“20+ Years of Nurturing the Future in Ilemela District Mwanza, Tanzania (2005 – 2025)”
“Our role as Home Economists is to expand our target population’s capabilities to fit into the systems or give them skills to enact change that gives them the power to transform without compromising their beliefs and the already existing indigenous knowledge and skills”.
“Everything we do in life is Home Economics”
“Our organization has witnessed changes in the communities we serve, children’s social, emotional, cognitive and physical development milestones are being noted, parents and caregivers are supporting play-based learning and they are enrolling children in community child care centres which have given them adequate time to work especially on their income generating projects. Women childcare roles are being supported at the community childcare centres where there is care, learning, security and safety for their children. Children in Pre-primary schools are transitioning in early grades with all indicators of school readiness”.
Kayenze ndogo https://youtu.be/yOFrUTkeWXI?si=lNQAGmApWwac2-B8
⦁ Pre-Primary Education
Challenge: ⦁ Low enrollment in Preprimary classes ⦁ Inadequate Preprimary infrastructure ⦁ Lack of Preprimary teachers ⦁ Inadequate parent motivation to enroll children in preprimary classes Solution (community-based approach with microfinance synergy in establishing pre-primary schools): ⦁ Community mobilization and sensitization on the importance of preprimary education. ⦁ Involvement of local leadership and existing structures in finding solutions to the situation.
⦁ Resource mobilization to construct preprimary schools/ classes. (Microfinance synergy worked very well).
Training of Volunteers from the communities as Para Teachers to support preprimary schools/ classes established through TAHEA/ Community involvement.
⦁ Training of head teachers in preprimary school pedagogy for them to be supervisors of Para teachers in the participating schools was very important
⦁ Establishment of education funds through micro finance groups to support Para teachers Volunteers monthly allowances
Infrastructure development (One of the classrooms built and furnished to accommodate children aged 5 and 6 years in fishing communities).
Theopister Rodrick Shoo a Para professional teacher at Kilabela Preprimary School has this to say “I come from a poor family, I had to drop out of school when I was in Form II, my parents could not afford to pay for my school fees and other school needs” She stayed back home and the only option she had, was to get married at an early age.
She continued to say “When the community members identified me to support care and education at the preprimary school, I was very happy although I had some fears on how I will manage teaching without any Teacher Training. When I started attending the short courses offered by TAHEA Mwanza, my confidence was built on these tailor-made courses”. Theopister remembers one of the trainings where they were given a case story of a child who was always fighting with other children in the classroom and were supposed to give an answer on how they can manage the child behavior using one of the theories of B.F Skinner. “When it was my turn to present my answer to the class, I told them how I will use negative reinforcement to the child to improve the child behavior, because I was not very sure if that was what the teacher wanted, I just heard the class clapping for me, that is when I knew I have done it, from that day I believed that I will make a good teacher, let me work hard”.
When we asked her what she was proud of, she said “I am proud of being a para teacher, the skills in facilitating young children that TAHEA Mwanza has provided me with, has empowered me to work with young children effectively” She further said, “TAHEA Mwanza also linked me with the opportunity for complementary Secondary Education through distance learning which has provided me with another chance to fulfill my O-Level education”.
Theopister added, “After the local government phased the practice of para professionals in public Preprimary Schools where I volunteered for 8 years, I found myself working with young children at a Model Community-Based Child Care Center through TAHEA Mwanza”
Achievements: ⦁ 10 Preprimary schools with 20 classes were established in fishing communities
Pre primary school infrastructure for young children was one of the key quality element to facilitate process quality.
Preprimary Schools WASH facilities were constructed to facilitate early learning conducive learning environment for young children.
Innovative Hand washing facility (designed by TAHEA Mwanza)
Urinals were installed to ease congestion during break time.
Out-door games were constructed in all the 10 target preprimary schools established by TAHEA Mwanza.
⦁ Established Pre-Primary were fenced for security and safety
120,000 Children aged 5 – 6 years were enrolled in 10 preprimary schools facilitated by 21 trained Para teachers under Paraprofessional Training Program called TPAIDS (Train, Practice, Assess, Intervene, Document and Share) from 2005 – 2017.
Development of adequate learning and teaching materials/ aids by parents and the Para Teachers provided children with hands-on learning materials.
In 2018 the local government took-over the classes by allocating trained teachers and the group of Para teachers started involving themselves in other activities, some became Community Resource Persons for the Community Managed Micro Finance program which was on-going, some continued to support the preprimary schools where there were inadequate number of teachers and some became entrepreneurs doing small businesses.
