for adolescent boys and girls on
Parenting issues
Stress and Emphasis on awareness of Parenting roleto be given to
fathers and other care givers while celebrating the breast feeding
week and nutrition week every year
The government must sanction a f inancial assistance in getting
knowledge of parenting in rural areas every year by conducting
cultural programs and IEC activities.
Any one-day awareness programme is insuff icient to cover the issues
should become an on-going programme.
Community involvement to the issues related to children.
Early child hood nutrition, care and, stimulation has a direct impact
on brain development.
Supply of Calendar to SHG and involve them in the programme.
Training of AWW for proper use of the calendar.
34
3.
How would you take this programme forward in your sphere of
activities?
Programme plan
Home-Visits
Resources
AWW
Methodology
Flip Chart
Time
10 mts.per
house
I hour
Discussion and
lecture method
MO's, AWW,
Flip chart, songs,
2 hours
Supervisors,
drama, play
(once a
materials
ANM
week)
MOs,
Play materials,
Training Adolescent
1 day
Supervisors,
role-play, cultural
Girls
programmes
CDPOs,
Puppet show. Flip
2 hours
Grand-Parents and
AWW, ANMs,
chart, LEcture
CDPOs,
parents meeting
CDPO, CHN,AWW Lecture, Chart,
1 day
Training young couples
Posters, discussion
MO, ANM
2 hours
Flip Chart
Training Pregnant
AWW, ANM,
MO
Women
1 day
Sector-wise training and CDPO, Supervisor Flip Chart
MO
meeting for
AWW/ANM/AWH
2 days
Posters, Charts,
Exhibition on Milestones AWW and Local
community
Flyers
and child (Development
Exhibition, Human 2 days
Community participation MO s, CDPOs,
Supervisors,
Chain Rallies,
through Campaigns
Street-play
ANMs, AWW
2 hours
MO s, CDPOs,
Flash cards,
Workshop for panchayat
Supervisors,
posters, flip chart
leaders
ANMs, AWW
Participatory
1 day
Training for LCDS field NIP
method, lecture,
level staff
discussion
Educating during spot
feeding
Mothers Meeting
AWW
35
NETWORK FOR INFORMATION ON PARENTING
WORKSHOPS
ON
PARENT EDUCATION FLIPCHART
FOR
RESOURCE PERSONS
OF
TAMIL NADU - BORDER DISTRICT STRATEGY
DEPARTMENT OF PUBLIC HEALTH & FAMILY WELFARE
A
REPORT
PRESENTED
AT THE REVIEW MEETING
ON 11™ JANUARY 2003
Supported by UNICEF
Border District Strategy - UNICEF sponsored - NIP Parenting Programme
Till December 2001 - Network for information on Parenting (NIP) had some
experience of inter-acting on "Parenting" with Doctors and Medical professionals
through
• 2 Workshops held for Pediatricians and Gynecologists in December 2000.
• 2 Workshops held for tAO's of ICDS in Nov./Dec.2001.
• Inputs and interventions and ongoing interactive inputs from members
through shared experiences, advice and opinions.
The decision taken in December 2001 at a Joint meeting with UNICEF and
Department of Public Health opened the doors further for NIP to work more
closely with the medical world and thus take “Parenting" the child below 3 years
agenda with the aid of the Parent Education Flip Chart - further into the
Community.
There was an initial apprehension how Doctor's in particular would respond to
workshops conducted by lay-persons and therefore a certain mix and match of
resource persons was also tried out.
10 Programs for the Border Districts were held, January to May 2002 4 for Vellore ( Urban / Rural)
- 8/1, 9/1 & 8/2, 2.2.12.
2 for Poonamalle
- 28/2 A 15/4
2 for Thiruvellore
- 16/5 A 17/5
2 for Thirupathur
- 27/5 A 28/5
These one day Workshops involved NIPs interaction on the Parent Education
"Learning through Play" Flip Chart - with PHC and other medical and Health
personnel, as well as resource persons identified from ICDS, VTF and NGOs
working in the community on issues of MCH-MMR/IMR.
The experience was greatly enriching from both points of view - on the one hand
NIP Resource persons got an opportunity to pass on Parenting messages eto Medical
and Health professionals and those who are working directly with the community
and on the other hand the participants were exposed to, (as per their almost
unanimous feed back) the HOW A WHY of what they had perhaps all along been
mechanically doing for the child below 3 years.
1
THE LEARNING THROUGH PLAY
FLIP CHART
TOTAL DEVELOPMENT OF THE CHILD AND JOYFUL PARENTING
WHAT - Parent Education on Parental responses to the Child's needs
(Birth - 3 years)
HOW - Pictorial representaion of Parent / Grandparent Child interaction specif ic to rural / urban environment.
WHY - To enhance care and qualitative psyco- social relationship between
parent and Child
-Support traditional, cultural and age appropriate positive child rearing
practices.
- Disseminate scientific knowledge on child development.
-Encourage childcare in a Family environment.
WHERE - IN THE HOME and in Institution Care.
WITH -
Everyday materials easily available in the HOME and ENVIRONMENT
LEARNING THROUGH
PLAY
Activity and interaction in a happy and joyous setting.
+
POINTS TO ATTEND - Nutrition, Health, Early Intervention for disability
HIGHLIGHTS OF THE TOOL:
The tool was prepared by NIP in Partnership with ICDS to be taken to the
community initially by the grass - root level worker and it recognizes that:
•
The grass - root level worker is the crucial link between services and the
community and an important point of intervention for any new quality based
programme - like this one on Parenting X\\z child below 3 years.
•
In particular since almost 17.5% of India's population is between 0-6
departments involved with children need to re-focus their strategy to benefit
in particular the child below 3 yrs.
Brain development is dependent on early experiences of life - nutritional, health
psychosocial inputs or stimulation and in case of any form of disability early
identification and early intervention are the key to development.
2
•
♦ Parenting involves not only Mothers - but also Fathers and others - and many of
them are quite unaware of the age appropriate needs of the child and the
necessary positive Parenting "care" responses.
♦ There is need for a tool that focuses on the needs of the Girl child and special
support on this issue from the family in particular and the community at large.
It highlights the overwhelming need to break the cycle of gender discrimination
in our country and gives the strong message that we in India need to respond to
women as human beings and stress the role and involvement of the Father in
ECC-SGD.
<• Parents need to be responsive and non discriminative in their Parenting
activities and there are many play activities that parents can do with their
children in the home - using everyday household materials.
- By showing through pictures equal opportunities for both girls and boys to
interact with parents.
- By showing and stressing the "How" of what needs to be done.
- By creating a caring environment - integrating and intervening at multiple
points to ensure quality of interaction through supplementation and
stimulation.
STAGES OF THE EVOLUTION OF THE PARENT EDUCATION FLIP CHART TOOL
The Flip Chart was adapted from the Hincks Dellcrest Children’s Centre, Toronto,
Canada - 'Learning through Play' Calendar (Birth - 3 years).
❖ This adaptation and indegenization of the tool was done in collaboration with
WB-ICDS-III and Department of Social Welfare in the time frame May December '98.
A professional Panel review was followed by a Peer group review in March
'99 were participant NGO's, Govt.Representatives of DSW and DPEP, Pre
Primary teachers, Educational Research Organisations, ECCD Professionals
and UNICEF endorsed the Flip Chart.
❖ UNICEF field tested it October-December '99 and after a series of
Workshops held in May & June 2000 the tool was whetted and the messages
on Health, Nutrition and Early identification and Intervention for Disability
were included.
❖ Printed and totally supported by UNICEF, it has been circulated to the
30,000 AWC's of ICDS in 2001 and introduced into the BDS Project in
Jan.2002.
3
Network for Information on Parenting
Tamilnadu - Border District Programme - for Resource Persons
Awareness on Parent Education Flipchart
(Sponsored by UNICEF)
Singing in
Session ,1 - Participant profile
Identifying critical care issues for the child below 3 yrs.
Session.II - Introduction to Parenting and the Program
* Need for a Parenting and the Program
* Scriptural Dictums and Teachings and Traditional practices
* Women's empowerment
Tea Break
Session.III - Understanding holistic Child Development
The Brain
Steps in child development
SPRUC
Importance of Play
Lunch Break
Session.IV - Presentation of the Tool - highlighting special features
Group Discussion by each PHC on a different stages of the tool.
Presentation of the Tool:
T
Action plan by each PHC
Tea Break
Session.V - Participation feed back
4
List of Supportive materials given to participants during the Workshops
A. Parenting & Child Development
1. Brain Development/ftpaosn- Qjernjtfrfl - + Kolam Concept
2. Child Development/@,iptB6j)r® GusrrrjfFdfl - + Series of stairs.
3. Importance of Play/oflwisTnunLiIlcw
- + Power of Play
4. Parenting programme/EuggigssyigiaircBr $lLi_ib
5. Guidelines for interacting with parents/eiutnSfonijai^Lasr Giarrerrtenjib uijstvuij
6)j5ni_frL5l«w Qicsiijm «>rrj.T,6rr
B.
Parent Education Flipchart
1. NIP's Parent Education Flipchart Birth - 3 years (Sponsored by UNICEF)
2. Theme songs based on Flipchart (Birth - 3 years)
3. Flipchart - SPRUC points
4. Flipchart - Nutrition Messages - Tamil
5. Flipchart - Maternal and Child Health Care - Tamil
6. Flipchart - Checklist on Disability - Tamil
C.
Personality Development
1. My SWOT
2. Self Analysis Checklist
3. Actualizing potential
D.
Feedback
1. Participant profile Format
2. Post workshop feedback Format
Feedback from the various training and Orientation Programmes on the Flip
Chart has identified the following topics to be included in the supportive
material.
• Understanding SPRUC i.e. 5 domains of development.
• Gender Sensitivity.
**
• Role of the family in child rearing.
• Trauma of Rejection - Based on Gender, Colour, Ordinal position, disability.
• Impactof Psycho social interaction on Holistic Development of the child.
• Milestones Check list as visually interpreted in the Flip Chart.
From the Border District - NIP Workshops there is a complete compilation of
All the messages on child development and parenting identified in the Pictures
by the participants. This will form part of the final supportive material.
5
Network for Information on parenting
Tamilnadu - Border District programme - for Resource persons
Awareness on Parent Education Flipchart
(Sponsored by UNICEF)
Participant Profile
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Job Profile
Designation/ Gsuanso
Govt Dept/NGO
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CT gjg&Ktf QJ(JT)LJHJ<5>6TT c9l^)JU6ULQ
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7
SESSIONS BRIEF
THE WORKSHOP started with a brief introduction followed by the filling in of the
participant profile.
The participants of the 10 workshops held (details district-wise Annexure-I)
include.
PHC
ICDS A Others
Doctors
-88
CDPO
- 9
-79
SHN
Comm.Nut.Sup.
-40
-57
Health Inspector
Comn.Nut.Instr. - 3
- 12
Public Health Nurse
Block Co-ord.
- 3
-32
Community Health Nurse
NGO
- 17
Village Health Nurse
- 16
Others
- 7
Block Health Supervisor - 16
-21
Block Extn. Edu.
Sanitary Inspector
- 8
Maternity Assistant
- 4
• In all Workshops and particularly in Vellore officials and personnel of DPH
involved in administration came out of interest.
Session.I. As the Participants were completing the exercise of filling up the
Participant Profile - they were asked to express what they had identified in their
profiles as being the most critical care issues in the life of the child below 3
years, (ANNEXURE-II)
Question 2 - By and large the majority responses were
Health - Immunization, Hygiene, Infection, Birth defects disability, Diarrhea
management Hygiene, Lower Birth Weight, Mothers Health.
Nutrition - Breast feeding, supplementary feeding, weaning colustrum, growth
monitoring.
Only - Next in order of importance was:
Development - milestones, stimulation, early intervention, good habits.
Only a few pointed out the following Psycho-social issues, and often only after
some amount of prompting.
- mental health, social behaviour, family, environment, father's role, love and
security, psychological
development. Gender sensitivity, play, safety,
poverty, ordinal position, language dev, values, cotton clothing.
8
In the Participant Profile Question - 3 - Which of the issues identified are
according to you are already covered - effectively covered, not covered - not
effectively covered by existing Govt./NGO programmes? (ANNEXURE III).
The responses were interesting.
The large majority identified various Health and Nutrition issues as being
covered (Effectively Covered)
As Not Covered (Not effectively Covered) a whole list of - Psyco-social issues
such as female infanticide, Parenting, False beliefs, Teenage Pregnancy, Care of
disabled, Stimulation, Play, Spacing, Early marriage, Milestone, Consanguineous
Marriage, Child abuse, Over population, Emotional and Psychological development,
Child rearing practices were identified.
A few Health issues: Communicable disease, institutional, delivery, AN/PN Care
Treatment of minor ailments, Infant mortality Add ARI.
A few Nutrition issues: Colostrum feeding Malnutrition, Weaning, Vit.A, Weight
Monitoring.
The Reasons for these included :
a. Socio Economic issues - Illiteracy, Poverty, False beliefs, Corruption at all
levels, No father's Role in Parenting, social practices and religious taboos.
b. Administrative obstacles - Lack of funding, stringent rules. No referral
Service, lack of motivation and proper training.
c. Media and policy - Advertisements, Health Care not comprehensive. No
specific child Centred Program.
Session.H.
INTRODUCTION TO PARENTING AND THE PROGRAM - was conducted at
different Workshops by Ms. Maya Gaitonde or Ms. Usha Ramakrishnan or Ms.
Lakshmi Gopal
A.
II.
The following points were Highlighted:• WHAT? - Parenting is a holistic term used for the total care of the child
• WHO? - Parents and all those in a Parenting role
In some of the workshops a quick round of self introduction had helped
participants identified that the Parenting role is not exclusively that of the
Mother and the father but also of Grandparents, uncle or Aunty, teacher,
Caregiver and neighbour.
P - (P)appa A - Amma R - Relatives E-Elders N - Neighbours T - Teachers
S - Society
This exercise helped greatly to bring the full participation and involvement
of all present because it suddenly made them focus on their personal life- in
which they were all involved in some way with the child.
9
•
WHEN? - does Parenting begin?
With a little prompting participants were able to identify the following
stages before the birth of child as also included in Parenting.
Parental Readiness
.Preparing for Parenthood ◄---------
(Marriage and conception)
(Adolescents)
Celebrating pregnancy,
(Womb - Care of Mother
and child)
a
▲
Nurturing the child
**
Welcoming the Baby
(Infant A toddler—)
(Birth)
A life cycle approach to Parenting
• WHY? is
an holistic and inclusive term.
Because it has no
Class
Creed
Gender
Position
Caste
Colour
Age
Profession
While the Flip Chart as a tool deals with child below 3 years and there are many
child issues to be addressed after the birth of the child - the care of the child in
the womb and its mother is a vital aspect of Parenting.
- Deprivation of any kind - nutrition, health, psycho social well being
due to poverty or wrong attitudes
- Rejection - of any kind - gender, ordinal position, unwanted/
unplanned conception, povert
Both af feet not only the survival - but growth and development of the child in the
womb and after birth.
B . Spiritual Dictums and Teachings and traditional practices
II.
•
Scriptural dictums surrounding Parenting duties and responsibilities vs.
parenting rights have been identified in the Indian scriptures as:
Matru
Pitru
Acharya
Athithi
- Mother, the primary caregiver
- Father, the care Supporter
- The Teacher as enhancer
- The outsider as influencer
- Z)fBhava
- DEVO Bhava
- DEVO Bhava
- DEVO Bhava
WE, mother/father/teacher/others are all given the status of DEVA - God like
and must therefore endeavor to play that exalted 'Parenting' role.
10
children and for any values that we wish to impart to our children we need to In
playing our parenting role we have to be aware that we are the role model for our
remember that VALUES ARE CAUGHT AND NOT TAUGHT.
To that extent the term DEVO for parents and those in a parenting role means:
Parent
Dutiful
Devotion
to a
DParent
Emulation
of a
Ethical
EParent
Virtuous
Veneration
for
a
Vto an
Honorable Parent
OObedient
The Vedas divide parenting into 3 stages
Lalwath
- cuddling, bonding, caring, loving
Upto 5
thadwath
- discipline, good habits, regularity
5-15
Mitrawath - friendship, trust, communication understanding
15+
Story in the Upanishad's and the Biblical parable of the seed are excellent
examples of the child's potentiality and need to create the appropriate
environment.
• The upanishadic statement comes from the explanation given by the Sage
Uddalaka to a young disciple, Shvetaketu which states Just as every seed has the potential to become a tree. Every child has in it
the (seed)potentiality for human excellence.
Apart from genetic, birth factors - the Parenting environment is most
important and is highlighted as follows in the Bible, were in Lord Jesus says,
through the parable of corn seeds.
If you were to take a bag of seeds and scatter them thus, which seeds would
grow into golden corn?
Jesus asked
We can understand
a. upon hard rocks?
- Harsh, demanding, critical
b. among the bushes?
- Over protective, lack of freedom
c. upon the open roads? - Used, put down
d. upon moist ground?
- Loving, encouraging, happy
•
Ip this context of parenting the term ECC-SGD means
S- The seed sown in the womb must survive - just as the child born must
survive.
G- having survived it must grow, for which nutrition and health are vital.
D- while growing physically it must also develop holistically in other areas too.
For which psycho - social inputs are vital.
11
Traditional practices have been most often child / mother friendly and supportive
in creating, the right care / development environment. The following few were
discussed.
•
Ceremonies - such as the bangle ceremony - connected to dev. Of hearing 4
Coming home to the mother - creating a happy, restful and supportive
atmosphere for the pregnant women.
While every parent would be happy to care for the daughter and grand child
the social evil of unnecessary - socializing expenses and excessive burden of
institutional delivery make child birth often a stressful event.
•
Food traditionally prescribed - from the time of adolescents into pregnancy
and till early mother hood - when analysed give the right Nutritional
contents needed for each stage
•
•
Culturally appropriate practices The First cry, father's singing to the child in the womb, mother and father
talking to the child in the womb are all supported by scientific knowledge
and psycho-socially appropriate.
1 yr. Birthday - Medically and scientifically understood as the completion of
an important milestone in life - the fact of survival.
40 days - comparable to 42 day post par tern period.
When children have poxes they are kept isolated and not allowed to cross
the border of the village - containment of infection within the home
Child activity completed before dusk - in the period when there was no
electricity.
Not showing the mirror very early in life - Reflection of sunlight can effect
eye sight and the 1st time a child seeing its own face - a stranger can make
the child frightened and loose speech.
Using the left hand - banned in Pooja and food serving - hygiene point.
•
•
•
•
•
•
When thinking of child development and stimulation one must be aware
that whatever is now being recommended and discussed - a lot of
them have their roots in the simple - child rearing practices already in
existence in our culture.
12
II.C Parenting information is a Women's empowerment programme and involves:
1.
Educate her in her role as a mother
Pre-nalal and Posl-nalal child care
- Importance of stimulat ion
Need for her to take care herself and be happy
2.
Stressing the Role of the father.
- The husband's role in making her happy and supporting the happy event
- Understands his responsibility as a father
Be aware of his vital role in the social and emotional development of
the child.
- Shared work load
3.
Educating the family in its supportive role
- Care of the pregnant mother and her nutrition is vital for her and the
well being of the child.
Support her through her frustration in the loss of freedom and being
24 hours on demand
Help her to be happy and free of mental stress
4.
Educating Employer’s in their Parenting Role
- Role in supporting the mother in her endeavors to breast feed and
spend time with the child in early infancy
Encourage child friendly rules at the work place
THESE 4 AREAS OF EDUCATING THE COMMUNITY WILL LEAD TO AWARENESS
AND INVOLVEMENT IN WOMEN'S EMPOWERMENT
Session.III.
UNDERSTANDING HOLISTIC CHILD DEVELOPMENT
A. The Miracle of the Brain was highlighted as follows:
• Brain Development starts in the womb itself (Very few participants seem to
be aware of the fact, this idea seemed to be new one or perhaps unfocussed
an so far).
• Therefore nutrition, health and psycho-social well being of the mother - is
of vital importance since has a direct impact on the brain development of
the infant.
•
There are billions of cells in the brain and with each stimulation a neural
connection takes place and with every further positive re-enforcement and
stimulation further networking takes place leading to development.
13
With every negative experience there is spread of cortisol an acid like wash
over the brain - retarding and stagnating development.
With the help of the Kolam Chart and pictures the following points were
emphazised.
- 25% of Brain Dev. At Birth - 75% by 3 years.
- Pet-scan of a well developed vs not so stimulated brain - indicate different
kinds of care environment.
- Each child is individualistic in their dev. And this should be recognized .
encouraged and respected.
- The obstacles to brain development include - lack of stimulation or negative experiences
- Gender - usually being born a girl,
lack of nutrition due to poverty and other factors like improper food
habits.
- Psyco social rejection due to ordinal position, calamity in the family at
birth, disability, colour etc.
