Full Interview with Dr. Sweta Shah, Global Lead for Early Childhood Development at AKF— Nov 2020
Video:
https://www.youtube.com/watch?v=MDQBHGNVA30
On November 21, 2020, AKF hosted “Mind the Gap: Lessons from Challenging Education Contexts, and How We Can Safeguard the Next Generation’s Learning Outcomes,” with excerpts from a conversation with Khalil Z. Shariff, CEO of AKF USA, and Dr. Sweta Shah, Global Lead for Early Childhood Development at AKF. Watch the full interview between here.
IMPORTANCE OF EARLY CHILDOOD EDUCATION
The transformative power of parents – AKF launches two new courses to underscore the vital role that parents play in child development
AKF’s Global Lead for Early Childhood Development, Sweta Shah, explains the rationale behind the courses' development
Abdallah Salim lives with his wife Mariam, and 4-year-old son, Salim, in the remote village of Mbuta, which is near Mombasa on the coast of Kenya. Salim goes to Kadiria community pre-school, which has been supported by the Aga Khan Foundation’s long-established Madrasa Early Childhood Programme Kenya (MECP). Abdallah works in construction and is a part time electrician. His wife, Mariam is a stay-at-home mother.
When the COVID-19 pandemic struck Kenya in March 2020, forcing schools to close, Abdallah’s biggest worry was the effect it could pose on the development and learning of Salim. He also worried about how he would protect his family at home. Access to information in his remote village was a challenge.
One day he got a call from Salim’s teacher, Mesalimu, who told him about the Rise and Shine Initiative being implemented by the Madrasa ECD programme. Supported by the Aga Khan Foundation, the Government of Canada and Lego Foundation, the purpose of the initiative is to increase the knowledge and skills of parents like Abdallah and help them realise what they already know – how to ensure that their children could continue to learn, especially through play, develop and reach their full potential – while pre-schools were closed. The initiative provided weekly informative messages on WhatsApp. The messages shared activity and play ideas for parents to do at home with their children, as well as tips to keep families protected from COVID-19.
Through this initiative Abdallah has realised the critical role he plays in his own child’s development. “I have learned so much, but the best advice I received from the intervention was the parenting tips on praising my child, redirecting behaviour through play, and reinforcement of positive behaviour. This has changed our relationship in a very positive way,” said Abdallah. Despite pre-schools being closed, Abdallah has been able to use everyday interactions with his son to support his ongoing learning and development.
AKF and its partners, the Madrasa Early Childhood Programme and others, place parents at the centre of all early childhood responses because they share the fundamental belief that parents are children’s first and most important teachers. This is not a new priority – in fact it has been key to AKF’s ECD work for decades. Over the years, AKF has supported many parenting programs across its geographies. However, the pandemic has placed an even greater emphasis on the critical role that they play in ensuring children are safe, loved and can continue to grow and develop.
As part of AKF’s enhancing family and community support initiative, two new virtual courses have been recently developed called: Working With Parents of Young Children and Designing Parenting Programmes which target generalists who want to learn why working with parents of young children is important, and specialists who want to learn how to design parenting programmes. Both courses are completely free.
Though parents all over the world are overwhelmed with the daily challenges of supporting their children’s learning and development – mostly at home – as well as trying to earn a living, there has at least been one silver lining to the current crisis: many parents are now much more interested in parent support programmes, more involved with their child’s development and more actively helping their children to reach their full potential.
Photos at:
https://www.akf.org.uk/the-transformati ... 25c8c5fc8d
AKF’s Global Lead for Early Childhood Development, Sweta Shah, explains the rationale behind the courses' development
Abdallah Salim lives with his wife Mariam, and 4-year-old son, Salim, in the remote village of Mbuta, which is near Mombasa on the coast of Kenya. Salim goes to Kadiria community pre-school, which has been supported by the Aga Khan Foundation’s long-established Madrasa Early Childhood Programme Kenya (MECP). Abdallah works in construction and is a part time electrician. His wife, Mariam is a stay-at-home mother.