Key Learnings:
⦁ Community engagement at different levels is crucial for the success of any intervention in poor resourced settings. ⦁ Mobilization of both financial and non-financial resources needs innovative approaches. ⦁ Community awareness on the problems facing the community is key in having collective solutions which are based on the common understanding and collaborative efforts. ⦁ Community systems, engaged stakeholders and committed leadership paves way to resource mobilization. ⦁ Acknowledgement of community existing knowledge and skills paves way for supportive facilitation as their existence, their culture and history matter in the transformation process
Monitoring and Evaluation visits was a key element in quality delivery of the program, the team included, TAHEA Mwanza professional members and professional staff, LGA Education Officers, Tutors from a Teacher Training Institution and Education Quality Assurers Officers made the MEL Team.
Nyamwilolelwa Resource Center was established to support training of Community Resource People including the Para Teachers
PLAY-BASED CHILD CARE CENTERS
Challenge:
During a Stakeholders meeting held at Bugogwa Ward in 2018, Community leaders raised an issue of inadequate childcare services among families, safety and security for children below 4 years who were always seen roaming about at the lake shores unaccompanied. A case of a Hyena killing one child and injured another in one of the communities sparked the discussion on how young children who are not in school settings can be cared for during the day when parents are busy.
Solution:
The stakeholders meeting, resulted into an action point that each community should identify and set aside spaces for the construction of child daycare centers. The plan was also good for a smooth transition from home to school program apart from supporting care, security and safety for pre-school children who were at risk due to parents’ involvement in income generation activities.
Process for establishing Child Care Centers in Fishing communities:
⦁ Community site selection. ⦁ Resource mobilization through Community Managed Micro Finance groups and TAHEA Mwanza Project support funds. ⦁ Construction of Child Care facilities in the target communities. ⦁ Recruitment of 2 Caregivers per Childcare Center in each community. ⦁ Training of the identified volunteer Caregivers. ⦁ Identification and enrollment of children aged 3 to 4 years at the established child care centers.
Mwalimu Nyerere Model Child Care Center where all trainings for Child Care Centers Facilitators were held (Igombe Fishing Community – Ilemela District)
Theopister transitioned from Preprimary classes to facilitating learning of children aged 3 – 4 years at the Model Childcare Center, with adequate skills on how to work with young children aged 5 to 6 years acquired during her paraprofessional teaching at Kilabela Preprimary School. She needed additional skills to manage play based learning, which she acquired through training, coaching and mentorship by TAHEA Mwanza team.
What do TAHEA Mwanza /Community Partnership offer in Play-based Child Care Centers?
The Child Care Centers offer Play-based learning with the knowledge that children learn through play. Through play, children explore the world around them, develop key skills, and express their creativity. It’s more than just a fun activity, play is essential for a child’s social, emotional, cognitive, and physical development.
Out Door Games are elected to facilitate physical, social and emotional development
Exploring the environment is part of learning for children.
Water and sand areas offer children great hands-on experiences with math’s skills development.
Home Area Skills
Play is a key driver of cognitive development in young children. Whether they’re solving a puzzle, building a tower, or pretending to run a grocery store, children are developing problem-solving skills, enhancing their memory, and practicing critical thinking. Through imaginative play, they learn to think creatively and explore different perspectives, which contributes to intellectual growth.
Health and Nutrition Practices
⦁ Growth Monitoring
The children under five years can be reached through childcare centers if they are linked to health facilities, the growth monitoring results are given to parents for them to make follow-up on their children growth, this was facilitated through collaboration with health facilities closer to childcare centers.
Feeding Program
⦁ Having a First Aid Kit in Childcare Centers is a wise practice, children are playful and accidents happen all the time. ⦁ Personal Hygiene Practices to young children remain with them all their lives once facilitated in Early Childhood.
Apart from fruit business, children learn about different types of fruits which are eaten for health.
⦁ Making provisions for mosquito nets on beds is something good for children to learn so as to prevent Malaria.
Pre-literacy and numeracy skills development through play
Drawing is fun at the same time develops writing skills
Playing with blocks and puzzles is fun but also develops a number of skills in pre literacy and pre numeracy, they learn how to add, subtract, weight, length etc.
Something as easy as stacking and knocking over blocks allows toddlers to discover math’s and science concepts, including shapes, gravity, balance and counting
Small groups interaction with materials and individual interaction with materials are key for facilitating child-centered activities.