- Factors that aid brain development
- Love-Bonding-Caring and Security +
- Nutrition, Environment, Stimulation
•
•
•
•
❖ Development is greatly enhanced/retarded because of the positive /
negative age-appropriate stimulation and responses that parents give.
Unused connections in the brain will slowly die out and with the brain we
must understand - - use it or loose it.
3 years is the critical foundation period.
However there is a chance to re-inforce and re-wire the networking in the
brain at the stage of adolescents and that is the reason for focusing on this
stage.
We must learn to look at children with behavioural problems as those who
require a different kind of intervention and stimulation and understand only
that it will take them a longer period of time and require more effort on
the part of the parent and those in a Parenting Role.
14
B.
III.
Child Development
• Child Development takes place at a phenomenal pace from Birth - 3 years.
to being able to talk and express
From mere crying and babbling
to stand up and to walk.
From just lying down to being able
to running, jumping and skipping
From just moving and kicking legs
to grasping, holding and using the fingers
From waving arms
with dexterity
o
However development is like a series of stairs the child must accomplish one
milestone before moving on to accomplish the next.
- Each child follows its own pace - within stages.
- Age appropriate stimulation only helps the child develop along the right
path-way.
«>
Steps in development
Show in the
Flip Chart
Sight-®” sound-> word-► spelling
Grasp-> hold —> throw—► manipulate
Cry—> sound-t> one syllable—► words—►
Phrase-> sentence-®” talk
Hold —1>scribble-®” form letters—> write
Lying down—> turn—swim—®” crawl—►
hold and stand—> cruise-^ walk-Climb-skip-run
While physical development and that of language is easy to build the participants
require a little help either from the Resource Person or from one among the Group
to build up the series of steps for other domains.
When development is thus shown visually and developed step by step the visual
when seen vertically clearly explains the concept of holistic development and the
need for all domains to develop at the same time.
• Milestones are also easily identified
• Age appropriate achievement and therefore age appropriate stimulation
• Learning readiness gets emphasized
15
C
III.
SPRUC
The 5 domains of development have been identified as
Sense of self is measured by an understanding of oneself - confidence levels, self
esteem, sense of security etc.
Physical level - height weight and independent actions and abilities are perceivable.
Relationship Otherwise referred also to as social development - is understood as
how the child behaves in society - without fear or stronger anxiety.
- with relatives, friends and all others. The seed of this development lies in the
relation ship the child has with parents.
Understanding also indicated by Cognitive development shows itself as the child's
ability to interact with materials around it, understand what is communicated and "
the actions it performs as a result.
Communication - is judged not only through expressive language and ability to
speak but also by the body language one uses, facial expressions and touch.
• Child absorbs both - positive and negative from parents
• Touch can be loving or harsh
} these are very strong means
• Language(Words) can be - loving or harsh
} of communication
• Attitude can be - loving or harsh or indifferent}
While discussing SPRUC many eg. of day to day life that either enhanced or
dampened development were given and elicited from the participants.
Trauma of Rejection - is an important area affecting the Sense of Self in child
development
a. THE GIRL CHILD
- Gender - discrimination in inputs and care to the extent of reducing breast
feeding time and quantity of food.
- Girl put to work and household chores early and forced to drop out of
School.
- Differences in freedom given, kind of play and role models given to boy and
girl from an early age.
- Constant verbal rejection linked later to loss of wealth due to dowry.
- Further rejection of the female child due to:
Colour linked to marriage
Ordinal position- linked to dowry and traditional beliefs
b.
ANY CHILD - branding words, linked often to name
- colour, mental abilities, physical appearance, (karappu, kuttai, makku,korangu)
- Disability - linked to being a life long burden.
- negative event in the family at the time of birth - death or material loss.
16
III.D Importance of play
baring the workshops participants were involved in a simple game
- finding partners
- throwing the ball holding hands and
moving in a circle
In every case the general reaction was
- we were happy,
- it was full,
- simple but full of enjoyment,
- we would like to play more.
Their feelings were then connected to the feelings children have while at play However it was pointed out
a. Play is child's work
b. Every activity- which seems naughty (Shettai, kurrumbu,vaal) is indeed a method
of learning through play
c. Play during daily routines and learning helps the child to achieve quicker - that is
why we call it play way method.
d. Children want adults to come down to their level and play - games that they like.
e. Children love simple- repetitive activities- it creates confidence and reinforces
learning.
f. Every day things around the house converted into toys support easy learning
While children like to play on their own-the parent-can stimulate support and
involve in play.
g. As the child grows-play should develop age appropriately-be child-led
- It should evolve based on the growing abilities of the child.
- Children very easily indicate what gives them joy and when they are being
over stimulated-parents should to alert to it.
• Another interesting exercise the Participants were asked to do
was to describe the perfect Toy for an infant or toddler Their answers were universally
Colourful, Soft to touch, Easy to grasp, [Different noise, Easily available
Interactive, responsive, attractive
With a little bit of prompting they were able to identify this as "The mother'
17
Every play activity contributes to the stimulation of 5 domains of
development. While one domain may seem to be more stimulated by it-actually a
holistic development is taking place.
Many examples were given one of them - throwing and catching a ball
5- achieving and appreciation the Parent gives
P- stimulation for Motor skills through throwing and catching.
R- the joy of interacting with the parent in this simple game.
U- Stimulation of ability to judge -distance and hand co-ordination to catch and
throw the ball
C- Words learnt during the game - catch, throw, try again
•
Session.IV.
PRESENTATION OF THE TOOL AND HIGHLIGHTING SPECIAL FEATURES
The Layout, stages, age-appropriate play activity, stimulation, role of family,
Details of supportive material were explained to the participants.
The tool was then distributed and at each workshop after looking at the tool for
a few minutes - literally flipping through
The following were the spontaneous comments regarding the Flip Chart.
• Shows Parent involvement clearly
• Father's role has been appropriately highlighted
• Brings back to my mind my childhood
• Others like grandparents have been included - this will greatly help build the
family life around the child.
• We feel guilty we could not to do some of this with our children - we will
definitely do it with grand children - the next generation will benefit.
• Physical and cognitive development is well highlighted
• Nutrition is there through Breast feeding.
• Most of these things we know - it is good to see these in pictures in an
organized manner.
• Age appropriate development milestones can be identified.
• Beautiful and informative on an important issue and messages can be easily
spread to the community.
• Relationships in the home must be good only then all can interact with the
child
• Multi sensory stimulation is seen.
• Language development and communication has been shown in an appropriate
manner
18
Child is playing at home and in the immediate environment which is natural.
Importance of music, play and learning is given.
The tool will be easy to use and the pictures and messages will give us an
opportunity to take child development in a simple and easy manner to the
community.
B. Doubts raised
• Has disability been expressed ?
• Do we need to teach Parenting skills?
« Can it be taught through the Flip Chart?
o Should development be measured?
« Is this only for normal children ?
• What about nutrition and health issues?
» How about issues of conception and pregnancy and their impact on the
development of the child?
• We do not immediately see gender issues or disability?
• Are milestones identified?
• Only positive attitude shown - why not negative areas
• Few toys have been shown - why?
•
•
•
C Negative comments
• Colours in the pictures are too bright
• If you show 5 pictures at a time it will distract the audience during
communication
After having introduced the participants to the Flip Chart and elicited their
immediate responses. A brief presentation of 3 pictures was made to the
participants to explain how to use the Flip Chart as a communication tool and how
to go beyond the pictures. The few examples given were from view elicited at
earlier workshop of NIP.
1. Head-up - Birth-2 months - Centre Picture.
While the message is to make eye to eye contact and talk to the baby to develop
communication
• Role and importance of Fatherhood can be stressed.
• Harmony in the home-vital for child development can be expressed.
• The happiness at the birth of the girl child can be emphasized.
2. Walker Stage - 15-18 months - Pic.2.
While the message is for the toddler who is scrabbling - which will lead to develop
of five mother skills
• Father's role in teaching the elder girl child.
• Learning to handle sibling
by effectively evolving the younger child.
• Focussing on the way the child is holding the pen-the right way.
19
3. Early Tester - 2-2 | yrs. - Pic.3
While the message is to encourage the toddler eat independently
• Family sitting together and eating is the ideal for the child.
• Mo I her can be poinled out as being pregnant with the second child.
- Spacing message can be given.
- Proper Nutrition for the pregnant mother can be identified.
IN ALL WORKSHOPS - the participants were divided next into their PHCgroups
and requested to discuss in their groups
• one stage of the Flip Chart - which was allotted to them at random.
• only to concentrate on the pictures and messages and discuss the child
development/Parenting messages that they can identify in them.
• and submit a written presentation which was to be verbally presented by one
member of the group to the rest of the participants at the end of the day.
• and identify health and nutrition messages also that were available in the
pictures.
*THE GROUP DISCUSSIONS LASTED 45 mn - 1 hr.
*EACH PHC group made its presentation in the order of the stages in the Flip
Chart. This served the purpose of a complete training on the Flip Chart.
*MANY participants sang songs they had made up on the spot, shared anecdotes
and real life incidents.
*THEY were enthusiastic till the end to listen to each presentation.
THE FEEDBACK OF THE TOOL
The presentations were excellent
• They opened the eyes of NIP to the vibrance of the tool.
• The ability of the tool to address multi-various child-related issues - not
specifically addressed in the Flip Chart, eg.
- Spacing.
- Gender Sensitivity
- Harmony between mother-in-law and daughter-in-law.
- Methods to handle sibling rivalry.
- Gender Issues - like
Fathers involvement in the girl child's, her education, play,
Mother's involvement in the Education of the girl child.
Male sensitivity to Breast feeding - Pic.l.
20
- Importance of freedom and independence in child-play.
- Role of grand parents and others in the family includes.
- Tackling some superstitions - such as showing the child the mirror.
- Issue of the use of the left hand.
- The right-way for the child to start writing - by scribbling first.
- Need for outdoor play - water play and sand play.
Use of every day things in 1 he home as toys and no special need to buy on
expensive toys.
- Support of Indian traditional - child-rearing practices eg. Bathing
method, Thooli, Songs (Tharamaiya), Peekaboo game, 3 wheel walker,
Clapping game, Importance of "Uncle" Moon (ambuli mama)
- Nutrition age-appropriate breast feeding^ eaning Food
eating
with the family + pictures show the child growing age appropriately
indicating good nutrition.
A COMPLETE COMPILATION OF ALL THE MESSAGES IDENTIFIED IN THE
PICTURES - BY THE PARTICIPANTS IN THE 10 WORKSHOPS IS AVAILABLE
IN A DETAILED DOCUMENT.
21
Session.V FEEDBACK
THE PARTICIPANTS ALL FILLED UP A PROGRAMME FEED BACK IN WHICH
THEY ANSWERED 3 Questions. A brief analysis of each is given (Details in
ANNEXURE IV, V <& VI)
In the feedback session participants have tried but not quite succeeded to spread
the weight age over SURVIVAL, GROWTH & DEVELOPMENT issues. It is clear
that they as the Health Department see it in a linear or sequential form. The most
clear response in the Feedback analysis comes from their identification of two
VITAL NEEDS within the Child survival agenda:
I . Proper & FULL IMMUNISATION
II. Complete Breast Feeding
And one in the Growth Agenda . I - Food &. Proper Nutrition.
However issues like Parenting, Play way methods. Parenting counseling and
behaviour, gender , adolescent awareness, etc are just emerging.
Tamil Nadu however is quite ready now to move into SURVIVAL
*
GROWTH A
DEVELOPMENT issues simultaneously, as a package deal for ALL CHILD
WELFARE PROGRAMMES of the Public I leallh Department. The Flip chart can
show the way toward Holistic Programming in Public health.
Session. V - PLAN OF ACTION - ANNEXURE-VII
•
At each Workshop the participants had been divided into their PHC group and
along with discussing the Flip Chart had been asked to prepare a Plan of Action
through which they think this Parent Education Programme can reach the
community.
•
One representative from each PHC made a presentation at the end of the day
and explained the details of what they felt should be the future plan of action.
•
The annexures VI clearly indicate that not even one group perceived the
Parent Education Flip Chart Programme as a stand alone Programme. From
the suggestions given it is obvious that they have seen it as an easy and
effective intervention into the already ongoing activities of both the PHC
and the BDS.
22
Network for Information on parenting
Tamilnadu - Border District programme - for Resource persons
Awareness on Parent Education Flipchart
(Sponsored by UNICEF)
Programme Feedback
Name/GUiurr
Designation/Geusow
Having interacted with us, we would now we would like your views on the following
1. Through Government/NGO programmes what problems and needs of children
below3 should be addressed?
j^lCLfsiaerflssr ppevib i51jouL516\51(5i6gi
3 cnujgj 6iisnijinsirsrr {giprbSBi.ffiaisrflfiw STjbGljcjjjs Lilrjff ffcmwaerf, Gjsssieii®err c3j,a(lujen6ua;«n6rr
swaiurrsTT Cgusswyjib.
a.
b.
c.
d.
c.
f.
2.
How many of the above problems identified by you are under your pervlew to
solve? Giorpaii[i51iiis<s>6ua6Tfl6\>
slsttstt fciunrpjijW ^(ipib , Geuwxwutlgyi rusrrcTrgj.?
a.
b.
c.
d.
e,
f.
23
1.
How would you take this programme forward in your sphere of activities?
sisiisunrfjj susmstt Glffujevun^sisrflsv
Programme
Personnel/Materials
^llLl_LD
(SXJP «®s>t / Glutr^uaerr
CTf^gjgjKf Gltfsvefi'fraffrr.
Methodology
euifl ypsop
Time
Gryjii)
—
-
Any suggestions you would like to give us to take the programme forward...
ypsdet&fTa;^!
61fffi\)6V ejjEnengj (SiunffeosDraKitt
24
BORDER DISTRICT PROGRAMMES
Network for Informotion on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
ANNEXURE.I
I.
No.
1.
2.
3.
4.
TOTAL PARTICIPANTS:
Place
Vellore
Poonamallee
Thiruvalluvar
Thirupathur
8.1.02
63
-
9.1.02
44
-
8.2.02
42
-
22.2.02
41
-
28.2.02
-
39
-
15.4.02 16.5.02
23
35
-
17.5.02 27.5.02
54
28
28.5.02
56
Network for Information on Parenting
Tamil Nadu - Border district Programme - for Resource persons- Jan.02 - May 02
II. PARTICIPANT PROFILE:
ANNEXURE.IA
Vellore
District
2/1
Poonamallee
Thiruvallur
Thirupathur
15/4
16/5
28/5
Total
22/2
28/2
17/5
27/5
1.
Doctors
12
8
8
3
9
13
11
15
—
9
88
2.
Sector Health Nurses
11
12
6
—
13
1
1
9
11
15
79
No.
Designation
8/2
9/1
3.
Health Inspector
10
2
8
—
3
12
—
—
57
Community Nutrition Supervisor
13
__
9
4.
1
10
8
—
—
5
8
2
6
40
5.
Community Health Nurses
4
3
2
3
3
6
3
2
2
4
32
6.
Block Extension Educator
6
3
2
—
2
—
1
2
3
3
22
7.
Public Health Nurse
1
1
—
1
3
—
—
--
1
5
12
8.
NGO
3
1
--
2
1
2
6
2
17
9.
Village Health Nurses/AWN
10.
Block Health Supervisor
4
1
—
—
11.
CDPO
5
2
12.
Sanitary Inspector
—
—
4
13.
Others
1
14.
Maternity Assistant
15.
Community Instructress
16.
Block Co-ordinator
1
—
—
3
1
2
16
—
3
1
—
3
16
1
1
—
—
9
—
—
—
1
3
9
1
4
—
1
—
1
3
8
1
7
—
4
4
—
2
3
—
3
3
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource personsBorder District Programme - Jan.02 - May 02
ANNEXURE.II
Participant Profile
2. Issues related to children (Birth-3yrs.) that need to be addressed in the community:
blSTTICt
No.
Issues
►
Poonamallee
Thiruvallur
22/2
28/2
15/4
16/5
17/5
Vellore
8/1
9/1
8/2
Thirupathur
27/5
Total
28/5
Health
1.
Immunization
21
—
24
24
18
18
28
17
31
Hygiene
30
—
25
2.
10
17
11
13
7
10
11
22
101
3.
PN/AN Care
—
—
14
6
5
2
15
19
11
25
97
4.
Illness
31
20
11
—
—
—
4
6
—
—
79
6
8
4
4
68
2
3
—
1
7
5.
Health Education
20
12
7
—
6.
Institutional Delivery
7.
Deworming
3
—
2
—
3
—
—
—
1
9
5
236
11
3
Nutrition
8.
Breast feeding
31
19
24
27
27
23
25
40
16
29
261
9.
Nutrition
40
25
22
16
20
15
—
—
8
13
159
10.
growth Monitoring
11
13
6
13
14
6
13
126
Supplementary feeding
18
—
4
11.
28
—
10
9
8
7
12
72
Birth Weight
15
—
—
—
5
56
Weaning
10
—
9
13.
17
—
6
—
11
12.
9
—
2
7
4
3
2
5
-
2
25
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource personsBorder District Programme - Jan.02 - May 02
annexure.ua
Participant Profile
2. Issues related to children (Birth-3yrs.) that need to be addressed in the community:
District
No.
Issues
►
Thiruvallur
Thirupathur
16/5
27/5
28/5
Poonamallee
Vellore
9/1
8/1
15/4
28/2
22/2
8/2
17/5
Total
others
14.
Parenting
2
8
4
7
2
5
78
—
18
—
26
Family
1
—
5
15.
8
9
8
19
55
Female Infanticide
1
3
7
5
7
50
Gender discrimination
9
—
5
17.
13
—
1
—
6
16.
4
—
13
1
1
5
9
3
6
48
18.
Play activities
—
6
6
4
2
5
40
Balwadi
—
8
—
9
19.
—
—
10
—
7
2
6
11
3
6
35
20.
Spacing/Others
10
3
26
11
1
4
—
2
10
1
—
—
Socialization Process *
2
—
1
21.
1
—
3
25
22.
Role of Fathers
5
14
Disability
1
1
5
—
2
23.
2
—
—
5
7
2
1
-
-
2
5
24. Milestone Development
—
-
—
2
—
—
-
False belief. Toilet Training have of Nature, healthy surrounding, good habit, School Education.
—
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
ANNEXURE.III
Participant Profile
Q.3. Which of the above issues according to you are already covered, not covered by NGO/Governments?
VELLORE DISTRICT (8.1,02, 9,1.02, 8,2,02 and 22.2,02)
S.No.
Covered (Effectively)
Reasons
Not Covered (Not Effective)
Female Infanticide
Illiteracy
Nutrition
Neo-natal care
Poverty
Breastfeeding
Parenting
False beliefs
4.
Health
Communicable Disease
Lack of funding
5.
Hygiene
Institutional Delivery
Core issues not being addressed
6.
Supplementary feeding
Post-natal Care
Lack of stringent rules
7.
Prevention of Illness
False beliefs
Lack of motivation
8.
Weaning
Birth Spacing
Social issues - religion
9.
Worm Infestation
Teenage Pregnancy
Swindling by politicians
10.
Family Planning
Balikka Samrridi Yogana
Attractive advertisements
11.
IMR
Care for disabled children
Unwilling to learn
12.
ADD, ARI
Stimulation, Play
13.
Weight Checking
14.
Gender
1.
Immunization
2.
3.
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
ANNEXURE.IIIA
Participant Profile
Q.3.: Which of the above issues according to you are already covered, not covered by NGO/Governments?
POONAMALLEE DISTRICT (28,2,02 and 15,4,02)
S.No.
Reasons
Not Covered (Not Effective)
Covered (Effectively)
Female infanticide
Financial allocation - very low
Nutrition
Weight monitoring
Workers demands not met
Breast feeding
Colostrum feeding
Attractive advertisements
4;
Health
Birth spacing
False beliefs
5j
Hygiene
Infant mortality
Illiteracy
6;
Supplementary feeding
Early marriage
Health care not comprehensive
7j
Weight checking
Treating minor ailments at home
8:
Growth monitoring
Social Behaviour
1„
Immunisation
2:
3.'
9!
Recreation
Disability
16.
Mother's care
Child Psychology
11.
Diarrhea management
New born care
1?.
Deficiency disorder
13.
A.D.D./A.R.I. prevention
14.
Pre-school education
15.
Child care
16.
if.
Low birth weight
1?.
Ante-natal care
16.
Institutional Delivery
20.
Mental Development
21.
New born care
Rooming-in
’ -
4
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
ANNEXURE.IIIB
Participant Profile
Q.3. Which of the above issues according to you are already covered, not covered by NGO/Governments?
THIRUVALLUVAR DISTRICT (16.5.02 and 17,5.02)
Covered (Effectively)
S:No.
Not Covered (Not Effective)
Reasons
Immunisation
Female infanticide
No awareness in villages
Nutrition
Milestones development
Importance not known
Breast feeding
Adolescent education
No referral services
■ 4.
Health *
Emotional A psychological development
No proper information
5.
