A Child’s Learning Path – Biwash’s Bright Transformation

Shree Gyanodaya Basic School, located in Chaughare, Konjyosome Rural Municipality, offers classes from Early Childhood Development (ECD) to grade eight. Since the execution of READ Child-II phase project from 2021, NEW Initiative has been supporting the ECD classroom in this school. Various infrastructural development activities such as classroom upgrading, educational materials support, teachers training etc. has been organized to improve the educational quality of ECD.

In due course of time, we have seen the crucial role of ECD in a child’s transition from home to school, a shift often accompanied by lots of physical, mental and social challenges. For some children, this transition can particularly be difficult and stressful.

Five-year-old Biwash Ghongwa, enrolled in the ECD of Shree Gyanodaya Basic School during the educational fiscal year 2081 has been challenge to the ECD facilitator. Raised in a joint family, Biwash previously has been enrolled in multiple schools. But his personality and behavior to other children made him struggle to adjust in the ECD. His refusal to stay in school and difficulty in forming relationships worried his parents.

Joining ECD at Gyanodaya Basic School, his behavior remained unchanged. He was distant, fought with others, and displayed disruptive habits such as stealing lunches and crying for long periods. His inability to socialize set him apart from the other students. However, after four months at ECD and many personalized efforts from ECD facilitator, positive changes began to emerge in him. He started participating in class activities, get socialize with friends, and enjoy creative tasks like drawing and singings.

ECD Facilitator Swostika Lopchan recalls how difficult it was initially to manage Biwash. However, understanding his psychology, personal behaviors, likes and dislikes helped the teachers connect with him. Today, Biwash is more integrated into the classroom activities, though he still prefers extracurricular activities over academic tasks.

Through the activities of READ Child-III project, which actively supports ECDs in various schools, seems to have played a vital role in the progress of many children like Biwash’s. The project provided educational and games infrastructure materials, educational materials, and training for facilitators, helped the ECDs to create a nurturing environment for the children to learn and thrive. Through patience, understanding, and the right tools, children like Biwash are finding joy in learning and growing holistically.