MOSUPATSELAMOSUPATSELA DEVELOPMENTAL STIMULATION Carer and Child empowerment through activities and toys

What problem does the initiative seek to address? ACCESS if done right, high-quality, parent focused, ECD programmes that began at birth can make an extraordinary difference in outcomes both for the child and society. QUALITY

What informed / inspired the initiative? 11 ECD Centres in Rammulotsi, Viljoenskroon, Free State Province. Reaches about 1186 children between the ages 0-5 years Survey identified that children were not accessing ECD centres / services – number unclear Fee paying ECD services Farms – no transport Parents Perception Children not ready for school Vulnerable children

How was the initiative conceptualised? To identify children who do not have access to ECD programmes and establish parent-child ECD support groups in an attempt to reach them Fee paying ECD services Farms – no transport Parents Perception Children not ready for school Vulnerable children Free of chargeMobile Unit to area Parent component Facilitate access to other services Target school readiness “Therapeutic” 2 hour programme Formally trained Facilitator following designed programme with clear guidelines Orientation, preparation and monitoring by EXPERT Trained Facilitator following designed programme with clear guidelines and ability to work with parents

Who was involved and in what ways? Facilitate access to other services Target school readiness “Therapeutic” 2 hour programme Formally trained Facilitator following designed programme with clear guidelines (Concentration and memory; Reasoning abilities; Fine and gross motor skills, Basic numeracy and literacy; Age appropriate social and emotional development (particularly sharing, adherence to rules, perseverance and emotional regulation). Orientation, preparation and monitoring by EXPERT Trained Facilitator following designed programme with clear guidelines and ability to work with parents Dr Ingrid Herbst Bonny -Ntataise Dikeledi - Ntataise Dr Ingrid Herbst ILIFA Sobambisana Research Team 3 year pilot – 2010 to – 2 units operating in Rammulotsi and Farm areas

3 year pilot measures TARGET POPULATION: CHILDREN NOT ACCESSING ECD SERVICES IN RAMMULOTSI BASELINE TESTING: Measures of school readiness (Herbst tests) BASELINE TESTING: Knowledge of ECD EVALUATION SAMPLE MEASURE IMPACT INTERVENTION Identified through preschool supervisors (known as Matrons) Ntataise field workers and trainers. Potential participants are invited to a meeting at the centre or receive a home visit to explain the programme. They then decide whether or not to enrol. H.O.M.E. scales and the Safety and Hygiene checklist Focus groups Individual Interviews

How has the initiative been implemented? WHO? TARGET GROUP? COSTS /RESOURCES? A vehicle transports the practitioner, a gazebo, and equipment, to a specific (and different) site on each of four days in the school term. Once on site the gazebo is erected, tables and chairs and equipment are laid out, and the programme for the morning commences. A healthy snack is served

SuccessesSuccesses Measure Sobambisano Research results Mosupatsela Playgroups in Grade R N = 36 No ECD N = 26 Cognition: Grover Counter Scale39.24 (SD )34.05 (SD ) Language: Peabody Picture Vocabulary Test (Se-Sotho version) (SD)*45.99 (SD) Numeracy 1: The Herbst Counting Test4.35 (SD)4.19 (SD) Numeracy 2: The Herbst Number Concept Test 4.91 (SD)3.78 (SD) Emotional Development 1: The South SACAS School Readiness Sub-scale 6.95 (SD)*4.94 (SD) Emotional Development 2: The SACAS Resilience Sub-scale (SD)11.17 (SD)

ChallengesChallenges FACILITATORS IMPLEMENTING INTERVENTION CHILDREN AND PARENTS ENRIOLLED IN INTERVENTION How many sessions? Quality of sessions How many sessions? Access of other services Weather conditions Other commitments by staff Holiday periods – variations in no of sessions offered Preparation of sessions Adherence to programme guidelines Follow up with departments Formal meetings or opportunities Follow up visits to homes Buddy system FINANCING OF PROGRAMME Cost per child Government funding Other funding Sharing of resources

Inspirations and possibilities “Our children are really smart, my boy could not handle a pencil, now he holds a pen like a teacher”. They noted that their children’s behaviour had changed: they were able to play with others and communicate appropriately with elders (an important culturally required skill). Programme staff also commented on improved pro-social skills as well as improvements in concentration and perseverance (observing was an outcome of the programme or development) Parents felt that they had learned to take a serious interest in their children’s education in particular but also their general well being. They enjoyed and valued working on activities together. However, there was a request for the programme to be offered more than once a week and a parent mentioned that it was difficult to find things at home to use as substitutes to the toys in the programme and to practise the skills with the children.

Lessons learned o Steps need to be taken to improve attendance - encouraging regular child attendance is critical to realising positive outcomes and therefore offering other options – e.g. toy library. o Need to monitor whether the programme is implemented at home and encourage attendance through periodic home visits. o Running the programme outdoors affected attendance negatively (cold, wet and windy weather) and therefore alternative venues or a play bus option. o Numbers reached is important when considering per child cost (maintaining and scaling issue). o Organisational monitoring and evaluation is essential to maintaining quality.

Inspirations and Possibilities Initiative shared with Ntataise Network, Liberian group and Department of Social Development (other provinces)

RecommendationsRecommendations Expert input Time to pilot or test and develop Ongoing Monitoring and evaluation Trained staff Quality preparation and delivery of initiative according to tried and tested guidelines Integrate initiatives when possible Link to essential services Sharing of implementation challenges COST

We need changes in investment but we also need to prioritise quality in our initiatives for children