Hygiene
Toilet training
More comprehensive services needed
6.
Supplementary feeding
Weaning
No specific child centred programme.
; 7.
: s.
Diarrhea Management
Parent Counselling
Lack of motivation
Disease prevention
Disability
Lack of proper training
i 9.
Weight monitoring
Consaignous marriage
Unable to cover illiterate masses.
MCH
Mental health
1.
: 2.
3.
10.
Balwadi
Proper parenting
12.
New born care
Malnutrition
13.
Deworming
Child Abuse
14.
Child rearing practices
Over-population
15.
Maternal Nutrition
High birth order
16.
Early intervention of common diseases
Early marriage
Family welfare programmes
Parent-child relationship
• 11.
. 17.
18.
Colostrum feeding
* Not identified.
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
ANNEXURE.IIIC
Participant Profile
Q.3. Which of the above issues according to you are already covered, not covered by NGO/Governments?
THIRUPATHUR DISTRICT (27.5,02 and 28,5.02)
Not Covered (Not Effective)
Covered (Effectively)
S.No.
1.
Immunisation
Female infanticide
2.
Nutrition
Weight monitoring
Reasons
Wrong information
Facilities not reaching mother and
child
3.
Breast feeding
Nutrition
Illiteracy
4.
Health education
Vitamin A
Poverty
5.
Hygiene
Balwadi
Lack of awareness
6.
Supplementary feeding
Add/ARI
No father's role
7.
Diarrhea
Child rearing practices
Awareness among health workers
8.
IFA scheme
Growth & Development
9.
Family Welfare
Disability
10.
Balwadi
Play
11.
Anaemia control programme
12.
Safe delivery
13.
MCH activities
14.
Colostrum feeding
15.
Pre-school education
16.
Ante-natal care
17.
Drinking water
18.
Mental Health
‘
Network for Information on Parenting
Tamil Nadu - Border district Programme - for Resource persons - Jan.02 - May 02
Programme Feedback:
1.
ANNEXURE.IVA
Through Government/NGO Programs what are the problems and needs of children below 3 to be addressed
1
district
>
Problems to be Addressed
Poonamallee
Thiruvallur
Thirupathur
8/1
9/1
8/2
22/2
28/2
15/4
16/5
27/5
28/5
40
25
24
26
34
24
12
20
8
13
226
23
12
14
13
18
14
20
39
15
Vellore
17/5
Total
Nutrition
18. Nutrition
19.
Breastfeeding
19
187
i
1
20 Supplementary Feeding
21. Weaning
30
21
18
10
9
5
4
9
9
7
122
10
4
6
3
2
—
-
—
—
—
25
1
22
Colostrum feeding
—
—
—
—
2
1
2
5
7
5
22
1
23
Parenting
22
8
15
9
14
10
4
7
5
16
110
1
24
Stimulation games, plays
2
4
2
2
11
4
5
12
4
11
57
I
i
j
25 Gender
26. Family
27.
10
4
4
10
—
4
3
6
2
6
49
2
3
1
9
2
2
3
9
34
Others
VTF Scheme
28. Psychological needs/Conf idence
13
6
2
6
8
19
—
5
7
5
—
3
12
1
2
10
2
5
9
21
5
—
30J Infant monitoring
—
3
1
31. Pre School Education
6
1
32. Adoption
1
1
29J Improving ICDS
27
2
17
33. Home Visits/Counselling
4
5
9
34. Adolescent Group meeting
3
5
8
35. Awareness Campaign i Child's Abuse
361 Habit Formation
—
1
6
1
2
3
4
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
2. How many of the above problems identified by you are under preview to solve:
Poonamallee
Vellore
District
8/2
9/1
8/1
Problems that can be solved
No.
ANNEXURE.V
22/2
Thiruvallur
Thirupathur
28/2
15/4
16/5
17/5
27/5
28/5
Total
1
Health
1.
Immunization
13
10
14
3
13
11
14
21
23
33
155
2.
Mother/Child Health
—
—
-
-
4
1
11
19
14
20
69
3.
Hygiene
—
—
4
4
5
2
4
7
14
28
68
4.
Weight Monitoring
6
2
13
4
2
2
-
-
6
11
46
5.
AN/PN Clinic
3
1
4
3
3
5
—
5
11
35
6.
VTF Scheme
—
—
—
—
—
—
8
19
—
4
31
7.
Health Education
10
7
3
6
3
1
8.
Well baby clinics
—
—
—
—
5
12
3
9
29
9.
New Born Care
—
—
3
2
7
15
-
27
10.
Spacing
—
-
—
2
—
-
3
7
19
—
-
3
2
5
9
19
1
1
3
4
30
11.
School-Health Programme
—
—
-
12.
Growth Monitoring
2
3
3
7
13.
Sanitation
7
5
2
—
14.
IEC
—
—
—
1
3
5
1
3
13
15.
Infant Mortality
—
—
—
2
2
1
2
6
13
16.
Communicable Disease
3
17.
Breastfeeding
18.
Nutrition
19.
Supplement feeding
12
9
5
4
6
2
5
—
—
17
14
12
Nutrition
20. Weaning
21.
Colostrum feeding
*
1
—
1
13
4
5
10
7
7
12
18
28
100
9
11
5
7
11
12
21
76
9
18
-
—
68
—
15
6
11
3
2
2
2
—
—
—
1
-
2
5
-
4
|
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons
Border District Programme - Jan.02 - May 02
ANNEXURE. VA
2. How many of the above problems identified by you are under preview to solve:
I
District
Others
;
1
->
Poonamallee
Thiruvallur
28/2
16/5
Vellore
8/1
8/2
9/1
22/2
15/4
Thirupathur
17/5
27/5
28/5
Total
22. Parenting
4
5
9
6
3
4
4
6
2
5
48
23. Playway methods
—
—
—
—
4
2
7
11
5
14
43
24. Gender discrimination
4
1
3
6
—
4
4
9
2
4
37
25. Creche
-
—
-
—
2
—
4
12
2
6
24
4
1
2
5
-
—
—
—
1 2
5
-
4
11
—
—
—
—
2
4
-
2
8
-
5
5
26. Parental Counseiling/Behaviour
27. Adolescent group meeting
28. Home visits
-
-
I
29. Awareness Programs
30. Balwadi
3
1
12
3
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons - Jan.02 - May 02
Programme Feedback
3.
ANNEXURE.VI
How would you take this programme forward in your Sphere of Activities:
VELLORE DISTRICT (8,1.02, 9.1.02, 8,2,02 and 22,2,02)
' S.No.
1
Personnel
Programme
Methodology
Materials
Time
SHN, HI, Doctors
Flip Charts
Internal Personal Communication
Field visits
MCH
VHN,CNS
Flip Books
Lectures
During meetings
Flash Cards
Health Education
During Celebrations
AN/PN Clinic time
1.
ICDS
2.
1
3.
RCH
Council Members
i
4.
Family Welfare
Teachers
Cassettes
Drama
I
5.
Immunization
SHG
Charts
Games
After delivery
Mornings- 8-9.30 am
i
6.
Review Meetings
AN Mothers
T.V. Shows
Field Visit approach
1
7.
Mothers Meetings
CWO
Chalk, Board
Group discussions
Evenings 3-5 pm
8.
AN/PN Clinic
BEE
Role Play
Parents available time
Family Planning Prog. *
CNW
Songs
Maximum 1-11 hours
VTF, PTF
Group Meetings
Parents
Short films
i
'
9.
io.
School Health Programme
I
11.
Parenting
12.
Health Camps
13.
Breastfeeding
14.
New Born Care
15.
Hygiene *
16.
Staff Training Programme
17.
VTF Meeting
18.
Weaning/Weight Checks
19.
Nutrition
20.
Gender Problem
21.
Aids Meeting
WTF Members
Field Staff
OHP
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons- Jan.02 - May 02
ANNEXURE.VIA
3. How would you take this programme forward in your Sphere of Activities:
POONAMALLEE DISTRICT (28,2.02 and 15.4,02)
Personnel
Programme
S.No.
1.
ICDS
SHN, HI
Methodology
Materials
Flip Chart
Weekly meeting/discussion
Time
Field visits
2.
MCH
Medical Officers
Flash Card
Lecture
During Celebrations
3.
RCH
Teachers
Cassettes
Street Play
AN/PN Clinic time
4.
Family Welfare
VHN, CNS
Charts
Campaigns
2-4 p.m.
5.
Immunization
Eligible couples
TV Shows
Group Meetings
Parents available time
6.
Review Meetings
SHG
Slogans
Role Play
Home visits
7.
Mothers Meetings
VTF, PTF
Hand-outs
Demonstration
8.
AN/PN Clinic
Adolesents
Games
Family Planning Programme
CNW, CWO
Songs
9.
10.
School Health Programme
11.
Parenting
12.
Health Camps
13.
Breastfeeding
14.
New Born Care
15.
Hygiene *
* Not Identified
BEE
MPHW
Trainees
Panchayat member
Mothers/Parents
Network for Information on Parenting
Tamil Nadu - Border District Programme - for Resource persons -
Jan.02 - May 02
ANNEXURE.VIB
3. How would you take this programme forward in your Sphere of /Activities:
THIRUVALLUVAR DISTRICT (16.5,02 and 17.5.02))
Personnel
Programme
S.No.
Materials
Methodology
Time
1.
ICDS
Teachers
Flip Chart
Role Play
2.
MCH
Anganwadi Workers
Songs
Folk Songs
10-12 noon
3.
*
RCH
HI, CHN
Posters
Family Visit
Monday - 2-4 p.m.
4.
Family Welfare *
Mothers
Photographs
Group Meetings
Review Meetings
5.
Immunization
VHN/VTF
Models
Drama
6.
Review Meetings
HSN
IEC Materials
Street Theatre
Mass Media
Puppet Show
7.
Mothers Meeting
BEE
8.
AN/PN Clinic
Medical Officers
9.
Family Planning *
10.
School Health Programme *
11.
Parenting Programme
12.
Health Camps *
13.
Breastfeeding
14.
New Born Care
15.
Hygiene
16.
IEC Breastfeeding
17.
Continuing education
18.
Child rearing
19.
Life Education Programme
20.
Family visits
* Not Identified.
Tribal Welfare
Volunteers
AN/PN Clinic Time
Network for Informotion on Parenting
Tamil Nadu - Border District Programme - for Resource persons
Border District Programme - Jan.02 - May 02
ANNEXURE.VIC
3. How would you take this programme forward in your Sphere of Activities:
THIRUPATTUR DISTRICT (27,5.02 and 28.5,02)
1 S.No.
Materials
Personnel
Programme
Methodology
Time
During Celebration
i
1.
ICDS
Anganwadi Workers
Flip Charts
Group Meeting
MCH *
VHN/VTF
T.V.
Home Visit
10-12 noon
j
2.
3.
*
RCH
Teachers
Songs
Puppet Shows
Monday 2-4 p.m.
I
4.
Family Welfare
Panchayat Members
Posters
Street Theatre
Camps
i
5.
Immunization
Parents
Mass Media
Campaign
6.
Review Meetings *
MPHW
7.
Mothers Meeting *
8.
AN/PN Clinic
9.
Family Planning
10.
School Health Programme
11.
Parenting
12.
Health Camps
13.
Breast feeding
14.
New Born Care *
15.
Hygiene
* Not identified.
Songs
1
N IP - BD5
VSJ.ORE D IS TR IC T
Acnvrry
PHC-38+4
Date: 8.1.2002
1. Anaicut
2. Katuzhampatu
| 3. Karadikuppam
4. Kamvanpetai
|
1
5. Kodaikkal
| 6. Odugathur
7. Pallikonda
8. Poigai
I
|
|
IL Vinnampalli___________
10. Ussoor
|9 . Ponnai
|
|
unquay ■£;
Date: 9.1.2002
|
1
17. Lalpet
16. Kuruvarajpet ________
15. Kavseripakkam
'
I
1
!
HSC-Health Sub Centre
Immunization Days-Wed
ICDS
Meet
SHG/VHN/A6/BEE/CN
W/HIGI/SHN
Friday Review VTF/PTF
Women Group/SHG
OP/Health Camp
Neighbours/Mothers
N etw ork fo r In fo rm a tio n on Parenting
,
Tarpil N adu - B order D is tric t Programme - For Resource Persons - January '0 2 -M a y '0 2
Border District Review
X
V
PN/AN Clinics Monday
4
PHC Review Tuesday
*
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4
1
Ado lescent/Youtb
V
V
4
|
|
ri
*
5.
*
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1
i
NIP-BDS
VELLORE D ISTR IC T
Acnvrr/
Date: 9.1.2002
IJfsnw ’ 02 |
Aludur
|
|
1
Immunization Days-Wed
ICDS
Border District Review
Meet
Friday Review VTF/PTF
OP/Health Camp
Neighbours/Mothers
N etw ork fo r In fo rm a tio n on Parenting
Tamil Nadu - Border D is tric t Programme ~ Pot
*
Resource Persons - January '02-M ay '02
Own Family /Parents
<
18. Alinnal
| 19.
Paranji
2 2 . Pudupattu
23. Thaktukalam
Women Group/SHS
«L
5H6/VHN/A6/BEE/CN
W/HI6I/SHN
<•
<
*
| 21.
|
I
*
I
Adolescent/Youth
i.
PN/AN Clinics Monday
<t.
c
|
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| Date: 8.2.02
| 25. Attupakkam
| 26. Ladavaram
27. Mambakkam_________
| 28. M elkalathur
| 29. Melvisharam
| 30. Panapakkam
| 31. ftjdupadi __________
32. Punned
33. Tim iri
|
|
PHC Review Tuesday
*
c
£
£
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1
1
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VELLORE D ISTR IC T
A C TIV ITY
Date: 22.2.2002
35. Arakonnam
| 36. A rcot
37. Ranipet
I 38. Vellore
39. DDHS - Vellore
40. IC D S - Ranipet
41. IC D S - Vellore
1
T otal
42. WBA ICDS H Vellore
1
I
!
1
CO
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ai
Adolescent Programme
Meet
£
SHG/VHN/AS/BEE/CN
W/HIGI/SHN
O'
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OP/Hcalth Camp
N etw ork fo r In fo rm a tio n on Parenting
Tamil Nadu - B order D is tric t Programme - For Resource Persons - January '0 2 -M a y '
o
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co
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Neighbours
4
no
PN/AN Clinics Monday
s.
A
Women Group/SHG
<L
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<KO
PHC Review Tuesday
no
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|
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ch
Schools /Colleges
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GI/SHN
IPC, Campaign/Fair, Festival,
Drama, Puppet
N etw ork fo r In fo rm a tio n on Parenting
Tamil Nodu - B order D is tric t Programme - For Resource Persons - January '0 2 -M o y '02
co
N IP -B D S
DISTRICT
POONAAULLEE
AC TIVITY
PHC-18
Date: 28.2.2002
1. Kundrathur
3. Thirumazh isai
6. Kollumedu D.H.C.
u. iNarayaniKuppam
7. Porur
8. Thiruninravur
Date: 15.4.2002
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*
O
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13. Thiruvotriyur
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15. A udi-1
16. Katth ivakkam
Married Couple (New)
co
1
1
Parents-Teachers Meet
»-*■
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Total
P.H.C.Staff
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4
o
Immunization Clinic
00
c*
Health Camps/Family Planning
*
no
MCH Clinic
4
•u
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<L
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s.
s.
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Ch
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5.
00
r
r■
c
*
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XQ
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N IP -B D S
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PHC - 15
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N etw ork fo r Inform ation on P aren^q
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Women's Groups
Tamil Nadu - Border D is tric t Proqromnie - For Resource Persons - January 'O ^-M ay '02
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CD
Date: 16.5.2002
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c
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5. Poondi
i
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no
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| 3. Thiruvelangadu
4. Thiruvallur
|
7. Ellapuram - 1
[D ate: 17.5.2002
1
8. Thirutanni
-2
Total
15. Kadambathur______
14. M injur ____________
13. Auloniyam
12. 5ho lavaram
11. EUapuram
10. Gummidipoondi
9. Thiruvelangadu
1
|
1
|
|
|
|
1
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Meeting) + pHC
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<
<
O'
AN/PN Clini (Monday)
O'
Sub-Centres
4
00
Play way methods
<
*
<
(ji
Families/Parents/Father
s/Married
Couple/Teachers
<
(JI
Home Visits
<
*■
-£
<
O'
<
<
Immunization Clinic
t.
V
<
Fan Clubs/Panchayath,
Tribal Welfare
Volunteer
*
Anganwadi Workers
t.
co
Adloescent Groups
<■
c
c
00
NGO' s/Orphanage/
*
ui
O'
|
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,
Mother's meetings
Network fa r Inforrnation on P c ^ ^ in q
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Parent/Teachers Group
a
<•
ACTION PLAN
DISTRICT
ANNEXURE.VUE
Playing Method/Child
Growth
<
THIRUPATTUR
Self-Help Group
CO
A C TIV TT/
NGOs
<
PHC-17+2
Govt.Advocacy
co
Pudupattai/
|
Father/Mother/Couples
<
Date: 27.5.2002
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|
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O1
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-
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Alangayam/
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1
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|
I
|
|
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s.
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<
<
<
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O'
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<
1
< *
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16. Madanur
<
|
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CO
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o
<
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c
*
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<
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Bala Mandir Research Foundation
Supportive Materials
For
Parent Education Learning Through Play
Calendar - Birth - 3 years
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Holistic Child Development
Brain Development
Power of Piay
The Calendar Too! - 8 Stages
Nutrition
Health
Disability Check list
Guidelines for Interaction with Parents
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12
BALA MANDIR RESEARCH FOUNDATION (BMHD)
Learning Through Play Calendar from Birth to Three Years
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BALA MANDIR RESEARCH FOUNDATION
CBMHD) Learning Through Play Calendar from Birth to Three Years
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1
CH- I LI
THE NETWORK FOR INFORMATION ON PARENTING IN RETROSPECT
A process documentation of its origin, evolution, activities and views
and perspectives of its members
December 2004
Chennai
Ms. Rama Naryanan — For NIP
1
Introduction
Networking is increasingly recognized as a means of consolidating the efforts of
like minded individuals and organizations towards taking forward the development
agenda collectively, through pooling and sharing of resources.
However the
evolution of a network’s activities and the processes of networking are unique to
each network. They are dynamic, undergoing changes continuously. The vibrancy
of a network is manifest in the energy and mind power of its members and each
network will have its own story to tell. It is five years since NIP (Network for
Information on Parenting) was launched and it was felt necessary at this juncture to
review and reflect on the path traveled and the experiences gained. Extensive
documentation of the individual meetings and views and decisions of members,
carried out by the convenor’s office is already available. A study of the same as
well as individual interviews with members on their perceptions and observations
helped to sketch and analyse the past and the present and to make some projections
of the future of the network.
2
The Evolution
NIP’s origin can be traced to the adaptation and development of a Parent Education
Tool (Birth - 3 years), a Flip Chart, by the Bala Mandir Research Foundation
(BMRF) with support from the UNICEF. This was a redesigned and indigenous
version of the Learning Through Play Calender (LTPC) developed by the Hincks
Dellcrest Children’s Centre, a Canadian Institution. BMRF had organized a peer
review of the Flip Chart on 2nd March 1999. In this meeting, which consisted of
participants from NGO’s, Educational & Research Institutions and Government
Departments as well as child development professionals, the issue of parenting in
the current Indian socio-economic scenario was discussed. The need for a network
on Parenting emerged.
As Dr. Jayam puts it, ‘Initially, myself
Dr.
Anandalakshmy and other professionals, we had come together to critique the
tool developed by Balamandir. At that time there was no thought of a
network. Then in a subsequent workshop we did a mind mapping exercise
and that crystallized our thinking about the network’.
This first group of discussants disagreed with the popular argument that parenting
was a natural process for all human beings, especially women and that raising
children would not be a problem since everyone has experienced childhood. They
felt that the task and skill of parenting today in times of socio-economic and
cultural change is different from its past moorings and more complex. Family and
community life structures were changing rapidly into new arrangements both in
rural and urban areas and the parenting role, being increasingly delegated, needed
to be redefined in many cases. If these observations concern parenting, Dr. Laxmi
Rahmathulla looks at it from the child’s perspective ‘With the social changes
that are taking place children are receiving a lot of visual and verbal messages
which they are unable to place in the context of their household and society in
which they live. Parents also find it difficult to cope with the changed
behaviour and attitudes in children’.
3
There was a felt need for a competent body to address aspects of care and
development and rights of children below 6 years, with special focus on children
below 3 years, particularly because
• There are very few institutions and programmes that focus on children below
three years
• The significance of the dimensions of Parenting in ECCD has not had the
necessary emphasis and a new initiative to address it in an organized way was
needed
•
There is a need to converge, consolidate and strengthen existing efforts and
expertise in ECCD, to promote the best interests of the child.
• A platform to facilitate exchange of ideas and experiences, discussions and
debate on issues regarding child development would be widely welcomed.