Letter Concept
Letter Concept is needed in literacy development
A B C D E
A child who has developed strong literacy skills is better equipped to succeed academically, socially, and emotionally
Number Concept
1 2 3 4 5
Children learn number concept through play
Arts and Culture
Apart from cultural experience, children develop their large motor skills
Parents involvement, participation and support in Child Care Centers
Parents participation in Early Childhood is crucial in maximizing center-based programs for children, this includes enrollment of children, developing of play and learning materials and financial contribution to support childcare services which include feeding programs.
Child Security and Safety is key to protecting young children.
Promoting Readership among young children
⦁ Reading together builds a connection between child and caregiver ⦁ It boosts vocabulary and language development. ⦁ It stimulates creativity and expands understanding of the world. ⦁ Reading prepares children for learning to read and write. ⦁ Listening to stories helps develop concentration ⦁ Reading teaches life lessons and cultivates a love of reading.
There are various strategies for promoting literacy development in young children which its importance is acknowledged on its impact on later success in school and life.
Implementing various strategies and creating a literacy-rich environment, parents and educators can help children develop the language and literacy skills they need to succeed in school and beyond, and ensure that all children have the opportunity to reach their full potential.
Outdoor Games for Physical Development
1,264+ Children aged 3 to 4 years access play-based childcare centers annually in 12 established childcare centers in Ilemela district.
Economic Strengthening as a Synergy to Early Childhood Development Programs Improves caregiving in Families.
Both Micro Finance activities and income generation activities empower parent to support basic needs of children and their families in terms of good health, adequate nutrition and responsive care.
Call to Action
We have transformed early childhood education in pre-primary schools and built thriving childcare centers in our fishing communities. But for families living far from these hubs, the distance is a barrier we cannot ignore. Too many children are still left behind simply because their homes are far away. It’s time to close that gap. We are launching Home-Based Childcare Services to bring quality, safe, and nurturing care directly to the families who need it most.
Help us bridge the last mile. Donate today to bring safety and learning to every doorstep.
Bulding Strong Foundations for Generations
“20+ Years of Nurturing the Future in Ilemela District Mwanza, Tanzania (2005 – 2025)”
“Our role as Home Economists is to expand our target population’s capabilities to fit into the systems or give them skills to enact change that gives them the power to transform without compromising their beliefs and the already existing indigenous knowledge and skills”.
“Everything we do in life is Home Economics”
“Our organization has witnessed changes in the communities we serve, children’s social, emotional, cognitive and physical development milestones are being noted, parents and caregivers are supporting play-based learning and they are enrolling children in community child care centres which have given them adequate time to work especially on their income generating projects. Women childcare roles are being supported at the community childcare centres where there is care, learning, security and safety for their children. Children in Pre-primary schools are transitioning in early grades with all indicators of school readiness”.
Please see the links for more:
CCD https://youtu.be/XUMQ2ifytU?si=MtrY2eBj9qWUU-y8
Lina https://youtu.be/62itwhAiHcg?si=xCUH4ynCcZzxDq6U
Kayenze ndogo https://youtu.be/yOFrUTkeWXI?si=lNQAGmApWwac2-B8
⦁ Pre-Primary Education
Challenge:
⦁ Low enrollment in Preprimary classes
⦁ Inadequate Preprimary infrastructure
⦁ Lack of Preprimary teachers
⦁ Inadequate parent motivation to enroll children in preprimary classes
Solution (community-based approach with microfinance synergy in establishing pre-primary schools):
⦁ Community mobilization and sensitization on the importance of preprimary education.
⦁ Involvement of local leadership and existing structures in finding solutions to the situation.
⦁ Resource mobilization to construct preprimary schools/ classes. (Microfinance synergy worked very well).
Training of Volunteers from the communities as Para Teachers to support preprimary schools/ classes established through TAHEA/ Community involvement.
⦁ Training of head teachers in preprimary school pedagogy for them to be supervisors of Para teachers in the participating schools was very important
⦁ Establishment of education funds through micro finance groups to support Para teachers Volunteers monthly allowances
Infrastructure development (One of the classrooms built and furnished to accommodate children aged 5 and 6 years in fishing communities).
Theopister Rodrick Shoo a Para professional teacher at Kilabela Preprimary School has this to say “I come from a poor family, I had to drop out of school when I was in Form II, my parents could not afford to pay for my school fees and other school needs” She stayed back home and the only option she had, was to get married at an early age.
