PARENTING EDUCATION
in ECCD
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Presented by: Le Thi Bich Hanh, Plan International Vietnam
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Children are at low development status:
Limited access to ECCD for children under 3 (27%)
Low quality of care and early learning services
Parents have limited involvement in ECCD
Parents have limited ECCD knowledge and skills
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Other key issues
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Limited awareness of policymakers on integrated ECCD
Lack of attention to integratedECCD efforts in the social-economic development plans
Limited coordination amongECCD stakeholders
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Key strategies:
Strengthening leadership at different levels
in ECCD and care work
Strengthening inter-sectorial coordination in
ECCD
Strengthening the State management of
ECCD
Enhancement of the quality ECCD and care
services at home and in communities
Enhancement of resource mobilization and
international cooperation for ECCD
NATIONAL ECCD PROGRAMME (2017-2025)
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MOH
Child health & nutrition
MoET
Early learning/
education –school based
Community based organizations
Parenting
HB/CB childcare services
MOLISA
Protection,
Coordination
National ECCD
system
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Parenting education
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Parents - primary partners in their
child’s development and readiness to
school and higher education.
Parenting - potentially powerful
factor in mitigating the risks of
poverty
Parenting education fosters the
overall development of children by:
Strengthening their knowledge
about child development
Building their capacities and
skills/practices
Connecting them with resources
available at communities that
support their positive practices
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Improve knowledge of positive ECCD practices for parents/caregivers
Improve access to community-based support mechanisms for parents/caregivers
Strengthen community’s capacities in establishing, managing or supporting community-based early stimulation and learning initiatives
Advocate for scaling parenting education in ECCD based on the strong evidences/best practices
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Early learning (U3) –
language & cognitive
Pre-primary -school
readiness/ language
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Program intervention focus
Community based parenting initiatives
ParentsChildren (U3)-
parents
Improved capacities of community based volunteers
network
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Parents and their children 0-3
years old
Led and managed by parents/
community volunteers
a stimulating home and/or
centre-based environment
Positive indigenous and other
early child care stimulation
practices
A forum for learning about and
testing new practices.
Source of volunteers to organize
play groups for children to
stimulate early learning
through play activities
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Parents of children aged 4-8
led and managed by parents/
community volunteers
Positive indigenous and
other child care and early
learning practices
A forum for learning about and
testing new practices.
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Health/ WASH
Child protection
Education
Income Generation
Loan/
saving
Others: (Safety, DRR)
Ind
ige
no
us
/
Lo
cal k
no
wle
dg
e
Be
ha
vio
r C
ha
ng
e
Design/ PlanningImplementation &
monitoring
Replication/
sustainability
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CP
system
Health
system
Education
system
Agri. &
rural Dev. Loan
providers
Others
Parent group Parent group Parent group Parent group
Community engagement and support
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Program pathway
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Developing/ piloting
replicable Evidences
Enhancing effective
implementation of those
evidences at wider scale.
Using strong evidences to Advocate for
better programs & policies
Children/
girls’ rights
fulfilled
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49,0%
67,5%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2018 2019
% of children aged under 3, with whom an adult household member engaged in activities
that promote early stimulation and learning
55,5%
73,1%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2018 2019
% of children aged 36-59 months, with whom an adult household member
engaged in activities that promote learning and school readiness
584
1.196
0
200
400
600
800
1.000
1.200
1.400
FY18 FY19
# of functioning community based initiatives to promote early stimulation and child development
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Parents are engaged in ECCD with:
Increased aspirations for children’s future
More support children with health/nutrition,
homework and learning
Seeking support from others
PE modality with high scalability:
Responsive support to local needs
Culturally appropriate services – high
relevance
Low costs + simple operation model ->
Affordable to the poor communities
Mainstream into the existing system-> cost
effective and sustainable
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Parenting model have demonstrated replicability, because:
They have responded to local needs and have contributed to
deal with challenges that children, parents and communities are
facing with; leaded to positive changes in young children,
parents and community facilitators as well
They provided culturally services to young children in the
remote EM areas where ECCD services are hardly reached out
Operation costs of these models are affordable to the poor
communities
Selection of local partners who manage these models, operation
mechanism and implementation are appropriate to the local
context and capacities
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Program interventions should be culturally and locally
appropriate (via promotion of positive deviance,
connecting with existing resources)
Community volunteers and teachers play critical role in
implementing, managing and sustaining the program
interventions, building capacity for them should be
carefully considered and prioritized
Along with information provision, supportive environment
should be created and well connected to available
services providers to support parents’ application of new
skills (BCC)
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Programmatic goal/s should determine the programmatic strategy/approach: integration; professional-semiprofessional; capacity building vs. delivery, etc.
Program quantity or “dose” (i.e. duration, frequency and intensity) influences program benefits: should be taken into consideration when designing effective programs
Multiple program modalities: use of multiple modalities in ECCD program (parenting, community, school based, etc.)
The quality of service provision matters to the program’s success: strengthening the capacity of service providers
More researches and evidences are needed on the scaling up of ECCD intervention models
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