Subsequent to this meeting, a draft TOR. (terms of reference) was prepared jointly
by Hema Srinivas of the Bala Mandir Research Foundation and the Child
Development Consultant, Ms. Padma Srinath and circulated to all those who
attended the meeting. The draft touched upon the objectives of the network, the
approach to be adopted, list of activities and operational framework. Following
this, two meetings were convened, one on 1 1"' May 1999 and another on 8lh June to
fine- tunc the terms of reference and launch the network. The suggestions and
corrections given by members were adopted and a tentative blueprint for the
network emerged, which is given as under:
1. The approach was changed from one of parent education to parent information.
2. The objectives were
a) To advocate, as a proactive body, respect and dignity for the rights of
children as per the Constitution of India and the UN Convention on the
Rights of the Child.
b) To propogate culture- specific and holistic child rearing practices that
should also include pre-pregnancy, pregnancy and early stimulation
phases and disseminate changes in practice emanating from the latest
research world wide, in the area of parenting information.
4
c) To create awareness on impact of negative parenting practices and
inculcate positive attitudinal changes in parenting role; generate
messages on effective child rearing practices through all communication
channels for different categories of parents and for all those who interact
with children below 3 years.
d) To network and develop multisectoral linkages with Government, NGO
sectors and other intersectoral groups (eg. Nutrition network, urban task
force etc), to consolidate and strengthen existing efforts and develop
common strategies within the broader framework, for improvement of
child development practices for children below 3 years.
e) To advocate and form a common lobby for policy issues on the care and
development of children below 3 years and advocate for formulation of
policy on ECCD.
To monitor and evaluate the implementation of activities within the network.
3. The tentative set of activities proposed were
a) To provide expertise and facilitate information exchange in the area of
child development, with special reference to children below five years.
b) To act as a resource group in policy dialogue.
c) To undertake action research through participatory methods on parenting
practices for children below 5 years for planning, designing and
developing culturally- appropriate communication strategy.
d) To identify and utilize appropriate common channels and coordinate
activities for information dissemination
e) To contribute to the definition of norms for standardization of
modules/training programmes and create knowledge and skills on holistic
development, for children below 3 years.
f) To make an inventory of available expertise - individual and
institutional, within and outside the state for sharing of experiences and
consolidating available resources on parenting information.
g) To bring out newsletter and messages in Tamil on parenting practices .
h) To update network members on latest research worldwide in the area of
early childhood care for survival, growth and development.
5
4. The operational framework was set out as follows
a) Finalization and formation of sub- groups with members of each sub
group identified.
b) Formation of core group (with those who can actively participate) in
order to oversee network activities, provide leadership and guidance in
planning and implementing activities for achievement of network
objectives and co-opt members.
c) Identification of secretariat - on rotation basis. The first secretariat
proposed was Bala Mandir which would be responsible for convening
meetings of the network and sub-groups, assigning functions and
responsibilities and taking care of logistics.
d) The Secretariat would function in close coordination with UNICEF,
which in principle, had agreed to initially fund the network. The funding
would be for specific activities, subject to approval within the UNICEF
framework of cooperation in Tamil Nadu.
e) Other donor organizations would be incorporated as members of
network. Membership was open to Government representatives and
NGOs, professionals and experts working in the area of early childhood
care and development in Tamil Nadu.
f) Plan of Action and specific tasks up to December 1999 was to be
finalized.
g) At first, advocacy messages were decided to be prepared and potential
‘change agents’ were identified. These were school PTAs, Paediatricians
and Gynaecologists in private practice and their national level
associations, maternity and childcare hospitals, counselling centres,
outreach through Rotary and Lions club and privately run day care
centers. Government programmes such as 1CDS including anganwadis
and balwadis, health functionaries and primary school teachers were also
included in the list.
h) The development of varied communication modules to reach out to
various groups was proposed. These were parent awareness modules,
information booklets and media messages.
On 16 July, a third meeting, attended by 46 members was held in which the
terms of reference was adopted with respect to objectives, operational framework,
secretariat, financial support and membership.
The network, titled Parent
Information Network (PIN) was formally launched after this meeting.
6
The Network
AU activities that led to the gradual evolution of the network can be described
under two headings, namely work and working together. The former refers to the
activities that the members proposed to carry out, in order to fulfil the objectives
that they had set forth and the latter to how they did it. The two are closely linked
to each other, since one was dependent on the other. Ihe first step was the
identification of areas and constitution of sub- groups for carrying out specific
functions as per the objectives and terms of reference. It was also proposed that
one of the institutional members of the network would act as the nodal agency
responsible for the overall management of the network. The sub-groups proposed
were communication and networking with Maya Gaitonde of Bala Mandir as the
convenor, Early Intervention with Dr. Jayam as convenor, Training with Ms. Jaya
Krishnaswamy as convenor and Research with Dr.Yashoda Shanmugasundaram,
as convenor. Bala Mandir was chosen as the secretariat, with UNICEF ready to
provide financial support initially, to launch the network. The secretariat was to
work in close collaboration with the UNICEF.
From sub-group to core group
All the sub-groups met at least twice to finalise their activities. Ihe training group
proposed that the first step was to identify areas where training was needed, target
groups to whom training needed to be given, analysis of existing modules, their
modification, adaptation and enrichment whenever necessary and preparation of
new ones whenever needed. The activities were to be carried out in two phases.
The first one was to identify a working group and assign responsibilities to its
coordinator and members on the selection of topics, extent and details, keeping in
mind the level and need of the target group, monitoring pace and quality of work,
budgeting and editing the materials.
The second phase was dissemination of information, getting a feedback from the
beneficiaries, evaluation, documentation and future plans for continuous flow of
information and networking with the beneficiaries. In a subsequent meeting, the
members discussed the research and training activities in their own organizations
and the target groups reached. Members pointed out that in all the modules the
emphasis was more on nutrition than on psycho- social development. Further with
increased awareness on maternal care and preparation for family life for young
adolescents, the scope of the modules should be on intervention, from pregnancy
7
and birth to six years with 0-3 years as the thrust area. There was practically no
focus on disability, its early detection and referral. A study group consisting of
three members, Ms. Prema Daniel, Ms. Usha Raghavan and Ms. Kanmani was
proposed to look into these issues and this group along with whoever was available
was to work consecutively for 2-3 days to complete the task.
The early intervention group also touched upon the fact that health and nutrition
were the thrust areas with regard to 0-3 and there was no focus on holistic
development. Information was disseminated mostly in the urban population and
even this was not well covered. Orphanages and institutions for destitutes were not
covered. Parenting information should ideally cover all aspects of early
intervention and child development.
Parents usually do not think of early
intervention in normal children and so the focus should be on intervention below
three years in normal children also. This group further expanded the scope of
parenting. Under health, the focus on healthcare should be also for adolescent girls
who are the future mothers, pregnant mothers and both prenatal and postnatal
counselling. Under nutrition the focus was on pregnant and lactating mothers,
infancy and early childhood (0-6). The emphasis in the developmental domain
should be on the sense of self. The group also decided to collect and analyze
existing information and the approach adopted was similar - formation of a small
working group to evolve a standard programme in infant and early childhood
intervention. A workshop on early intervention was planned and members decided
to meet with all available material.
The research and training group also stressed on looking at the available
documents and existing studies related to this area. A bibliography of research in
this area needed to be updated. Experimental and operational research on
parenting and ECCD needed to be carried out, evaluation studies needed to be
conducted and methods identified for transfer of this knowledge. Since the focus
was on parenting, the research should not only focus on parents but also on
caregivers. The findings had to be put down as messages. 7he group also
identified some members for collecting materials in respective areas. Ms. Jaya
Krishnaswnmy was in charge of identifying research work on disabled children,
Dr. Jayam on prenatal, perinatal, postnatal and other studies on child health, Ms.
Nalini Rao on psycho social studies and Ms. Shamsbalh on child rearing and child
health. All the documents were proposed to be sent to the secretariat and
information to be fed to the secretariat every three months.
8
W
The sub-group on Network and Communication identified its objectives as
collecting and documenting infonnation on ECCD, classification of such material,
to provide infonnation to members of the network and to undertake advocacy. Hie
group felt that a need assessment survey of the community and parents was
necessary’ before launching any work. Change agents with whom parenting and
networking linkages could be established had to be identified. Contact with media,
workshops, 1CDS programme functionaries, events, forums and conferences
related to the topic had to be utilized thoroughly. This group took the responsibility
of communicating decisions taken by various sub-groups to the larger network
members. Members of this group proposed that the name of the network be
changed from PIN to NIP (Network for Infonnation on Parenting). They also
discussed the feedback from other sub-groups and decided that in the future
meetings, other sub-group members would be invited to participate in the process
of taking the agenda forward.
It was decided that convenors of each sub-group would give separate project
proposals by October 1999 to the Secretariat. While initially the members met as
separate sub-groups, the individual groups gradually shrank into one core group of
about seven or eight members who met regularly to carry forward the network
agenda. According to Saulina Arnold ‘Sub- groups were made theoretically for
a purpose. Later it was felt they were not needed or NIP was not ready for
these sub-groups. One core group to guide was enough in the initial stage.
May be later it could be revived.’
Dr. Ananda lakshiny and Dr. Indu Balagopal point out several reasons. ‘ While
people initially met in smaller groups to discuss specific issues, it gradually
became only one or two attending in each group. Further it was like being at
a conference. Everybody wanted to be in all the groups and they did not want
to miss out. Moreover research cannot be done easily. It is not a simple thing.
You need inputs from others. Formally allotting roles also did not work. It
all emerged naturally. Peoples’ strengths were used by trial and error.
There is yet another perception. Jaya Krishnaswamy says ‘Nobody had time.
The objectives were also not very clear. Who is going to sanction, is there
finance ? were some questions raised. It died a natural death. I think it is
resurfacing. After a period of working I think the members are able to
redefine their roles.’
9
Rama Narayanan perceives thus. ‘All the groups arrived at the same
approach to working, namely, collection and analysis of materials. Further
those who could give time continued to come and since the size became small
it probably became one group doing both jobs of designing the work and
executing it. Further in the networking group, unlike other groups, the very
nature of the group decreed that decisions about the network be taken.
However nothing could be decided since it had to be put to other groups.
Again everybody had to come together to finalise. I think it gradually became
one’.
In the general network meeting members were invited to join the core group.
Anyone willing to spare a day or two in a week and who could do so at a few days’
notice was requested to join the core group. Maya Gaitonde says ‘Anything
discussed in the core group got ratified in the meetings.’ While the popular term
of core group is still used by members Dr. Anandalakshmy says, ‘It is not a core
group. It is a working group’.
Membership and role of members
In the initial stages the concept of network, its role and the process of networking
were continuously discussed in all the meetings and this also had a bearing on
opinions regarding the nature and type of membership. Dr. Abel circulated a
concept paper on networking. Membership was open to representatives of
Government and non- Government organizations, professionals and experts
working in the area of early childhood care and development in Tamil Nadu. From
the list of people who were invited to critique the Flip Chart developed by Bala
Mandir as the starting point, letters of invitation were sent to more and more
individuals and organizations. Members were also given a membership form to
outline their profile and to suggest other persons for NIP. There was no rigidity
about attendance, though members were requested to keep in touch through letters
or e- mail. No membership fee was charged and this continues till today.
While a majority of the members were Chennai-based, there were also about five
outstation members. They belonged to Vellore, Kumbakonam, Coimbatore,
Madurai and Tiruvannamalai. All the outstation members were unanimous that
they would participate as and when they could. Dr. Abel of RUI1SA managed to
join in several activites. Dr. Abel says ‘I was there right from the beginning.
Initially NIP bore my fare. Now I am able to meet my own expenses. NIP is
Chennai- based. Being in a rural area we do not have much opportunity to
attend programmes. Urban programmes are more visible’.
10
Dr. N. laya agrees that while (he parent NIP can be in Chennai, there should
be partners in the districts ‘because this would lead to a widening of the
network’.
How did members perceive their roles and what did they perceive as their
contribution to further the cause of the network? There is no doubt that the onus of
networking fell on the shoulders of the convenor and the secretarial. The convenor
offered the institutional support such as venue for the meeting and local hospitality.
Ms. Jaya Krishnaswamy, an active member of the core group, says ‘I am not
able to spell out. Physically my contribution is zero.
Because of my
involvement with the project 1 have been working on a guide book which a lay
person can use with regard to parenting of disabled children. I have been
expressing whatever I have been feeling and have participated towards
fulfilling the role of parenting.
Dr. Anandalakshmy and Dr. Indu Balagopa! say ‘We were there from the
beginning. It was a nice group of people. We all joined and thought we could
do something for the children of the country. We all got to know each other
and thought it was a good idea.
According to Dr. Jayam ‘We gave, we learnt and we gave. We decided on the
life cycle approach. Welcoming the baby was my theme and the other issues
touched were parenting readiness, safe motherhood and nurturing.’
Vidya Shankar says thus ‘ I have participated in all the meetings. I have been
one of the beneficiaries.
1 have always been offering support as far as
parenting issues on adoption arc concerned’.
Saulina Arnold says ‘Took the messages of NIP to many NGOs, spent time
and took effort to build the network.’
Shoba Menon puts her contribution in the development of materials ‘as one of
editing, refining and polishing (he materials produced by Nil” and her
support has been periodic and regular.
Usha Ramakrishnan found her niche at once. ‘I said, one thing I can help is
with training. The tool had been done. T his is about reaching the people. We
had funding for various workshops. You are meeting people who arc going to
make a difference in (he lives of children. 1 am not an activist. I just blended
into the network and got involved.
I I
Ms. Saraswathy Narayanaswamy says ‘We have given NIP some inputs with
regard to the hearing impaired'.
While it was possible for professionals from the areas of health, nutrition and child
development to identify their roles in the network, those from other disciplines
took some time to carve their niches. Mr. .Icygopal of Poorna Yogain says ‘ It is
three years since I joined NIP. In the first year I did not understand. In the
second year 1 had changed my perspective.
It is enough if I create
information literature and make it available for NIP; it is not necessary I need
to have contact with every organization and do a course with them’. I can put
up a poster in all 1CDS centers. Let me consolidate and give it to NIP’.
Lakshmi Gopal says ‘ I am a representative of BMRF. I was involved in
developing the Flip Chart from the beginning. Since I had taken up with
spreading of parenting messages I focused more on getting information on the
subject and ways on reaching the caregivers and field workers.
I was not
involved with (he finance or administrative details of NIP.’
Activities
The activities undertaken by the members could be broadly divided into three
categories
a) Those that took the messages to the people
b) Those that helped the network to grow or strengthened the network
c) 'Those that spread the concept of networking and helped the growth of other
networks
Taking messages to people
The primary task of members was to finalize the messages that needed to be
disseminated. To achieve this, a common consensus had to be arrived at. While
all the members were experts in their chosen fields, differences in perspectives had
to be thrashed out openly in network core group meetings. For example, on the
issue of breastfeeding while members agreed that breastmilk was the best, it was
also important to focus on alternate feeding methods whenever breastfeeding was
not possible.
12
1’he messages that the members considered to be an integral part of parenting
practices could be grouped under seven main headings considered to be critical
minimum components
1)
2)
3)
4)
5)
6)
7)
Parental readiness
Planning for parenthood
Preparation for safe motherhood
Welcoming the baby
Precious first year
Active Toddler (1-3 years)
Multi- sectoral convergence of strategies
The above components were developed as a matrix. The first consisted of parental
responsibilities, the second rights of the child including legislation and the third
CR.C.
The need for a comprehensive tool covering all aspects was felt, for taking the
messages forward. The original idea of the members was to evaluate the existing
materials and see if they could be used. However this idea had to be dropped. As
Jaya Krishnaswainy puts it ‘There was hardly any material available. Some
came to us but were not useful. Actually we did not have any library of
material available. Very little is available in this area and so this activity got
shelved.
Dr. Indu Balagopal is of the opinion ‘ Materials are there, but there is no
focus on the young child and the child under three is largely neglected. There
were also a lot of cliches and confusion in the messages’.
The members then had Io fall back on the tools developed by Bala Mandir namely,
the Learning Through Play Calendar (LTPC) and its modified version, the flip
Chart. Even these were found unsatisfactory with regard to the spirit and content
of the messages and further refining was considered necessary. Maya Gaitonde
asserts that NIP had never accepted LTPC as a tool. When asked why, several
perspectives emerged. Jaya Krishnaswainy, ‘I was not taken by the calendar.
Photographs were of upper class families. The location and situation also
corresponded to a Westernised family. It seemed irrelevant in the context of
our ow n work. People using the calendar swear by it. I still feel the calendar
is for (he elite. It is highly individualistic. Perhaps I was biased. I should
look at it now’.
13
Lakshmi Gopal brings in a different dimension ‘Whenever we took it to the
rural areas, we felt it had to be changed. Suddenly there is a kind of gap in
(he information. From six years to fifteen years, there was no material.
Further, in the calendar we do not have anything about pregnancy. You have
to start from there’.
Dr. Anandalakshmy says ‘ The calendar was originally designed in Africa.
Then in Canada a lot of experts sat together and modified it. In Canada (here
were many Sri Lankan refugees and they had a Sri Lankan Tamil version.
I'he calendar was meant for one social worker to deal with a parent; each
mother would be given a calendar. First thing we said is that, one- to- one is
not possible in this country, with our large numbers. We need to have
something for group interaction. We made it a Flip Chart, indigenized the
drawings and added a lot of information.’
Says Jaya Krishnaswamy ‘ They were all talking about normally developed
children. I took interest because somewhere we had to introduce the disability
component. Maya (hen gave it to me to find out whether the picture had
information on disability. 1 brought out the messages.’
Dr. Indu Balagopal says’ The Flip Chart is complete with information on
nutrition, habits, messages and sanitation, hygiene and handling superstition.
We put information as a link’.
•laya Krishnaswamy ‘ I'he Flip Chart is for (he family. It can be used for
psychosocial messages either in (he urban or rural situation.
The field-tested and modified Flip Chart then got ratified in the NIP meeting. 'I'he
nexr phase consisted of formulation of parenting messages and discussion on
methods of dissemination. This resulted in the evolution of several print materials
through the effort and involvement of several NIP members, which were
subsequently produced by UNICEF. Some of these were
Challenges of parenting
ECC for survival, growth and development
Recognition and fulfilling Rights of the Young Child
Early Childhood Development Framework
UNICEF material on 1-4 years was reviewed, edited and translated into Tamil by
NIP
14
Willi regard to dissemination of messages, each organization integrated the
parenting messages into their own agenda and work. Bala Mandir used the
message from the Calendar with success in the Balscvika Training Programme of
Indian Council of Child Welfare, Teacher Training Programme in Childrens’
Garden School and in the In-service Training Programme of SCS Kothari
Academy.
Ms. Saraswathy Narayanaswamy says ‘I found the Flip Chart very useful.
Whatever is found (here is talked about 100% in the parents’ meetings. In
fact we had a national workshop and I asked the convenor whether we can use
the Flip Chart. However it seems we have to ask UNICEF.’ Practically all
members agreed that they had used the messages in the Flip Chart in their own
work. The messages were also taken to other audiences such as 1CDS workers, by
integrating the parenting component in their ongoing training programmes.
If (he years 1999 to 2000 saw the evolution of NIP and the integration of the
messages that were developed, into the activities of its own members, another
strategy used by members was to evolve project proposals, secure funding and
implement the same in various districts (both rural and urban) addressing different
target groups. This project, which had a broad theme of‘Nutrition and Parenting’
was implemented in 2001- 2002 and supported by UNICEF. The project was not
envisaged as research for making recommendations, but evolved in a campaign
mode with actual participation of stakeholders. The project was implemented by
four members, namely Dr. Jayam through the Sahishnalha Vijaya Institute of Child
Health, Ms. Jaya Krishnaswamy of Madhurani Narayanan Centre and Ms. Saulina
Arnold of Tamil Nadu Voluntary Health Association (TNVI1A) through the
network of their NGO’s and Dr Abel Rajaratnam through RU1ISA..
The Sahishnalha Trust chose Dharmapuri district for intervention because of its
socio-economic profile and high infant and female mortality rates.
The
interventions planned were multifaceted and the basic thrust was in bringing about
an attitudinal change among the medical professionals regarding parenting
practices. This was done by conducting workshops and training programmes at
four levels, namely resource persons, facilitators for preparation of basic materials
on parenting aspects. The second level was doctors, the third level included nurses
in the Government sector and the fourth, the VHNs and ANMs.
15
The major finding was that doctors found the psychosocial development in
childcare a relatively new concept and understood and appreciated the holistic
treatment of a patient. With regard to nurses, though they worked in close
proximity with the population their knowledge had not been upgraded, until this
specific (raining. With regard to ANMs and VI IN, they gained new exposure on
management of new- born children. At all levels medical professionals were able
to relate positively and internalize some of the inputs for practice in their daily
routine.