She continued to say “When the community members identified me to support care and education at the preprimary school, I was very happy although I had some fears on how I will manage teaching without any Teacher Training. When I started attending the short courses offered by TAHEA Mwanza, my confidence was built on these tailor-made courses”. Theopister remembers one of the trainings where they were given a case story of a child who was always fighting with other children in the classroom and were supposed to give an answer on how they can manage the child behavior using one of the theories of B.F Skinner. “When it was my turn to present my answer to the class, I told them how I will use negative reinforcement to the child to improve the child behavior, because I was not very sure if that was what the teacher wanted, I just heard the class clapping for me, that is when I knew I have done it, from that day I believed that I will make a good teacher, let me work hard”.
When we asked her what she was proud of, she said “I am proud of being a para teacher, the skills in facilitating young children that TAHEA Mwanza has provided me with, has empowered me to work with young children effectively” She further said, “TAHEA Mwanza also linked me with the opportunity for complementary Secondary Education through distance learning which has provided me with another chance to fulfill my O-Level education”.
Theopister added, “After the local government phased the practice of para professionals in public Preprimary Schools where I volunteered for 8 years, I found myself working with young children at a Model Community-Based Child Care Center through TAHEA Mwanza”
Achievements:
⦁ 10 Preprimary schools with 20 classes were established in fishing communities
Pre primary school infrastructure for young children was one of the key quality element to facilitate process quality.
Preprimary Schools WASH facilities were constructed to facilitate early learning conducive learning environment for young children.
Innovative Hand washing facility (designed by TAHEA Mwanza)
Urinals were installed to ease congestion during break time.
Out-door games were constructed in all the 10 target preprimary schools established by TAHEA Mwanza.
⦁ Established Pre-Primary were fenced for security and safety
120,000 Children aged 5 – 6 years were enrolled in 10 preprimary schools facilitated by 21 trained Para teachers under Paraprofessional Training Program called TPAIDS (Train, Practice, Assess, Intervene, Document and Share) from 2005 – 2017.
Development of adequate learning and teaching materials/ aids by parents and the Para Teachers provided children with hands-on learning materials.
In 2018 the local government took-over the classes by allocating trained teachers and the group of Para teachers started involving themselves in other activities, some became Community Resource Persons for the Community Managed Micro Finance program which was on-going, some continued to support the preprimary schools where there were inadequate number of teachers and some became entrepreneurs doing small businesses.
Key Learnings:
⦁ Community engagement at different levels is crucial for the success of any intervention in poor resourced settings.
⦁ Mobilization of both financial and non-financial resources needs innovative approaches.
⦁ Community awareness on the problems facing the community is key in having collective solutions which are based on the common understanding and collaborative efforts.
⦁ Community systems, engaged stakeholders and committed leadership paves way to resource mobilization.
⦁ Acknowledgement of community existing knowledge and skills paves way for supportive facilitation as their existence, their culture and history matter in the transformation process
Monitoring and Evaluation visits was a key element in quality delivery of the program, the team included, TAHEA Mwanza professional members and professional staff, LGA Education Officers, Tutors from a Teacher Training Institution and Education Quality Assurers Officers made the MEL Team.
Nyamwilolelwa Resource Center was established to support training of Community Resource People including the Para Teachers
PLAY-BASED CHILD CARE CENTERS
Challenge:
During a Stakeholders meeting held at Bugogwa Ward in 2018, Community leaders raised an issue of inadequate childcare services among families, safety and security for children below 4 years who were always seen roaming about at the lake shores unaccompanied. A case of a Hyena killing one child and injured another in one of the communities sparked the discussion on how young children who are not in school settings can be cared for during the day when parents are busy.
Solution:
The stakeholders meeting, resulted into an action point that each community should identify and set aside spaces for the construction of child daycare centers. The plan was also good for a smooth transition from home to school program apart from supporting care, security and safety for pre-school children who were at risk due to parents’ involvement in income generation activities.
Process for establishing Child Care Centers in Fishing communities:
⦁ Community site selection.
⦁ Resource mobilization through Community Managed Micro Finance groups and TAHEA Mwanza Project support funds.
⦁ Construction of Child Care facilities in the target communities.
⦁ Recruitment of 2 Caregivers per Childcare Center in each community.
⦁ Training of the identified volunteer Caregivers.
⦁ Identification and enrollment of children aged 3 to 4 years at the established child care centers.
