Understanding & Supporting Children’s Emotional Growth
Every child has a unique personality and emotional world. Recognizing and understanding these emotions is crucial for helping children grow into well-adjusted members of society. It’s not enough to love children only when they excel; they need to be accepted and supported as they are, regardless of their achievements. Both parents and teachers play a vital role in this process, requiring patience and tolerance in dealing with children’s diverse behaviors—whether playful, stubborn, or whiny.
At Shree Banaspati Basic School in Dalchoki, Konjyosome Rural Municipality, the challenges of early childhood education are particularly evident. The Early Childhood Development (ECD) class currently has 14 children, including Karsang Ghyaba, Buddharaj Syangtan, and Sukraj Ghalan—three boys, all aged 4, who stand out for their behavioral challenges. These boys, enrolled in earlier educational fiscal year, display disruptive behaviors such as fighting over minor issues, stubbornness, and refusal to cooperate, making the classroom environment noisy and difficult to manage. The school’s facilitators face the tough task of maintaining order while ensuring all students receive the care and education they need.
Karsang Ghyaba, the youngest of six in his family, has attended school irregularly. His family struggles economically, relying on agriculture, and his parents’ daily substance abuse has resulted in neglect. His siblings, apart from one sister, have already left school, and Karsang’s irregular attendance reflects the instability at his home.
Similarly, Buddharaj Syangtan’s family situation has left him without stable parental support. His mother remarried when he was 2, and his father moved abroad for work, leaving Buddharaj in the care of his grandmother. Financial hardships further complicate his upbringing, and like Karsang, he faces a daily struggle to attend school and remain engaged.
Sukraj Ghalan’s story is similar. Though enrolled in ECD last year, his attendance has been inconsistent. His family, too, is affected by poverty and substance abuse. His parents’ addiction to alcohol and smoking has led to neglect, impacting both Sukraj and his older sister.
ECD Facilitator Sarita Thing acknowledges that teaching young children is always challenging, but managing a class where children have such different emotional and behavioral needs is especially difficult. Planning lessons, maintaining discipline, and ensuring students grasp the material requires immense patience. The particular difficulties posed by children like Karsang, Buddharaj, and Sukraj are tied to their family circumstances, where neglect and parental irresponsibility may be at the root of their disruptive behavior.
Despite these challenges, Sarita and her team continue to work with dedication, striving to create a supportive and understanding environment. They are gradually learning how to manage different personalities, fostering patience and kindness as they help the children grow. This effort makes their work more meaningful as they guide these young learners through difficult circumstances.
The stories of these three boys illustrate a broader issue in Konjyosome Rural Municipality, where illiteracy, poverty, early marriage, and divorce remain prevalent. Many parents, struggling with their own challenges, fail to provide the care and attention their children need. As a result, the ECD facilitators are stepping in, assuming responsibility for the children’s upbringing to the best of their abilities. The READ Child-III project, which supports ECD initiatives, is committed to helping create a nurturing environment for children like Karsang, Buddharaj, and Sukraj. With the combined efforts of facilitators, community members, and support organizations, there is hope that these children will receive the protection, love, and guidance they deserve.