'I’lic MNC project was an activity- oriented intervention in both rural and urban
areas. The objective was to collect information on current and traditional nutrition
and childcare practices, the support systems available and prepare best practices
guide for behaviour change in nutrition and childcare. The urban site was in
Chennai and the rural area was Thirupullani of Ramnad district. Technical staff
such as special educators, therapists, medical professionals and caretakers as well
as parents and ciders in families were trained. In addition an extended population
of children, teachers, Govt officials, religious and community leaders were
included, due to the awareness created by the programme and the interest shown
by the participants. The findings pointed to the inability of mothers to devote time
in food preparation (except for one meal) due to household chores, lack of variety
in diet due to poverty, priority to the food preferences of the males, ignorance
about nutrition and absence of materials that could provide stimulation to children.
The messages disseminated by MNC were on easily prepared nutritious and tasty
meals, optimal use of time and material resources, availability of government
services, nurturing the psychosocial dimension of parenting and maintaining
personal hygiene and environmental cleanliness.
The RUHSA project was implemented in K..V. Kuppam Block of Vellore District.
The main objectives were to identify the current nutritional status and practices,
design a curriculum to educate mothers, train women self-help group members as
educators on parenting in the community, to evaluate changes in nutritional
behaviour and to disseminate experiences to a wider audience. The psycho- social
aspects such as parent -child interaction were also analysed. The methodology
used included lectures, group discussions, role-play, Hash cards and
demonstrations. Capacity building was done at several levels such as with
animators and S1IG leaders. The leaders trained the SI IG group members with
support from RUHSA staff.
16
Through this project the community had the opportunity for the first time, to share
their talents around a theme. The people enjoyed the messages with active
participation by men. With regard to the effectiveness of methods used, one-day
campaigns, use of Hash cards and street theatre proved very effective. There were
some notable changes in parenting behaviour such as increased role of husbands, a
drop in female infanticide, children not being beaten, purchase of toys for children
and better nutritional practices with supplementary feeding on time.
TNVHA project was a campaign to promote awareness and action on nutritional
status of rural child, below three years in Tamil Nadu through IEC activities. The
specific objectives were capacity building of NGOs and community leaders in
parental practices for ECCD, awareness generation for prevention of low birth
weight, campaign for change in food habits using locally available ingredients,
motivate mothers for using Government services and to document all information
for future use. The strategy used was identification, training and capacity building
of Held NGOs to carry out the campaign and building linkages with self help
groups and 1’1 ICs.
The intervention raised several doubts and queries by both the field staff and the
caregivers with regard to breastfeeding, first feed, weight monitoring, feeding,
bathing and normalcy versus disability. The findings revealed the need to improve
the IEC materials and improved knowledge among the NGO staff and women
leaders. To the question, as to what the experiences of the NIP members had been
Dr. Jayam says ‘It was a holistic project. I took it to one district, PI IC doctors
and NGOs. It helped the personnel to see it from a total perspective.’
Ms. Jaya Krishnaswamy feels ‘We zeroed in on messages from the point of
view of prevention and early detection. I thought J would take it to the field,
but a big transformation came to me when thirty people from Ramnad came
here.
They were all from underprivileged sections.
They immediately
identified their needs, they had tremendous will, took advice and organized
everything. I began to respect them with awe. They can teach childcare
practices to the whole world.’
Dr. Abel recounts ‘ I personally feel that you should not confront culture and
change culture. At community level we clashed with culture. They refused to
accept some messages. My staff didn’t accept (heir views’.
17
Ms. Saulina Arnold shares her experiences thus ‘Though NGOs had
implemented many projects before they had not actually monitored any of the
activities. This time they did so. It was a rare opportunity to learn not only
about (he parental practices but also (he impact of health education in the
community. It was a very valuable experience for NGOs. Many NGOs were
able to be involved in that.
Strengthening the network
1'he main task of nurturing the network, holding it together and helping it evolve
fell largely on the shoulders of the convenor with support from a few other
members. While the members extended technical support, the administrative
burden was borne by the convenor. The three things that have played an important
role for the network to emerge successful are the manner in which the network
functioned, the interpersonal relationship amongst the members and the
commitment that they gave. The network functioned loosely without any formal
structure. The initial approach of dividing and overseeing work, gave way to one
of taking on responsibilities voluntarily and sharing. The idea was not to control
but to help the secretariat in all the tasks. There was a lot of flexibility and
transparency and membership was open. In every meeting the what, why and how
of the network and the direction in which it was heading was discussed, to the
extent that it sometimes appeared repetitive. In addition to technical materials
produced for dissemination of messages, information about the network itself was
developed. These were summarized in four fact sheets. These exercises helped the
members to identify priorities, evolve a philosophy for the network as a whole
(such as the identification of ‘non- ncgotiablcs’ with regard to messages) and
decide on the course of action.
With regard to interpersonal relationship, members spoke warmly of the cordial
relationship that they shared with each other and the lack of ego, which
characterized and enhanced the bonding.
In spite of being experienced
professionals they could still learn and pinpoint their own gains and growth. Says
Maya Gaitondc ‘ I have gained tremendous amount of knowledge. I never
knew about children below six years. 1 was able to understand the scientific
interpretation to a lol of traditional practices and information. With regard to
teamwork it was their individual dynamism.
There is some quality in our comradeship. We have had differences of
opinion, yet we have gelled. We just enjoyed being together. None of us meets
(he other socially. Everyone contributed financially or intellectually. In
group meetings everybody used to cook something and bring it’.
18
Dr. Abel Teels (hat he is the only man in a women’s group and (hat convenor
and team have done a tremendous job. The capacity of his own staff had been
enhanced due to (he projects (hat they have implemented.
Mr. Jcygopal says ‘The inter-relationship is very good. The information and
wisdom contained in the produced material is very good. The spirit that
people share in the meetings because of the interaction is highly satisfying.’
Dr. Anandalakshmy and Dr. Indu Balagopal put it this way. ‘There arc no
stars in (he show. The team woi k is very good.
Vidya Shankar says ‘The relationship has been very cordial and friendly.
Personally it has been a learning experience for me, communicating with so
many people.’
Usha Ramakrishnan says ‘ I am learning a lot. Many of the members are
more experienced in many ways. Here it is about a lot of support that you get.
You really talk of the strategy and leave (he planning to others.’
Dr. Virudhagiri adds 'I am satisfied with my participation and contribution as
a community level pediatritian having a concern on social issues. I am able to
apply the same in my day to day practice on a one to one basis and it helped
me to train the Anganwadi workers locally.
Dr. P. Chandra points out that simple parenting techniques offer better child
rearing. 1 highlight rural grass root problems, oppor tunities and drawbacks.
Saulina Arnold stresses on the group's oneness. ‘The team feeling is the
fundamental uniqueness of NIP. Each member is committed and we have a
good relationship with each other. The members have good understanding,
open communication to argue as well as agree. There is no ego or politics. So,
the relationship is friendly, creative and fruitful.
Members also warmly acknowledge the role of the convenor in fostering such a
healthy relationship.
Says Jaya Krishnaswamy ‘Relationship is very
comfortable. The group is a homogenous group. I learnt quite a bit out of
interaction. The convenor- epitomizes sincerity and integrity.’
Says Lakshmi Copal ‘ Thanks to (he convenor, it was she who encouraged me
to do a lol of reading of Divyapi abandam artd the various stages in the life of
the child.
Forty to fifty songs were composed. I discovered my own skills.
I he convertor identifies the right people for the right job. I was also able to
develop some activities and games.’
19
Towards the end of 2003 members also started drawing upon each other in their
own work. Says Mr. Jaigopal ‘I have had interaction with Dr. .layain and MNC
center. We have been conducting workshops for four categories of people in
the critical minimum components. A pregnant woman can do Pranayama
and it can improve the lactation process. Reduction of nausea is possible and
it will improve the health of the child. However this interaction is of recent
origin.’ Ms. Saraswathy Narayanaswamy has also invited NIP members for
lectures and workshops. However Maya Gailonde feels that this drawing of
expertise has only now started. Efforts have also started in the creation of a
website.
Activities that took the concept of networking forward
While NIP began as a TN initiative, the concept gradually spread to other States as
well, through several activities. Whenever members were invited to share their
experiences with other groups, they did so. One of the very first exercises was that
NIP was requested by UNICEF to play a supporting role in the sub-regional
seminar on ‘Innovation in Early Childhood Care and Development’ in late 1999.
Members helped with logistics and took part in the exhibition. The convenor
presented a paper on TN initiative and concept of parenting. In this seminar a
commitment was given by NIP on promoting sub-regional networking in
Karnataka, Hyderabad and Kerala. Further the network also functioned in a
proactive manner and extended activities beyond Chennai, into five districts of
TamilNadu (zonal networking). The idea of conducting workshops in these areas
was to generate awareness about NIP, elicit from various participants their views
on networking, concept of parenting and open the doors of NIP for further
membership. Induction of members was also done through these workshops. In
addition, a commitment was also given to UNICEF for Border District
Development Programme. NIP agreed to conduct ten parenting programmes for
select resource persons chosen from various levels of Panchayat, districts and
villages by IEC Task Force. However the support was limited to training only
Master Trainers of Government Departments in holistic parenting practices. After
that the responsibility lay with the Department of Social Welfare to ensure their
training. After the initial training the Government programme would have to own
the programme. The role ofNIP was to promote a ‘systems approach’ to childcare
services.
20
NIP-Karnataka
At the launching of the LTPC - Kannada version by BMRF in Bangalore, several
NGO's ECCD & Medical Professionals came together. This function was the
culmination of a 1 yr. Parenting Project and it was decided by most of those
present that Networking on Parenting should commence in Karnataka also and a
group was formed in 13lh March '03. Initially it was decided that NIPCCD would
function as the Secretariat. However after the 2 day interaction on July 8th
and 9th
• CLT took over the responsibility of functioning as the Secretariat under the
leadership of Bhagya Rangachar.
• Mr. Thiagarajan of Deeds offered the premises of their organization in
Coxtown for meetings and
• Ms.Padmini indicated the availability of CRT office near Chalukya Hotel also
for the purpose.
A series of meetings, nearly seven, were held almost every month after that.
It was a time of getting together as a group of interested individuals trying getting
to know each other and identify how, where and what could be done together.
• Some interesting activities were identified, many excellent ideas expressed and
• many members offered their expertise for furthering the Agenda of NIP.
The following were the major decisions taken:• Preamble was endorsed.
• Activities undertaken by NIP-TN needed to be shared in detail, and could be
replicated whenever decided.
• NIP-TN to share all its materials, Reports, Process Documentation, evaluations
and Training Programme with members in Karnataka through the Secretariat.
• NIP-TN to share the whole process of fund management to date.
• NIP-TN to share its Registration forms, Rules, Format for orientation and
preamble.
• The objectives identified by NIP-TN to remain and E.V.Shanta agreed to
modify the list of objective and priortisc them. "Training and Capacity building
of members" was to be included into the objectives of NIP.
• All NIP-TN matters to be routed to members through the Secretariat and if
members have linked up on Parenting Programmes - they can inform the
Secretariat who in turn can share it with all.
21
• For Rinding N1P-TN could be contacted with activities and budgets and request
• NIP-KN members to share brief report of activities, innovative methodology
and adaptations in programme and tools with Secretariat so it would be shared
amongst members of NIP-'l'N.
To strengthen Networking
• Members needed to know more about each others' expertise and information
about each member to reach CLT. There was a need "To Review where we are
where we should go. It was also decided to create a group Mail ID
nip.kar@yahoogroups.com.
• Members agreed to share and create a resource bank of materials and
programmes relating to Parenting that they may have done in their
organization.
• Develop from amongst the members a training team who can expand the
horizons of NIP.
• Take up a Pilot Project with involvement of Members.
® Initially, tools and their user manuals were to be used in Training Programmes
along with Training Manual on NIP.
• The Brochure on Joy of Parenting of BMRF could be used to contact schools Letters to Schools - Copy to be sent to Secretariat for record purposes.
5 day Training Programme (5 mornings) - with display of postures and
brochures in the School could be conducted. The programme could be over two
weeks - 3 evening + 2 evenings to enable fathers and working women to others.
• Those who have expertise in the various topics can pitch in to the training.
• As a 1st step the core committee should meet and plan, all activities.
• Money raised from this programme could be used to reach out to socio
economic deprived strata of society.
Ideas for NIP-KN Programmes and Activities
• There was an urgent need to focus on Parenting (6-18 years in fact),
adolescents in particular and therefore there was a need to develop a specific
tool.
• More awareness programmes for Parenting issues regarding the child below 6
years could be conducted.
• There was need to reach out to ICDS, Department of Health and Education.
• Start a news letter and use Mass Media.
• Create in CLT/Wa EB Site as a knowledge bank on Parenting skills and
information.
22
Include Parenting as a Topic for Home Science graduates and in Pre-School
Training Curricular.
• Develop more tools and resource materials.
• Translate Flip Chart into Kannada and then field test it. During intervention
programme, suggested changes to be informed to NIP-TN.
• Prepare a special brochure for pre school, Hospitals and Nursing homes.
•
Meetings
® Make meetings more interesting by
- holding a panel discussion on Parenting.
- Invite a specialist to deliver a lecture on child development and
Parenting.
-
-
Sharing among members, their own experiences in Parenting and
care giving roles.
Share the Parenting they have experienced.
Members' contribution
o Prathibha -to translate resources and materials into Kannada.
• Hema Srinivas to orient New NIP members on the fools and Parenting skills.
o N1PC1D and Sanjeevini Trust to design and develop a methodology for any
studies undertaken.
o Parivarthan -to impart training as it has an excellent team of trainers.
© Rohini Anand - felt that her Nursing Home had the ideal set up to use LTPC for
pregnant and New mothers.
• Sangeeta Saksena - To spread LTPC training to Mother and Child Clinics.
• KNVHA - could spread NIP Agenda to its 260 members.
• Funds available from sale of LTPC-Kannada and Training Programme of
BMRF-KN were available for use by NIP-KN.
Concerns of (he Secretariat expressed in July '04
•
•
•
•
Funds Vis a Vis Membership Fee and Usage.
Attendance at Meting had dropped drastically - perhaps they were held to often.
There had as yet been no common programme developed.
The Training Team and Resource Persons group had not yet come together as
planned in December '03.
• The 1CDS proposal though submitted had not been followed up (Details 2.12.03
meeting). No member had come forward to follow-up.
23
• No contact had been made with private schools to raise funds for NIP.
• No responses to e.mails sent out - or membership Fee or request to identify
resource persons to help NIP Agenda.
At the meeting of NIP members of Karnataka held in Bangalore on 8lh July - very
few members attended -despite having been contacted personally.
Ms.Bhagya Rangachar was of the opinion that as a Secretariat CLT had perhaps
not been pro-active enough - Parenting was a new programme for them and while
Ms.Ilcma Srinivas had helped as a resource person and helped to start the
Parenting Programme in Jakkur Village - there was no in-house staff who could
devote time to co-ordinate NIP activities. There was need to bring the individual
work of various organizations to a common platform, dip into data and expertise of
organizations in order to take forward the agenda of NIP. As such CLT had taken
up the assignment last year (since no one else had offered) in the hope that other
organizations and professionals would lend their expertise and support. I he task
seem to have gone beyond them.
Lakshmi Kiishnamurthy pointed out that the problem in Networking was that
there was need for an individual or for an organization to take the lead and there
was usually the dichotomy of funding. Members would always be at different
levels of involvement and initially there was need to weave them in together and at
least for one common project to happen for members to really come together.
There was need to identifyZpcrson/organization to take the lead.
Ms.Nalini Sridhar of Parivarthan re-iterated her offer of providing Resource
Persons for NIP from their organization - but said it would be at Rs.500/- per day
plus TA.
It was decided by the members present that Ms.Bhagya in co-ordination with
Malini, Lakshmi Kiishnamurthy, Padmini and Ilcma Srinivas would formulate an
administration structure for NIP
• Identify a co-ordinator.
• Consult NIP-TN on the matter.
• Prepare a Budget and sent it on to NIP-TN.
Ms.Maya Gaitonde brought up the idea - which seemed to have emerged as a
consensus opinion of members in TN - that NIP should be just one body and those
who worked in groups around projects or aspects of Parenting - could form into
"Chapters of NIP".
24
She also informed those present that she had done some analysis of the various
minutes and found some excellent suggestions, ideas etc. expressed by various
members.
1 lowcver it was interesting to note that in the past year many NIP
members organizations had taken up Parenting Projects - but these activities
though being undertaken geographically in Karnataka, had not been considered as
part of NIP or become the common knowledge of members.
a. CLT had undertaken a Pilot Project on Parenting in Jakkur Village starting
Nov.03.
• 25 women volunteers had been fully trained on LTPC.
• An in-depth survey regarding children below 6 years in the village
had been undertaken.
o Dissemination of Parenting messages in phases had been
implemented.
® The project was to reach its completion Nov.-Dec.04 at which time an
evaluation would also be undertaken.
b. Deeds organization had undertaken to train all its field level personnel in
Hasson, Ponni and other districts on L1 PC.
o The Parenting Messages had been successfully disseminated to the
villages.
• They were planning to undertake an impact assessment of the project.
c. APSA - had also initiated an initial awareness workshop on Parenting followed by interaction with parents of disturbed adolescents.
d. Holy Cross Comprehensive, Rural Project - Sister Aquinas had
approached BMRF for training Primary School teachers and community
health workers of I lannur district on Parenting skills. Already the field level
workers, doctors and social workers in her project and in the tribal areas of
Hannur had been trained in early 2003 and a review of the impact and
knowledge of workers and mothers in the area had been completed in
January '04. She had fixed up a Parenting skills - awareness lecture for
students of the DIET College in Mysore.
e. Samuha had organized a 3 day Parenting skills training programme based
on LTPC for their field level functionaries in Raichur.
f. Many others like APD, DSS, TRED had gone ahead after the Parenting
partnership Project of 2002-2003 to further undertake an in-house training
programme of their Community health workers etc. and conduct Parenting
Programme through their organizations.
The meeting ended on the note that there was need to perhaps re-think the NIP
organization framework and linkages for the future.
25
Role of the donor
In the first two years of the formation of the network, UNICEF came forward to
fund the activities of the network. In the preliminary meetings the UNICEF
representatives defined their role as one of facilitation and not one of membership.
They said that members were those who are actively involved in the work of the
network, while that of UNICEF was one of technical and financial support.
Members are emphatic in pointing out that the agenda of the network was set only
by themselves and not by the donor. I lowever the setting up of such networks was
already in the agenda of UNICEF and NIP was the last in the group of networks
supported by UNICEF. As part of NIP’s commitment to UNICEF funding,
involvement in Border District Programme was already identified. It is to the
credit of the convenor that these activities were not thrust on the members and their
participation was voluntary. These activities also turned out to be advantageous to
the network for (eg) the convenor’s field trips were an eye opener for potential
spread of messages in rural areas. Similarly with regard to the ‘joyful learning’
project of the Directorate of Social Welfare (DSW) NIP was instrumental in
developing a framework of excellence in Anganwadi centers and the resource
support of NIP was decided to be utilized.
In all these exercises the convenor clearly put the proposals to the group and the
members discussed the pros and cons of every activity and took decisions (for eg)
with regard to the DSW proposal members decided that those who were desirous
of participating could do so on an individual basis and that a resource fee would
be charged. As Dr. Jayani puts it ‘The convenor put all (he details before the
committee. She made it very clear in the beginning that everybody will be
called for the meeting. Suggestions were also monitored and we tried to
implement whatever we had decided to do together.’
In the Nutrition project funded by UNICEF, the original donors to UNICEF had
been an MNC. However the members themselves called the shots and set the
objectives and goals of the project. In one of the network meetings the issue of
accepting financial support from multinational companies and organizations was
discussed and apprehension were expressed about the vested interests of the
donors. However it was pointed out that the network can easily reject projects
which were dictated by donors and accept those in which the freedom of choice
was given. Members felt that it was up to them to put donor money to good use
and so long as any project was only donor contributed and not donor driven it
could be accepted.
However with regard to expanding activities beyond Tamil Nadu, most members
contributed intellectually and the networking activities in Karnataka were largely
the responsibility of Ms. Hema Srinivas of Bala Mandir..
26
Strengths and Weaknesses of the network
Saulina Arnold points out ‘the core group is very strong and able to
contribute without much expectation. The person initiating the secretariat,
Maya Gaitondc, was the correct choice to build up the network. The group
consists of people in various professions but having one mind NIP-ECCD’.
We were all heads of institutions and therefore did not have to take anybody’s
permission to attend. We had finished with career building and could devote
sometime to the network. This is one of the reasons for the success. However
recently we arc not able to meet as much as in early days. There arc many
who are not attending as they have not yet got the time to be fully involved.’
Maya Gaitondc says ‘We have national recognition. The Govt, of India writes
directly to NIP. Our work has been written about by UNICEF. However we
have not made full use of the contributions of members. We have not
networked enough amongst ourselves. We have not made any effort to open
up and inform more people’. Though we have spread out in TN we have not
been able to proceed further.’