When the COVID-19 pandemic struck Kenya in March 2020, forcing schools to close, Abdallah’s biggest worry was the effect it could pose on the development and learning of Salim. He also worried about how he would protect his family at home. Access to information in his remote village was a challenge.
One day he got a call from Salim’s teacher, Mesalimu, who told him about the Rise and Shine Initiative being implemented by the Madrasa ECD programme. Supported by the Aga Khan Foundation, the Government of Canada and Lego Foundation, the purpose of the initiative is to increase the knowledge and skills of parents like Abdallah and help them realise what they already know – how to ensure that their children could continue to learn, especially through play, develop and reach their full potential – while pre-schools were closed. The initiative provided weekly informative messages on WhatsApp. The messages shared activity and play ideas for parents to do at home with their children, as well as tips to keep families protected from COVID-19.
Through this initiative Abdallah has realised the critical role he plays in his own child’s development. “I have learned so much, but the best advice I received from the intervention was the parenting tips on praising my child, redirecting behaviour through play, and reinforcement of positive behaviour. This has changed our relationship in a very positive way,” said Abdallah. Despite pre-schools being closed, Abdallah has been able to use everyday interactions with his son to support his ongoing learning and development.
AKF and its partners, the Madrasa Early Childhood Programme and others, place parents at the centre of all early childhood responses because they share the fundamental belief that parents are children’s first and most important teachers. This is not a new priority – in fact it has been key to AKF’s ECD work for decades. Over the years, AKF has supported many parenting programs across its geographies. However, the pandemic has placed an even greater emphasis on the critical role that they play in ensuring children are safe, loved and can continue to grow and develop.
As part of AKF’s enhancing family and community support initiative, two new virtual courses have been recently developed called: Working With Parents of Young Children and Designing Parenting Programmes which target generalists who want to learn why working with parents of young children is important, and specialists who want to learn how to design parenting programmes. Both courses are completely free.
Though parents all over the world are overwhelmed with the daily challenges of supporting their children’s learning and development – mostly at home – as well as trying to earn a living, there has at least been one silver lining to the current crisis: many parents are now much more interested in parent support programmes, more involved with their child’s development and more actively helping their children to reach their full potential.
Photos at:
https://www.akf.org.uk/the-transformati ... 25c8c5fc8d
Re: IMPORTANCE OF EARLY CHILDOOD EDUCATION
Did you know that no two human brains are alike? “Diversity is normal, that is human nature,” explains Arman Dostmohmed, a school psychologist with a focus on special education. Neurodiversity refers to the natural variations in how individuals' think, learn, and how they interact with the world around them. Signs of neurodiversity can appear at any age, but it's important to be aware of any early signs to allow for early intervention.
Developmental Awareness:
Early childhood development encompasses the first eight years of a child’s life https://data.unicef.org/topic/early-chi ... /overview/, this is when we see some of the greatest changes and development in an individual. Throughout these years children are expected to hit different developmental milestones https://www.cdc.gov/ncbddd/watchmetraining/module2.html, from taking their first steps and starting to point towards objects, to reaching out for toys and starting to wave. These milestones help parents and caregivers keep track of how their child is progressing and the skills they are likely to develop around certain ages.
Children with neurodiversities https://the.ismaili/news/what-neurodiversity may reach certain milestones later than expected or struggle more in specific areas. Being aware of these developmental markers can help spot early signs and seek the required support. However, Arman highlights that it's crucial to strike a balance. While awareness is key, it's important to avoid hyper-vigilance, remembering that all children develop at their own unique pace.
“It's important to work with your pediatricians, especially at a very young age, by checking in with them,” says Arman. That way, any potential concerns or queries you may have can be monitored and addressed early on.