Mwalimu Nyerere Model Child Care Center where all trainings for Child Care Centers Facilitators were held (Igombe Fishing Community – Ilemela District)
Theopister transitioned from Preprimary classes to facilitating learning of children aged 3 – 4 years at the Model Childcare Center, with adequate skills on how to work with young children aged 5 to 6 years acquired during her paraprofessional teaching at Kilabela Preprimary School. She needed additional skills to manage play based learning, which she acquired through training, coaching and mentorship by TAHEA Mwanza team.
What do TAHEA Mwanza /Community Partnership offer in Play-based Child Care Centers?
The Child Care Centers offer Play-based learning with the knowledge that children learn through play. Through play, children explore the world around them, develop key skills, and express their creativity. It’s more than just a fun activity, play is essential for a child’s social, emotional, cognitive, and physical development.
Out Door Games are elected to facilitate physical, social and emotional development
Exploring the environment is part of learning for children.
Water and sand areas offer children great hands-on experiences with math’s skills development.
Home Area Skills
Play is a key driver of cognitive development in young children. Whether they’re solving a puzzle, building a tower, or pretending to run a grocery store, children are developing problem-solving skills, enhancing their memory, and practicing critical thinking. Through imaginative play, they learn to think creatively and explore different perspectives, which contributes to intellectual growth.
Health and Nutrition Practices
⦁ Growth Monitoring
The children under five years can be reached through childcare centers if they are linked to health facilities, the growth monitoring results are given to parents for them to make follow-up on their children growth, this was facilitated through collaboration with health facilities closer to childcare centers.
Feeding Program
⦁ Having a First Aid Kit in Childcare Centers is a wise practice, children are playful and accidents happen all the time.
⦁ Personal Hygiene Practices to young children remain with them all their lives once facilitated in Early Childhood.
Apart from fruit business, children learn about different types of fruits which are eaten for health.
⦁ Making provisions for mosquito nets on beds is something good for children to learn so as to prevent Malaria.
Pre-literacy and numeracy skills development through play
Drawing is fun at the same time develops writing skills
Playing with blocks and puzzles is fun but also develops a number of skills in pre literacy and pre numeracy, they learn how to add, subtract, weight, length etc.
Something as easy as stacking and knocking over blocks allows toddlers to discover math’s and science concepts, including shapes, gravity, balance and counting
Small groups interaction with materials and individual interaction with materials are key for facilitating child-centered activities.
Letter Concept
Letter Concept is needed in literacy development
A B C D E
A child who has developed strong literacy skills is better equipped to succeed academically, socially, and emotionally
Number Concept
1 2 3 4 5
Children learn number concept through play
Arts and Culture
Apart from cultural experience, children develop their large motor skills
Parents involvement, participation and support in Child Care Centers
Parents participation in Early Childhood is crucial in maximizing center-based programs for children, this includes enrollment of children, developing of play and learning materials and financial contribution to support childcare services which include feeding programs.
Child Security and Safety is key to protecting young children.
Promoting Readership among young children
⦁ Reading together builds a connection between child and caregiver
⦁ It boosts vocabulary and language development.
⦁ It stimulates creativity and expands understanding of the world.
⦁ Reading prepares children for learning to read and write.
⦁ Listening to stories helps develop concentration
⦁ Reading teaches life lessons and cultivates a love of reading.
There are various strategies for promoting literacy development in young children which its importance is acknowledged on its impact on later success in school and life.
Implementing various strategies and creating a literacy-rich environment, parents and educators can help children develop the language and literacy skills they need to succeed in school and beyond, and ensure that all children have the opportunity to reach their full potential.
Outdoor Games for Physical Development
1,264+ Children aged 3 to 4 years access play-based childcare centers annually in 12 established childcare centers in Ilemela district.
Economic Strengthening as a Synergy to Early Childhood Development Programs Improves caregiving in Families.
Both Micro Finance activities and income generation activities empower parent to support basic needs of children and their families in terms of good health, adequate nutrition and responsive care.
Call to Action
We have transformed early childhood education in pre-primary schools and built thriving childcare centers in our fishing communities. But for families living far from these hubs, the distance is a barrier we cannot ignore. Too many children are still left behind simply because their homes are far away.
It’s time to close that gap. We are launching Home-Based Childcare Services to bring quality, safe, and nurturing care directly to the families who need it most.
Help us bridge the last mile. Donate today to bring safety and learning to every doorstep.
Post Code
TAHEA Mwanza