Dr. N. Jaya also feels that getting various professionals and multifaceted
experts to form a union, is a strength. However more inputs arc needed on
parenting. It can be expanded. It will help messages to spread quickly.
Mr. Jaigopal feels that (he voluntarism shown by members is a great strength.
However we need to focus on organizing and reaching out to more people.
For parental readiness we need to work with youth.’
Jaya Krishnaswamy feels that it is ideal for parenting. ‘Our strength is our
collectivity. However there were many people who were coming but they
could not define exactly what (hey could do. Now' it is clearer.’
Dr. Indu Balagopal says ‘We arc all coming from different fields. No one was
higher or lower. Integrity is not under question.’
Dr. Jayam opines thus ‘the strength is the brain power, the dedication of the
team and the group.
Further it is not the same kind of people. The
personalities of the network members do not interfere with the thinking.
However wc all should contribute more time. Last year (2003), we did not do
much.
27
Vidya Shankar feels that the strength is that there are academicians along
with field workers. However there has to be action in the field. Whoever can,
needs to have specific duties or report relevant details undertaken in the field.
When we are meeting, so many emotions are surging. It should be turned into
practical action’.
Usha Ramakrishnan is appreciative of the lack of ego and mutual regard that
members share with each other. ‘However we could not go to the field and see
how the messages had reached. I would like to see if the messages got across
or not in the same manner as we envisaged.’
She likens the training
programmes to the ‘vaccination of the soul’.
Ms. Saraswathy feels that there is good focus on parenting. It is not only for
parents but also for teachers.
Dr. Virudhagiri says, 'Peripheral centres' activity is lacking. It should be
diversified to district levels and pediatricians should be more involved. Dr.
P.Chandra feels that (he strength of the network is primarily because of the
commitment and experience of persons with different areas of specialization,
including home making. It facilitates pooling and sharing of experience and
expertise.
However evaluation of activities like training and individual
research is lacking
Structure and Finance
From the beginning till now, NIP has functioned without any formal structure but
as a loose but cohesive network of individuals. Many members are of the opinion
that such a structure should continue without any formal registration. Shobha
Menon feels that while her learning from the network has been immense,
what she cherishes most is the ‘easy informal structure that doesn’t suffocate
but yet allows you to give of your best whenever you can.’ Saulina Arnold
thinks that for the present this present structure has to continue, since it gives
a voluntary contribution that will not be present in a formal structure.
Dr. Jayani says ‘It is a loose structure. I like it. Only when funding comes it
becomes a problem because we are not registered or have a formal structure.
However individuals can also get projects and it can be routed through
organizations, which arc NIP members. We need not go into a formal
structure. We can have a consortium.’
28
Vidya Shankar is also of the same opinion. According to her, if we try to
structure it we would get tied to administration. I'he function of a network
can he good if it is loosely federated. Why register it? If it has organizations
working at (he grass roots level, even project -based activities can be done.’
While the above members vote for the suitability of a loose structure from the
point of view of localized activities and cohesiveness among the group members,
(here are other opinions which look at it from a larger perspective. Says Dr.
Anandalakshmy ‘when we are setting up network in other states we have a
problem. There arc no answers. It is really puzzling. Even in this loosely
federated structure does one apply for membership, or is one invited, or
become a member by paying? Though we have discussed this we have not
really arrived at any conclusion. It is too tricky and has not been sorted out.
Now we are able to give time, but supposing we cannot attend, it becomes a
problem. Some members are often not acting on their own. They belong
somewhere and have to attend on behalf of their own organizations. It will be
a little intimidating then.’
Jaya Krishnaswamy is in line with the above observation. ‘I am comfortable
with the informal structure.
We arc working with a good amount of
responsibility but if we want to expand the activity and spread, then structure
will be important. Network has gone to other states. How long will it
continue in this form?’.
With regard to funding, while money came for specific activities from UNICEF,
much of the local hospitality and administrative expenses were borne by Bala
Mandir. Maya Gaitonde says ‘Bala Mandir is a large institution and could
easily bear such expenses.’ However with regard to long term sustainability,
members have several suggestions such as contribution by each member towards
local hospitality, routing financial support to the network through one of its
registered members, charging nominally for programmes and activities. Even here
there is another perspective with Dr. Abel saying that independence and
flexibility can be maintained only if outside funding is avoided.
29
Future of the network
For the past live years Bala Mandir has been the secretariat of the network. Is
there is readiness for a change in the convenorship to ease the burden? Saulina
Arnold says ‘Change of convenorship involves many steps. Now they are not
yet started. Only if these preparations arc made, change of convenorship
could be made’. Jaya Krishnaswamy feels that it should go on for another two
or three years before it can go in for a change. We have loosely federated.
Now we have to go from there. For that the present convenor is ideal. I am
still not clear as to what is expected from a convenor. However there have to
be more younger people participating’.
Vidya Shankar also echoes this
sentiment.
With regard to size of membership there are differing opinions. Dr. Abel feels
that the size has to be small to facilitate better interaction, such that members
will not feel left out and would be more closely knit. There should also be
greater time for thinking and reflection. It is evident from the above concerns
expressed by members that the activities of the network, the forms they would take
and the perception by members of the role of the network would largely depend on
how it defines itself. Is it to be a local body involved in the spread of messages or
a parent body serving as a guiding light to other initiatives? These in turn would
determine the future role and structure of the network.
I
30
Ch-14.
THE EMERGENCE OF A NETWORK ON INFORMATION FOR PARENTING
(NIP)
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
bellcrest, (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 TamilNadu. The
participants at this meeting (NGOs, ECCD professionals. Education A Research
Institutions A Govt. Dept of Social Welfare and Education) and the subsequent ones
facilitated by UNICEF discussed at lengthy questions and issues of Parenting in the
current Indian socio-economic scenario and these concerns formed the background and
rationale for the need for a network which would focus on ECC - SGD through Parenting
in Tamil Nadu initially.
BACKGROUND AND RATIONALE FOR NIP
The over-arching question posed was Why focus on Parenting? - which is believed to be
a natural process for all human beings, especially for women-folk, and all of us having
experienced childhood would have no problem rearing children through another
childhood.
This group rejected this argument, and clearly identified that the task and skill of
Parenting today in times of socio-economic - cultural change is more complex and
different from its past moorings and concerns. Old values and traditional practices so
straightforward once, have drastically changed, and as a society we either follow them
blindly or reject them altogether. Further the deteriorating quality of Parental Care
has reached such a point that most parents feel that the entire responsibility of child
rearing which traditionally belonged to the family and parents, seems to be swept clean
underfoot by so called stress of materialism.
Family and community life structures are changing rapidly, into new arrangements, both
in the rural and urban areas and the Parenting ROLE needs now to be defined and in
many cases, with the parenting role being delegated, it needs to be clarified.
There was thus a felt need for a competent body to address aspects of care and
development and rights of children below 6 years, with special focus on children below
3 yrs.
Particularly because
1. There are very few Institutions and programmes that focus on children below 3 yrs
2. The significance of the dimension of Parenting in ECCD has not had the emphasis it
needs and a new initiative to address it in an organised way was needed.
3. A need to converge, consolidate and strengthen existing efforts and expertise in
ECCD, to promote the best interests of the child, exists.
4. There was also a need to create a platform to facilitate exchange of ideas and
experiences, discussions and debate on issues regarding child development.
t
-kt?
'
4a
1
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.
This parent body of networking institutions is co-ordinated by a Secretariat and
advised by a Core Group whose activities focus on the various issues and current
concerns of Parenting on ECC -SGD.
The spirit of the Network is:
• to enhance work being done by individuals and organisations,
♦ to provide a platform for sharing information with each other.
• to converge resources and vast experience available to give a thrust to the
developmental needs and rights of the young child.
This dynamics of exchange and consolidation includes working actively with and
supporting Govt, programmes with quality inputs and expertise on Parenting issues in
ECCD
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 Parents anti those in a Parenting Role.
THE PROCESSES OF THE NETWORK
♦
♦
♦
♦
♦
To serve as catalyst to increase awareness, develop material and identify
strategies on issues affecting children
To build bridges and foster networking, working across sectoral divisions putting
people in touch and serving as a Communication point.To serve as sounding 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 uhreached communities.
- enhancing culture specific, developmentally appropriate child rearing practices.
To focus on stages of Parenting
- Parental ReadinessPlanning for Parenthood
Celebrating pregnancy
Preparing for Safe Motherhood
Welcoming the baby
Nurturing the infant - toddler - child
NETWORK FOR INFORMATION ON PARENTING - TAMILNAbU
ACTIVITY REPORT July *99 - March 2004
A.
NETWORKING
B.
Broad-basing NIP'S vision and commitment, by Sourcing like-minded
organizations and individuals - NIP membership has expanded from 30
members to 50 members.
ii.
Networking in TamilNadu in 2002 through 5 Zonal Networking workshops
conducted to take forward NIP's Agenda and programme to NGO's,
Medical and ECCO professionals. Educational and Research Institutions
and concerned individuals in order to give a better district-wise spread
and access to NIP programmes and Resources.
iii.
NIP - in Karnataka - initiated in July 2003.
PROGRAMME INTERVENTION: (Birth-6 years)
i.
a. into on-going PTA programmes within the city schools.
b. into Kindergarten Teacher Training Programmes as integral to teaching fundamentals
c. Teachers who will join schools catering to different socio-economic groups.
d. Into first year programme of Madras School of Social Work for the rural
fieldwork training.
e. Pilot Training Project for Kindergarten teachers of Matriculation Schools.
C.
TARGET GROUP WORKSHOPS
i.
•
•
•
•
ii.
iii.
Orientation of All NIP members, to NIP Mandate, vision and the
CRITICAL MINIMUM COMPONENTS of Parenting under the 4
Quadrants illustrated in the NIP pamphlet.
Parental readiness
Planning for Parenthood
Welcoming the baby
Nurturing the child
For the following based on CMC and related to their "Parenting roles"
College students and Youth.
Paediatricians.
Obstetricians and Gynecologists
Kindergarten teachers and Creche Workers.
Parents.
Media Advocacy and Consultation
bbK 5 Podhigai Channel phone-in programme on Child issues.
Expressing NIP agenda to a wide section of Print and visual Media we need to follow up on the initial burst of appreciation and
commitment extended to NIP from the Media Agencies.
Broadcast on All India Radio on Parenting.
0. TOOLS AND OTHER RESOURCE MATERIALS
• Pamphlet explaining mandate, vision, critical minimum components of Parenting
• Flipchart - Parent Education - Learning through Play - Birth to 3 years
- Booklet version in Tamil and English of Flipchart for sharing
- Supportive materials for orientation and training to Flipchart.
• Flash-cards - Nutrition and Parenting - conception to 3 years under editingas
flash cards for conception to birth - based on CMC of NIP.
• Booklet - Challenges of Parenting - Parenting messages on CMC - under editing.
• 4 Handbooks (material based on Pilot Project one each for Health Professionals,
S.H.G.S., NGO's working in the community and those working for "inclusion" Disability and Early Intervention .
E.
PILOT PROJECT ON NUTRITION AND PARENTING 2001 -2002
• 4 NIP members were involved in reaching out to the community through change
agents
RUHSA - through Self Help groups
VICH - through Doctors and Nurses in Dharmapuri Dist.
TNVHA - through NGO's working on Mother and Child health in 5 districts
MNC - through Institutions, DPEP working in urban slums and rural areas with
Exceptional children
• Process documental ion summaries and Main Findings available with NIP-BMRF
and UNICEF.
F.
WORKING WITH THE GOVERNMENT IN THE domain of the PUBLIC SECTOR.
l.with ICDS - the UNICEF sponsored Parent Education Flipchart (Birth-3 years) was
finalized after extensive inter-active sessions with ICDS personnel trainers and
Anganwadi Workers to make it the wonderfully psycho-social TOOL that it is TODAY.
All ICDS Centres in Tamil Nadu have been given a Flip Chart (30,000 Centres) and
• Master trainers training programme held in May 2001
• Orientation and training of zone / district level functionaries on dissemination
of Parenting messages through 7 workshops held in between October '01 and
March '02. .
• State level review of Parenting Programme of ICDS in November '02.
2. Womens Development Corporation Tamilnadu Serializing the Flipchart in the news
magazine (circulation 30-40,000) "Mutram"
3.Border District Development Strategy - 10 Workshops by NIP on Orientation to the Flipchart and dissemination of the
Parenting messages into the community for 100 PHC's in Vellore, Thiruvellore,
Thirapatthur and Poonamallee Health district.
- 400 + personnel including PHC doctors, VHN's, ANM's and Village Task Force
members and Directors and Officers of District Public Health department were
trained.
- 11th Jan '03 UNICEF review meeting of NIP intervention in to ongoing BDS
programme
4. Policy Level - Intervention
State Plan of Action for children has now included the NIP Parenting Agenda in its 18
Point plan of action for children. NIP co-coordinated this activity by involving in a
workshop personnel from ICDS, DSW and other departments of Govt, and officers of
the State Planning Commission - Tamilnadu, NGO's and ECCO professionals.
G.
ACTIVE PARTICIPATION AND PRESENTATION OF NIP PROGRAMME IN
a.
State, National - Workshops and Conferences
Sub-Regional Consultation on innovative practices - 1999 - UNICEF
Workshop on Perspective plan for Social Sector - Jan 2000 UNICEF
- 25 years of ICDS and ECCD at New Delhi - Oct. 2000 UNICEF
NIPCCD - Southern Zone ECCD meet- Bangalore - June 2000
- ICDS Kerala - State ICDS - ECCSGD - Follow-up - May 2000
Issues and priorities in Nutrition & Health - March 2002
Technical Consultation - UNICEF Assisted Program of Co-operation
2003 - 2007 - August 2002
ICDS - State level Workshop on Convergence of Inter Sectoral
Services
under UDISHA
Visits and presentations - National and International
ICDS team Rajasthan visit to Tamilnadu
East Africa (Kenya and Uganda) team visit to Tamilnadu.
Presentation to Myanmar - UNICEF team.
Presentation to East-Timor - UNICEF team.
ICDS West Bengal visit - Nov. '02
NIP
H.
- was documented as a best practice for integrated ECCD recognition
In their letter dated 20,h December UNICEF, India have informed us that further to
the request from GOI Ministry of WCD, TN parenting Network has been recognized as
one of the seven best practices innovative community based models supported by
UNICEF.SRN Consultants, Chennai on behalf of Centre for Market Research and Social
Development New Delhi have just completed documenting NIP's approach to
Integrated ECD and put together a reader friendly document with photographs and
visuals.
b.
To facilitate the above NIP members involved themselves in
• 2 review meetings with the consultants
• interviews at individual level
• facilitating an indepth study of the following sites choosen by UNICEF India RUHSA MNC - Chennai & Ramnad, ICDS - Chennai Project XII and Thiruvellore,
TNVHA - Tiruvannamalai.
I. PROCESS DOCUMENTATION
This structured narrative looks into the processes that brought NIP into existence, as
a federated body of individuals and experts and institutions, all working and
coordinating in a focused manner to promote NIP's agenda and mandate.
A special focus highlighting the crucial importance of Early Intervention and
Preventive, quality care for the child population of Birth - three, three - six, in
particular which is the most vulnerable segment of child population.
Thus democratizing the concept and values of Parenting.
The Process Documentation elaborates on the variety of memberships, and the
skills that each member has brought to NIP, whether as subject expert, or
Advocacy, documentation of Admin. Skills, Trainers, Creative writers.
Translators, Researchers, Programme Promoters etc.
It covers systematically the number and type of activities, workshops and
training sessions conducted by NIP or under the aegis of NIP.
Throughout the woven narrative NIP’s vision, mandate, its primary function, its
basic moorings in authoritative and scientific, worldwide ECC Research and its
methodologies is made clear.
J. FUTURE PERSPECTIVES BASED ON ACTIVITIES COMPLETED
A : Empowering members with communication and training skills
• Consolidating Zonal NIP branches in Tamilnadu.
• Expansion of Networking Activities in Karnataka, Andhra and Kerala.
B. Taking NIP Agenda forward to more Educational Training Institutions, Universities,
Research faculties.
C.
To work more effectively with media for the dissemination of Parenting messages
To expand the Parenting programme for college students / youth, doctors and
medical professionals.
To bring out Booklets, Posters, Handouts and Information kits on the identified CMC
D.
of Parenting messages for various segments.
E.
Further training and orientation to ICDS personnel at Block Level and strengthening
the concept of ownership of the Parenting programme by ICDS.
Review of BDS intervention by NIP and consolidation of Parenting Programme at
Village level.
F.
Creating a Web site to facilitate National and International Networking.
6
BACKGROUND OF THE "LEARNING THROUGH PLAY" CALENDAR Parenting Programme of Bala Mandir Research Foundation - 1997-2004
The calendar "Learning through Play" from Birth to Three Years was developed for the
Parents- Helping- Parents program in 1he mid-eighties under the direction of Dr. Bea
Ashem. This calendar is based on the work undertaken by her with very poor and deprived
communities in Nigeria, Africa. Her work confirmed via research documentation, that
psycho-social stimulus is as vital an input to help the healthy growth and development of
the child, as nutritional inputs. This tool was initially used in a programme, where a home
visitor visited parents from different cultural backgrounds, providing information and
support about Parenting and Child Development.
They helped parents to learn developmental activities and how these would benefit the
children. The parents were shown how to interact actively with the child and to create
new or similar activities on their own. This enabled the parents to feel empowered,
knowing that they could enhance their child's development.
The calendar was used as a visual reminder of children's developmental stages. The
captions under each picture were formulated by a small work group comprising
representatives from Toronto Public Health, North York Public Health, Dellcrest
Children's Centre and Parents for Better Beginnings. They ensured that the captions
clarified the concepts that were illustrated and also explained how each activity would
benefit the child's development, using simple language.
Activities shown in the calendar are arranged according to chronological age and under the
developmental area that they specifically stimulate. The categories — Sense of Self,
Physical, Relationships, Understanding and Communication — are based on the book, 'Good
Beginnings' by Judith Evans and Ellen Ilfeld. This calendar has been translated into
different languages: Spanish, French, Vietnamese, Punjabi, Somali, Tamil, Chinese, Arabic,
Farsi, Urdu, and Portuguese.
To meet the needs of parents, the "Learning through Play" Calendar for 3 to 6 years
was developed by a small working group from four agencies - Dellcrest Children's Centre,
Babies' Best Start, North York Public Health Department, and Toronto Department of
Public Health - in consultation with an advisory group consisting of Child Development
Organizations, Boards of Education, Children's Mental Health Agencies and several ethno
specific organizations.
Included in the calendar is a careful selection of the developmental milestones. There is a
broad-based categorization of developmental stages, providing a wide range for normalcy,
which would help to understand and accept individual variations.
Hincks dellcrest Children's Centre, Toronto, Canada brought the Calendar to India in,
September 1997 and entered into a partnership with Bala Mandir Research Foundation to
use it programmatically in India. Since then the tool has been effectively used for the
following:
A. TRAINING:
• Creche workers. - based on a training project experience in Bala Mandir Creche Chennai, and Creche Workers of ICCW Indian Council for Child Welfare -TN
from Chennai, Vellore, Usilampatti to reach out to parents in urban, semi- urban and rural centres.
•
Institutional care-givers - Based on
Foundling Home since 1998.
•
Parents from urban slums and rural areas based on a Home Visitors' Programme
conducted through the Bala Mandir bay Care Centre.
•
Community Health Workers and other field level functionaries further to a
Parenting Project undertaken with 12 N&Os in Bangalor - working in urban and
rural centers in a variety of Parenting environments.
work undertaken in the Bala Mandir -
B. AS part of the CURRICULUM in KG and creche teachers' training programmes eg.
ICCW Bala Sevika training, SCS Kothari Academy and Children's Garden School.
C.
THE "JOY OF PARENTING" PROGRAMME
• For Parents of children ( birth - 6 years)
through PTA programmes in schools eg. Rajaji Vidyashram and Padma
Seshadri
Bala Bhavan.
- birectly into programmes run by the Bala Mandir Research Foundation
• For teachers of Kindergartens - Rajaji Vidyashram, Padma Seshadri Bala Bhavan,
Lady Andal Matriculation School, CLRI School.
b. FOR INTER-STATE LINKAGES - through TRANSLATIONS
• In India, LTPC has been printed in English, Tamil and Kannada.
• Translations in Telugu, Malayalam, Bengali and Hindi are ready for printing
further to Orientation Workshops involving ICbS, ECCb and Medical
Professionals and NGOs and educational and research institutions.
E. CHILDREN WITH SPECIAL NEEDS - ADAPTED VERSION OF LTPC BEING FIELD
TESTED PRESENTLY.