“It's not a checkbox situation. If something isn't happening, that doesn't automatically mean there's a wider issue. Focus on your child and your individual case and where concerned, go and get help. Don't be scared to ask, and don't be scared to find out.”
Early intervention matters
Research https://www.researchgate.net/publicatio ... GENT_NEEDS shows that early intervention can have a positive impact on children’s cognitive abilities, interpersonal skills and other aspects of development. Even if there’s not a formal diagnosis, as Arman explains, diagnoses can sometimes take time, and intervening early is unlikely to cause any harm and can only benefit the child.
As children are still developing emotional regulation and executive functioning skills, they tend to benefit from structured and supportive environments that offer consistency and routine This is often especially true for children with neurodiversity
It's equally important for children to engage with their creative side and explore https://preschoolinspirations.com/teach ... later%20on. with different toys and textures, within a way that will benefit them. Studies https://www.sciencedirect.com/science/a ... via%3Dihub support this, showing the positive impact of play on children's social skills, language and behaviour.
“Allow your child to experience things in the multi-sensory world. Let them problem solve, let them experience things that are difficult, and be there to support them, but don't always solve it for them,” says Arman.
In regard to the interventions available, Arman emphasises there is no single therapy that works well for all. Every child's needs are unique, so it’s important to try different evidence-based interventions and ask questions, while considering individual differences to determine what works best.
Understanding Co-Regulation
Another important concept to be aware of is co-regulation. “As humans, our primary needs are safety and connection,” explains Arman. “We're constantly scanning our environment and asking ourselves is the situation safe or unsafe? If we've experienced many situations that we perceive as unsafe, our nervous system is likely to become more elevated as we tend to expect situations to be unsafe. Individuals with neurodiversities often also experience an elevated nervous system.”
Co-regulation is about helping someone who’s feeling unsettled to regulate their nervous system.
Arman offers a simple example: if a baby is crying in their crib to express their distress, and a caregiver or parent enters the room feeling flustered and distressed themselves, it unintentionally indicates to the child that something is wrong or unsafe. This can elevate the child's agitation, and a vicious cycle of increasing each other’s stress levels begins.
Co-regulation is when one person first regulates their own emotions, and in doing so, helps another manage theirs. For example, a parent or a caregiver can support a child by first regulating themselves, which in turn provides cues of safety. Even in adulthood, we continue to benefit from co-regulation in our relationships.
Harvard Health https://www.health.harvard.edu/blog/co- ... 2404033030 states that co-regulation can help children cope with stress, problem solve, handle challenges and other important skills.
Challenges and reducing stigma:
For parents and caregivers to remain calm in stressful situations, it’s important for them to look after themselves and their own wellbeing.
“For parents, there's also that period of them being able to understand a diagnosis and the acceptance that comes with it,” says Arman. When it comes to seeking support, she recommends seeking support as a whole family, not just for the child, as it’s a new situation everyone is learning to navigate together.
Speaking openly about these experiences can be daunting. Whether it's voicing an initial concern to a pediatrician, or after you’ve received a diagnosis and are adjusting to new routines. “Parents need to understand that they are not alone. In those moments, it can feel like you’re very much alone, so find support for yourselves.”
Ilana Alibhai, a psychology intern working with Arman also adds, “It’s important to reduce the stigma attached to neurodiversity, as that stigma pushes parents away from going to get support and talk about their concerns with their kids.”
Working closely with healthcare professionals, connecting with support groups and learning from other families who have been in similar experiences are all key parts of helping you and your child. While limitations exist across the globe with access to healthcare services, knowledge and resources available, community support can help make a positive difference and make the journey feel less isolating for families.
Arman offers an encouraging reminder: “Early identification and intervention are important, but support at any stage can make a meaningful difference.” A diagnosis does not limit a child's potential, it simply means their journey progresses along a different path. By engaging with resources available and leaning on support systems, parents can help ensure children receive the appropriate care where required to help them thrive.
https://the.ismaili/us/en/news/every-mi ... -childhood