EARLY CHILDHOOD DEVELOPMENT AND PARENTING PROJECT
BY BALA MANDIR RESEARCH FOUNDATION - KARNATAKA
Bala Mandir Research Foundation partnered with Community Health Cell, Bangalore in
the project and the initial response to CHC’s invitation to join the partnership was
from 15 organizations.
_____
1 Stepping Stone
6. DEEDS
ll.TREDA
2. APD
7. Reds
12. Preethi Mahilodaya
3. APSA
8. Sanjivini Trust
13. World Vision
4. Deena Seva Sangh
9. MAYA
14. Belaku Trust
5. Navajeevan
15. CHC
10. TRED
B. All 15 organizations sent personnel for the 5 days of training in Apr-May 2002
conducted at Bangalore by Ms. Hema Srinivas & Ms.Lakshmi Gopal after which they
took the project into their field of activity.
C. Between end October and early Dec 2002 Ms.Hema Srinivas made a personel visit to
10 Organization and sent in a Detailed report which clearly indicates the extent or
involvement in the project partnership, gaps identified and further support need it.
D. Review meetings were held in July 2002 and January 2003 to make an on-going
appraisal of the project and ihe following was the feedback
o 3 Organisations - World Vision, Bellaku Trust & Preetii Mahlodaya while being very
appreciate of the LTPC parenting programme - expressed their inability to
participate in the partnership.
0 H.O.D. endorsed their willingness and involvement in the partnership and shared the
very positive feedback they had received from the field level workers who had been
trained on LTPC.
• Trained field level functionaries shared there further experiences in the field and
feedback from parents to whom the had given the messages.
• There is need to immediately print LTPC in Kannada
• It is necessary to initiate a process of Networking on Parenting in Order to sustain
and spread the messages.
• Partner - Organizational commitment was given to intensify "Parenting training"in
the community with those workers already trained.
• BMRF gave its commitment as part of the project partnership to empower through
training all field - workers in the partner organizations.
E. Between January and June, Ms. Hema Srinivas met each field worker or the co
ordinators who took training in " Joy Of parenting" individually and undertook the final
assessment of their understanding of the calendar and its use in their field of work,
their experiences in using the calendar to solves parents queries and problems and
their individual ability to go beyond the given message and visual to convey parenting
values.
F. Most organizations expressed a feeling of empowerment and confidence to take this
programme through out their organizations and to all those they served and the project
in Karnataka has had a multiplier effect.
G. The field workers and co-ordinators of the community reach out programmes of each
NGOS , .either as a health worker, or field staff, or preschool teachers, or creche and
day care teachers disseminated through workshops or intervening through their own
programmes to the following-------------------1.Parents of the School Drop outs.
2.Parents of the Rag Pickers
3. Parents of the children who are in the shelter homes for various reasons, through
their Rehabilatation Programmes.
4. Parents of the non formal education group of children.
5. To the women and parents in the slums through the health programmes
6. To the parents of the pre school children - Creche and Day Care Centres,
7. Members of the Mahila sanghas in the community.
8. To the adolescent group of children in the shelter homes and voc. Tr. centers.
9.To parents in rural areas and the tribal communities.
10. To the Anganavadi workers and the ANMs
11.To the parents of the physically challenged children.
G. In Bangalore the " Joy Of Parenting " programme, using " Learning Through Play"
"calendar is reaching out to the following through these diverse NGOS, as each ones
focus being different. It is interesting to note,
• Not one so far is concerned over the cultural differences in the pictures
• that the age is no more a constraint to convey the values of the parenting skills
through this programme.
• The idea of the brain development before 3 years and nutrition and Psycho social
well being of the mother affecting the brain were new concept learnt.
• Child Development while being a natural process can be enhanced step by step
through stimulation and is more like a series of stairs.
• The child absorbs from its psycho social environment - both negative and positive.
• A child playing was considered naughty and there was very little connection made
between the concept of learning and play.
• For Play simple every day things are as interesting as toys for a child.
> That language development takes place as early as in the womb was a new concept.
• Equally important to communication was eye to eye contact and listening to the child.
• Touch with both positive and negative is an important indicator of adult child
relationship.
10
BALA MANVIR RESEARCH FOUNDATION
t>v Pa-rtvxerihZp vvtXh/
DEPT. OF WOMEN AND CHILD WELFARE - A.?
ONE-DAY STATE-LEVEL ORIENTATION /AWARENESS WORKSHOP
ow
"PARENTING SKILLS"
bated/crwthe/ LTPC (Baida 3 yry.) (3-6 yry.)
held/ atv
Friday, 27thJUNE, 2003
SUPPORTIVE MATERIALS
Spovw>ored/by:
CIVA Er
THE HINCKS 'DELLCREST CHILDREN’S CENTRE, CANADA
BACKGROUND OF LEARNING THROUGH PLAY CALENDAR - PROGRAMME
The calendar "Learning through Play" from Birth to Three Years was developed for the
Parents Helping Parents program in the mid-eighties under the direction of Dr.Bea
Ashem.
This calendar is based on the work undertaken by her with very poor and
deprived
communities
in
Nigeria,
Africa.
Her
work
confirmed
via
research,
documentation that psycho social stimulus is as vital an input to help the healthy growth
and development of the child, as nutritional inputs are.
This tool was initially used
through a programme where a home visitors visited isolated high risk parents of their
own cultural background, provided information and support about parenting and child
development.
They helped parents to learn how to do the developmental activities, how often to do it
and how it would benefit the child and that children required repetition to learn. The
parents were encouraged not only to do the activity with the child but also to create new
or similar activities on their own. This enabled the parents to feel empowered, knowing
that they were able to enhance their child's development.
The calendar was used to visually remind parents of activities they could do with their
children.
The caption under each picture was formulated by a small work group
comprising of representatives from Toronto Public Health, North York Public Health,
Dellcrest Children's Centre and Parents for Better Beginnings.
They ensured that the
captions clarified the concepts that were illustrated and also explained how each activity
would benefit the child's development using simple language.
Activities shown in the calendar are arranged according to age groups and under the
developmental area that they most specifically stimulate.
The age groupings and
developmental headings. Sense of Self, Physical, Relationships, Understanding and
Communication are based on the book, 'Good Beginnings' by Judith Evans and
Ellen LLfeld, used at a similar program in Ypsilanti, Michigan.
This calendar has been
translated into different languages, Spanish, French Vietnamese, Punjabi, Somali, Tamil,
Chinese, Arabic, Farsi, Urdu, and Portuguese.
To meet the growing needs of parents the Learning through Play Calendar from 3 to 6
years was developed by a small working group from four agencies - Dellcrest Children's
Centre,
Babies
Best
Start, North York Public
Health
Department, and
Toronto
Department of Public Health in consultation with a large Advisory group consisting of
different groups
such
as
libraries,
Child
Development Organizations,
Boards
of
Education, Children’s Mental Health Agencies and several ethno-specif ic organizations.
Careful selection of the developmental milestones that were thought ideal for inclusion
in the calendar were chosen. The categorization of developmental milestones was broad
based to
reduce the natural
anxiety of
expectations of their child's ability.
parents who generally have heightened
Hincks bellcrest Children's Centre, Toronto, Canada brought the Calendar to India in
September 1997 and entered into a partnership with Bala Mandir Research Foundation
to field lest it in Chennai. Since then the tool has been effectively used
A.
to train:
»
Creche workers.
°
Institutional care givers
»
And
parents
from urban
slums and
rural
areas
through
a
Home
Visitors
Programme.
B.
As an intervention into KG and creche teachers training programmes of ICCW,
SCS Kothari Academy and Children's Garden School
* In the Joy of Parenting Programme
»
For Parents of children ( 2-6 years) in Kindergarten through school PTA
Programmes.
°
C.
For teachers of Kindergarten
To develop;
o
A training programme
o
Two user manuals.
*In India LTPC has been translated into Kannada, Telugu, Malayalam, Bengali and Hindi.
* In partnership with
ICOS 1998 - 2000 the LTPC was adapted and indegenised
and
formulated into a Parent Education Flipchart Tool.
o
the 30,000 AWC in Tamil Nadu and 100 Public Health Centres under the
o
The work around LTPC between 1997 and 1999 led to the formation of the
Border District Strategy.
Network for Information on Parenting in Tamil Nadu..
EARLY CHILDHOOD DEVELOPMENT ANO PARENTING PROJECT - INDIA
Based on the Hincks Dellcrest, Canada "Learning through Play" Calendar
Undertaken by Bala Mandir Research Foundation, Chennai
In Partnership with NGOs in Tamil Nadu and Karnataka
Project Objectives
Further:
•
To assess the efficacy of the LTPC tool in its present form not only as a training
tool but also as a tool for the dissemination Parenting messages in the socio economically deprived strata of society.
o
To enhance the capacity of child welfare/service organizations to disseminate key
information about healthy development of children to parents, care givers and
communities and how play based activities encourage optimum child growth and
development.
o
To increase the number of parents who will be trained and educated regarding
providing age appropriate child stimulation from birth.
•
To develop the capacity of partner agencies to not only implement ECD Parenting
Programs but also make them effective and sustainable.
o
To provide guidance for successful replication within the country and in other
countries and cultures as well.
Training on LTPC
a.
b.
5 to 7 days training programme for resource persons of partner agencies.
3 - 5 day training for child care workers, community health workers, special
educators and medical and ECCD Professionals on the "Learning through Play"
Calendar.
c.
Each worker will in turn provide training directly to approximately 30 families
and or caregivers.
The Training Methodology will involve Role Play and Interactive sessions and games to
develop knowledge and communication skills.
Tools
a. "Learning through Play" Calendar (Birth-3 yrs) ( 3-6 years)
b. Supportive material highlighting:
•
Parenting Values and Parenting skills.
•
Brain development. Child development, Importance of Play,
•
Age/stage wise understanding of Nutrition, Health and Disability.
•
Guidelines for Interacting with parents and
•
Songs on age / stage appropriate stimulation,
Partnership - Hincks dellcrest Children's Centre, Canada is partnering with Bala Mandir
Research Foundation on this project in India. In furtherance of the project BMRF will
establish relationship with appropriate local child care/community based NGO agencies
and train agency personnel on the various aspects of the project and its co-ordination.
Partner Agencies
o
Indian Council for Child Welfare -TN
- training - 67 Creche Workers from Chennai, Vellore, Usilampatti to reach out to parents in urban, semi urban and rural Centers.
- 35 trainees in the ICCW Bala Sevika Training programme
® Community Health Cell - Bangalore 45 community workers from 12 partner
agencies of CHC - working in urban and rural Centers.
°
®
Stepping Stone - Parent Child Centre
o
APD - Association of People with disability
®
APSA - Association for promoting social Action
®
dSS - deena Seva Sangha
®
Navajivan - Navajivana Pragarthi Mahila Sangha
•
dEEdS- development Education Society
®
REdS - Rag Pickers and Educational Scheme
•
SANJIVINI Trust- Women’s Health Issues
•
MAYA - Movement for Alternatives and Youth Awareness
•
TREd - Trust for Rural Education and development
®
TREdA - Treatment Rehabilitation and Education of drug Abuse
Vidya Sagar (formerly known as The Spastics Society of India,
Chennai) Using the L TP Calendar for Children with High Risk Birth History
Training - 10 Special Educators who will reach out to a total 100 parents
and train 150 CBR workers.
Bala Mandir - evaluation study of 30 of our own Creche workers and
Institutional Care givers who have been involved in the LTPC Project
since 1998 and in the Home visiting Programme since 2001.
Impact
•
Improvement in the quality of Parent and Parenting choices that are made for
children below 6 years of age.
•
Mothers will be more confident about knowledge and skill in caring for young children
®
Parents who by and large emphasize on children's physical health and well being will
and as a result their opinions will be increasingly valued.
increasingly focus and address the social and emotional aspects of child development
and interaction with their children.
Timeframe
April 2002 - March 2003.
Supported by Canadian International Development Agency through Hincks Dellcrest
Children's Centre, Toronto, Canada.
BALA MANDIR RESEARCH FOUNDATION
126, G.N.CHETTY ROAD, T.NAGAR, CHENNAI - 600017
PHONE - 8214252 FAX - 044 - 8268441
PPP -1
A PARENTING PROGRAMME
Need for Parentingjn 1 he contemporary scenario:
Why focus on Pareti ling '? A ft er 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.
o Old Values A traditional practices - so straightforward once, have drastically
changed. We don't understand them and either blindly follow or altogether
o
o
reject them.
Eco. A Soc. conditions encourage/force mothers to have jobs outside the
home. This greater economic burden being placed on women is
deflecting/dilu Iing her role as "molher" and Primary care giver to 1 Fie child.
The pace A pressure of life in urban cities is faster A stronger than before.
Conflicting influences are entering our life - through mass media.
o
Rural scenario is changing - poverty and alienation from the land are breaking
o
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 I
toddler/child's needs.
Learning to balance various issues like less time and more work pressure,
entertainment A handling adult marital relationships, academic demands from
schools versus real life education seem Io 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 Io Sociologists, Psychologists and Spiritualists. Without a
sense of bonding, social confidence is deteriorating and mutual sensitivity is
absent. While there is overwhelming need Io provide basic rights to the child
like heal I h and education, without focussing on strengthening I tie quality of life
through "family", child development is a far-fetched goal.
BMRf -
'Joy o£
Parenting'
programme
ETERNAL VALUES FOR CHANGING TIMES
Scriptural bictums:
Initiative on family life and parenting must focus by and large, on duties and
responsibility of the parents to the child, they bring into this world, to provide
for it a quality of life based on their own emotional and social interaction with
the child. In our Indian Spiritual tradition the enrichment process of the mind
of the child grows in the following order.
Attitude:
- Mother as Primary care giver - bevo Bhava
Matru
- bevo Bhava
- Father as supporter
Piti’u
- bevo Bhava
Acliaiya - Teacher as enhancer
- bevo Bhava
Athi.^ji - Outsider as influencer
' Therefore, surely it must convey something vital in the adult - child -
relationship.
The mother/father/Teacher/Others are all given the status of '
bevah - Gods and must therefore be ready to play that role- which means
b- Devotion to buliful Parent.
'
.
E- Emulate an Ethical Parent
V- Venerate a virtuous Parent
O- Obedient to an Honorable Parent
Relationship:
Sending children to School before 5 years of age has not beeri
*>a
cultural
tradition in our country. This practice has come into existence only in the past
few decades.
Our Scriptures recommend the following relationship between
adult and child.
care)
Pancha Varshadi
(uplo 5 years)
Lalawalh
(loving
Pancha-dashavarshadhi
(uplo 15 years)
Thatawalh
(discipline)
Pancha-dashavarshadhi
(beyond 15 years)
Mithrawath
(as a friend)
Pariyantham
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 above vcdic dictum puls clearly into focus the ideal parenting response to
the age appropriate child's needs in their relationship, and that which is most
conducive to build up a strong bonding and sustain happiness in family life.
Gender:
Says the Svatasvalara Upanishad - The individual soul is as subtle as a hairpoint
divided and sub-divided hundreds of times. Yet the soul is potentially infinite
and is to be known.
the soul is not female, no I male, nol neuter. Whatever body the soul assumes
becomes identified with that.
BMRF
1 Joy of
Parenting’
programme
Scriptural Teachings:
In the ancient Indian Scripture the - Chandogya Upanishad there is a
slalcmc.nl
Even as a seed has within it the potential Io grow into a Tree
So also "Man is potent ially Divine" - Excellence.
Does every child reach its potential? If not. Why not?
It is here that one's role as a parent/teacher becomes of vital importance. For
a seed to grow and develop and reach its natural potential, the proper inputs and
the proper environment must be provided. Especially in the early tender years
when the infant as a liny seed grows into a child - young plant needs
caring/fcncing, Io ensure its growth and development,
Our role as parents/teachers in providing the pr oper environment is beautifully
explained in the Bible through the parable of 1he seeds.
Said Jesus "If you were to lake a bag of seeds and scat ter 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 com?"
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/crilical etc.) the Seeds will not get any
opporI uni ty Io grow.
Upon the open road where the birds fly and swoop down to eat them up
(uscd/pul down) they will be of use Io others but not to themselves.
Among the bushes, the seeds which sprout will grow only in a stunted manner -
the (over protection/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.
Teachers have therefore a similar role to play as parents at this stage in
the child's life.
How wc interact with children will have an important effect on the connections
that develop in the child's brain, the brain is responsive and in the absence of
experiences and stimulus does not develop fully. Our task as caregivers is to
provide an environment, which allows experimentation and provides limits
without choking oppor I uni I ics,
Guidance discipline and safely for our children Io explore and build their
competencies.
IM-ll<r
-
'Joy of
Parenting'
programme
BONDING AWARENESS
Right from day one, a bond is being formed between parent and child.
Every conlact/or loss of contact leaves an unbelievably deep impact on 1he
I'clalionship. Few parents seem to know’*t)r appreciate just how Important
they are in the lives of children. How much more a child wants from flnem
emotionally and spiritually rattier than the materialism - which the parents
are so busy supplying in increasing abundance.
The parents must realise
• They are the go - between for their baby/toddler/child and his environment.
•
•
They are provider’s of stimulation to catch his interest;
of responses to his al tempts to communicate; and
of physical care, so that his skill of attention and
concentration develops.
They are protectors - who keep him safe and limit his environment so he can
feel in control of himself.
•
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 Io respond to the world around him.
Children have 3 vital needs.
1. Love/Care
(or)
Relationship
- Loving and caring relationships can relieve even the most
extreme levels of stress
- without it, the child's growth cannot be stimulated both
physically and mentally
- a stable relalionship gives emotional security.
2. Self-esteem
They must learn Io trust themselves and develop a feeling
(or)
of competence and a desire to try.
Sense of Self
- Learn to accept their failures and shortcomings and yet
have an expectation of success.
3. Communication
- Children communicate well before they talk.
We need to listen and watch and demonstrate our
interest in their words and messages.
-
Encourage language development and expression
Children need to talk- therefore, we need to give them
the opportunities.
Children learn Io speak by listening to people around.
BMRI'' ■
'Joy of.
Parenting'
programme
THE PROBLEMS OF CHILDREN
Are today created by all of us.
THE PROBLEM IS 'AN ADULT' NEVER THE CHILD ITSELF.
In the short term, many schemes of alleviating the condition of children
enhancing and enriching the physical quality of their life can be suggested and
worked out - BUT in the long run what will truly help the child is only
♦ Educating the adult about the needs and problems of the child.
♦ Sensitizing them to their responsibility towards children .
♦ Strengthening the fabric of family life.
Let us understand that
♦ Behind ill-health of the child is ignorance, apathy or indifference of the
Adult-Mother Father, Care-giver, Doctor.
♦ Behind poor education of the child is lethargy, Non-commitment of the
Adult-teacher, educational Authority.
♦ Behind child labour - is an insensitive exploitative Adult - and the poverty
situation of the parents.
♦ Behind child exploitation - battering sexual abuse drugs, alcoholism etc.
there is an adult perpetuating it on the child.
♦ Behind desertion and deprivation of the child is an irresponsible parent.
In whichever direction of children's problems one turns - There is an adult.
The word "child" itself raises in our mind ideas of freshness, innocence, hope - who 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.
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.
The role of N&O's and their Community Based Programmes must have:
• The will to deliver and the strength to resist the temptation to tackle the
problems at a superf icial and cosmetic level.
• Networking and sharing of ideas, resources strengths and infrastructure, to
avoid duplication and optimise service.
• The courage to take up issues and sustain their expressed commitments.
BMRF - 'Joy of Parenting Programme
PARENT EDUCATION IS A WOMAN'S EMPOWERMENT PROGRAMME
Mother is the vital baton in passing on the link of family dignity and culture
from one generation to the next.
Educating the parents in their irreplaceable role as "mother" and "father" and
educating the rest of the family to recognise, appreciate and support them in
that role - has become a crying need.
All issues of women's upliftment, be they in the direction of social freedom,
economic opportunity, political awareness and/or spiritual awakening, at this
point in civilisation, need to stress her non-duplicable, non-transferable role as a
Mother.
Women’s issues that focus on the inferior/oppressed role in society that the
women have today must include motherhood education and counseling initiatives.
Society and family must ♦ Appreciate her significant role in the continuance and enhancement of
family life and perpetuation of the future generation as also respect her
individual needs as a Human Being.
♦ Help her through the frustrations of the loss of her freedom and the
physical and mental strain of being "on demand" 24 hours.
•
Educate her, in pre-natal and post-natal, in child care so that she as the
primary care giver can provide the much needed stimulation so vital for the
healthy growth and development of the child.
•
Support her in her endeavors to care for her child and spend as much time
with her child if she is employed.
•
Stress the vital role and responsibility of the Father in the social and
emotional development of the child rather than his largely prevalent role as
economic caregiver.
TRUE PARENTING = MOTHERING + FATHERING.
BMRF - 'Joy of Parenting Programme
LEARNING THROUGH PLAY" CALENDAR11 - TOOL
The Bala Mandir Research Foundation entered into an international partnership in 1997
with Hincks-Dellcrest Children's Centre, Canada based on their "Learning through Play"
Calendar, on which the Joy of Parenting Programme is formulated.
This Calendar is an excellent Parent Education resource designed by experts to present
in pictures, a range of activities that psychologists and educators feel that parents can
do in their homes with children to promote healthy development.
It contains well-researched critical inputs universal in nature in different stages of
early childhood development and stresses the importance of positive parent - child
relationships to a child's sense of well being
LTPC has proved itself to be culturally sensitive and ethnically appropriate in India and
supportive of many traditionally honored child-rearing techniques
It's content mainly pictorial with clear messages and simple language, sends a strong
message that children and society as a whole benefit greatly from a preventive approach.
Birth - 3 years - covers 8 developmental stages
The Calendars
3-6 years
- covers 6 Developmental stages.
Indicate 5 equally important areas of development that need stimulation - SPRUC -
Sense of Self
about ourselves and our feelings, helping us to become
Physical Development
Learning to control the way our body moves and improving
Relationship
Development of social skills - how to get along with family,
Understanding
learning how things work around us and developing
Communication
Learning how to listen, understand and express thoughts
comfortable with who we are
our skills
friends and others and helping us to feel secure.
intelligence.
and feelings - thus connecting us with the world
Recommends five parenting skills
Passion
Love, Unconditional love and care
Patience
Endless amount needed
Practice
Allowing your child to repeat activities over and over again
Ping-pong
Parent/Child interaction: 'I do something, you do something'
Setting the stage
Providing a safe, interesting and learning environment.
Included in the calendar is a
•
"Letter to parents", to explain the important aspects of the calendar and how to
use it.
•
•
A page is devoted to the definitions of the areas of development.
A range of illustrations depicting various cultural groups so that parents from all
backgrounds will feel presented as though the child speaks to the parent.
The training programme that accompanies the calendar lays emphasis on:
»
Scientific research around brain development proves that the ways children
respond 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. Further research has proved that the impact of
the environment on the brain in the very early years of the child's life is dramatic
and specific and has decisive and long lasting impact on how people develop to
ability to learn and their capacity to regulate emotions.
®
The role of parents and family and children's immediate community becomes very
critical in the early years of child's development.
While child rearing practices
have traditionally been embedded in cultural patterns, believes, norms and
practices, there are basic needs that all children have and a predictable pat tern
of development during early years are universal.
Early stimulation of children
between the ages of Birth - 2 years and 3-6 years is critical for children to
actualize their full potential in life at it can reduce the behavioural problems
children exhibit and enhance the child's learning capacity, copying skills and
competence.
o
All children develop in a very unique manner - but there are common stages that
all children pass through in the same order. Each development stage is like the
step on the ladder and while each child takes its own time there is a normal range
within which this skill
will
be achieved and
children
need
encouragement,
stimulation and support - Age/stage appropriate to enable them reach their full
developmental potential.
•
Young children learn best through play. They need to interest directly with their
environment.
Play is their work and all areas of their development can be
stimulated when they play. Children do not need expensive toys to play with, to
learn.
They have the ability to turn almost anything into a play activity and
parents when they play with children cannot only help their children to develop
emerging skills but also enjoy parenting and lay the foundation for a strong
bonding/relationship on which the child can grow as a healthy adult.
BRAIN DEVELOPMENT
•
®
•
°
o
Recent research regarding the development of the brain after birth, proves
that early stimulation of children between the age Birth to 3 years is critical
for children to actualized their full potential in later life.
The brain continues to develop after the birth of the child and by age three
85% of the brain structures have been fully organized. This development
spurt ends at age 10.
Although the genetic makeup of the brain has been determined at birth and
the child comes preprogrammed to learn, there is still much development,
which needs to take place, and it is only through the ongoing experiences that
the infant has, that the brain matures.
In the world through experiences of the senses new connections or synapses
are formed, which in turn create or modify connections/wiring in the brain.
Providing the right stimulation and repeated experiences at the right time
from birth to 3 years not only helps to get the circuits/synapses activated
but provides the foundation for the brains organisation and functioning and is
the key for networking in the brain which develops and shapes the way people
o
behave think and learn for the rest of their life.
Relationships with other people early in life are the major source of
development of the emotional and social parts of the brain and essential
nourishment for healthy development of the brain is provided by positive
emotional, physical and intellectual experiences and everyday simple loving
o
•
encounters and moments.
Any kind of stress or trauma elevates hormones called cortisol that wash over
the brain like acid and in time corrode the wiring of the brain cells and can
retard or slow down brain development.
If a child's first three years of life are filled with a great deal of fear and
stress, the area of the brain responsible for emotions will be 20%-30%
smaller than in normal children.
When the child is older they will react
strongly to other stressful situations possibly resulting in high anxiety or
•
•
impulsive behavioural problems.
Early stimulation can reduce the behavioural problems children exhibit and
enhance the child’s learning capacity, coping skills and competence.
The absence of activation and neglect of, deprivation of emotional support
and positive experiences, proper nutrition and care and bonding, play and
touch and attachment will result in retardation and lack of brain development
in children.
Wiring of neurons in the brain
Lack of stimulation
Stimulation has
and neglect have a
negative impact
positive impact
connected
Il \|.A M WDIR RESKAWCII l<H NB \ I ION
Children in n famih
\\ hIhiimu ii
hisrcm c
( Illi l> IS AN INI)|\ IDI \l.
CHILO DEVELOPMENT
All children develop in a very unique maimer bill there ore common sieges that ell
children pass through in the same order. Child development can be described as a long
set of stairs. No stair can be missed before going on to the next one or you may fall
down. It is important to always have a strong foundation for the stairs or you will
never be able to reach the top, which is your goal.
•
•
•
•
•
Each development stage is like a step. Children must pass through each step to
reach the next to finally meet their goal, e.g., a child must lean to sit up and crawl
to finally be able to walk, before a child learns how to write they must learn how to
hold a pencil, produce scribbles, refine their scribbles into a picture and then
further refine their abilities, so they can print.
Although almost all children will learn these individual tasks, they will do so at their
own rate and there is normal range at which this skill will be achieved. Some
children just take longer to achieve these development tasks and will continue to
refine their skills,' until they are ready to move onto 1he next stage and each child
will follow their own pace for each accomplishment.
Children will need the encouragement and support to help them to move onto their
next step on their developmental path.
Delays will occur when the child is ill or stressed and these are normal.
Children develop in many areas. They will develop sense of self, physical abilities,
ability to interact with others, communication skills and intelligence. One area of
development can not be developed on its own because they are often Inter
connected.
a. When a parent rattles a toy in front of 1he child, they are helping their child to
develop sense of self because the child feels good that their parent is playing with
them.
b. Children are developing their physical abilities because they are developing their
neck control to focus on the toy and they may raise their hands to reach for the toy.
c. They are developing a loving relationship with their parent. When the infant
smiles the parent continues their play and smiles back.
d. They are learning about their world because they are wondering how that sound
is being made and lalcr they will 1r.y to find out how it is made.
e. Lastly their non-verbal communication is developing which will lay the foundation
for the. future converse I ions they will have wi I h their parents.
All areas of development need to be nurtured so that the child will become a wellrounded individual. This will also provide them with a variety of experiences so
important for their brain development and a range of possibilities to succeed in 1heir
future.
BMI<r - 'Joy oflAiianting' programme
the Importance o( Play
Young children learn best through play. Children need to interact directly within their
environment io develop the understanding necessary Io learn. Sometimes we may under
value the importance of play. When we see children in kindergarten or day care we
sometimes say that the children "are just playing". We forget that for children to play
is 1 heir work.
Children are stimulating ail areas of their development when they are playing. For
instance, when children are playing with blocks they are learning:
1.
Eye-hand coordinalion which is very important for writing.
2. By building secure structures - they are learning about balance, foundations etc.
(Spatial skills).
3. Shapes - they are learning about geometry.
4. Colors - differentiale objects.
5. Social skills - they are learning how to share and take turns.
6. Communication - how Io explain Io their friends and parent what they are doing.
These are just a few of the things that could be happening in your child's mind as they
play with blocks.
Think about the many play activities your child does all day long. They are learning
many 1 hings from these activit ies.
Children do not need expensive toys Io play with, to learn. Children love 1o play with
amply boxes, pols and pans, building forts with chairs and cushions. Children have the
ability to turn almost anything into a play activity.'
It is important to remember that children like to and need to play with their parents.
This is a message that we are trying to make with the calendar.
Parents - Play - Child Development
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«
•
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While parents arc very busy adults and find it hard 1o find time 1o play with their
children, it is important to fry.
When parents play with their children they can help not only their child to develop
1heir emerging skills but it also brings enjoyment to bothWhen parents provide children with encouragement their child will continue to try
1o achieve their task, and 1he smile from the parent when the child is able to
complete the task at hand will help them to feel proud of their accomplishment
Having good times with the child helps to build a strong relationship with him or her.
It is from the foundation of this relationship that the child will go forth and
develop other relationships with adults and children.
- 'Joy of P<iici)ling' piogiammc
»
Younger children need to ploy with their parents for a longer period of time.
As the child gets older they are more able to play on their own with their
friends.
•
Many parents have a sense of how children develop but may not be aware of
the specifics of development, for 3 reasons. First, often parents think that
■ children should be able to achieve tasks which are actually well beyond their
actual age level and they might become quite angry and assume that the child
is misbehaving and not listening.
Actually, they are expecting too much and
when parents are aware of the developmental stages of children they can
understand better how to parent.
o
Secondly, that child development knowledge is important is that parents can
assist their child in simple ways by offering age appropriate encouragement
to meet their developmental goals Io develop this milestone.
o
o
Lastly, if parents arc aware of how and when children develop certain skills
they will be able to determine if their child is developing properly and with
this knowledge they can provide appropriate supports to help their child,
Knowing
that the earlier the child receives these supports the better the
chances are that their child will overcome these delays,
know this and expect it.
parent needs to
With this knowledge the parent can plan for the
regression, offering support and guidance to the child so they can again move
along their path towards their ultimate goals.
Here are some things parents must remember when playing with their child:
1.
Bo on your child's loyal - Both physically and mentally. Eye-to-eye contact
and non-verbal communication are of vital importance.
2.
Follow your child's lead - Children usually know how they like to play. If you
take over, your child may lose interest. If you follow their lead and play the
way they like, the play will last longer and they will feel good about it.
3.
Children need encouragement - When you play with your child it develop into
a positive experience for both of you, helping .to develop a positive
relationsh ip.
■i.
Match your child's ability to the play - It is good to offer your child
challenges in their play, but'it is important not to offer them challenges
which are developmentally too advanced.
This will frustrate the child and
quickly end the play and thereby making your child feel inadequate.
I'.MI'T - Joy of Patenting' programme
Emotional Skills
Language Skills
Through Play children.
During play, children learn
•
build a sense of self & self-identity
by listening , how words sound
•
explore & work out their feelings
how words go together as sentences
•
learn to deal with frustration & anxiety
by practicing using sounds & words
by communicating - through sentences
& expressions
Social Skills
POWER
As children play, they
•
OF
figure out acceptable &
effective behaviour
•
•
PLAY
Thinking Skills
While at play, children
learn to make friends &
learn how to think & make
build trust
connections
learn to resolve conflict
take in information & organise it
& get along
develop problem solving skills
appreciate company of
Physical Skills
others
In play, children
•
develop small & large motor skills
•
learn what their body can do
•
gain strength & balance
•
develop coordination
bmrf-.joy of parenting programme
‘Some, child dcvclopinent points shown In each Stagg:
LIcads-U11
Stage (Djftli—2
Emphasising bonding
milts):
between parent
and child.
Emphasize is on eye to eye contact between mother and child. At this stage the
baby memorizes her parents' faces. A very important bond is forming between
parent and child. The parent who talks and laughs with her baby, while holding
her securely, will increase the depth of this bond.
Looker Stage (2-5 mths):
of the child.
Providing stimulation to all the senses
The baby uses all of his senses (lasle, touch, sight, hearing, smell) to absorb
information about his world. The parent who provides activities that stimulate
all the different senses will provide her child with an advantage. The mother
can either surround the baby with stimulation, c.g. mobiles, pictures, or carry
him around and expose him to a variety of situations.
When a baby is carried,
more of his senses are stimulated, so more learning occurs. He also feels secure
because he is close to the parent.
Sitter-Crawler
Stage
(5-8
mths):
Giving
opportunities
to
explore
and
acquire skills in dally activities.
The baby is beginning to acquire the skills which will help him to master his
world. He is learning to let go; he is learning to get something out of reach; he
is learning that his mother does not disappear when she is out of sight. If the
parent imitates his babbling, he will try to 'talk' more.
Opportunities for
practice arc very important. Because of his newly acquired mobility, safety
measures need to be introduced.
Cruiser Stage (8-13 mths):
I his is the 'What happens if
drops and so forth.
Recognizing cause and effect.
stage. To find out, the baby bangs, throws,
She can find a hidden toy but she needs to have a plan to
get it. (A plan is the first evidence of reasoning and thinking skills.)
The parent who allows her child to explore, will help her to become a creative
problem-solver.
Punishment of or failure to
exploration may destroy her incentive for learning.
provide
opportunities
for
BMI-U’ - Joy of Pencilling' piogi.tmnic
The Walker Stage (13-18 mths): Exploring environment and the parent
making it conducive active exploration by the child.
The Walker is the beginner scientist. He loves to imitate what adults do. He
watches carefully; he tries It; he practices.
All the while, he is learning
important concepts: the meanings of 'in' and 'out'; 'up' and 'down', Or he is
beginning io classify: 'my socks'; 'my shoes'. As the child approaches 18
months he can manage to handle smaller objects. He is not, however, very
skilled and will be easily frustrated. The parent who comforts him will ease the
tension, and give an 'I care' message that will help anger to subside, He
becomes very active in his exploration, and parents will need to use their
'patience' skills.
>
Tire boer Stage (18-24 mths): Understanding the world around and learning
simple concepts.
The toddler's ability to understand the world is increasing rapidly. The parent
can help her to understand concepts such as 'big and little', 'large and small' by
playing.with her simple games - moving objects etc. and, slowly introducing
variety and different' colors. I he child learns the different properties of
materials such as sponges, metals and wood.
The 'boer' child wants to do things himself - especially dress - but cannot. If
he is permitted to do what is easy, such as taking off socks or trousers, he will
gain some sense of satisfaction. This is not always easily achieved at this stage.
The Tester Period
(2-3
yrs.):
Mastering various skills through various
structured activities in daily routine.
At this stage the child loves to experiment on his own while keeping an eye on
what others are doing (parallel play).
This is a time of great development. He will learn hundreds of words, Some
children will be able to count 1-2-3; they will be able to understand sequences:
They begin to learn shapes and sizes - all preliminary to learning mathematics
They still love hidden objects and peek-a-boo games. ’ They learn to focus and
watch carefully and guess what is there - preliminary to learning to read.
The 'terrible twos' are so classified because the child wants to be independent,
but does not have the skills. He can become very frustrated. A gradual building
of competence from birth onward may help make this a less frustrating period.
However, some children will be more unpredictable and difficult than others.
Patience is a necessary parenting virtue. Structured routines, with lots of
interesting and varied activities will help the child. Children have a burning
desire to learn. We need to provide the opportunities.
I’MI'.I-' - 'Joy of Patenting' piogiammc
LEARNING THROUGH PLAY CALENDAR 3-6 YRS
The Calendar "Learning through Play" provides a variety of play activities for the
parent/caregiver to share with child, 3 to 6 years of age.
It is based on the results of research that, "children who experience a variety of
stimulating activities have a greater chance for success in school and in life" and that,
"play helps child learn new skills, build confidence and develop healthy relationships."
The Calendar:
•
is for every day use to find play activities that are fun and which encourage
learning.
•
describes the play activities for each age level, through six stages, from 3 to 6
years.
•
Presents the play activities at every age level, relevant to each of the five
developmental areas, namely, sense of self, physical growth (motor activities gross
and
fine),
relationship
building,
understanding
(cognition)
and
communication
(receptive and expressive language).
®
o
gives equal importance to each of the developmental areas.
is a guide to the parent/caregiver to bring out the full potential of the child
through play activities by indicating for each age group, the activities the child
performs in the relevant 5 areas of development.:
Sense of
Self
Physical
Communication
Relationship
.
understanding
Each area is as important as the other
and together they contribute to the holistic development of the child.
a.
Sense of Self helping child learn about himself and his feelings so that he becomes
comfortable with himself and the parent/caregiver.
b.
Physical.assisting child in learning to coordinate body movements when performing
gross motor activities such as climbing, or fine motor activities such as drawing and
Learning to control the way our body moves to help us improve all our Physical skills.
c.
Relationships guiding the child to build relationships with family members and others
towards developing a sense of security).
d.
Understanding stirring the curiosity of the child to discover and learn how things
work and thereby helping him expand his knowledge and sharpen his understanding.
e.
Communication training the child to listen attentively, understand clearly and express
thoughts/ideas/feelings specifically, thereby helping child to connect and
communicate easily with the world around.
/?,
CHILD DEVELOPMENT FROM THREE TO SIX
All children develop in a very unique manner but there are common stages which all
children pass through. Many parents have a sense of how children develop but may not
t>e aware of the specifics of child development.
With the help and support of the
"Learning through Play" Calendar parents will understand better the specifics of child
development.
First, parents often have greater expectations
of their children's ability than is
actually the case. For instance, a parent may provide their three-year-old child with a
20 piece puzzle and expect her to complete the task. When the child is unable to do so
it may cause a great deal of frustration for both the child and parent. In the extreme
case this could result in abusive behaviour on the part of the parent. In a less extreme
situation this could result in the child feeling inadequate. When parents are aware of
the developmental stages of their child they can provide age appropriate activities,
which have been shown in the Calendar through the pictures and help the child attain
appropriate developmental milestones.
In the calendar you will notice that each age group is divided into "Younger" and
"Older" sections. We know that children vary in the rates at which they achieve tasks.
This allows the flexibility for us to remain on the same page until the child is
developmentally ready to move on, rather than moving to the next page simply due to
the child's chronological age.
The second reason that knowledge of child development is important is so parents can
assist their child in meeting their developmental goals.
For instance, if parents
understand that it is important to provide their child with creative activities when they
are young, they will be helping them to develop their fine motor skills. We know that
this is necessary for the child to later develop writing skills. In simple ways parents
can help their child to develop in a healthy manner by offering age appropriate
encouragement they require.
Lastly, if parents are aware of how and when children develop certain skills they will be
able to determine if their child is developing properly.
Parents who have knowledge
regarding communication development, for example, will become concerned if their
three year old child is not speaking clearly using 3 or 4 word sentences.
With this
knowledge parents can find the appropriate supports to help them meet their child's
needs.
The calendar helps both teachers and parents what 'normal' child development looks
like and how they can stimulate the child so they can develop in a healthy-holistic
manner.
Delays will occur when the child is ill or stressed and these are normal and the parents
need to know and expect it.
With this knowledge the parent can plan for the
regression, offering support and guidance to the child so they can again move along
their path towards their ultimate goals.
hildren develop in many areas. The Calendar has been divided into five developmental
areas, Sense of Self, Physical, Relationships, Understanding and Communication
The definitions of each area is outlined on page 2 of the calendar as simply and
accurately as possible.
The areas which seem to require the most thought by parents are Sense of self and
Relationships, while Physical, Understanding (cognitive) and Communication (language)
are given more importance, it is important to understand that each area of development
is equally important and all areas need to be stimulated.
Another important aspect of the calendar is that it enables parents to not only become
of
aware
the
developmental
milestones
of
their
child's
development,
but also
understand HOW they can stimulate the development and WHY it is so important. The
WHY of each activity is clearly explained in the words of the child in the Calendar
messages. For eg. When parents understand how cutting and pasting will help their child
to develop other skills necessary to succeed in school, they will provide those
opportunities for their children.
There are some specific developmental stages which occur during 3-6 years which are
highlight in the calendar.
1.
It is during this period of time when children begin to be exposed to more
influences
outside the home. They may begin a Tiny Tots program. Nursery School or
Kindergarten.
It is important that parents help the child to deal with these
separations
in a growth producing manner. Some children need more support than others in
this
2.
process.
Friends begin to take on more of a role in a child’s life. Again children will need
their parents help to develop these friendships and the skills necessary to help
them to become a good friend, such as, sharing and expressing their feelings in a
positive manner.
3.
This includes the child's relationship with their brothers and
sisters.
Children are naturally curious about their body, the body of the opposite sex
and about how babies are made. They should be allowed to feel as comfortable
about this part of their development as any other and these points of the sexual
development of children are brought into the Calendar in the most natural
4.
manner.
Some common child management issues which occur at this age have been dealt
with and parents will need to think more fully regarding dealing with these
5.
issues.
A variety of outdoor pictures in the calendar have been shown, indicating the
connection between going outside and expelling the incredible amount of energy
that children of this age seem to possess. This would encourage parents to take
their children outdoors as much as possible.
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